The development and learning of the visual control of movement: An ecological perspective

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    Abstract

    We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy. © 2003 Elsevier Inc. All rights reserved.
    Original languageEnglish
    Pages (from-to)495-515
    JournalInfant Behavior and Development
    Volume26
    DOIs
    Publication statusPublished - 2003

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    title = "The development and learning of the visual control of movement: An ecological perspective",
    abstract = "We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy. {\circledC} 2003 Elsevier Inc. All rights reserved.",
    author = "{van der Kamp}, J. and R.R.D. Oudejans and G.J.P. Savelsbergh",
    year = "2003",
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    language = "English",
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    T1 - The development and learning of the visual control of movement: An ecological perspective

    AU - van der Kamp, J.

    AU - Oudejans, R.R.D.

    AU - Savelsbergh, G.J.P.

    PY - 2003

    Y1 - 2003

    N2 - We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy. © 2003 Elsevier Inc. All rights reserved.

    AB - We compare development and learning of the visual control of movement from an ecological perspective. It is argued that although the constraints that are imposed upon development and learning are vastly different, both are best characterised as a change towards the use of more useful and specifying optic variables. Implicit learning, in which awareness is drawn away from movement execution, is most appropriate to accomplish this change in optic variable use, although its contribution in development is more contentious. Alternatively, learning can also be affected by explicit processes. We propose that explicit learning would typically invoke vision for perception processes instead of the designated vision for action processes. It is for that reason that after explicit learning performance is more easily compromised in the face of pressure or disorders. We present a way to deal with the issue of explicit learning during infancy. © 2003 Elsevier Inc. All rights reserved.

    U2 - 10.1016/j.infbeh.2003.09.002

    DO - 10.1016/j.infbeh.2003.09.002

    M3 - Article

    VL - 26

    SP - 495

    EP - 515

    JO - Infant Behavior and Development

    JF - Infant Behavior and Development

    SN - 0163-6383

    ER -