Matching Items (876)
Description
The ultimate goal of human movement control research is to understand how natural movements performed in daily activities, are controlled. Natural movements require coordination of multiple degrees of freedom (DOF) of the arm. Here, patterns of arm joint control during daily functional tasks were examined, which are performed through rotation of the shoulder, elbow, and wrist with the use of seven DOF: shoulder flexion/extension, abduction/adduction, and internal/external rotation; elbow flexion/extension and pronation/supination; wrist flexion/extension and radial/ulnar deviation. Analyzed movements imitated two activities of daily living: combing the hair and turning the page in a book. Kinematic and kinetic analyses were conducted. The studied kinematic characteristics were displacements of the 7 DOF and contribution of each DOF to hand velocity. The kinetic analysis involved computation of 3-dimensional vectors of muscle torque (MT), interaction torque (IT), gravity torque (GT), and net torque (NT) at the shoulder, elbow, and wrist. Using a relationship NT = MT + GT + IT, the role of active control and the passive factors (gravitation and inter-segmental dynamics) in rotation of each joint was assessed by computing MT contribution (MTC) to NT. MTC was computed using the ratio of the signed MT projection on NT to NT magnitude. Despite the variety of joint movements required across the different tasks, 3 patterns of shoulder and elbow coordination prevailed in each movement: 1) active rotation of the shoulder and predominantly passive rotation of the elbow; 2) active rotation of the elbow and predominantly passive rotation of the shoulder; and 3) passive rotation of both joints. Analysis of wrist control suggested that MT mainly compensates for passive torque and provides adjustment of wrist motion according to requirements of both tasks. The 3 shoulder-elbow coordination patterns during which at least one joint moves largely passively represent joint control primitives underlying performance of well-learned arm movements, although these patterns may be less prevalent during non-habitual movements. The advantage of these control primitives is that they require minimal neural effort for joint coordination, and thus increase neural resources that can be used for cognitive tasks.
ContributorsMarshall, Dirk (Author) / Dounskaia, Natalia (Thesis advisor) / Schaefer, Sydney (Thesis advisor) / Buneo, Christopher (Committee member) / Arizona State University (Publisher)
Created2018
Description
The ultimate goal of human movement control research is to understand how natural movements performed in daily reaching activities, are controlled. Natural movements require coordination of multiple degrees of freedom (DOF) of the arm. Patterns of arm joint control were studied during daily functional tasks, which were performed through the rotation of seven DOF in the arm. Analyzed movements which imitated the following 3 activities of daily living: moving an empty soda can from a table and placing it on a further position; placing the empty soda can from initial position at table to a position at shoulder level on a shelf; and placing the empty soda can from initial position at table to a position at eye level on a shelf. Kinematic and kinetic analyses were conducted for these three movements. The studied kinematic characteristics were: hand trajectory in the sagittal plane, displacements of the 7 DOF, and contribution of each DOF to hand velocity. The kinetic analysis involved computation of 3-dimensional vectors of muscle torque (MT), interaction torque (IT), gravity torque (GT), and net torque (NT) at the shoulder, elbow, and wrist. Using the relationship NT = MT + GT + IT, the role of active control and passive factors (gravitation and inter-segmental dynamics) in rotation of each joint by computing MT contribution (MTC) to NT was assessed. MTC was computed using the ratio of the signed MT projection on NT to NT magnitude. Despite a variety of joint movements available across the different tasks, 3 patterns of shoulder and elbow coordination prevailed in each movement: 1) active rotation of the shoulder and predominantly passive rotation of the elbow; 2) active rotation of the elbow and predominantly passive rotation of the shoulder; and 3) passive rotation of both joints. Analysis of wrist control suggested that MT mainly compensates for passive torque and provides adjustment of wrist motion according to requirements of each task. In conclusion, it was observed that the 3 shoulder-elbow coordination patterns (during which at least one joint moved) passively represented joint control primitives, underlying the performance of well-learned arm movements, although these patterns may be less prevalent during non-habitual movements.
