Specific internal and external attentional focus instructions have differential effects on rowing performance

Directing an individual to focus their attention on internal or external cues can influence performance of skill-based and endurance sports. The present study examined the effects of switching attention across different types of internal and external attentional foci in a rowing task. Novice rowers (19 male, 47 female) focussed attention on one of four different internal cues (or one of four different external cues) at discrete time points while completing a row on an ergometer. Overall, a focus on internal cues resulted in longer distance, higher power output, and higher heart rate than a focus on external cues. However, for the internal condition a focus on arm and leg muscles was associated with higher performance than a focus on breathing. For the external condition, a focus on exerting force on the handle produced higher performance than a focus on the movements of the handle or seat or on the sounds of the ergometer. Global instructions to focus internally or externally influenced performance, but the specific effects within these broad categories were also variable. The advice given to athletes and recreational exercises should consider both the broad attentional focus direction and the specific cues of the task to which attention is directed.     

The effects of the presence of others during a rowing exercise in a virtual reality environment

ObjectivesThe aim of the study was to test the performance, motivational, and affective impact of aerobic exercise within an immersive virtual reality environment experienced alone or with another individual.DesignSixty female participants aged 18–30 years were assigned to one of three conditions: no virtual reality (NVR), individual virtual reality (IVR), or companion virtual reality (CVR).MethodParticipants completed 9 min of self-paced rowing on an ergometer without any visual input or performance feedback (NVR), individually within a virtual reality environment (IVR), or within a virtual reality environment that included a companion depicted as an avatar (CVR).ResultsThe two virtual reality groups rowed a further distance and at a higher power output than the NVR group. Furthermore, the CVR group outperformed the IVR group in distance and had a higher heart rate. Participants in the virtual reality groups did not perceive themselves to be exerting more physical effort and rated the task as more enjoyable than participants in the NVR group.ConclusionsVirtual reality improves performance and the affective response to aerobic exercise, and performance effects are further enhanced by the presence of others in the virtual environment.     

Sleep facilitates anticipation training of a handball goalkeeping task in novices

Sleep facilitates perceptual, cognitive and motor learning; however, the role of sleep for perceptual learning in sports is yet unclear. Here, we tested the impact of sleep on novices' visual anticipation training using a handball goalkeeping task. To this end, 30 novices were divided randomly in two groups and asked to predict the directional outcome of handball penalties presented as videos. One group did the pre-test and a single session of training in the morning, post-test in the evening on the same day, and the retention test in the next morning again. Conversely, the second group started and finished in the evening. Analyses of prediction accuracy revealed that the group starting in the evening improved largest between pre- and post-test (sleep in-between), while the greatest improvement for the group starting in the morning was found between post- and retention-test (sleep in-between). Overall, our results provide first insight into the potential relevance of sleep for effective anticipation training in sports.     

On the link between mind wandering and task performance over time

Here we test the hypothesis that fluctuations in subjective reports of mind wandering over time-on-task are associated with fluctuations in performance over time-on-task. In Study 1, we employed a singleton search task and found that performance did not differ prior to on- and off-task reports, nor did individual differences in mind wandering predict differences in performance (so-called standard analytic methods). Importantly however, we find that fluctuations in mind wandering over time are strongly associated with fluctuations in behavior. In Study 2, we provide a replication of the relation between mind wandering and performance over time found in Study 1, using a Flanker interference task. These data indicate (1) a tight coupling between mind wandering and performance over time and (2) that a temporal-analytic approach can reveal effects of mind wandering on performance in tasks where standard analyses fail to do so. The theoretical and methodological implications of these findings are discussed.     

External focus of attention improves performance in a speeded aiming task

Athletic skills are often executed better when learners focus attention externally (e.g., on the trajectory of the ball after a tennis serve), rather than internally (e.g., on the position of their arm) (e.g., Wulf, 2007a). The current study explored the effects of attention focus on learning of speeded responses, and examined whether these benefits hold for retention and transfer. Participants performed a computerized speeded aiming task while focusing on the direction of the cursor (external focus) versus the direction in which their hand moved the mouse (internal focus). One week later, half of the participants performed the same task again (retention), and half performed the task under conditions in which the mouse movements were changed (transfer). Relative to internal focus, external focus led to faster acquisition and better maintenance of speeded responses over the retention interval.     

