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U Eversheim

Publications and source records attributed to U Eversheim.

2 recordsLinked to original sources

The mechanisms of movement preparation: a precuing study.

It is well known that precues about the possible locations of upcoming targets reduce the manual reaction time. The present study investigates at which stage of the sensorimotor system such precues act. Several light dots were displayed as a precue; one of them became the target, and subjects had to produce a manual response to the target as fast as possible. Exp. A varied independently the number of precues and the area of space they occupy; we found that the reaction time of pointing movements depended on spatial extent, but not on the number of choices. The outcome was similar in Exp. B, where subjects produced stereotyped 'tapping' movements irrespective of target position. Taken together, both findings support the view that precues act mainly at a stage concerned with the internal representation of space, rather than with response selection or movement preparation. The effects of precues were preserved when subjects fixated throughout the precuing period (Exp. C), but not when precue and target positions were uncorrelated (Exp. D). These findings do not support the alternative interpretations, that precues act by guiding the eyes into the vicinity of targets, or by elevating the subjects' arousal level.

Adult↗

Evidence for processing stages in skill acquisition: a dual-task study.

We investigated the changes of resource demand during the acquisition of a sensorimotor skill, namely the tracking of a visual target under reversed visual feedback. This acquisition task was performed alone or concurrently with one of four manual reaction-time tasks as loading tasks, designed to tap different computational resources. As expected, we found tracking performance to deteriorate upon vision reversal and then to gradually improve with practice. We further found that acquisition task and loading task interfered little before vision reversal but substantially afterwards. Most importantly, we observed a different time-course of interference for each of our four loading tasks. The particular pattern led us to conclude that resources related to spatial attention and sensory transformations are in highest demand early during skill acquisition and those pertinent to movement preparation somewhat later. Our findings thus provide experimental support for the theory that motor learning progresses in stages characterized by different resource requirements.

Adult↗