Effect of Concurrent Visual Feedback Frequency on Postural Control Learning in Adolescents

The purpose was to find better augmented visual feedback frequency (100% or 67%) for learning a balance task in adolescents. Thirty subjects were divided randomly into a control group, and 100% and 67% feedback groups. The three groups performed pretest (3 trials), practice (12 trials), posttest (3 trials) and retention (3 trials, 24 hours later). The reduced feedback group showed lower RMS in the posttest than in the pretest (p = 0.04). The control and reduced feedback groups showed significant lower median frequency in the posttest than in the pretest (p < 0.05). Both feedback groups showed lower values in retention than in the pretest (p < 0.05). Even when the effect of feedback frequency could not be detected in motor learning, 67% of the feedback was recommended for motor adaptation.     

Moderating influences of hypnotic susceptibility on signal-detection task performance

This study investigated the differential influence of hypnotic susceptibility level on signal detection task (SDT) performance in waking and hypnotic conditions. As assessed by the Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS: A) and the Stanford Hypnotic Susceptibility Scale, Form C (SHSS: C), 20 high (9–12), 20 medium (4–8), and 20 low (0–3) hypnotizables participated. In counterbalanced conditions of waking and hypnosis, Ss (Subjects) were given 36 signal detection trials, consisting of 12 strong signals, 12 weak signals, and 12 “no” signals. No differences were observed in the waking condition between low, medium, and high hypnotizables on strong and weak signal trials. In hypnosis, high hypnotizables exhibited significantly superior performance on the strong signal trials in comparison with low hypotizables, and performed significantly better on the weak signal trials than did the low and medium hypnotizables. Low and medium hypnotizables performed similarly in waking and hypnotic conditions, while high hypnotizables showed significant enhancements in performance for strong and weak signal trials during hypnosis. This research was supported, in part, by a grant from Fort Hays State University.     

Moderating influences of hypnotic susceptibility on signal-detection task performance

This study investigated the differential influence of hypnotic susceptibility level on signal detection task (SDT) performance in waking and hypnotic conditions. As assessed by the Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS: A) and the Stanford Hypnotic Susceptibility Scale, Form C (SHSS: C), 20 high (9–12), 20 medium (4–8), and 20 low (0–3) hypnotizables participated. In counterbalanced conditions of waking and hypnosis, Ss (Subjects) were given 36 signal detection trials, consisting of 12 strong signals, 12 weak signals, and 12 “no” signals. No differences were observed in the waking condition between low, medium, and high hypnotizables on strong and weak signal trials. In hypnosis, high hypnotizables exhibited significantly superior performance on the strong signal trials in comparison with low hypotizables, and performed significantly better on the weak signal trials than did the low and medium hypnotizables. Low and medium hypnotizables performed similarly in waking and hypnotic conditions, while high hypnotizables showed significant enhancements in performance for strong and weak signal trials during hypnosis. This research was supported, in part, by a grant from Fort Hays State University.     

Efficacy of self-instructional training for reducing children''s anxiety in an evaluative situation

Fifty-six fourth-grade children were categorized as either high or low in trait anxiety and then assigned to a self-instruction treatment, minimal-treatment, or no-treatment control condition. At both pretest and posttest, the subjects recited a memorized poem while being videotaped with the expectation that they would be judged on their performance. State anxiety measures, a behavior rating of anxiety, a measure of performance accuracy and the time involved in reciting a poem were obtained at both pretest and posttest. Contrary to expectation, the self-instructional training resulted in subjects' exhibiting greater signs of behavioral anxiety, subjects' hurrying through the task (taking less time to recite the poem) and high trait-anxiety subjects' reporting more state anxiety while anticipating reciting the poem. Correlational analyses indicated that trait anxiety was significantly related to the measures of state anxiety and the behavior rating of anxiety but not to performance accuracy.     

Does exercise-induced muscle damage impair subsequent motor skill learning?

