Table Of ContentCognition and
Motor Processes
Edited by
W Prinz and A F. Sanders
With Contributions by
D.A Allport P. Bach-y-ruta RB. Freeman,Jr. D. Gopher
L. Hay H. Heuer B.G. Hughes H.H. Kornhuber
D.M. MacKay G.W McConkie D.J.K Mewhort
O.Neumann RWPew H.L.Pick WPrinz
D.A Rosenbaum E. Saltzman AF. Sanders E. Scheerer
WL. Shebilske G.B. Stelmach C. Trevarthen P. Wolff
D.Zola
With 34 Figures
Springer-Verlag
Berlin Heidelberg New York Tokyo 1984
Professor Dr. WOLFGANG PRINZ
Abteilung fUr Experimentelle und Angewandte
Psycho1ogie, UniversiHit Bielefeld, Postfach 8640,
4800 Bielefeld 1, Federal Republic of Germany
Professor Dr. ANDRIES F. SANDERS
Institute for Perception TNO, Postbus 23, Kampweg 5,
3'769 DE Soesterberg, The Netherlands
ISBN-13: 978-3-642-69384-7 e-ISBN-13: 978-3-642-69382-3
001: 10 .1007/978-3-642-69382-3
Library of Congress Cataloging in Publication Data. Main entry under title: Cognition and
motor processes. Bibliography: p. Includes index. 1. Cognition. 2. Motor ability. I. Prinz,
Wolfgang. II. Sanders, A. F. (Andries Frans), 1933-. BF311.C548 1984 153 83-20173
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Preface
The issue of the relationship between cognition and motor processes
can be - and has been - raised at different levels of analysis. At the
neurophysiological level it refers to the interactions between afferent
and efferent information. At the neurological and neuropsychological
level it relates to the mutual dependencies between the sensory and the
motor part of the brain, or, more precisely, between sensory and motor
functions of various parts of the brain. In psychology, the issue under
debate concerns, at a molecular level, the relationship between percep
tion and movement or, at a more molar level, the relations between
cognition and action.
For the title of this book we deliberately decided to combine two
terms that are taken from two of these levels ,in order to emphasize
both the multilevel structure of the issues involved and the multidis
ciplinary nature of the following contributions. Although the term
"cognition" has been tremendously misused in recent years (at least in
psychology), it is still the only term available to serve as a convenient
collective name for all sorts of cognitive processes and functions.
The book is divided into five sections each of which is devoted to
a particular sub-issue of the field. The first two sections are on cogni
tive contributions to motor control and action planning (I) and on
motor contributions to perception and cognition (II). Whereas the
first of these two topics has always been included in the traditional
scope of the disciplines concerned, the second sub-issue, which traces
the less familiar path from efferent to afferent information and thereby
reverses the usual direction of inquiry, has often been neglected. This
is probably due to the bottom-up oriented approach, which has come
to dominate our understanding of the structure of organisms as a con
sequence of the general prevalence of empiristic and, particularly,
sensualistic doctrines in scientific thinking.
The_ subsequent sections deal with structures and processes that
mediate between cognitive and motor processes in general (III) and
with the relative merits of various types of models of attention and
skilled performance in particular (IV). In the last section interactions
between cognitive and motor functions are considered in development
(V). As it is sometimes assumed that sensory and motor functions are
more closely related to and less dissociated from each other in earlier
VI Preface
than in later stages of development, the developmental perspective
should playa crucial role for building theories about the links between
cognition and motor processes.
In each section the reader will find different types of chapters (e.g.,
with respect to level of analysis, disciplinary background, tutorial vs.
Single-issue coverage of the field, or empirical vs. theoretical emphasis).
Tutorial papers with broad coverage will precede single-issue papers
that discuss in more detail one or the other theoretical or empirical
problem.
The chapters of this book have developed from papers presented at
a conference at the Center for Interdisciplinary Research (ZiF) at the
University of Bielefeld, which was held in July 1982 under the same
title. We are indebted to the authors of the individual chapters and to
all who helped edit the book by reviewing the contributions.
