Effects of A Dual-Task Intervention in Postural Control and Cognitive Performance in Adolescents

Abstract

The aim was to assess dual- versus single-task training for motor performance and cognitive performance in adolescents. Two experiments were performed. In the first, 30 adolescents were randomized to three groups to determine the effect of dual-task difficulty on postural control: α-scaling and root mean square (RMS). In the second, 20 adolescents were randomized to two groups to determine the effect of dual-task practice to improve working memory. RMS in the post-test was lower than the pre-test in both dual-task groups, while α-scaling was lower in post-test than pre-test only in the high-difficulty dual-task group. A practice effect was observed on the percentage of correct answers only in the dual-task group (p?=?0.035). Thus, dual-task training could enhance motor and cognitive performance more than single-task training.     

Functioning of integration in Secondary School according to the teachers' perception

The main purpose of this article is to analyse integration in Compulsory Secondary School and the variables that teachers perceive as its indicators. More specifically, we wished to determine teachers' experience, their perceptions of integration students' achievement, participation, acceptance and involvement, and their appraisal of various measures in order to improve integration. Various preferred means of schooling and teachers' perception of the functioning of integration are analysed with a Likert-scaled questionnaire made up of 114 items. The sample comprised 242 secondary education teachers. The results show that the most poorly integrated group of students had behavioural problems and that a significant percentage of the teachers would prefer not to have these students in their classrooms. According to the teachers, integration does not work effectively with some groups of students, mainly due to the lack of resources and adequate strategies.     

The cognitive locus of distraction by acoustic novelty in the cross-modal oddball task

Unexpected stimuli are often able to distract us away from a task at hand. The present study seeks to explore some of the mechanisms underpinning this phenomenon. Studies of involuntary attention capture using the oddball task have repeatedly shown that infrequent auditory changes in a series of otherwise repeating sounds trigger an automatic response to the novel or deviant stimulus. This attention capture has been shown to disrupt participants' behavioral performance in a primary task, even when distractors and targets are asynchronous and presented in distinct sensory modalities. This distraction effect is generally considered as a by-product of the capture of attention by the novel or deviant stimulus, but the exact cognitive locus of this effect and the interplay between attention capture and target processing has remained relatively ignored. The present study reports three behavioral experiments using a cross-modal oddball task to examine whether the distraction triggered by auditory novelty affects the processing of the target stimuli. Our results showed that variations in the demands placed on the visual analysis (Experiment 1) or categorical processing of the target (Experiment 2) did not impact on distraction. Instead, the cancellation of distraction by the presentation of an irrelevant visual stimulus presented immediately before the visual target (Experiment 3) suggested that distraction originated in the shifts of attention occurring between attention capture and the onset of the target processing. Possible accounts of these shifts are discussed.     

Validation of the modified version of the Conflict Tactics Scale (M-CTS) in a Spanish population of youths

The modified version of the Conflict Tactics Scale (M-CTS), originally created by Straus in 1979, is one of the most extensively used instruments to detect violent verbal and physical behaviours in youths' and adolescents' dating relations. The aim of the present work was to analyze the psychometric properties of the instrument and to validate its adequacy in the Spanish population. The sample was made up of 5,355 Spanish youths from the Community of Madrid, ages between 16 and 26 years. By means of confirmatory factor analysis, four factors that were consistent with the theory and with previous research were identified: arguments, psychological/verbal aggression, slight physical aggression, and severe physical aggression. It is concluded that the scale assesses the presence of various types of aggression in youths' and adolescents' dating relationships with sufficient psychometric guarantees.     

Collective Consciousness and the Psychology of Human Interconnectedness

The authors explore the nature of consciousness from the perspective that our species aggregates, such as groups and intergroups, not only organize but have the capacity for consciousness. They insist that the individual serves as a medium, but not as the sole carrier of consciousness. Tapping on their interconnected reflective capacity allows social systems to transform. They give examples from their work with groups and organizational consultation.     

On Definability of the Equality in Classes of Algebras with an Equivalence Relation

We present a finitary regularly algebraizable logic not finitely equivalential, for every similarity type. We associate to each of these logics a class of algebras with an equivalence relation, with the property that in this class, the identity is atomatically definable but not finitely atomatically definable. This revised version was published online in June 2006 with corrections to the Cover Date.     

What is Wrong with Husserl's Scientific Anti-Realism?

It is widely thought that focusing on highly skilled movements while performing them hinders their execution. Once you have developed the ability to tee off in golf, play an arpeggio on the piano, or perform a pirouette in ballet, attention to what your body is doing is thought to lead to inaccuracies, blunders, and sometimes even utter paralysis. Here I re-examine this view and argue that it lacks support when taken as a general thesis. Although bodily awareness may often interfere with well-developed rote skills, like climbing stairs, I suggest that it is typically not detrimental to the skills of expert athletes, performing artists, and other individuals who endeavor to achieve excellence. Along the way, I present a critical analysis of some philosophical theories and behavioral studies on the relationship between attention and bodily movement, an explanation of why attention may be beneficial at the highest level of performance and an error theory that explains why many have thought the contrary. Though tentative, I present my view as a challenge to the widespread starting assumption in research on highly skilled movement that at the pinnacle of skill attention to one's movement is detrimental.     

Do We Really Care for the World? Testing the Link between Transcendental Change Values and the Quixoteism Motive

We conducted five studies to test the transcendental change constellation (TCC)–quixoteism hypothesis: The presence of a specific set of values labeled TCC elicits a motive with the ultimate goal of increasing the welfare of the world (quixoteism). First, the salience of the TCC increased the commitment to (Study 1) and preference for (Study 2) action aimed at improving the welfare of the world. Second, the centrality of the TCC was associated with the affective reaction towards (Study 3) and support for (Study 4) a prosocial initiative when the welfare of the world was previously threatened and the initiative was aimed at improving such welfare. In Study 5, the centrality of the TCC was related to a quixotic style of life.     

Equilibrio y equilibración en la epistemología genética de J. Piaget

Resumen

El concepto de equilibrio, en su perspectiva estructural y funcional, ocupa un lugar central en la obra de Piaget.

Es posible hablar de «modelos de equilibrio», se trata de aquellos planteamientos que buscan explicar el desarrollo y progreso de los conocimientos.

En estos modelos la biología y la matemática han tenido un importante papel.