Řeč, pohyb, správný ontogenetický vývoj jedince, kognice, emoce, schopnost učit se, paměť – a s výčtem bychom mohly pokračovat. To vše je přímo závislé na rovnováze, za kterou stojí rytmus realizovaný v optimálním tempu s dostatečnou intenzitou a v pravidelně se opakujících, časově dobře volených intervalech. Často si, vlivem zautomatizovaných činností, neuvědomujeme, s jakou pravidelností, plánováním a organizovaností vykonáváme základní motorické vzorce, které se intuitivně a naprosto přirozeně učíme prostřednictvím dostatečně intenzivních intervalových rytmických aktivit. A právě terapie v logopedické praxi vedená intenzivně a intervalově napomáhá u dětí a žáků příznivě ovlivňovat prognózu jejich řečového vývoje, bez ohledu na to, zda využíváme direktivní, nebo nedirektivní přístup. To je mimo jiné potvrzeno také v závěru uvedeným stručným kazuistickým příkladem klientky se závažnou myofunkční poruchou.
Speech, movement, proper ontogenetic development of the individual, cognition, emotions, ability to learn, memory and the list could go on. All of these are directly dependent on balance, which is based on the rhythm realised at an optimal pace with sufficient intensity and in regularly recurring intervals of well-chosen timing. Often, due to automated activities, we are not aware of the regularity, planning and organisation with which we perform the basic motor patterns that we intuitively and quite naturally learn through sufficiently intense interval rhythmic activities. And it is precisely the therapy in Speech Therapy practice conducted intensively and at intervals, that helps to positively influence the prognosis of children and pupils in their speech development, regardless of whether we use a directive or non-directive approach. This is confirmed, among other things, by the brief case example of a client with a severe myofunctional disorder, presented in the end of the paper.
Space and time are fundamental attributes of the external world. Deciphering the brain mechanisms involved in processing the surrounding environment is one of the main challenges in neuroscience. This is particularly defiant when situations change rapidly over time because of the intertwining of spatial and temporal information. However, understanding the cognitive processes that allow coping with dynamic environments is critical, as the nervous system evolved in them due to the pressure for survival. Recent experiments have revealed a new cognitive mechanism called time compaction. According to it, a dynamic situation is represented internally by a static map of the future interactions between the perceived elements (including the subject itself). The salience of predicted interactions (e.g. collisions) over other spatiotemporal and dynamic attributes during the processing of time-changing situations has been shown in humans, rats, and bats. Motivated by this ubiquity, we study an artificial neural network to explore its minimal conditions necessary to represent a dynamic stimulus through the future interactions present in it. We show that, under general and simple conditions, the neural activity linked to the predicted interactions emerges to encode the perceived dynamic stimulus. Our results show that this encoding improves learning, memorization and decision making when dealing with stimuli with impending interactions compared to no-interaction stimuli. These findings are in agreement with theoretical and experimental results that have supported time compaction as a novel and ubiquitous cognitive process.
- MeSH
- lidé MeSH
- mozek fyziologie MeSH
- neuronové sítě * MeSH
- paměť fyziologie MeSH
- rozhodování fyziologie MeSH
- učení fyziologie MeSH
- vnímání času fyziologie MeSH
- vnímání prostoru fyziologie MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
Research has shown that external focus (EF) instructions-directing attention to intended movement effects (e.g., ball's or dart's path)-are more effective for enhancing motor performance and learning than internal focus (IF) instructions, which focus on body movements (e.g., arm or foot motion). Nonetheless, the impact of visuospatial working memory capacity (WMC) in this context, especially among children, has been less investigated. This research sought to examine the effects of EF compared to IF on the skill acquisition and motor learning of a dart-throwing task among children with both high and low visuospatial WMC. Forty-eight boys aged 9-11 (Mage: 9.67 ± 0.76 years) were grouped by high or low WMC based on spatial span and memory tests, then assigned to receive either EF or IF instructions. The experiment comprised three stages: practice, retention, and two transfer tests, including throwing from a longer distance and a dual-task scenario with added cognitive load (tone counting). Results showed that EF outperformed IF at all stages. While WMC did not affect performance during practice and retention, children with low WMC performed better than those with high WMC during the longer distance test. In dual-task conditions, an EF continued to surpass an IF, whilst the WMC exerted no significant impact. The present findings suggest that an EF relative to an IF promotes more automatic movement and enhanced multitasking, while the impact of visuospatial WMC was less than expected, highlighting the benefits of EF in teaching motor skills to children, regardless of visuospatial WMC.
