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投掷还是放置:前进意图是否会影响儿童伸手去拿物体?

To throw or to place: does onward intention affect how a child reaches for an object?

机构信息

Perception and Motion Analysis Research Group, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, OX3 0BP, UK.

出版信息

Exp Brain Res. 2013 May;226(3):421-9. doi: 10.1007/s00221-013-3453-0. Epub 2013 Mar 2.

Abstract

Picking up an object is a seemingly simple and isolated task; however, research has demonstrated that adults plan a reach-to-grasp movement on the basis of forthcoming actions. For example a greater deceleration period is seen in an initial reach movement which precedes a place movement compared to a throw movement. This task-specific or second-order motor planning is also seen in infants and toddlers; however, the developmental progression is unclear. Reach-to-grasp movements of 48 children, split into four age groups (4-5, 6-7, 8-9 and 10-11 years) were recorded. These movements preceded a tight place, a loose place or a throw action. All the children showed some degree of tailoring kinematics to the onward action. In the 4-5 year-old group, this was demonstrated by a longer movement duration in the place actions compared to the throw action. In the older children the proportion of time spent decelerating increased as the precision requirements of the task increased. These results demonstrate that all children are able to use second-order planning to integrate onward task demands into their movements. The capacity for this increases with age but is not fully mature at 11 years. These developmental effects may be explained by the relative weighting of costs involved in tailoring a reach action compared to the benefits of producing a more efficient onward action.

摘要

拿起物体看似简单且孤立,但研究表明,成年人会根据即将进行的动作来规划伸手抓握的动作。例如,与投掷动作相比,在预先进行的放置动作中,初始伸手动作的减速期会更长。这种特定于任务或二阶运动规划在婴儿和幼儿中也可见,但发展进程尚不清楚。研究人员记录了 48 名儿童的伸手抓握动作,这些儿童分为四个年龄组(4-5 岁、6-7 岁、8-9 岁和 10-11 岁)。这些动作之前是紧的放置、松的放置或投掷动作。所有的孩子都在某种程度上根据后续动作来调整运动学。在 4-5 岁的儿童中,与投掷动作相比,放置动作的运动持续时间更长,这证明了这一点。在年龄较大的孩子中,随着任务精度要求的增加,减速的时间比例增加。这些结果表明,所有儿童都能够使用二阶规划将后续任务要求融入到他们的动作中。这种能力随着年龄的增长而增加,但在 11 岁时还没有完全成熟。这些发展影响可能可以通过在调整伸手动作涉及的成本与产生更有效的后续动作的收益之间的相对权重来解释。

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