Bielefeld and Soesterberg W. Prinz
January 1984 A.F. Sanders
Contents
I Motor Control and Action Planning
1 Cognitivism and Future Theories of Action: Some Basic Issues
G.E. Stelmach and B.G. Hughes. . . . . . . . . . . . . . . . . . . .. 3
2 A Distributed Processing View of Human Motor Control
R.W.Pew .................................... 19
3 The Apraxias, Purposeful Motor Behavior,
and Left-Hemisphere Function
R.B. Freeman,Jr. With 1 Figure ..................... 29
4 A Motor-Program Editor
D.A. Rosenbaum and E. Saltzman. With 1 Figure ......... 51
5 Eye Movement Control During Reading:
The Effect of Word Units
G.W. McConkie and D. Zola. With 6 Figures ............. 63
II Motor Contributions to Perception and Cognition
6 Motor Theories of Cognitive Structure: A Historical Review
E. Scheerer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 77
7 Context Effects and Efferent Factors in Perception
and Cognition
W.L. Shebilske. With 2 Figures ...................... 99
8 Saccadic Eye Movements and Visual Stability: Preliminary
Considerations Towards a Cognitive Approach
P. Wolff. .................................... 121
9 Scanning and the Distribution of Attention: The Current
Status of Heron's Sensory-Motor Theory
D.J.K. Mewhort ............................... 139
10 The Relationship Between Motor Processes and Cognition
in Tactile Vision Substitution
P. Bach-y-Rita ................................. 149
VIn Contents
m
Mediating Structures and Operations Between Cognition
and Action
11 Mechanisms of Voluntary Movement
H.H. Kornhuber ............................... 163
12 Evaluation: The Missing link Between Cognition and Action
D.M. MacKay. With 3 Figures ...................... 175
13 Modes of linkage Between Perception and Action
W. Prinz. With 3 Figures .......................... 185
14 The Contribution of Vision-Based Imagery
to the Acquisition and Operation of a Transcription Skill
D. Gopher. With 4 Figures ......................... 195
15 Speech Production and Comprehension: One Lexicon or Two?
D.A. Allport. With 2 Figures ....................... 209
IV Attention, Cognition, and Skilled Performance
16 S-Oh-R: Oh Stages! Oh Resources!
D. Gopher and A.F. Sanders. With 2 Figures ............. 231
17 Automatic Processing: A Review of Recent Findings
and a Plea for an Old Theory
O. Neumann .................................. 255
18 Motor Learning as a Process of Structural Constriction
and Displacement
H. Heuer. With 6 Figures .......................... 295
V Interactions Between Cognition and Action in Development
19 Cognition and Action in Development: A Tutorial Discussion
H.L. Pick .................................... 309
20 Biodynamic Structures, Cognitive Correlates of Motive Sets
and the Development of Motives in Infants
C. Trevarthen ................................. 327
21 Discontinuity in the Development of Motor Control in
Children
L. Hay. With 4 Figures ........................... 351
Author Index .................................... 361
Subject Index .................................... 375
Contributors
D.A. Allport, Department of Experimental Psychology, University of
Oxford, South Parks Road, Oxford OXI 3UD, Great Britain
P. Bach-y-Rita, Department of Rehabilitation Medicine, School of
Medicine, University of Wisconsin, 600 Highland Avenue, Madison,
WI 53792, USA
R.B. Freeman, Jr., Fachbereich Psychologie und Soziologie, Universitat
Konstanz, Postfach 733, 7750 Konstanz, Federal Republic of
Germany
D. Gopher, Technion - Israel Institute of Technology, Faculty of
Industrial Engineering and Management, Technion City, Haifa 32000,
Israel
L. Hay, CNRS - Institut de Neurophysiologie et Psychophysiologie,
B.P. 71, 31, Chemin Joseph Aiguier, 13 277 Marseille, Cede x 9,
France
H. Heuer, Abteilung fUr Experimentelle und Angewandte Psychologie,
Universitat Bielefeld, Postfach 8640, 4800 Bielefeld 1, Federal
Republic of Germany
B.G. Hughes, Motor Behavior Laboratory, The School of Education,
Department of Physical Education and Dance, University of
Wisconsin-Madison, 2000 Observatory Drive, Madison, WI 53706,
USA
H.H. Kornhuber, Abteilung Neurologie, Universitat Ulm, Steinhovel
straBe 9, 7900 Ulm, Federal Republic of Germany
D.M. MacKay, Department of Communication and Neuroscience,
University of Keele, Keele, Staffordshire ST5 5BG, Great Britain
G.W. McConkie, Center for the Study of Reading, University of Illinois,
51 Gerty Drive, Champaign, IL 61820, USA
x Contributors
DJ.K. Mewhort, Department of Psychology, Queen's University,
Kingston, Ontario K7L 3N6, Canada
o.
Neumann, Abteilung ftir Experimentelle und Angewandte
Psychologie, Universitat Bielefeld, Postfach 8640, 4800 Bielefeld 1,
Federal Republic of Germany
R.W. Pew, Bolt Benarek and Newman Inc., 10 Moulton Street,
Cambridge, MA 02238, USA
H.L. Pick, Institute of Child Development, University of Minnesota,
51 East River Road, Minneapolis, MN 55455, USA
W. Prinz, Abteilung ftir Experimentelle und Angewandte Psychologie,
Universitat Bielefeld, Postfach 8640, 4800 Bielefeld 1, Federal
Republic of Germany
D.A. Rosenbaum, School of Communications and Cognitive Science,
Hampshire College, Amherst, MA 01002, USA
E. Saltzman, School of Communications and Cognitive Science,
Hampshire College, Amherst, MA 01002, USA
A.F. Sanders, Institute for Perception TNO, Postbus 23, Kampweg 5,
3769 DE Soesterberg, The Netherlands
E. Scheerer, Psychologisches Institut, UniversWit Oldenburg, Birken
weg 3, 2900 Oldenburg, Federal Republic of Germany
WL . Shebilske, Department of Psychology, University of Virginia,
Charlottesville, VA 22901, USA
G.E. Stelmach, Motor Behavior Laboratory, The School of Education,
Department of Physical Education and Dance, University of
Wisconsin-Madison, 2000 Observatory Drive, Madison, WI 53706,
USA
C. Trevarthen, Department of Psychology, University of Edinburgh,
7 George Square, Edinburgh EH8 9TA , Great Britain
P. Wolff, Zentrum ftir Interdisziplinare Forschung, Universitat Bielefeld,
Postfach 8640,4800 Bielefeld 1, Federal Republic of Germany
D. Zola, Center for the Study of Reading, University of Illinois,
51 Gerty Drive, Champaign, IL 61820, USA
I Motor Control and Action Planning