Inescapable shock and attention to internal versus external cues in a water discrimination escape task

In these experiments we examined discrimination learning in a water escape task following exposure to escapable, yoked inescapable, or no electric shock. Inescapable shock did not have an effect on swim speeds in any of the experiments. Inescapable shock interfered with the acquisition of a position (left-right) discrimination when an irrelevant brightness cue (black and white stimuli) was present. However, inescapable shock did not affect the acquisition of the position discrimination when the irrelevant brightness cue was removed. Inescapably shocked subjects showed facilitated learning relative to escapably shocked and nonshocked subjects when the brightness cue was included as a relevant cue. These data may resolve discrepancies between studies that did, and did not, find inescapable shock to interfere with the acquisition of discriminations. Moreover, they point to attentional processes as one locus of the cognitive changes produced by inescapable shock and suggest that exposure to inescapable shock biases attention away from "internal" response-related cues toward "external" cues.     

Ego depletion,attentional control,and decision making in sport

ObjectivesAthletes differ at staying focused on performance and avoiding distraction. Drawing on the strength model of self-control we investigated whether athletes do not only differ inter-individually in their disposition of staying focused and avoiding distraction but also intra-individually in their situational availability of focused attention.Design/methodIn the present experiment we hypothesized that basketball players (N = 40) who have sufficient self-control resources will perform relatively better on a computer based decision making task under distraction conditions compared to a group who's self-control resources have been depleted in a prior task requiring self-control.ResultsThe results are in line with the strength model of self-control by demonstrating that an athlete's capability to focus attention relies on the situational availability of self-control strength.ConclusionsThe current results indicate that having sufficient self-control strength in interference rich sport settings is likely to be beneficial for decision making.     

Implicit attentional orienting in a target detection task with central cues

Studies using Posner’s spatial cueing paradigm have demonstrated that participants can allocate their attention to specific target locations based on the predictiveness of preceding cues. Four experiments were conducted to investigate attentional orienting processes operating in a high probability condition (cues 75% predictive) as compared to a low probability condition (cues 50% predictive) using various types of centrally-presented cues. Spatially-informative cues (arrows and circles with gaps) resulted in cueing effects (CEs) for both probability conditions, with significantly larger CEs in the high probability conditions than the low probability conditions. Participants in the high probability conditions reported little or no awareness of cue–target probabilities after task completion. Our results provide support for an implicit learning account of the proportion valid effect under experimental conditions involving spatially-informative central cues and relatively short stimulus onset asynchronies (SOAs).     

Money talks in attention bias modification: Reward in a dot-probe task affects attentional biases

Attention bias modification (ABM) aimed at correcting dysfunctional biases in anxiety patients has met with only mild success. Inspired by recent studies showing large effects of financial reward upon attention shifts, we contrasted effects of traditional dot-probe ABM and reward upon attention biases in a between-subject 2 × 2 design. Twenty-seven participants in group cognitive behavioural therapy (GCBT) for social anxiety disorder (SAD) were randomly assigned to undergo six sessions of a dot-probe task consisting of ABM or placebo ABM along with random or high reward following neutral stimuli. There was no influence of ABM on participants' attention bias over and above the influence of GCBT. Reward, however, had a strong influence on attention bias. Neither ABM nor reward reduced SAD symptoms over and above the effects of GCBT. The results add to the growing evidence that benefits of ABM through dot-probe training are unreliable but suggest on the other hand that rewarding attention may strongly influence dysfunctional attention biases.     

Motivational clusters and performance in a real-life setting

The present research investigated whether assessing adolescent elite athletes’ motivational profiles at the beginning of the season would allow us to predict their subsequent performance over the course of a competitive season. In two studies, athletes completed the French version of the Sport Motivation Scale (Brière et al., Int J Sport Psychol 26:465–489, 1995) at the beginning of the season. Objective levels of performance were recorded for the following season, as well as for the season prior to questionnaire completion. In Study 1, the sample comprised a total of 170 French junior national tennis players (M = 13.42 years). Results revealed the presence of a four-cluster solution, reflecting different levels of autonomous and controlled motivations. Results revealed that controlling for past performance, athletes with the least self-determined motivational profile obtained lower levels of subsequent tennis performance than those in the three other (more self-determined motivational) clusters. In Study 2, there were a total of 250 French junior national fencers aged 15 years. Results revealed a three-cluster solution very similar to that of Study 1. In addition, in line with Study 1, results revealed that the least self-determined motivational profile led to the lowest level of performance. Overall, these findings suggest that cluster analysis is useful in the understanding of the complex relationship between motivation and performance in elite sport.