Motor skill learning is a fundamental aspect of human behavior based on the calibration of internal models via sensory information such as proprioception. Some conditions, as exercise-induced muscle damage (EIMD), disrupt proprioceptive information, and may cause learning impairment. Such possible relation between EIMD and motor skill learning has not yet been investigated and it is the aim of this study. For this purpose, thirty male university students (19.3 ± 1.8 years) were equally assigned to two groups: EIMD and CON group. The EIMD group received a treatment to induce muscle damage consisting of a weight lifting protocol directed to the agonist muscles related to the task prior to the pretest and to the learning sessions. EIMD was verified and compared between groups and along the process (0–168 h) by means of the degree of delayed onset muscle soreness (DOMS), perceived total quality recovery and maximal isometric strength (MIS). To investigate motor skill learning, both groups practiced a dart throwing task for four sessions with 150 trials in each session. Recovery status and DOMS were recovered at 96 h in the EIMD group, and MIS was not recovered throughout 168 h. In contrast, muscle damage parameters were not altered across 168 h in the CON group. Accuracy and consistency were compared within and between groups in a pretest posttest design. The EIMD group showed less accurate and consistent results on the long term (delayed posttest). Results confirmed our hypothesis that EIMD, a common condition in sports and in rehab practices, may hinder motor skill learning, possibly due to neurological aspects such as proprioceptive information, its relation to central nervous system reorganization and internal model consolidation.     

The effects of attention-directing training on recognition memory task performance of three-year-old children

Thirty-eight 3-year-old children served as subjects in an investigation of recognition memory in which schematic faces differing only in the orientation of the eyes were employed as stimuli. A pretest was administered to all children, after which the two experimental groups received training in either attention to the distinctive feature of the training stimuli (also schematic faces) by means of a matching task, or in labeling the faces according to how they looked (sleepy, happy, sad, mad) and in using the labels to perform a matching task. After the training session all children were given a posttest on recognition memory of the faces. The verbally trained group obtained significantly higher scores on the posttest than either the feature or control groups. These results indicate that although the children were able to discriminate the faces, evidenced in their ease of performance on the training tasks, they were not able to use this knowledge unless given training in attaching labels to the stimuli, which enabled them to store the information for later use. Results are discussed in light of Gibson's (1969) theory of the developmental interrelations of cognitive processes.     

Effect of concurrent visual feedback on acquisition of a weightlifting skill

Practice in front of a mirror is a common procedure for activities such as dance, gymnastics, and other sports. The purpose of this study was to examine the effect that performing with concurrent visual feedback from a mirror had on the acquisition of the power clean movement. 18 college-age males who had no prior experience with the power clean movement served as subjects who were assigned to one of two groups. One group had use of a mirror during the practice trials and the other practiced without the mirror. All subjects viewed an instructional videotape and had practice trials. All subjects were evaluated for proper technique on a pretest, a posttest without the mirror, and a posttest with the mirror. Analysis showed a significant difference between pre- and posttest performances for both groups and a significant difference between groups on the posttest performances with the mirror. Evidently the videotaped instruction was sufficient to allow both groups to improve in performance of the power clean. Differences in posttest performances with the mirror reflected the type of feedback (with or without the mirror) available during training.     

Interpersonal problem solving: An intervention program for preschool children

The purpose of the present study was to evaluate the effectiveness of an intervention program designed to train preschool children in interpersonal problem solving skills. Forty preschool age children were randomly assigned to an experimental or control group. Experimental subjects were trained in interpersonal problem solving skills for ten weeks, four days per week, for a total of 10–13 hours. Problem-solving skills were assessed at pretest, posttest, and three months after training was completed. Seventy-eight percent of the children who participated in pretest and posttest were tested at follow-up. Results indicated that the experimental group, compared to the control group, showed a significant increase in both cognitive—verbal and behavioral interpersonal problem-solving skills from pretest to posttest and that these changes were maintained at follow-up testing. Discussion focuses on suggestions for future research and implications for applied settings.     

A Randomized Clinical Trial of Cognitive-Behavioral Therapy and Applied Relaxation for Adults With Generalized Anxiety Disorder

This randomized clinical trial compared cognitive-behavioral therapy (CBT), applied relaxation (AR), and wait-list control (WL) in a sample of 65 adults with a primary diagnosis of generalized anxiety disorder (GAD). The CBT condition was based on the intolerance of uncertainty model of GAD, whereas the AR condition was based on general theories of anxiety. Both manualized treatments were administered over 12 weekly 1-hour sessions. Standardized clinician ratings and self-report questionnaires were used to assess GAD and related symptoms at pretest, posttest, and at 6-, 12-, and 24-month follow-ups. At posttest, CBT was clearly superior to WL, AR was marginally superior to WL, and CBT was marginally superior to AR. Over follow-up, CBT and AR were equivalent, but only CBT led to continued improvement. Thus, direct comparisons of CBT and AR indicated that the treatments were comparable; however, comparisons of each treatment with another point of reference (either waiting list or no change over follow-up) provided greater support for the efficacy of CBT than AR.     

