Predicting performance times from deliberate practice hours for triathletes and swimmers: what, when, and where is practice important?

In Studies 1 and 2, the authors evaluated deliberate practice theory through analyses of the relationship between practice and performance for 2 populations of athletes: triathletes and swimmers, respectively. In Study 3, the authors obtained evaluations of practice from athletes' diaries. Across athletes, length of time involved in fitness activities was not related to performance. For the triathletes, a significant percentage of variance in performance was captured by practice. This was not so for sprint events for the swimmers, in which gender was a significant predictor. In the diaries, physical activities were perceived as enjoyable. In contrast to the results obtained from questionnaires, enjoyment did not covary with an activity's relevance to improving performance. Although these findings highlight the importance of sport-specific practice, the authors question a domain-independent account of expertise based on deliberate practice.     

Childhood-onset multiple sclerosis and mood disorders: a case study.

Multiple Sclerosis (MS) is rare in children. Little research exists regarding emotional and behavioral disorders in childhood-onset MS, despite the occurrence of such problems in adults with MS. This paper describes the cognitive and behavioral characteristics of a boy diagnosed with MS at age 9 and mood disorder at age 10. He displayed no cognitive or behavioral problems prior to the onset of physical symptoms of MS. Three years after diagnosis, this child showed persistent problems with speed of processing, visual-motor skills, and parent and teacher-reported executive functioning. In addition, he had difficulties with emotional lability, behavioral disinhibition, depression, and social interaction. As with adults, children with MS may be at increased risk for mood disorder compared to their peers. Mood disorders in children with MS are likely to be multiply determined, although the specific causal mechanisms are unknown.     

A multidimensional approach to skilled perception and performance in sport

Three experiments examined the relative importance of attributes determined largely by the efficiency of the visual/central nervous system versus cognitive domain‐specific skills, in the determination of expertise in soccer. In Experiment 1, expert and intermediate soccer players were assessed on various non‐specific abilities including: processing (simple reaction time, peripheral reaction time, visual correction time), optometric (static, dynamic and mesopic acuity), and perimetric parameters (horizontal and vertical peripheral range). In Experiment 2, domain‐specific variables were assessed including complex decision speed and accuracy, number of visual fixations, fixation duration, and fixation location in solving game problems. Stimuli were initially presented by slides (Experiment 2) and later by 16 mm film (Experiment 3). Eye movements were recorded and analysed. A stepwise discriminant analysis of both non‐specific abilities and soccer‐specific skills revealed an average squared canonical correlation=0.84, with the significant step variables all being domain‐specific skills. Copyright © 1999 John Wiley & Sons, Ltd.     

Making related errors facilitates learning,but learners do not know it

Producing an error, so long as it is followed by corrective feedback, has been shown to result in better retention of the correct answers than does simply studying the correct answers from the outset. The reasons for this surprising finding, however, have not been investigated. Our hypothesis was that the effect might occur only when the errors produced were related to the targeted correct response. In Experiment 1, participants studied either related or unrelated word pairs, manipulated between participants. Participants either were given the cue and target to study for 5 or 10 s or generated an error in response to the cue for the first 5 s before receiving the correct answer for the final 5 s. When the cues and targets were related, error-generation led to the highest correct retention. However, consistent with the hypothesis, no benefit was derived from generating an error when the cue and target were unrelated. Latent semantic analysis revealed that the errors generated in the related condition were related to the target, whereas they were not related to the target in the unrelated condition. Experiment 2 replicated these findings in a within-participants design. We found, additionally, that people did not know that generating an error enhanced memory, even after they had just completed the task that produced substantial benefits.     

Syntactic Features in Reanalysis: Positive and Negative Symptoms

Meng and Bader have presented evidence that a Case conflict is a more effective cue for garden-path reanalysis than a number conflict is, for German wh-sentences with subject–object ambiguities. The preferred first-pass analysis has the wh-trace in subject position, although object position is correct. In a speeded grammaticality judgment task, perceivers accepted Case-disambiguated examples more often and more rapidly than number-disambiguated examples, although comprehension questions indicated that both were eventually understood correctly. For ungrammatical sentences, a Case mismatch error resulted in more false positive grammaticality judgments than a number mismatch error. We offer an explanation for why Case and number features differ in these two ways in their effects on sentence processing. We propose, within the Diagnosis Model of garden-path processing, that reanalysis triggered by a Case mismatch guides the parser more effectively toward the correct structure. Case is a positive symptom, which carries information about the new structure that must be built. By contrast, a number mismatch is a negative symptom; it invalidates the incorrect structure without showing how to rebuild it. This difference in the transparency of garden-path repair can also account for the greater overacceptance of Case-disambiguated ungrammatical sentences. The speeded grammaticality judgment task is designed to encourage hasty responses. Usually, these are hasty rejections of garden path sentences that, on calmer reflection, the parser would find acceptable. Conversely, over-hasty acceptance could occur if some initial progress is made in resolving a grammatical problem. Thus, a higher rate of false positives on ungrammaticals is to be expected where reanalysis proceeds successfully for a while before blocking.     

Assessment and Treatment of Compulsive Sex/Love Behavior

Sex-love compulsivity or addiction involves most of the same issues as other addictive or compulsive behavior. Reasons for the increase in attention to this problem are suggested, and assessment criteria and procedures, guidelines for treatment, and case examples are provided.     

The swimsuit issue: Correlates of body image in a sample of 52,677 heterosexual adults

Past research on adults’ body image has typically used small convenience samples, limiting the ability to examine associations of personal characteristics to body satisfaction. This study of 52,677 heterosexual adults ages 18–65 examined associations of body satisfaction to age, height, gender, and body mass index (BMI). Age and height were mostly unrelated to body satisfaction. Consistent with an Objectification Theory perspective, fewer men than women reported being too heavy (41% versus 61%), rated their body as unattractive (11% versus 21%), or avoided wearing a swimsuit in public (16% versus 31%). Men felt better about their bodies than women across most of the weight span, although among underweight individuals, women felt better than men. Slender women (BMIs 14.5–22.49) were more satisfied than most other women (BMIs 22.5–40.5). Among men, underweight and obese men were least satisfied. These findings highlight gender differences in the association of weight to body satisfaction.     

Modality-specificity effects in priming of visual and auditory word-fragment completion

In this study, the researchers examined modality-specificity effects in priming of visual and auditory word-fragment completion by the presentation of visual or auditory primes. In 2 experiments, within-modality priming and cross-modality priming were observed, with greater priming observed in the within-modality conditions. The prime was presented in a word list in Experiment 1 and either presented or inferred in priming sentences in Experiment 2. Inferring a target that was not actually presented in the sentences resulted in priming of fragment completion but not in modality specificity. These results, coupled with comparisons to explicit cued fragment completion, support the interpretation that priming of word-fragment completion is owing to both a perceptual and a nonperceptual component. This latter component may be different than the conceptual processes used for explicit memory, which did show modality specificity for inferred targets.