Studies in neurology, in two volumes, Vol 2.

Head, Henry; Rivers, W. H. R.; Sherren, James; Holmes, Gordon M.; Thompson, Theodore; Riddoch, George

doi:10.1037/14233-000

Cited by 33 publications

(46 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because the kinematic configuration of the body that is represented and transformed in mental simulations of action matches the actual current kinematic configuration of one's body, the representation underlying performance is likely what has been termed "body schema" (Benton, 1985;Frederiks, 1969;Head, 1920;Ogden, 1985;Paillard, 1991;Shontz, 1969). One's body is likely the most complicated and intricate object of which one has detailed mental representations, with many parts and possible configurations, and based on many different kinds of information.…”

Section: Discussionmentioning

confidence: 99%

Temporal and kinematic properties of motor behavior reflected in mentally simulated action.

Parsons¹

1994

Journal of Experimental Psychology: Human Perception and Perfor

531

748

View full text Add to dashboard Cite

Related perceptual, motor, and cognitive performances were examined to reveal the accuracy of the properties of action spontaneously represented when mentally simulating moving one's hand. The kinematic configuration of the body represented and transformed in mental simulations was not fixed or canonical but corresponded to one's current configuration. Mental simulation time mimicked movement time for natural efficient movement from a posture midway between each of the hand's joint limits into many other postures. Equal time was required for simulated and real movements into more common, comfortable postures; shorter but proportional time was required for simulated movement than real movement into less common postures that involved longer trajectories, coordinated activity at more joints, motion near extremes of joint limits, and uncomfortable kinesthetic sensations. The findings suggest that sensorimotor structures support mental simulations of actions.

show abstract

Section: Discussionmentioning

confidence: 99%

Temporal and kinematic properties of motor behavior reflected in mentally simulated action.

Parsons¹

1994

Journal of Experimental Psychology: Human Perception and Perfor

531

748

View full text Add to dashboard Cite

show abstract

“…Utilizando a noção de esquema de Head (1920), em que esquemas seriam formados por estruturas que armazenavam os movimentos corporais em série, como imagens mentais, que nos faziam capazes de realizar movimentos, Bartlett (1932) construiu sua teoria sobre a memória, porém, fazendo algumas alterações. Segundo Bartlett (1932), esquema é um conceito holístico, que exprime um processo global e não estruturas estáticas que representam imagens mentais, tal como afirmava Head.…”

Section: Esquema: Agindo No Presente a Partir Da Ressignificação De Eunclassified

Rememoração: contribuições para a compreensão do processo de aprendizagem de conceitos científicos

Silva

Lyra

2017

Psicol. Esc. Educ.

View full text Add to dashboard Cite

ResumoDesde a Grécia Antiga a memória é compreendida, sobretudo, como um local de armazenamento de informações. Consideramos que tal modelo é limitado para a compreensão do processo de aprendizagem de conceitos científicos. Neste artigo, tivemos como objetivo investigar como se dá o processo de aprendizagem desses conceitos, em sala de aula, a partir da compreensão do processo de rememoração. Assim, propomos um modelo que considera que, quando o sujeito está numa situação de aprendizagem de um conceito científico, ele ressignifica conhecimentos prévios a partir da rememoração, construindo novos modos de pensar próprios do contexto científico. Acreditamos que nosso modelo pode contribuir para compreender o processo de aprendizagem, levando em consideração o processo de rememoração. Estimulamos, assim, estudos empíricos que, além de ajudarem a melhorar o modelo, podem nos mostrar indícios de como funciona o processo de aprendizagem numa visão holística, permitindo propor, futuramente, métodos de ensino. Palavras-chave:Memória; conceito; aprendizagem. Remembering: contributions to the understanding of the learning process of scientific concepts AbstractFrom ancient Greece memory is understood, above all, as a place of information storage. We consider that such a model is limited for understanding the process of learning scientific concepts. In this article, we aimed to investigate how the learning process of these concepts occurs in the classroom, by understanding the recall process. Thus, we propose a model that considers that, when the student is in a situation of learning a scientific concept, he/she reconfigures previous knowledge from the recollection, constructing new modes of thinking proper to the scientific context. We believe that our model can contribute to understanding the learning process, taking into account the recall process. Thus, we stimulate empirical studies that, in addition to helping to improve the model, can show us how the learning process works in a holistic perspective, allowing future teaching methods to be proposed.Keywords: Memory; concept; learning. Rememoración: contribuciones a la comprensión del proceso de aprendizaje de conceptos científicos ResumenDesde la Antigua Grecia la memoria es comprendida, especialmente, como un sitio de almacenamiento de informaciones. Consideramos que tal modelo es limitado para la comprensión del proceso de aprendizaje de conceptos científicos. En este artículo, tuvimos como objetivo investigar cómo se da el proceso de aprendizaje de esos conceptos, en sala de clase, a partir de la comprensión del proceso de rememoración.Así, proponemos un modelo que considera que, cuando el sujeto está en situación de aprendizaje de un concepto científico, él resignifica conocimientos previos a partir de la rememoración, construyendo nuevos modos de pensar propios del contexto científico. Creemos que nuestro modelo pueda contribuir para comprender el proceso de aprendizaje, llevando en consideración el proceso de rememoración. Estimulamos, así, estudios empíricos que...

show abstract

“…But the sensation experienced was peculiar and quite unlike any reaction from normal p a rts; for, although less easily evoked, it was unduly vivid. The pain of a prick was intolerable; cold was said to be colder, and a suitable warm stimulus produced a more actively pleasant effect than over the normal skin; during this stage of recovery a high threshold was associated with a brisker response ( [9], p. 258, et seq. ).…”

mentioning

confidence: 99%

“…But by a suitable choice of illustrative cases and by analysis of the symptoms they present, it is not difficult to discover the part played by this organ in sensation. (Head and Holmes [9], p. 551, et seq. )…”

mentioning

confidence: 99%

See 1 more Smart Citation

Croonian lecture :—Release of function in the nervous system

Head¹

1921

Proc. R. Soc. Lond. B.

View full text Add to dashboard Cite

It is a common experience that the manifestations of nervous disease may comprise both loss of function and some positive outburst of excessive activity. Thus, in many cases of hemiplegia, the paralysed limbs tend to be more or less rigid and the reflexes are greatly increased. This spasticity, although due to a destructive lesion, was attributed to " irritation " ; the morbid agent, or the conditions it produced in the nervous system, were supposed to have an " irritative " effect upon the tissues, and this was expressed in the positive signs and symptoms.But more than fifty years ago, Hughlings Jackson [11]* laid down the rule that destructive lesions never cause positive effects, but induce a negative condition, which permits positive symptoms to appear. This he applied to all morbid expressions of nervous activity; but his most striking instance was the motor condition in organic hemiplegia. He showed that it depended on two factors. First, there was loss of voluntary power, especially in the fingers, the parts most directly under cortical control; this was the negative * Numbers in square brackets refer to List of References at end.

show abstract

Studies in neurology, in two volumes, Vol 2.

Cited by 33 publications

References 0 publications

Temporal and kinematic properties of motor behavior reflected in mentally simulated action.

Temporal and kinematic properties of motor behavior reflected in mentally simulated action.

Rememoração: contribuições para a compreensão do processo de aprendizagem de conceitos científicos

Croonian lecture :—Release of function in the nervous system

Contact Info

Product

Resources

About