The effect of feedback training on distance estimation in virtual environments

It is often noted that distances are significantly underestimated in computer‐simulated (virtual) environments. Two experiments examine observers' ability to use error corrective feedback to improve the accuracy of judgments of egocentric and exocentric distances. In Experiment 1, observers viewed objects in an immersive virtual environment and estimated their distance through a blindfolded walking task. Different groups received feedback on either egocentric, exocentric or none of these judgments. Receiving feedback improved observers' ability to estimate only those distances for which feedback was provided. These effects persisted for at least 1 week. In Experiment 2, observers estimated egocentric distance by means of both a direct and indirect walking task. Receiving feedback on the direct walking task predominantly improved direct estimates and not indirect estimates. These findings suggest that although feedback training offers a relatively straightforward and immediate way of overcoming problems of distance estimation, its effects are specific to both the type of judgment and the type of response. Copyright © 2005 John Wiley & Sons, Ltd.     

Short- and long-term effectiveness of two communication training modalities with distressed couples

Abstract

Communication training is a widely practiced therapeutic approach for the treatment of marital discord. Although there is some empirical support for the theoretical assumptions underlying constructive communication patterns, it has not yet been ascertained whether changing these behaviors is sufficient in bringing about stable changes in distressed marriages. The present study was designed to investigate the efficacy of this treatment approach in a conjoint and conjoint group modality. Following therapy, conjoint couples (n = 16) when compared with a waiting list control group (n = 17) showed improvement on five of the seven outcome variables. Couples in the conjoint group modality (n = 13) improved on only two of the seven variables. Follow-up assessments one year after treatment showed that initial gains had been substantially reduced. On the basis of these results it is now open to question whether conjoint group treatments are an appropriate treatment modality for even moderately distressed couples.     

Crisis intervention: long-term training effects

10 months following a crisis-intervention training program which focused on interpretation of signal events, 17 participants more frequently reported increased belief in their ability to recognize the need for intervention and to intervene effectively than did 22 control subjects. Perceived frequency of intervention by trained participants, however, had decreased rather than increased. Implications of the findings and recommendations for research are discussed.     

Functional communication training: From efficacy to effectiveness

Functional communication training (FCT; Carr & Durand, 1985) is a common function‐based treatment in which an alternative form of communication is taught to reduce problem behavior. FCT has been shown to result in substantial reductions of a variety of topographically and functionally different types of problem behavior in children and adults (efficacy). The extent to which these reductions maintain in relevant contexts and result in meaningful changes in the lives of those impacted (effectiveness) is the focus of this paper. This review evaluates the degree to which FCT has been established as an evidence‐based practice in psychology (EBPP) according to the definition set out by the American Psychological Association's 2005 Presidential Task Force on Evidence‐Based Practice. Our review finds overwhelming evidence in support of FCT as an efficacious treatment but highlights significant limitations in support of its effectiveness. In order to also be recognized as an EBPP, future research on FCT will need to focus more closely on issues related to home, school, and community application, feasibility, consumer satisfaction, and more general and global changes for the individual.     

Types of creativity training: Approaches and their effectiveness

Prior meta‐analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta‐analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.     

The effectiveness of creativity training: A quantitative review

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.     

The effectiveness of distance learning initiatives in organizations

Today, organizations are increasingly adopting distance learning methods to train and develop their employees. Despite the widespread use of these methods, little research has been done regarding their effectiveness. The present paper reviews current literature on the effectiveness of distance learning methods in terms of employees’ reactions, learning, behavior, and organizational results. Suggestions for future research and practice are also offered.     