Accurate, Deceptive, and No Prior Feedback About Decisionmaking Acumen as an Influencer of Group Decisionmaking

Eighteen groups of four subjects each performed the "Lost on the Moon" task before and after group discussion of the task. The major variable manipulated involved the influence of a group member's knowledge about his pretest performance on group decisionmaking. It was found that the greatest influence is exerted by individuals told by the experimenter that their performance was the most accurate when it was actually the least accurate. Under this influence synergy, although achieved, was impeded relative to gains made by the control condition and the condition where the "piant" actually had the most accurate score within his group on a pretest.     

Feedback,Adult Intervention,and Peer Collaboration in Initial Logo Learning

We assigned 144 children (mean age = 6 years, 11 months) at random to one of four conditions: (a) child alone, (b) child-plus-peer, (c) child-plus-adult (the child's teacher), or (d) child-plus-peer-plus-adult. The task was to control a Turtle using simple Logo commands, and a feedback model of task performance was used to generate pretest and posttest measures. Children working with an adult (Conditions C and D) performed significantly better than children working without an adult (Conditions A and B); however, there were no significant effects due to condition either on subsequent individual performance or on pretest to posttest gains. Analysis of interaction in the child-plus-adult condition showed that the adults' interventions did not consistently result in either the prevention of error or its productive use in debugging. It is concluded that feedback and collaboration may not be additive in their effects on learning.     

Manipulating perception versus action in recalibration tasks

We conducted six experiments to examine how manipulating perception versus action affects perception–action recalibration in real and imagined blindfolded walking tasks. Participants first performed a distance estimation task (pretest) and then walked through an immersive virtual environment on a treadmill for 10 min. Participants then repeated the distance estimation task (posttest), the results of which were compared with their pretest performance. In Experiments 1a, 2a, and 3a, participants walked at a normal speed during recalibration, but the rate of visual motion was either twice as fast or half as fast as the participants' walking speed. In Experiments 1b, 2b, and 3b, the rate of visual motion was kept constant, but participants walked at either a faster or a slower speed. During pre- and posttest, we used either a blindfolded walking distance estimation task or an imagined walking distance estimation task. Additionally, participants performed the pretest and posttest distance estimation tasks in either the real environment or the virtual environment. With blindfolded walking as the distance estimation task for pre- and posttest, we found a recalibration effect when either the rate of visual motion or the walking speed was manipulated during the recalibration phase. With imagined walking as the distance estimation task, we found a recalibration effect when the rate of visual motion was manipulated, but not when the walking speed was manipulated in both the real environment and the virtual environment. Discussion focuses on how spatial-updating processes operate on perception and action and on representation and action.     

Potentiating ballistic limb movements through voluntary production of the stretch-shorten cycle.

The purpose of this study was to examine the effect of learning to produce voluntarily a basic biomechanical mechanism, the stretch-shorten cycle (SSC), on the acceleration of a ballistic arm movement. The task required an elbow flexion at maximal effort performed with the forearm resting upon a horizontal manipulandum. Subjects in three groups received either no augmented feedback, feedback concerning the velocity of the flexion, or a combination of feedback on velocity and feedback related to the rate of stretch of the SSC during 80 training trials. The training trials were preceded by a pretest and followed by a posttest without feedback. Analyses showed that the subjects receiving feedback concerning the SSC exhibited earlier and greater peak angular acceleration than the other groups. These findings provide evidence that acquiring the control of relevant, basic mechanisms like the SSC may be useful in facilitating tasks requiring limb movements of maximal effort.     

Familial handedness and its relation to spatial ability following strategy instructions

This study compared subjects from right-handed families with subjects from nonrighthanded families in their ability to solve a mental-rotation task when instructed to use one of two different spatial strategies. All subjects completed a pretest Vandenberg. Next, one of the following procedures was presented prior to administering the Vandenberg posttest: Group 1 was given mental-rotation instructions, Group 2 was given spatial-orientation instructions, and Group 3 (control group) was given no special directions. For familial right-handers, no condition effects were found. In contrast, familial nonright-handers benefited significantly from mental-rotation instructions when compared both to their own control group and to familial right-handed subjects given the same instructions. However, with orientation instructions, the familial nonright-handers showed significantly less posttest improventnt than their control group. These results suggests familial non-rright-handers may be stronger in ability to use one spatial strategy, transformation of mental images, and weaker on a second, reorientation in relation to left-right cues. The educational and research implications of these findings are discussed.     