- MeSH
- dítě MeSH
- krátkodobá paměť * fyziologie MeSH
- lidé MeSH
- motorické dovednosti * fyziologie MeSH
- pozornost * fyziologie MeSH
- psychomotorický výkon * fyziologie MeSH
- učení fyziologie MeSH
- vnímání prostoru fyziologie MeSH
- zraková percepce fyziologie MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mužské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
Chemosensory learning is a lifelong process of acquiring perceptual expertise and semantic knowledge about chemical stimuli within the everyday environment. In the research context, it is usually simulated using olfactory training, which typically involves repeated exposure to a set of odors over a period of time. Following olfactory training, enhanced olfactory performance has been observed in adults, and similar evidence is beginning to emerge in children. However, the literature is scant concerning the effects of interventions that more closely resemble how chemosensory experience is acquired in daily life. Since children's chemosensory ecology appears to play a crucial role in olfactory development, we investigated whether engaging in activities that stimulate the chemical senses enhances olfactory performance and metacognition. To this end, we invited 20 children aged 9-11 years to participate in teacher-assisted after-school activities for 30-60 minutes a day for six weeks. During the odd weeks, the children appraised herbal and spice blends and used them to prepare dishes and make beauty products. During the even ones, they explored the city by smellwalking and created smellscape maps. The educational outcomes were evaluated using the Sniffin' Sticks test for odor identification and discrimination and the Children's Personal Significance of Olfaction. Bayesian analyses did not reveal any compelling evidence in support of the alternative hypothesis that children in the chemosensory education group outperform those in the comparison group at the post-test. Rates of reliable increase but also decrease in performance on the Sniffin' Sticks identification and discrimination tests were similar in both groups. We corroborated the previous findings regarding girls' and older children's greater proficiency at identifying odors and the female keener interest in the sense of smell. We offer several practical suggestions researchers may want to consider to tailor their research protocols to reflect more closely the broader context in which chemosensory learning takes place and better capture the nuanced outcomes of such interventions.
- MeSH
- Bayesova věta MeSH
- čich * fyziologie MeSH
- čichová percepce * fyziologie MeSH
- dítě MeSH
- lidé MeSH
- odoranty * MeSH
- školy MeSH
- učení fyziologie MeSH
- Check Tag
- dítě MeSH
- lidé MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
The effect of practice schedule on retention and transfer has been studied since the first publication on contextual interference (CI) in 1966. However, strongly advocated by scientists and practitioners, the CI effect also aroused some doubts. Therefore, our objective was to review the existing literature on CI and to determine how it affects retention in motor learning. We found 1255 articles in the following databases: Scopus, EBSCO, Web of Science, PsycINFO, ScienceDirect, supplemented by the Google Scholar search engine. We screened full texts of 294 studies, of which 54 were included in the meta-analysis. In the meta-analyses, two different models were applied, i.e., a three-level mixed model and random-effects model with averaged effect sizes from single studies. According to both analyses, high CI has a medium beneficial effect on the whole population. These effects were statistically significant. We found that the random practice schedule in laboratory settings effectively improved motor skills retention. On the contrary, in the applied setting, the beneficial effect of random practice on the retention was almost negligible. The random schedule was more beneficial for retention in older adults (large effect size) and in adults (medium effect size). In young participants, the pooled effect size was negligible and statically insignificant.
