Reconsideration of measurement of error in human motor learning

Human motor learning is often measured by error scores. The convention of using mean absolute error, mean constant error, and variable error shows lack of desirable parsimony and interpretability. This paper provides the background of error measurement and states criticisms of conventional methodology. A parsimonious model of error analysis is provided, along with operationalized interpretations and implications for motor learning. Teaching, interpreting, and using error scores in research may be simplified and facilitated with the model.     

Accuracy of estimations of body-frame size as a function of sex and actual frame size

Body-frame size is an important factor in determining an optimal body weight for a given height. Previous studies have indicated that many individuals incorrectly estimate their body-frame size, and, as a result, incorrectly assess their ideal weight. The present study investigated the accuracy of estimation of body-frame size as a function of sex and actual frame size. The subjects were 66 men and 52 women participating in a community adult fitness program. Data indicated that medium-framed individuals were the most accurate in their estimations of body-frame size. Also, women were twice as likely to be accurate as were men. These results are interpreted to mean that most people assume they are medium-framed and that there is a sex difference in the way body-frame size is estimated.     

Stability of the Peabody Picture Vocabulary Test--revised for emotionally handicapped middle-school-age children

In this pilot study, 20 middle-school-age children classified as emotionally handicapped were administered Forms L and M of the Peabody Picture Vocabulary Test--Revised in test-retest fashion. Pearson correlations for Form L were .90, for Form M, .69, and these dependent correlations were significantly different from each other. As triennial school psychological evaluations typically contain tests which have been administered previously, e.g., WISC-R, WRAT-R, we suggest that psychologists use caution when using Form M to test or retest the receptive vocabulary of emotionally handicapped or disturbed middle-school-age children.     

WORK LOAD, TENSION, AND COPING: MODERATING EFFECTS OF SUPERVISOR SUPPORT

This research investigated the buffering role of social support in the relationship of work load to both tension-anxiety and coping for police radio dispatchers ( N = 60). Each dispatcher was observed throughout an entire 8-hour work shift by a trained observer. Objective load consisted of the hourly rate of incoming telephone calls, police radio transmissions, and face-to-face or written communications from superiors, co-workers, and others. At the end of each shift, measures were taken of dispatchers' perceived load, felt tension-anxiety, and coping actions. Hierarchical regression revealed that support from superiors moderated the effects of both objective and perceived loads; no main effects of support were found. Statistically significant interactions confirmed the hypothesized buffering role of support: under high perceived load, dispatchers with high social support engaged in more coping actions and felt less tension-anxiety than did low-support dispatchers. No differences were found when perceived load was low. Support also buffered effects of objective load on tension-anxiety but not on coping.     

Psychological gender, hand preferences, and sex differences in book-carrying styles

Individuals with stronger sex-role identities may be expected to show greater conformity to sex-typed behaviors. Proceeding from this assumption, the sex-role status and sex of students using different styles of carrying books were compared. This study also examined whether over-all hand preference or age were related to carrying styles or sex-role status. Subjects completed a questionnaire comprised of the 24-item Personal Attributes Questionnaire of Spence and Helmreich, a 6-item scale of hand preference and a self-rating of sex-role identity. Afterwards, each subject's carrying style was covertly observed and recorded. Most subjects carried their materials in a sex-typical way or in book bags (for which no sex-typed carrying styles were discovered). As in previous studies, men in this study scored higher than women on masculinity and androgyny and lower on femininity. Hand preference was not related to sex-role status. Carrying style was not significantly correlated with any of the predictor variables for men, perhaps because almost no variance in carrying style was observed among them. Women who used masculine carrying styles tended to be older, have greater instrumentality, and a more masculine identity.