ContributorsSansgiri, Dattaraj (Author) / Dounskaia, Natalia (Thesis advisor) / Schaefer, Sydney (Thesis advisor) / Buneo, Christopher (Committee member) / Arizona State University (Publisher)
Created2018
Description
Recently, it was demonstrated that startle-evoked-movements (SEMs) are present during individuated finger movements (index finger abduction), but only following intense training. This demonstrates that changes in motor planning, which occur through training (motor learning - a characteristic which can provide researchers and clinicians with information about overall rehabilitative effectiveness), can be analyzed with SEM. The objective here was to determine if SEM is a sensitive enough tool for differentiating expertise (task solidification) in a common everyday task (typing). If proven to be true, SEM may then be useful during rehabilitation for time-stamping when task-specific expertise has occurred, and possibly even when the sufficient dosage of motor training (although not tested here) has been delivered following impairment. It was hypothesized that SEM would be present for all fingers of an expert population, but no fingers of a non-expert population. A total of 9 expert (75.2 ± 9.8 WPM) and 8 non-expert typists, (41.6 ± 8.2 WPM) with right handed dominance and with no previous neurological or current upper extremity impairment were evaluated. SEM was robustly present (all p < 0.05) in all fingers of the experts (except the middle) and absent in all fingers of non-experts except the little (although less robust). Taken together, these results indicate that SEM is a measurable behavioral indicator of motor learning and that it is sensitive to task expertise, opening it for potential clinical utility.
ContributorsBartels, Brandon Michael (Author) / Honeycutt, Claire F (Thesis advisor) / Schaefer, Sydney (Committee member) / Santello, Marco (Committee member) / Arizona State University (Publisher)
Created2018
Description
Autism spectrum disorder (ASD) is a developmental neuropsychiatric condition with early childhood onset, thus most research has focused on characterizing brain function in young individuals. Little is understood about brain function differences in middle age and older adults with ASD, despite evidence of persistent and worsening cognitive symptoms. Functional Magnetic Resonance Imaging (MRI) in younger persons with ASD demonstrate that large-scale brain networks containing the prefrontal cortex are affected. A novel, threshold-selection-free graph theory metric is proposed as a more robust and sensitive method for tracking brain aging in ASD and is compared against five well-accepted graph theoretical analysis methods in older men with ASD and matched neurotypical (NT) participants. Participants were 27 men with ASD (52 +/- 8.4 years) and 21 NT men (49.7 +/- 6.5 years). Resting-state functional MRI (rs-fMRI) scans were collected for six minutes (repetition time=3s) with eyes closed. Data was preprocessed in SPM12, and Data Processing Assistant for Resting-State fMRI (DPARSF) was used to extract 116 regions-of-interest defined by the automated anatomical labeling (AAL) atlas. AAL regions were separated into six large-scale brain networks. This proposed metric is the slope of a monotonically decreasing convergence function (Integrated Persistent Feature, IPF; Slope of the IPF, SIP). Results were analyzed in SPSS using ANCOVA, with IQ as a covariate. A reduced SIP was in older men with ASD, compared to NT men, in the Default Mode Network [F(1,47)=6.48; p=0.02; 2=0.13] and Executive Network [F(1,47)=4.40; p=0.04; 2=0.09], a trend in the Fronto-Parietal Network [F(1,47)=3.36; p=0.07; 2=0.07]. There were no differences in the non-prefrontal networks (Sensory motor network, auditory network, and medial visual network). The only other graph theory metric to reach significance was network diameter in the Default Mode Network [F(1,47)=4.31; p=0.04; 2=0.09]; however, the effect size for the SIP was stronger. Modularity, Betti number, characteristic path length, and eigenvalue centrality were all non-significant. These results provide empirical evidence of decreased functional network integration in pre-frontal networks of older adults with ASD and propose a useful biomarker for tracking prognosis of aging adults with ASD to enable more informed treatment, support, and care methods for this growing population.
