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Motor control, learning and developm...

Utley, Andrea.

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Motor control, learning and development /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Motor control, learning and development // Andrea Utley, Sarah Astill.
作者:	Utley, Andrea.
其他作者:	Astill, Sarah.
出版者:	New York :Taylor & Francis, : 2008.,
面頁冊數:	vii, 244 p. :ill. ;25 cm.
叢書名:	BIOS instant notes
標題:	Motor ability. -
電子資源:	http://www.loc.gov/catdir/toc/ecip087/2007052427.html
電子資源:	http://www.loc.gov/catdir/enhancements/fy0916/2007052427-d.html
ISBN:	9780415391399 (pbk.):

Motor control, learning and development /
Utley, Andrea.

Motor control, learning and development /Andrea Utley, Sarah Astill. - New York :Taylor & Francis,2008. - vii, 244 p. :ill. ;25 cm. - BIOS instant notes.

Includes bibliographical references and index.

Abbreviations --

ISBN: 9780415391399 (pbk.):UK20.00

LCCN: 2007052427Subjects--Topical Terms:

548676
Motor ability.

LC Class. No.: BF295 / .U85 2008

Dewey Class. No.: 152.3/34

Motor control, learning and development /
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020 $a 9780415391399 (pbk.): $c UK20.00
020 $a 0415391393 (pbk.)
035 $a 00521193
040 $a DLC $c DLC $d BAKER $d BTCTA $d CPE $d DLC $d NLGGC $d NOR $d OCLNG $d YDX $d YDXCP
050 0 0 $a BF295 $b .U85 2008
082 0 0 $2 22 $a 152.3/34
084 $2 bcl $a 77.48
100 1 $a Utley, Andrea. $3 1080270
245 1 0 $a Motor control, learning and development / $c Andrea Utley, Sarah Astill.
260 $a New York : $c 2008. $b Taylor & Francis,
300 $a vii, 244 p. : $b ill. ; $c 25 cm.
440 0 $a BIOS instant notes
504 $a Includes bibliographical references and index.
505 0 0 $t Abbreviations -- $t Classification from a performance-proficiency perspective -- $t Coordinative structure hypothesis -- $t Definition of terms -- $t Definition of terms -- $t Dynamical systems theories -- $t Ecological theories -- $t Hierarchical theories -- $t Key players and motor control landmarks -- $t Measuring learning -- $t Movement terminology -- $t Origins of the field -- $t Outcome measures -- $t Performance measures -- $t Preface -- $t Reflex theories -- $t Section A : What is motor control? -- $t Section B : Classification of skill -- $t Section C : Measurement in motor control -- $t Section D : Theories of control -- $t Task perspective skill classifications -- $t Validity and reliability -- $t Why study motor control? --
505 0 0 $g The $g The $g The $g The $g The $g The $t Adams' closed-loop theory -- $t Anticipation -- $t Basic concepts -- $t Constraints theory (Newell, 1986) -- $t Control of movement by the brain -- $t Ecological perspective -- $t Ecological theory -- $t Exteroceptive information -- $t Factors affecting reaction time -- $t Movement time and Fitts' law -- $t Proprioception and movement -- $t Proprioception and movement -- $t Reaction time and movement time -- $t Schmidt's schema theory -- $t Section E : Information processing -- $t Section F : Neurological issues -- $t Section G : Sensory contributions to control -- $t Section G : Sensory contributions to control -- $t Section H : Theories of motor learning -- $t Simple, discriminative, choice reaction, and recognition reaction time -- $t Theories of motor learning -- $t central nervous system -- $t nervous system -- $t neuron -- $t peripheral nervous system -- $t role of proprioception -- $t role of proprioception --
505 0 0 $g The $t Atkinson and Shiffrin's multistore model -- $t Augmented feedback : what is it, what does it do and do we really need it? -- $t Bernstein's stage theory of motor learning -- $t Conditions of practice -- $t Craik and Lockhart's levels-of-processing model -- $t Different forms of knowledge of results and knowledge of performance -- $t Disorders of memory -- $t Enhancing memory -- $t Fitts and Posner three-stage model -- $t Forgetting -- $t Gentile's two-stage model -- $t Implementing practice variability : contextual interference -- $t Important considerations for giving augmented feedback -- $t Indicators of learning -- $t Section I : Stages of motor learning -- $t Section J : Memory -- $t Section K : Implications for practice -- $t Section L : The role and function of feedback -- $t Task analysis : breaking the task down into its component parts -- $t Types of augmented feedback --
505 0 0 $g A $g The $g The $t Cognitive approaches to development -- $t Deficiencies of maturationalist explanations -- $t Development of locomotion : crawling, cruising, walking, and running -- $t Development of manual skills : grasping, reaching and grasping, catching, and throwing -- $t Exploration and selection -- $t Index. $t Maturational perspective -- $t Perception and action -- $t Postural development -- $t Puberty onwards -- $t Reflexes -- $t Section M : Motor development -- $t Section N : Development of fundamental movement skills -- $t Seven to puberty -- $t Spontaneous movements -- $t Two to seven years of age -- $t dynamical systems approach to motor development -- $t first two years -- $t process underlying development --
650 0 $a Motor ability. $3 548676
700 1 $a Astill, Sarah. $3 1080269
809 $d BF295 $e U85 $p BOOK $y 2008
856 4 1 $3 Table of contents only $u http://www.loc.gov/catdir/toc/ecip087/2007052427.html
856 4 2 $3 Publisher description $u http://www.loc.gov/catdir/enhancements/fy0916/2007052427-d.html