- MeSH
- lidé MeSH
- motorické dovednosti * fyziologie MeSH
- retence (psychologie) fyziologie MeSH
- učení * fyziologie MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- metaanalýza MeSH
- systematický přehled MeSH
The present study addresses the main contention of the Noticing Hypothesis that conscious attention is necessary for successful learning. Arguments are given against the strong version of the hypothesis, under which one cannot acquire new language forms without conscious attention. Foreign learners were tested on their familiarity with formulaic expressions especially selected for their low salience. Additionally, the expressions used were tested for the likelihood of attracting attention. The results suggest that despite their inconspicuousness, such expressions are part of learners' lexical representations. Students' performance was found to correlate with usage patterns found in the input, a strong indication that their lexical representations are shaped by numerous encounters with specific uses of these expressions. It is argued that conscious attention is unlikely in even most, let alone all encounters. While the importance of awareness is not debated here, this study questions conscious attention as a default condition for learning.
- MeSH
- jazyk (prostředek komunikace) * MeSH
- lidé MeSH
- mladý dospělý MeSH
- pozornost * fyziologie MeSH
- rozpoznávání (psychologie) fyziologie MeSH
- učení fyziologie MeSH
- uvědomování si fyziologie MeSH
- Check Tag
- lidé MeSH
- mladý dospělý MeSH
- mužské pohlaví MeSH
- ženské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
Research has shown that external relative to internal focus (IF) instructions may improve motor performance as well as cognitive function (e.g., attentional stability and task-focus). The aim of the study was to examine the influence of attentional focus instructions on skill acquisition and learning of an aiming task in individuals with hearing impairments. The participants (N = 39, Mage = 17.87 ± 1.88 years) performed a bowling task with their dominant hand to knock down as many pins as possible. On day 1, they were randomly divided into three attentional focus groups; IF (focus on your throwing hand), external focus (EF) (focus on the pins), and control (no-focus) instructions. Each participant performed 36 trials, divided into 3 blocks of 12 trials. Attentional focus instructions were given before each block, with a brief reminder provided after each 3 trials. On day 2, retention and transfer (further distance) tests were performed. Results showed that while there were no significant differences between groups in the pre-test, the EF group outperformed both IF and control groups in retention and transfer tests. No significant difference was found between the control and IF. The findings suggest that the advantages of the external relative to the IF and no-focus instructions may generalize to individuals with hearing impairments.
The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors' welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors' educational process because their teaching methods and materials when adapted to the elderly's educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging.
- MeSH
- jazyk (prostředek komunikace) MeSH
- lidé MeSH
- mnohojazyčnost * MeSH
- senioři MeSH
- učení * fyziologie MeSH
- zdravé stárnutí * fyziologie MeSH
- Check Tag
- lidé MeSH
- senioři MeSH
- Publikační typ
- časopisecké články MeSH
- systematický přehled MeSH
We used two-photon calcium imaging with single-cell and cell-type resolution. Fear conditioning induced heterogeneous tuning shifts at single-cell level in the auditory cortex, with shifts both to CS+ frequency and to the control CS- stimulus frequency. We thus extend the view of simple expansion of CS+ tuned regions. Instead of conventional freezing reactions only, we observe selective orienting responses towards the conditioned stimuli. The orienting responses were often followed by escape behavior.
- MeSH
- akustická stimulace MeSH
- chování zvířat MeSH
- elektrický šok MeSH
- interneurony fyziologie MeSH
- klasické podmiňování fyziologie MeSH
- myši inbrední C57BL MeSH
- myši MeSH
- neuroplasticita fyziologie MeSH
- sluchové korové centrum fyziologie MeSH
- strach psychologie MeSH
- učení fyziologie MeSH
- zvířata MeSH
- Check Tag
- mužské pohlaví MeSH
- myši MeSH
- zvířata MeSH
- Publikační typ
- časopisecké články MeSH
- Klíčová slova
- Feldenkraisova metoda, neurodiferenciace, psychická rovnováha, pohybové učení,
- MeSH
- lidé MeSH
- mozek růst a vývoj MeSH
- neuroplasticita MeSH
- pohyb fyziologie MeSH
- posturální rovnováha * MeSH
- učení fyziologie MeSH
- vnímání pohybu fyziologie MeSH
- Check Tag
- lidé MeSH
