We already know that we bring in about 80% of information from our environment through our sense of vision. Another sense that we have that is enables us to perceive what's in our environment is kinesthesis. So we're going to talk about what is kinesthesis in its structure and function. Kenneth's thesis can be defined as the awareness of movement and our body position. It comes from the two words to move and sensation. One of the systems that helps us gather information besides vision is what's called the somatic somatosensory system. We have two specific types of receptors one or cutaneous receptors. Cutaneous refers to the skin and with those we can perceive things like touch, pressure, temperature and pain another type of receptor we have or what's called proprioceptive proprioceptors. They do proprioception, these are in the muscles, joints, tendons and in the inner ear and they give us information also about the position of our body in space and an awareness of our movement. Some of the specific receptors that we have, one is the vestibular apparatus and it's located in the ear it tells us about our sense of balance in space. It is necessary for someone to have a working in functional vestibular apparatus in order for them to move around in space and not lose their balance, and this is extremely important. Another type of receptor is what's called muscle spindle receptors these are located at the junction of muscle and tendon remember tendons connect muscle to bone and so in that Junction the muscular. Muscular and tendon Junction are what's called muscle spindle receptors. These are small cigar shaped or cylindrical shaped receptors that they gauge muscle tension along with those are what are called joint receptors and they're located in and around the joints they give you information about the position of your joints in your body movement velocity, acceleration, pressure, tension, torque and pain. And a third kind of receptor are what I call GTOs or Golgi tendon organs they also tell us about muscle tension specifically near the muscle tendon Junction. So these four combined enable us to do things like close our eyes and touch our finger to the tip of our nose or to stand on one foot close our eyes and then jump up and down. They enable us to remember where our limbs go in space without having to look at our limbs and know where they are by seeing them and that's a sense of kinesthesis. The development of kinesthetic perception changes over time. Of course the older you get the more function that you have in general from childhood up to adulthood. One ability is let's call kinesthetic acuity or discrimination acuity. This is the ability to detect differences and match quantities. For example which object is heavier if you were to hold one object in your right hand and one object in your left hand knowing which object is heavier is kinesthetic acuity or discrimination acuity, or if you were to hold two playing cards and they were the same way two deciding which one is bigger again without the sense of vision that would be kinesthetic or discrimination acuity. Kids are pretty good they have this ability fairly well developed by the time they're eight years old. Another type of kinesthetic ability is what's called kinesthetic memory and this involves the reproduction of movements. So for example if you were to close your eyes and hold your arm out to your right-hand side parallel with the floor closing your eyes have your arms closed the whole time, so you can't see your arm and then drop the arm and then put the arm back in the exact same spot that's kinesthetic memory. So that would be active where you are putting your arm in the first position and then you are actively putting your arm in the second position. That can also be done passively if you have a roommate or a friend or someone you want to do this with. Just so you get the point close your eyes and have someone take your arm and to move it into a position like your like your play-doh or your statue. They're going to put your arm in your hand and your wrist in a certain position and put it there for you. Then they're going to tell you to relax their arm then they're going to ask you to put that put your arm back into that position, again without looking at it that would also be kinesthetic memory. This is developed fairly well by 12 years old. There are five applied aspects of kinesthetic perception, but first is what's called body awareness. Body awareness is the awareness of your body parts by name and location understanding the relationships of body parts to other body parts their capabilities and their limitations. So for example if you ask a little child or a baby, where's your ear? where's your nose? where's your foot? where's your hand? That's part of body awareness, kids really start to get this even by the time they're still in infancy, so one year olds can typically point to different body parts or touch different body parts and they understand that by five years old. They're very good at definitely naming their body parts into some extent understanding the relationship between body parts and the capabilities and limitations. So again a demonstration of this would be pointing out body parts on yourself or even if you had a doll or you're saying, where's my nose? where are my ears? A child would be able to point out those body parts on someone else. The second applied aspect of kinesthetic perception is what's called spatial awareness. Spatial awareness is the ability to draw inferences in relationship to self space or position as well as object recognition it's locating objects in reference to yourself. Kids do this in two different ways in its developmental, first they use what's called egocentric localization, they really relate the position of everything outside their body to their body. So they are very egocentric. They kind of see themselves as the center of space or position. So they may be able to do something like put the ball in front of you, but they may not be able to do what's called objective localization, which would be put the ball in front of the doll or put the toy on top of the chair. They could put the toy on top of themselves before they could put the toy on top of the chair. This also has to do with, with positions like in baseball or softball if you go say, if you say something like you know you're going to throw the ball to the left of second base, that's going to be much more difficult than telling them that something's going to be on their left. All right so all that is spatial awareness. The third is what's called directional awareness and these overlap quite a bit and they sound similar but they, they do have their own specific definitions. Directional awareness is the conscious internal awareness of the two sides of the body that's called laterality and it's the ability to identify various dimensions of external space and project the, the body within those dimensions. And that's called directionality, so again directional awareness has two parts laterality having an understanding of the right and left side of the body, and directionality which is identifying dimensions of space and projecting the body within those definitions. Some of this is just vocabulary things like right and left obviously are part of directional. Directional awareness but also things like over and under and high and low run next to the fence go under the bench throw the ball to his left okay doing the hokey-pokey the little dance the hokey-pokey is an example again of directional awareness. The fourth is vestibular awareness and like I said, vestibular awareness is related to balanced. Vestibular awareness is the ability to establish and maintain