Perceptual and Attentional Influences on Continuous 2:1 and 3:2 Multi-Frequency Bimanual Coordination

Autor/inn/en	Kovacs, Attila J.; Buchanan, John J.; Shea, Charles H.
Titel	Perceptual and Attentional Influences on Continuous 2:1 and 3:2 Multi-Frequency Bimanual Coordination
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 36 (2010) 4, S.936-954 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0019259
Schlagwörter	Feedback (Response); Control Groups; Vision; Perceptual Motor Coordination; Experiments; Experimental Psychology; Influences; Attention; Handedness; Undergraduate Students + Suchen Sie Ihr Suchwort? Körperkoordination; Erprobung; Experimentelle Psychologie; Influence; Einfluss; Einflussfaktor; Aufmerksamkeit; Linkshändigkeit
Abstract	Two experiments were conducted to determine if multi-frequency (2:1 and 3:2) coordination between the limbs is enhanced when integrated feedback is provided in the form of Lissajous plots, attention demands are reduced, and attempts to consciously coordinate the limbs are not encouraged. To determine the influence of vision of the limbs, covered and uncovered limb groups were provided online Lissajous feedback. To determine the impact of the Lissajous feedback, a control group that was not provided Lissajous feedback was also tested. The data indicated remarkably effective performances after 5 min of practice when limbs were covered and Lissajous feedback was provided. When Lissajous feedback was provided and vision of the limbs was permitted, performance deteriorated. Performance by the group not provided Lissajous feedback was quite poor. The findings suggest that some of the difficulty associated with producing difficult bimanual coordination patterns are due to the less than optimal perceptual information available in various testing situations and the attentional focus imposed by the participant. (Contains 8 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10