Photovoice as a Methodological Tool to Address HIV and AIDS and Gender Violence amongst Girls on the Street in Rwanda

There has been limited international and South African research on the career development of rural and socioeconomically disadvantaged children. The present research provides baseline information on the career development of rural, low socioeconomic status, Black upper elementary school children (N = 292; 154 girls and 138 boys) in relation to their occupational interests and aspirations. Interests and aspirations were classified in terms of Holland's typology and status level. The results revealed that the children were more interested in and aspired more towards professional status level occupations in Social (i.e., people) and Investigative (i.e., scientific) type categories. Several significant gender differences were found. Girls aspired more to Social type occupations and boys more to Investigative type occupations, with the children's occupational aspirations reflecting gender traditionality. The implications of the present findings present the field with challenges in terms of career theory, research and practice     

The Effect of Practice on Component Submovements is Dependent on the Availability of Visual Feedback

Participants (N = 16) were given extensive practice (1,500 trials) on a perceptual-motor aiming task. The full-vision (FV) group practiced with vision of their response cursor, whereas the no vision (NV) group practiced in a condition without vision. Movements were made as quickly and accurately as possible, and knowledge of results (KR) was provided. The authors tested the importance of vision early and late in practice by transferring participants to the NV condition without KR. The effects of practice differed between the two conditions. The FV group increased the speed of initial impulse to get to the target quickly, then relied on vision so make discrete error corrections. Transfer tests revealed that reliance on vision remained after extensive practice. For the NV group, practice effects were associated with a reduction in the extent to which discrete error corrections were produced.     

The Role of Video in Facilitating Perception and Action of a Novel Coordination Movement

Two groups (n = 10 in each) practiced a novel, bimanual coordination pattern that was demonstrated on video. One of the groups received augmented video feedback of their own responses after each trial following a demonstration. The video-feedback group showed better performance in acquisition and retention than the no-feedback group. On error-detection tests, the video-feedback group was better able to distinguish between correct and incorrect movement patterns. The authors concluded that video feedback helps to make relative phase information salient by aiding the discrimination process. Prepractice ability on a scanning task revealed that individuals who persevered with inphase-type movements, even though the task demands dictated otherwise, had the most difficulty determining and subsequently performing the required movement. Video feedback helped them to compensate for those difficulties.     

Online Versus Offline Processing of Visual Feedback in the Production of Component Submovements

The present authors tested the assumptions in R. S. Woodworth's (1899) 2-component model regarding the specific roles of vision in the production of both the initial impulse and the error-correction phases of movement. Participants (N = 40) practiced a rapid aiming task (1,500 trials), with either no visual feedback, vision of only the 1st 50% of the movement, vision of only the 1st 75% of the movement, or vision of the entire movement. Consistent with previous research, the availability of vision over the 1st half of the movement had no effect on aiming accuracy during acquisition. In contrast, when visual feedback was available over the 1st 75% of the movement and the entire movement, initial impulse endpoints were less variable and the efficiency of the error-correction phase was improved. Analysis of spatial variability at various stages in the movement revealed that participants processed visual feedback offline to improve programming of the initial impulse and processed it online in regulating the deceleration of the initial impulse.     

Debiasing of Pessimistic Judgments Associated with Anxiety

This study tested the Consider-An-Alternative debiasing procedure and its ability to reduce pessimistic judgmental predictions associated with anxiety. Study participants were randomly assigned to either a control group or a debiasing group and were asked to rate the likelihood of hypothetical events. Level of trait anxiety was assessed to assign participants to a normal and a highly anxious group. The results showed that the debiasing procedure was effective in the reduction of pessimistic judgmental predictions for participants with both high and normal levels of trait anxiety. Specifically, the generation of alternative positive information significantly reduced pessimistic predictions of future events. The results were discussed in terms of availability of information in memory and cognitive biases.     

Anchoring strategies for learning a bimanual coordination pattern

Anchoring has been defined as synchronizing a point in a movement cycle with an external stimulus (W. D. Byblow, R. G. Carson, & D. Goodman, 1994). Previously, investigators have examined anchoring during in-phase and antiphase movements. The present authors examined anchoring during acquisition of a novel bimanual coordination pattern. Participants performed a 90 degrees pattern at 1 Hz, with a 2- or 4-Hz metronome. No group differences were found in pattern performance; however, the 4-Hz group developed more consistent anchoring relative to the metronome. Mechanical anchor-point variability differed by hand, position (midpoint vs. endpoint), and direction (flexion vs. extension) but not by metronome frequency. Those results support and extend previous findings but leave unanswered questions regarding the benefits and effectiveness of anchoring during a 90 degrees pattern.     

Reprogramming of interceptive actions: time course of temporal corrections for unexpected target velocity change

The authors investigated the time course of reprogramming of the temporal dimension of motor acts in a task requiring interception of a moving target. The target moved at a constant velocity on a monitor screen; in part of the trials, target velocity was unexpectedly increased or decreased. Those modifications were produced at different moments during target displacement, leaving periods of time from 100 to 800 ms for movement timing correction. The authors assessed the effects of probability of target velocity change (25% vs. 50%), uncertainty about direction of velocity change (unidirectional vs. bidirectional), and direction of velocity change (increase vs. decrease). Analysis of 24 participants' arm acceleration showed that fast adjustments took place between 100 and 200 ms after target velocity change similarly for all uncertainty conditions. Analysis of temporal error indicated that the combination of high probability of target velocity change and certainty on direction of target velocity change led to the most successful movement timing reprogramming. For the other experimental conditions, temporal accuracy was still poor when a period of 800 ms was available for correction. Movement reprogramming was a continuous process that was more efficient for target velocity increase than for target velocity decrease.     

Compatibility effects in stopping and response initiation in a continuous tracking task

Two experiments explored stopping performance using a new stimulus-response compatibility effect spanning action initiation and stopping. Participants tracked a sometimes-moving, sometimes-stationary target by controlling the speed of a response marker via a force sensor. In the compatible condition, participants pressed the sensor in response to the target moving and stopped pressing in response to the target stopping. In the incompatible condition, participants stopped pressing in response to the target moving and initiated pressing in response to the target stopping. Response initiation and stopping were found to be faster under compatible than under incompatible conditions, regardless of whether compatible and incompatible trials were blocked or mixed. These findings indicate that stopping, like response initiation, is influenced by stimulus-response properties such as compatibility. This in turn suggests that stopping is governed by constraints similar to those of other behaviours.