equilibrium. We have postural balance or postural equilibrium which would mean maintaining your balance or your equilibrium just in a regular position like standing or sitting. Static which means still and dynamic which means while moving. So walking on a balance beam would be an example of vestibular awareness, dynamic vestibular awareness to be specific. The last applied aspect of kinesthetic perception is temporal or rhythmic awareness. This could involve creating or maintaining a temporal pattern within a set of movements, either matching someone else's rhythm or creating and maintaining your own rhythm. So for example if you clap if you either beat up a song and you can clap to that beat that's part of temporal awareness, or if you create your own rhythm and then you're able to repeat it staying on the tempo, that's also temporal or rhythmic awareness. These really that we have the basic function of these five applied aspects of kinesthetic perception between ages five and seven and with practice children can get better at all of them. Okay we not only perceive things using our vision and perception and other senses that we have, but we're also able to integrate information from one sensor,from one perception to another. The term entrust sensory means with within one sense. So just talking about what we perceive with our eyes is intra sensory. However when we relate information from one sensory system to another that's called inter sensory, it means between systems. So intra is within one sense and Inter sensory is between systems. A related term is perceptual integration. This means the simultaneous use of more than one sensory system or inter sensory between systems. Intermodal perception is the ability to translate or perceive information from one modality to another. The next slide gives several examples of how we do this. Another term related to that is cross model equivalence. This is the recognition of the stimulus as an equivalent, or a match when they're presented in two different modalities. So for example visual kinesthetic equivalence or integration is, is seen by the time an infant is 2 to 3 weeks old, because they can imitate someone else's movements they see the other person's movements so they're using their sense of vision and then they copy those movements and they have to move, make them make a movement. So you don't to do that they have to use their sense of kinesthesis. By 5 years old kids can recognize an object they touch. So for example if you, if I were to have you close your eyes and then put a whole bunch of objects in front of you on a desk and then you pick one up, then you touch it and you feel it and then you set it back down and I mix the objects all up and your eyes are still closed, then I have you open your eyes and you're able to recognize or pick out which object it was that you touched with your hands, that's using the sense of vision and sense of kinesthetic kinesthesis together. It's integrating those two senses another type of perceptual integration is visual auditory. This is evidenced by newborns turning to a sound that they hear and we turn to sounds that we hear. And a classic kind of experiment that's been done is if you show a soundtrack to an infant as, as young as four months old have two TVs in front of them the soundtrack of one of those is playing okay, so you're hearing what goes with what's viewed on one television and obviously you're not hearing what goes with what's being seen on the other television. What will happen is the infant's will watch the picture that goes with the sound they are hearing. They know that the sound and the picture go together if you're watching TV and the soundtrack or you're watching the movie in the soundtrack it's a little bit behind or in front of the film or the reel you notice that it looks like they're their lips are moving but what they're saying you're not hearing until a fraction of a second later and the way we know that is because we integrate our sense of vision in our sense of audition and then we have auditory and kinesthetic. A child may select something tactually by name. So again if I put a bunch of objects in front of you and I say okay I'm going to pick up an object and move it around and it's gonna make a noise. Okay so I picked something up and I shake it and it's a bell and then I don't let you open your eyes. So I'm taking vision out of it completely and then I want you to feel around and pick up the objects that made that noise and you pick up the Bell. That would be one example or if I have your eyes closed blindfolded again and I have a bunch of objects in front of you and I say I want you to pick up the stopwatch or I want you to pick up the whistle and you feel with your hands, and you pick it up without looking at it that would it be another example of auditory kinesthetic. These abilities are fair are adult like by the time a child is 11 to 12 years old. So by the time they're entering puberty these are fairly well developed. Okay before we finish out this chapter we're going to look a little bit again at fira we talked about the ecological perspective in chapter 1. When we were talking about contributing views to motor development the idea is that infants directly perceive and act on information in their environment. So in Gibson's ecological perspective, remember he uses the term affordance and affordance is an opportunity for action in our environment perceiving is exploratory. Okay so you're perceiving and exploring you don't have to know a lot about something before you perceive it and you explore with it. So you are experiencing rather than having an experience and you pick up specific information from affordances in your environment or opportunities. For action the ecological perspective uses that term afford and so what you see with these little pictures on the right is a child climbing up a step or a box if the child is able to lift their leg up and get up they're going to climb up it one way. But if this child were five years old they would be able to just step up onto this stair this box or whatever it is. This small child is climbing onto the action what the child does with this object what they do for the task depends on their developmental level. So partially their height and their abilities also their past experience. If they've never climbed up and down the stairs before then they may hold on to the rail and go up one step at a time. Okay what's called a marking time pattern, but if they have stairs in their house and they've gone up and down on them a million times then they're going to approach this, theirs differently and their action is going to be different based on their experience. Also what's the present need, if the child needs to get up the stairs he's going to try to figure out a way to go up the stairs. If the child doesn't need to go up the stairs you know, who knows you may take the ball throw it up the stairs and let it roll down, because that's fun and that's what they the child wants to do. Lastly the cognitive awareness if the child understands what the object is actually for. If you give a six-month-old a stapler they're probably not going to know what in the world to do with this thing. So they may just bang it or they may try to stick it in their mouth and suck on it because that's their development a level. They don't have a cognitive awareness maybe their need is they want to tease and they don't have experience with a stapler. So ecological fit is a term that's used to talk about how this object of this affordance fits into what the person where the person is right now in terms of their developmental level their experience their present need and their cognitive awareness.