ContributorsCatchings, Michael Thomas (Author) / Braden, Brittany B (Thesis advisor) / Greger, Bradley (Thesis advisor) / Schaefer, Sydney (Committee member) / Arizona State University (Publisher)
Created2019
Description
Adapting to one novel condition of a motor task has been shown to generalize to other naïve conditions (i.e., motor generalization). In contrast, learning one task affects the proficiency of another task that is altogether different (i.e. motor transfer). Much more is known about motor generalization than about motor transfer, despite of decades of behavioral evidence. Moreover, motor generalization is studied as a probe to understanding how movements in any novel situations are affected by previous experiences. Thus, one could assume that mechanisms underlying transfer from trained to untrained tasks may be same as the ones known to be underlying motor generalization. However, the direct relationship between transfer and generalization has not yet been shown, thereby limiting the assumption that transfer and generalization rely on the same mechanisms. The purpose of this study was to test whether there is a relationship between motor generalization and motor transfer. To date, ten healthy young adult subjects were scored on their motor generalization ability and motor transfer ability on various upper extremity tasks. Although our current sample size is too small to clearly identify whether there is a relationship between generalization and transfer, Pearson product-moment correlation results and a priori power analysis suggest that a significant relationship will be observed with an increased sample size by 30%. If so, this would suggest that the mechanisms of transfer may be similar to those of motor generalization.
ContributorsSohani, Priyanka (Author) / Schaefer, Sydney (Thesis advisor) / Daliri, Ayoub (Committee member) / Honeycutt, Claire (Committee member) / Arizona State University (Publisher)
Created2018
Description
For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.
ContributorsCunningham, Reed P. (Author) / DeSerpa, Allan (Thesis director) / Haglin, Brett (Committee member) / School of International Letters and Cultures (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Construction is a defining characteristic of geometry classes. In a traditional classroom, teachers and students use physical tools (i.e. a compass and straight-edge) in their constructions. However, with modern technology, construction is possible through the use of digital applications such as GeoGebra and Geometer’s SketchPad.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
ContributorsSakauye, Noelle Marie (Author) / Roh, Kyeong Hah (Thesis director) / Zandieh, Michelle (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This document is a proposal for a research project, submitted as an Honors Thesis to Barrett, The Honors College at Arizona State University. The proposal summarizes previous findings and literature about women survivors of domestic violence who are suffering from post-traumatic stress disorder as well as outlining the design and measures of the study. At this time, the study has not been completed. However, it may be completed at a future time.
ContributorsKunst, Jessica (Author) / Hernandez Ruiz, Eugenia (Thesis director) / Belgrave, Melita (Committee member) / School of Music (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Osteoporosis is a medical condition that leads to decreased bone mineral density, resulting in increased fracture risk.1 Research regarding the relationship between sleep and bone mass is limited and has primarily been studied in elderly adults. While this population is most affected by osteoporosis, adolescents are the most proactive population in terms of prevention. The purpose of this study was to evaluate the relationship between sleep efficiency and serum osteocalcin in college-aged individuals as a means of osteoporosis prevention. Thirty participants ages 18-25 years (22 females, 8 males) at Arizona State University were involved in this cross-sectional study. Data were collected during one week via self-recorded sleep diaries, quantitative ActiWatch, DEXA imaging, and serum blood draws to measure the bone biomarker osteocalcin. Three participants were excluded from the study as outliers. The median (IQR) for osteocalcin measured by ELISA was 11.6 (9.7, 14.5) ng/mL. The average sleep efficiency measured by actigraphy was 88.3% ± 3.0%. Regression models of sleep efficiency and osteocalcin concentration were not statistically significant. While the addition of covariates helped explain more of the variation in serum osteocalcin concentration, the results remained insignificant. There was a trend between osteocalcin and age, suggesting that as age increases, osteocalcin decreases. This was a limited study, and further investigation regarding the relationship between sleep efficiency and osteocalcin is warranted.
ContributorsMarsh, Courtney Nicole (Author) / Whisner, Corrie (Thesis director) / Mahmood, Tara (Committee member) / School of International Letters and Cultures (Contributor) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05