Effects of precision of knowledge of results on performance of a gross motor coincidence-anticipation task

The purpose of the investigation was to determine the effects from three knowledge of results (KR) precision levels (qualitative; 0.10 sec, 0.001 sec) on the performance of a gross motor coincidence-anticipation task where subjects performed with visual and other sense modality input. Other variables included in the analysis were sex, movement distance, and practice over three blocks of trials. Absolute error (AE), constant error (CE), variable error (VE), and E scores (E) of the subjects from two experiments (N = 90; N = 54) were analyzed with 3 x 2 x 2 x 3 ANOVAs with repeated measures on the last two factors (feedback, sex, movement distance, blocks). Consistent finding from both experiments indicated that, for this gross motor coincidence-anticipation task, the subjects performed as accurately and as consistently when they received qualitative KR as when, in addition, they received more precise KR. Subjects performed with less error on the short as opposed to the long term distance pattern. Males performed with less error on the long movement pattern than females in Experiment 1; however, the only sex difference noted in Experiment 2, when the movement distances were shortened, was that males had a more on-time CE mean score.     

Response Timing Accuracy as a Function of Movement Velocity and Distance

In two experiments, patterns of response error during a timing accuracy task were investigated. In Experiment 1, these patterns were examined across a full range of movement velocities, which provided a test of the hypothesis that as movement velocity increases, constant error (CE) shifts from a negative to a positive response bias, with the zero CE point occurring at approximately 50% of maximum movement velocity (Hancock & Newell, 1985). Additionally, by examining variable error (VE), timing error variability patterns over a full range of movement velocities were established. Subjects (N = 6) performed a series of forearm flexion movements requiring 19 different movement velocities. Results corroborated previous observations that variability of timing error primarily decreased as movement velocity increased from 6 to 42% of maximum velocity. Additionally, CE data across the velocity spectrum did not support the proposed timing error function. In Experiment 2, the effect(s) of responding at 3 movement distances with 6 movement velocities on response timing error were investigated. VE was significantly lower for the 3 high-velocity movements than for the 3 low-velocity movements. Additionally, when MT was mathematically factored out, VE was less at the long movement distance than at the short distance. As in Experiment 1, CE was unaffected by distance or velocity effects and the predicted CE timing error function was not evident.     

Response Timing Accuracy as a Function of Movement Velocity and Distance

In two experiments, patterns of response error during a timing accuracy task were investigated. In Experiment 1. these patterns were examined across a full range of movement velocities, which provided a test of the hypothesis that as movement velocity increases, constant error (CE) shifts from a negative to a positive response bias, with the zero CE point occurring at approximately 50% of maximum movement velocity (Hancock & Newell, 1985). Additionally, by examining variable error (VE), timing error variability patterns over a full range of movement velocities were established. Subjects (N = 6) performed a series of forearm flexion movements requiring 19 different movement velocities. Results corroborated previous observations that variability of timing error primarily decreased as movement velocity increased from 6 to 42% of maximum velocity. Additionally, CE data across the velocity spectrum did not support the proposed timing error function. In Experiment 2, the effect(s) of responding at 3 movement distances with 6 movement velocities on response timing error were investigated. VE was significantly lower for the 3 high-velocity movements than for the 3 low-velocity movements. Additionally, when MT was mathematically factored out. VE was less at the long movement distance than at the short distance. As in Experiment 1, CE was unaffected by distance or velocity effects and the predicted CE timing error function was not evident.     

Oral kinesthetic deficit in adults who stutter: a target-accuracy study

The current study was based on the hypothesis that chronic developmental stuttering in adults involves a deficiency in oral kinesthesia. The authors used a target-accuracy task to compare oral kinesthesia in adults who stutter (n = 17) and in normal speakers (n = 17). During the task, participants were instructed to make accurate jaw-opening movements in visual and nonvisual feedback conditions. The authors further contrasted oral movement control in a normal response time condition with that in a reaction time condition. Overall, the adults who stutter consistently made significantly less accurate and more variable movements than the control participants in the nonvisual condition, but particularly in the reaction time condition. In general, the present findings suggest that chronic developmental stuttering involves an oral kinesthetic deficiency, although without direct measures of somatosensory function, one cannot exclude a motor deficit interpretation.     