Developing clinical effectiveness in psychotherapy training: Action research

This study is an evaluation of a new approach to clinical training in Transactional Analysis using the methodology of action research. The evaluation focuses on the second year of training and placement‐based clinical practice at the Metanoia Institute, UK. The design of the training year was research‐based and used the concept of an ‘internship’ year. The design aimed to close the gaps between clinical practice, supervision and formal training; facilitate translation of theory into practice; and integrate findings from the ‘common factors’ research into effectiveness of psychotherapy. Training and supervision methods were linked and focused on emerging issues in clinical practice and the development of students’ capacity for critical reflection and a research attitude to practice. The evaluation was a naturalistic study which used quantitative and qualitative methodology within the action research framework to reflect on the impact of the training on the participants, the organisation and the clinical practice. The quantitative outcomes show that the project developed the effectiveness of students’ clinical practice and reflexivity. Qualitative analysis gives insight into the experiences of the participants and the emotional impact of the research process.     

Slope estimation and viewing distance of the observer

The overestimation of geographical slant is one of the most sizable visual illusions. However, in some cases estimates of close-by slopes within the range of the observer’s personal space have been found to be rather accurate. We propose that the seemingly diverse findings can be reconciled when taking the viewing distance of the observer into account. The latter involves the distance of the observer from the slope (personal space, action space, and vista space) and also the eye-point relative to the slope. We separated these factors and compared outdoor judgments to those collected with a three-dimensional (3D) model of natural terrain, which was within arm’s reach of the observer. Slope was overestimated in the outdoors at viewing distances between 2 m and 138 m. The 3D model reproduced the errors in monocular viewing; however, performance was accurate with stereoscopic viewing. We conclude that accurate slant perception breaks down as soon as the situation exits personal space, be it physically or be it by closing one eye.     

The development of distance estimation in optic flow

In three experiments we tested the ability of children aged 8 to 12 years and adults to locate a target in an optic texture flow projected onto the ground. During the exposure phase, a static target (diode) was lit up at 6 m or 8 m on the ground in front of the subject. During the pointing phase, the subject was asked to indicate the perceived location of the target with a laser pointer as soon as the target was switched off. In the first experiment, during both phases the optic texture (environment) was either motionless or approaching the subject. Results showed that target locations were significantly more underestimated within the moving texture than within the still texture. In the second experiment, a detailed error analysis showed that the differences of performance between children and adults were not due to differences in eye height. Errors can be described by a linear fit with the retinal speed of the optic flow surrounding the targets. Distance judgments improved from the age of 8 years onwards. In the last experiment we found the same kind of results with a receding texture and without stimulation in central vision. Results are discussed in terms of subject's capacity to compensate for the effect of linear vection produced by the optic flow.     

Visual body-size adaptation and estimation of tactile distance

Estimating the size of bodies is crucial for interactions with physical and social environments. Body-size perception is malleable and can be altered using visual adaptation paradigms. However, it is unclear whether such visual adaptation effects also transfer to other modalities and influence, for example, the perception of tactile distances. In this study, we employed a visual adaptation paradigm. Participants were exposed to images of expanded or contracted versions of self- or other-identity bodies. Before and after this adaptation, they were asked to manipulate the width of body stimuli to appear as ‘normal’ as possible. We replicated an effect of visual adaptation such that the body-size selected as most ‘normal’ was larger after exposure to expanded and thinner after exposure to contracted adaptation stimuli. In contrast, we did not find evidence that this adaptation effect transfers to distance estimates for paired tactile stimuli delivered to the abdomen. A Bayesian analysis showed that our data provide moderate evidence that there is no effect of visual body-size adaptation on the estimation of spatial parameters in a tactile task. This suggests that visual body-size adaptation effects do not transfer to somatosensory body-size representations.     

Training metric accuracy in distance estimation skill: pictures versus words

Training metric accuracy in distance estimation skill for distances up to 300 m was done using three different feedback methods: Direct verbal feedback in the field, indirect visual feedback consisting of presentation of labelled markers in the field, and indirect visual feedback consisting of presentation of labelled markers in pictorial depictions of the field. Results from Experiment 1 showed that all three feedback methods resulted in rapid acquisition of skill in estimating perceived distance from a stationary viewpoint and that the skill transferred to a new field setting. Results from Experiment 2 replicated these results for the estimation of traversed distance along routes. These findings have important implications for the use of pictorial presentations, including virtual reality technology, to train generalizable spatial skills. Copyright © 2006 John Wiley & Sons, Ltd.