Visual signal detection and the locus of foreperiod effects

The effect of alertness on S's sensitivity to external signals was determined by varying the foreperiod in a visual signal detection task. Discriminability increased with increasing foreperiods up to an optimal foreperiod, beyond which it decreased slightly. This pattern of results parallels closely that of many foreperiod studies in which reaction time was the dependent variable. Because no speeded response was required in this signal detection task, it was concluded that alertness must be affecting an information processing stage prior to those associated with responding. Other evidence indicates that alertness does not affect sensory stages either. Alertness, by elimination, must be affecting the operation of a central stage, Posner's view of alertness which implicates the central stages is discussed.     

The statistical analysis of concurrent detection ratings

The concurrent detection task is a powerful method for assessing interactions in the processing of two sensory signals. On each trial, a stimulus is presented that is composed of one, both, or neither signal, and the observer makes a detection rating for each stimulus. A classical bivariate signal-detection analysis applies to these data, but is limited by its inability to differentiate certain types of sensory interactions from more cognitive components, and by the lack of an associated testing procedure. The present paper presents an alternative analysis, based on the contingency table of sensory ratings. Six classes of effect can be distinguished and tested: (1) simple response bias, (2) detection of the two signals, (3) interference of each signal on the response to the other signal, (4) sensory and response correlation, (5) bivariate response biases, and (6) higher order association. Complete computational detail is provided.     

The role of movement speed in learning a visuo-manual coordination in children

Summary The aim of the present study was to investigate the processes underlying aiming movements (motor programming and feedback control), and to explore their modification through learning. Two groups of 6- and 9-year-old children were asked to perform a directional aiming task without visual feedback (open-loop situation). After 15 trials (pretest) all subjects were submitted to a practice session which consisted of three series of trials with visual feedback (closed-loop situation). Half of the subjects had to perform the task at maximum speed (programmed movements), while the other half was required to perform slow movements (feedback-controlled movements). After the practice session all subjects were tested again in the openloop situation without time constraints (posttest). The results showed that during the practice session, accuracy was greater than in the two test conditions. It was greater in the case of slow movements than in the case of rapid ones. Moreover, in the case of rapid movements, it did not improve over the three practice series, while it did improve with slow movements. The difference between pre- and posttests showed that both groups improved their accuracy with practice in all conditions, the greatest improvement being obtained with rapid practice movements in 9-year-old children. It is suggested that different types of feedback (on-line and delayed feedback) contribute in varying degrees to the improvement of the aiming movements. However, the rapid movement condition, which requires a greater efficiency of programming, was found to be more effective for learning than the slow movement condition. The age-related differences found in learning suggest that feedback information can be fully integrated into motor programming only after 6 years of age.     

Effect of relaxation or exercise on undergraduates' test anxiety

The purpose of this study was to determine whether test anxiety could be significantly reduced through regular practice of relaxation exercises or physical exercise. Test anxiety was assessed at pretest and posttest using the 37-item true-false Test Anxiety Questionnaire developed by Sarason. 47 undergraduate students self-selected to participate. The 9 subjects in the group who engaged in a nonmeditative relaxation exercise 3 times per week for 7 weeks showed a significant decline in test anxiety. The 16 subjects in a supervised aerobic dance class 3 times per week for 7 weeks improved their fitness and their test anxiety significantly declined. The 20 control subjects did not meet over the 7-week study ahd showed no significant change in test anxiety, fitness, or relaxation.     

THE EFFECTS OF DIFFERENT REINFORCEMENT CONDITIONS ON THE TEST PERFORMANCE OF MULTIHANDICAPPED DEAF CHILDREN1

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11- to 18-year-old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end-of-session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate-reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes are discussed.     

Group discussion and prediscussion assessment of preferences in the risky shift

For this experiment the Choice Dilemma Questionnaire risk norm items were divided into two equivalent sets (Set A and Set B). The effect of the measurement sequence found in the typical risky shift study on the risky shift was assessed by comparing the postdiscussion risk preferences of subjects in three conditions on the Set A items: subjects in the standard pretest-group discussion-posttest paradigm (A-A condition); subjects who did not express prediscussion preferences, going directly into group discussions followed by a posttest (O-A condition); and a group of subjects who expressed pretest preferences on the Set B items and then had group discussions and a posttest over both Sets A and B items (B-AB condition). The postdiscussion risk preferences of subjects in the A-A condition were significantly riskier than those of subjects in the O-A and B-AB conditions. Also, the post-discussion preferences of subjects in the O-A and B-AB conditions did not differ from the prediscussion preferences in the A-A condition. The results indicated that the pretest-discussion-posttest paradigm used in risky shift studies is, in and of itself, instrumental in producing the typically reported findings.