Heart rate variability and respiratory concomitants of visual and nonvisual “imagery” and cognitive style

Attention to visual and nonvisual imagery, elicited by an imagery questionnaire, was studied using both within and between subjects analyses of cardiac and respiratory parameters. Visual imagery was accompanied by more regular interbeat heart rate (HR) and shorter, more stable respiratory cycles than nonvisual imagery. “Visually-oriented” thinkers (visualizers), identified by a word association test, manifested less overall variability in HR than “verbally-oriented” thinkers (verbalizers), as well as less variable HR and respiratory period during visual imagery. Visual and nonvisual imagery differed in HR variability for verbalizers and in respiration period for visualizers. The results are discussed in terms of the concepts of attention deployment, “mental load”, cerebral asymmetry, and stylistic personality differences in cognitive functioning.     

Verifying visual properties in sentence verification facilitates picture recognition memory

According to the perceptual symbols theory (Barsalou, 1999), sensorimotor simulations underlie the representation of concepts. We investigated whether recognition memory for pictures of concepts was facilitated by earlier representation of visual properties of those concepts. During study, concept names (e.g., apple) were presented in a property verification task with a visual property (e.g., shiny) or with a nonvisual property (e.g., tart). Delayed picture recognition memory was better if the concept name had been presented with a visual property than if it had been presented with a nonvisual property. These results indicate that modality-specific simulations are used for concept representation.     

The Effect of Interpolated Motor Activity on the Short-Term Retention of Movement Distance and End-Location

The effect of an interpolated movement on the recall of a blind, lever-positioning movement was assessed separately for the reproduction cues of distance and end-location. Both cues showed the context effect of assimilation, that is, the end-location of the interpolated movement caused directional biasing of the algebraic or constant error (CE) for location reproduction while the length of the interpolated movement caused similar directional biasing for distance reproduction. Variability about algebraic error (VE) was used to assess forgetting. There was no change in VE for location reproduction, and an increase in VE for distance reproduction was limited to the relatively large movements. Thus, an interpolated movement that does not have to be remembered does not cause interference with the retention of location information, but does cause some interference with the retention of distance information. The findings are discussed in relation to a model of motor short-term memory which incorporates both CE and VE.     

Structural models for the mediation of salience effects on attribution

Previous research has demonstrated that salient information is overrepresented in causal attributions. Two experiments were conducted to investigate potential mediators for this effect and to make a case for the use of structural models in explanations of process. Two mediators were considered: enhanced visual recall of salient stimuli and exaggerated schema-relevant recall of salient stimuli. Although analyses of variance supported the visual recall model, structural analyses demonstrated its implausibility. Analyses of variance and structural models revealed that schema-relevant recall, that is, information seen as representative of causal influence, is a plausible mediator; this was particularly true of relevant visual information. Results suggest that salience effects (S. E. Taylor & S. T. Fiske in L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 11). New York: Academic Press, 1978) are due to: (a) the attentional advantage of inherently salient visual events and (b) the influence of stored visual and nonvisual schema-relevant information on causal judgments.     

The effect of visual guidance on the acquisition of a simple motor task

Subjects were required to learn to depress a bar using concurrent visual feedback, which was removed for test. The overshooting found in test is attributed to visual dominance of the feedback traces; the way in which it occurs is not clear, since the reduction of the ratio of movement to display gain from 1:15 to 1:7.5 did not reduce overshooting. Performance improved after extended practice, but the direction of error remained positive. The results are discussed in terms of motor programming and feedback control of movement and are interpreted as evidence against Adams' (1971) two-trace theory.     

Effectiveness of visual vs kinesthetic instruction for learning a gross motor skill

The purpose of this study was to compare visual with kinesthetic instruction for learning a motor skill that is not visually monitorable. Previous studies comparing visual and kinesthetic information have all used arm tasks for which the nonvisual condition was artificial. 20 subjects were randomly assigned to either a kinesthetic or a visual instruction group. The task was to draw a horizontal line with the right foot while in a quadruped position. All subjects received visual knowledge of results. While performance improved over the course of the 10 instructional sessions and trials, no difference in performance was found between the two instructional groups. A follow-up study is required to determine whether this result was based on visual dominance. Understanding the effectiveness of the different modalities for teaching gross motor skills would be valuable to physical therapists, physical educators, and psychologists.     