Executive functioning profiles in elite volleyball athletes: Preliminary results by a sport-specific task switching protocol

Executive functions (EF) are crucial for the athletes’ success, and they are even more essential in open skill sports (e.g. volleyball and football). In these sports, due to continuously changing conditions, goal-directed behaviours need to be repeatedly adjusted and corrected. One of the most important EF is the ability to continuously switch between two different tasks being required in a random sequence. We used a task-switching protocol in elite volleyball athletes, usually playing different roles, with the aim of evaluating if each role is characterized by specific switching abilities. On the basis of the specific competences requested by the game, thirty-six elite volleyball athletes were assigned to three groups: Strikers, Defenders and Mixed. Each player completed a customized sport-specific task-switching paradigm. Data evidenced that each role has specific characteristics. In Reaction Times, the Strikers were the fastest to answer to stimuli, while the Defender group provided a worse performance, particularly when defensive actions, that probably require more cognitive elaboration, had to be processed. Different effects emerged by the Errors. In fact, the Mixed group, which was the one with more expertise, appeared to be more accurate in the responses.Although preliminary, these results showed a minimal degree of cognitive flexibility for highly specialized Strikers and a maximum level for Mixed, allowing thus to highlight specific profiles of athletes. Data observed indicate the possibility to develop a test assessing the executive domain during the recruitment in a team, revealing a useful tool for choosing the most suitable role.     

Looking at the actor's face: Identity cues and attentional focus in false memories of action performance from observation

Observing another's actions can induce false memories of self-performance. We investigated whether such observation inflation depends on the discriminability between the self and the observed actor. Discriminability was manipulated by presenting actions either with or without a key visual identity cue, i.e., the actor's face. We also examined whether self–other confusions in the face-visible condition depend on attentional focus (directed to the observed action vs. the actor's face). In the action-only condition, observation inflation was significant and greater than in the face-visible conditions, in which the effect was moderated by attentional focus: It persisted under an action focus but was eliminated under a face focus. Findings for correct memories of self-performance suggest that the reduced effect is not merely due to weaker encoding of the actions themselves. We conclude that self–other confusions in action memory are constrained by the availability of distinctive non-self cues during observation, and sustained by a visual focus on observed actions.     

The influence of attentional focus on the development of skill representation in a complex action

ObjectivesRecent research has indicated that performers' mental representation of a motor skill changes over the course of learning. In the present study, we sought to ascertain whether the type of instructions (instructions that emphasize either an internal or external focus of attention) influences the development of skill representation during motor learning.DesignParticipants without golf experience were recruited to practice a golf putting task over the course of three training days. Participants were randomly assigned to either an internal focus (focus on the swing of the arms; n = 10) or external focus (focus on the speed of the ball roll; n = 10) learning group. Changes in putting performance and mental representation structure were assessed over the course of learning, as well as during a follow-up retention test two days after practice.MethodsMental representation structure was measured employing the structural dimensional analysis of mental representations (SDA-M), which provided psychometric data on the structure of the mental representation in long-term memory. Additionally, the change in putting accuracy and consistency was recorded over the course of learning.ResultsFindings indicated that the external focus group performed with greater accuracy and consistency during training, and revealed a larger degree of development in their mental representation of the putting task.ConclusionsOverall, our findings suggest that facilitating the link between an action and its effect by means of an external focus is crucial for motor performance as well as the development of skill representation.     

The focus of attention in working memory: Evidence from a word updating task

Three experiments examined the cognitive costs of item switching within working memory with a novel word updating task, thereby extending previous research to the field of linguistic stimuli and linguistic-graphemic updating operations. In Experiments 1 and 2 costs for switching between working memory items were evident on the word level, and they increased with an increasing word set size (Experiment 2). In contrast, a surprisingly similar switch effect on the level of letters was not affected by word set size (Experiment 2). Experiment 3 showed that this effect is not simply based on the need for re-orienting visual spatial attention. To account for the overall picture of results, a recursive model of attentional foci is proposed. Moreover, individual working memory span appears to be associated with the accuracy of item switching, but not with its speed.     

