Effects of Decision Training on Decision Making and Performance in Young Tennis Players: An Applied Research

This study examined the effectiveness of a 10-week decision training program on decision making and performance in tennis. Decision training was based on the analysis combining tactical questioning and video feedback about players own actions. A quasi-experimental design with intermediate tennis players (control group, n = 6; experimental group, n = 5) was developed over 18 weeks, divided into 3 phases: preintervention, postintervention, and retention. A total of 13,383 game play actions were analyzed to test differences. Experimental group improves significantly decision making and performance and maintained improvements during the retention phase. Video feedback combined with questioning is recommended to achieve sport expertise.     

Manipulating number generation: Loud + long = large?

Humans make numerous choices every day and tend to perceive these choices as free. The present study shows how simple free choices are biased by experiencing unrelated auditory information. In two experiments, participants categorized tones according to their intensity on the dimensions volume and duration on the majority of trials. On some trials, however, they were to randomly generate a number, and we found these choices to be influenced by tone intensity. Particularly, if participants were cued toward volume, loud tones clearly biased participants to generate larger numbers. For tone duration, a similar effect only emerged if spatial information was reinforced by the motor context of the task. The findings extend previous findings relating to the ATOM framework (A Theory of Magnitude) by an explicit focus on auditory magnitude processing. As such, they also constrain ATOM by showing that the connections between different magnitude dimensions vary to a considerable degree.     

The Use of Personal Construct Theory and the Repertory Grid in the Development of Case Reports of Children's Science Learning

This article presents the assumptions and methodology used in a study of children learning science in a fifth-grade classroom. Case report results are presented that illustrate both the approach and findings of the research. The implications of a constructivist view of learning are discussed. A practical teaching aid that employs this view and enables teachers to effectively summarize and integrate student ideas in the teaching/learning dialogue is suggested.     

Flexible cortical gamma-band correlations suggest neural principles of visual processing

We summarize recent studies of our group from the primary visual cortex V1 of behaving monkeys referring to the hypothesis of spatial feature binding by γ-synchronization (30-90 Hz). In agreement with this hypothesis the data demonstrates decoupling of γ-activities among neural groups representing figure and ground. As γ-synchronization in V1 is restricted to cortical ranges of few millimeters, feature binding may equivalently be restricted in visual space. Closer inspection shows that the restriction in synchrony is due to far-reaching travelling γ-waves with changing phase coupling. Based on this observation we extend the initial binding-by-synchronization hypothesis and suggest object continuity to be coded by phase continuity. It is further argued that the spatial phase changes of the V1 γ-waves in general will also limit lateral phase coupling to higher levels of processing. Instead of phase-locked γ-coupling, corticocortical cooperation among γ-processes may be mediated by mutual amplitude modulations that are more reliable than phase synchrony over larger distances. The relevance of this concept of corticocortical binding is demonstrated with subdural recordings from human subjects performing cognitive tasks. The experimental results are discussed on the basis of network models with spiking neurons.     

Spatiotemporal configuration of memory arrays as a component of VWM representations

Visual working memory (VWM) has been found to support a very limited representation of visual information and yet relatively little is known about the mechanisms that underlie this important cognitive construct. Prior investigations have revealed that VWM performance can be affected by relatively minor changes in the test method as well as the method of encoding. In the present two experiments, we separately investigated these two factors. The results suggest that sequential object displays can improve VWM performance significantly but that a lack of context relatedness between encoding and retrieval impairs performance. This impairment seems to be caused by a mismatch in the spatiotemporal configuration of the memory and test displays, and, importantly, cannot be compensated by selective attention. These findings suggest that spatiotemporal configuration information may be a fundamental component of the information that is stored in VWM as suggested by a number of influential theories.     

Category structure affects the developmental trajectory of children's inductive inferences for both natural kinds and artefacts

Inductive reasoning is fundamental to human cognition, yet it remains unclear how we develop this ability and what might influence our inductive choices. We created novel categories in which crucial factors such as domain and category structure were manipulated orthogonally. We trained 403 4–9-year-old children to categorise well-matched natural kind and artefact stimuli with either featural or relational category structure, followed by induction tasks. This wide age range allowed for the first full exploration of the developmental trajectory of inductive reasoning in both domains. We found a gradual transition from perceptual to categorical induction with age. This pattern was stable across domains, but interestingly, children showed a category bias one year later for relational categories. We hypothesise that the ability to use category information in inductive reasoning develops gradually, but is delayed when children need to process and apply more complex category structures.     

Wesleyan University Studies of Motion Sickness: V. Incidence of Sickness at Various Hours of the Day

Small groups lasting eight sessions each and aimed at improving patients' interpersonal problem-solving skills were conducted for a total of 41 hospitalized psychiatric patients. Forty control patients received the same pre and posttests but no training. Twenty-three patients participated in play-reading groups without problem-solving training (placebo condition). Three separate 3 by 2 repeated measures analyses of variance showed that hospitalization alone improved the patients' functioning on the criterion test of problem-solving, but that the problem-solving training groups advanced the improvement significantly. More disturbed patients made only slightly greater gains than less disturbed ones. The hospital stay was significantly shorter for the experimental and the placebo groups than for the control sample.     

… And Then Again,He Might Not Be

In reply to Michael Bertrand, I clarify my view that the problem of physical evil is not an a priori problem but an a posteriori one.     

Do core self‐evaluations and trait emotional intelligence predict subjective well‐being in dental students?

We examined unique associations between surface personality traits of emotional intelligence, core self‐evaluations, and subjective well‐being in dental students. A cross‐sectional study of 218 undergraduates showed that trait emotional intelligence (trait EI) and core self‐evaluations (CSE) predicted subjective well‐being controlling the Big Five personality traits. Structural equation modeling showed that trait EI and the neuroticism component of CSE better predicted affective components of subjective well‐being, and cognitive CSE traits (self‐esteem, self‐efficacy, and locus of control) better predicted life satisfaction, the cognitive component of subjective well‐being. These findings demonstrate the utility of a parallel‐process approach that specifies differential prediction of cognitive and affective subjective well‐being components.     

The accomplishment of plans: a new version of the principle of double effect

The classical principle of double effect offers permissibility conditions for actions foreseen to lead to evil outcomes. I shall argue that certain kinds of closeness cases, as well as general heuristic considerations about the order of explanation, lead us to replace the intensional concept of intention with the extensional concept of accomplishment in double effect.