Minimizing error in measurement of error: a proposed method for calculation of error in a two-dimensional motor task

Traditional one-dimensional error scores are still consistently used in research on motor learning to quantify two-dimensional error; however, the inherent differences in two-dimensional tasks render that application inappropriate and often misleading. Consequently, the purpose of this paper was to propose a novel method of presenting errors, which more precisely represents the accuracy, direction, and variability of error in two-dimensional settings. Although closely related to several alternatives for representing errors, the methodology used and the results obtained provide a more accurate procedure for pinpointing critical trends in what have been commonly referred to as AE (absolute error), VE (variable error), CE (constant error), and E (total variability). The proposed measurements of AVE (adjusted variable error), DE (directional error), TSE (total spread of error), and RE (radial error) provide composite error scores carrying a variety of information about performance on two-dimensional tasks. Formulas and examples are provided to facilitate computation and enhance understanding of the proposed scores.     

Visual imagery differences and eye movements in the recall of pictures

Groups of vivid and poor visualizers were given a picture memory task. and horizontal and vertical components of the electro-oculogram were recorded. This allowed a detailed investigation of each S’s eye movements in the perception. imagery, and recall phases of the task. The vivid visualizers gave a higher accuracy of recall Eye movement rate was lower in visual imagery than it was in perception, especially in the goup of vivid visualizers. There was some evidence of scanning activity prior to recall, but only if positional cues were provided or if recall was incorrect. No scanning occurred prior to accurate recall unprompted by a positional cue. These results provide no support to the theories of image construction proposed by Hebb (1949, 1968) and Neisser (1967). As suggested by Singer (1966), an absence of eye movement may be a necessary condition for vivid visual imagery.     

Recall and recognition processes in motor memory: effects of feedback and knowledge of results delay

In linear movement tasks of 200 msec (Experiment 1 -ballistic movement) and 500 msec (Experiment 2 - nonballistic movement), motor recall strength was assessed by absolute, constant, and variable error; recognition strength was assessed by Z'-transformed actual-estimate correlations and absolute actual-estimate difference scores. Contrary to predictions, neither increased KR delay (45 vs. 5 sec) nor limited visual-auditory-tactile feedback caused decrements in recognition processes over KR-training or KR-withdrawal trial blocks for the 200-msec task. In the 500-msec task, the independent variables impaired recognition through training and transfer trials but impaired recall only in the training trials. Results generally did not support the hypothesized independence between recall and recognition processes. Several methodological issues related to recall, and recognition research were discussed.     

Visual Dominance in Amending the Directional Parameter of Feedforward Control

The authors examined visual dominance between trials in which the movement program was amended (i.e., off-line processing). Weighting between visual and proprioceptive feedback was examined in a trial-by-trial analysis of the directional parameter of feedforward control. Eight participants moved a cursor to a target displayed on a computer screen by manipulating a hand-held stylus on a digitizing tablet. In the first 30 trials, the cursor followed the stylus movement (practice condition). In the next 30 trials, the directional error of the stylus movement was presented in the opposite direction (reversal condition). Subjects knew the presence and the nature of the reversal. In the last 10 trials, the reversal was withdrawn (transfer condition). Directional error of feedforward control was relatively small in the practice condition, and it increased gradually in 1 of 2 directions as trials proceeded in the reversal condition. Positive aftereffect was observed in the transfer condition. A constant increment of the directional error indicated that both visual and proprioceptive feedback are registered, with higher weight on vision, and that weighting between those inputs is determined automatically or is fixed without any strategic control.     

Visual dominance in amending the directional parameter of feedforward control

The authors examined visual dominance between trials in which the movement program was amended (i.e., off-line processing). Weighting between visual and proprioceptive feedback was examined in a trial-by-trial analysis of the directional parameter of feedforward control. Eight participants moved a cursor to a target displayed on a computer screen by manipulating a hand-held stylus on a digitizing tablet. In the first 30 trials, the cursor followed the stylus movement (practice condition). In the next 30 trials, the directional error of the stylus movement was presented in the opposite direction (reversal condition). Subjects knew the presence and the nature of the reversal. In the last 10 trials, the reversal was withdrawn (transfer condition). Directional error of feedforward control was relatively small in the practice condition, and it increased gradually in 1 of 2 directions as trials proceeded in the reversal condition. Positive aftereffect was observed in the transfer condition. A constant increment of the directional error indicated that both visual and proprioceptive feedback are registered, with higher weight on vision, and that weighting between those inputs is determined automatically or is fixed without any strategic control.     