Mental states inside out: Switching costs for emotional and nonemotional sentences that differ in internal and external focus

Mental states—such as thinking, remembering, or feeling angry, happy, or dizzy—have a clear internal component. We feel a certain way when we are in these states. These internal experiences may be simulated when people understand conceptual references to mental states. However, mental states can also be described from an “external” perspective, for example when referring to “smiling.” In those cases, simulation of visible outside features may be more relevant for understanding. In a switching costs paradigm, we presented semantically unrelated sentences describing emotional and nonemotional mental states while manipulating their internal or external focus. The results show that switching costs occur when participants shift between sentences with an internal and an external focus. This suggests that different forms of simulation underlie understanding these sentences. In addition, these effects occurred for emotional and nonemotional mental states, suggesting that they are grounded in a similar way—through the process of simulation.     

Temperamental contributions to children's performance in an emotion-word processing task: a behavioral and electrophysiological study

Seven-year-old children (N=65) participating in a study of the influence of infant temperament on socioemotional development performed an auditory selective attention task involving words that varied in both affective (positive vs. negative) and social (social vs. nonsocial) content. Parent report of contemporaneous child temperament was also collected, and individual differences in self-regulation in the affective (soothability) and cognitive (attentional control) domains were noted. Overall, children showed slower responses to stimuli that were either social or negative in content, with the largest effect elicited by words that possessed both traits. Children rated high in soothability and attentional control showed slower responses to social negative words. The other children showed little to no differential response patterns across the word categories. ERPs collected during the task indicated that processing differences were evident in the later more cognitive components of the ERP, especially in children low in attentional control. These findings indicate that performance on an auditory selective attention task can assist in identifying underlying patterns of affective processing.     

Stimulus control in a simple instrumental task: The role of internal and external stimuli

Two experiments using rats in a straight alley runway task tested the hypothesis that standard stimuli such as tones and lights (“external” stimuli) and schedule-generated aftereffect stimuli (“internal” stimuli) operate similarly and are similarly subject to the compounding rules specified by R. A. Rescorla and A. R. Wagner (In A. Black & W. Prokasy (Eds.), Classical conditioning II: Current theory and research. New York: Appleton-Century-Crofts, 1972). The experimental task was an instrumental analog of the classic blocking experiment (L. J. Kamin, In M. R. Jones (Ed.). In Experiment 1, blocking of an external discriminative stimulus by a different asymptotic discrimination was accomplished. In Experiment 2, blocking of an internal stimulus discrimination by an asymptotic external stimulus discrimination was obtained. The present results support the view that internal and external stimuli are indeed similar and function in the same manner with regard to blocking of stimulus control.     

Attentional control adjustments in Eriksen and Stroop task performance can be independent of response conflict

In the Eriksen flanker and colour-word Stroop tasks, the response time (RT) difference between incongruent and congruent trials is smaller following incongruent trials than following congruent trials: the “Gratton effect” (Gratton, Coles, & Donchin, 1992). According to the prevailing conflict-monitoring theory (Botvinick, Braver, Barch, Carter, & Cohen, 2001), the Gratton effect reflects attentional control adjustment following response conflict on incongruent trials. However, because previous studies compared incongruent and congruent trials, it remains unclear to what extent the Gratton effect is driven by incongruent rather than congruent trials. To resolve this issue, we included neutral trials in addition to incongruent and congruent trials in the Eriksen (Experiment 1) and Stroop (Experiment 2) tasks. Participants responded manually and vocally in both tasks. Moreover, we assessed responding to Stroop stimuli that were preceded by neutral cues or by incongruent- or congruent-predicting cues (Experiment 3). In all three experiments, the RT difference between incongruent and congruent trials was larger for postcongruent trials than for postincongruent and postneutral trials. These findings suggest that control adjustments can be independent of response conflict, challenging conflict-monitoring theory.     

Motivation and engagement in diverse performance settings: Testing their generality across school,university/college,work, sport,music, and daily life

In the light of recent calls for more integrative approaches to theorizing and measurement in motivation and engagement research, the present study assesses the generality of key motivation and engagement constructs across seven performance domains: elementary school (N = 624), high school (N = 21,579), university/college (N = 420), work (N = 637), music (N = 224), sport (N = 204), and daily life (N = 249). Based on domain specific adaptations of the Motivation and Engagement Scale, multi-group confirmatory factor analyses (CFAs) tested invariance across the seven domains. First and higher order multi-group CFAs demonstrated broad invariance in factor loadings (in particular), factor correlations/variances, and uniquenesses across performance domains. Taken together, the present data support the hypothesized generality of key motivation and engagement constructs. Findings hold implications for pragmatic, statistical, substantive, and intervention considerations in motivation and engagement research and also for research into cognate constructs in personality psychology more generally.