Average KR schedule in learning of timing: influence of length for summary knowledge of results and task complexity

This experiment investigated the influence of length for average Knowledge of Results (KR) and task complexity on learning of timing in a barrier knock-down task. Participants (30 men and 30 women) attempted to press a goal button in 1200 msec. after pressing a start button. The participant was assigned into one of six groups by two tasks (simple and complex) and three feedback groups (100% KR, Average 3, Average 5). The simple and complex tasks required a participant to knock down one or three barriers before pressing a goal button. After a pretest without KR, participants practiced 60 trials of physical practice with one of the three following groups as a practice phase: one given the result of movement time after every trial (100% KR), a second given the average movement time after every third trial (Average 3), a third given the average movement time after every fifth trial (Average 5). Participants then performed a posttest with no-KR and two retention tests, taken 10 min. and 24 hr. after the posttest without KR. Analysis gave several findings. (1) On the complex task, the absolute constant error (/CE/) and the variable error (VE) were less than those on the simple task. (2) The /CE/ and the VE of the 100% KR and the Average 3 groups were less than those of the Average 5 group in the practice phase, and the VE of the 100% KR and the Average 3 group were less than those of the Average 5 group on the retention tests. (3) In the practice phase, the /CE/ and the VE on Blocks 1 and 2 were higher than on Blocks 5 and 6. (4) On the retention tests, the /CE/ of the posttest was less than retention tests 1 and 2. And, the VE of the 100% KR and the Average 3 groups were less than that of the Average 5 group. These results suggest that the average feedback length of three trials and the given feedback information after every trial are advantageous to learning timing on this barrier knock-down task.     

Working memory contributions to reading comprehension components in middle childhood children

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes.     

The role of haptic exploration of ground surface information in perception of overhead reachability

The authors performed an experiment in which participants (N = 24) made judgments about maximum jump and reachability on ground surfaces with different elastic properties: sand and a trampoline. Participants performed judgments in two conditions: (a) while standing and after having recently jumped on the surface in question and (b) while standing on a third control surface, eliminating haptic exploration of the surface in question. There was a high correlation between perceived maximum reachable height and actual maximum reachable height in all conditions. Judging performance on the basis of visual and haptic exploration of ground surface information was slightly overestimated, whereas performance on the basis of visual information alone was underestimated and variable for the different surfaces. The authors discuss possible causes for the observed errors. They emphasize that there is a considerable nonvisual aspect to the nature of the information specifying affordances for overhead reach and jumping and that perceptual performance is degraded when spontaneous exploratory movement is restricted.     

Remembering the past and imagining the future: a role for nonvisual imagery in the everyday cognition of blind and sighted people

Images can be generated in all sensory modalities. Nevertheless, research on the everyday use of mental imagery, for example in autobiographical memory tasks, has suggested that it is only visual images that facilitate memory retrieval (e.g., Williams, Healy, & Ellis, 1999). If this is the case, individuals born without sight may be forced to rely more on verbal encoding (Goddard & Pring, 2001). This paper explores the presence and everyday role of nonvisual sensory imagery in 16 individuals with and 16 without sight. Using a cue word paradigm, contrary to previous research, Experiment 1 suggested that for both blind and sighted people, nonvisual imageries have a significant role to play in the generation of autobiographical memories. These results were reinforced by similar findings in Experiment 2, which used the same cue word method to explore the role of visual and nonvisual (auditory) imagery when generating future events. The results refute the claim that "useful" imagery in everyday tasks is exclusively visual.     

Motor Learning Without Knowledge of Results Through the Development of a Response Recognition Mechanism

Four experiments were conducted to investigate the ability of a response recognition mechanism, developed by presenting the sensory consequences associated with the criterion movement in the absence of actual movement recall, to produce motor learning in the absence of knowledge of results (KR). In Experiments 1 and 2, a rapid linear timing task was used (10.16 cm in 100 msec), and reduction of movement error resulted over no-KR practice trials. Experiments 3 and 4 employed a slow movement-time task (750 and 1250 msec) and a linear positioning task, respectively, and no reduction of movement error occurred over the no-KR practice trials in either experiment. The ability of the response recognition mechanism to produce motor learning in the absence of KR depended upon the extent to which feedback could be used during response production.