Development of rule-based eye-hand-decoupling in children and adolescents

In the present study, we characterize how the ability to decouple guiding visual information from a motor action emerges during childhood and adolescence. Sixty-two participants (age range 8–15 yrs.) completed two eye-hand coordination tasks. In a direct interaction task, vision and motor action were in alignment, and participants slid their finger along a vertical touch screen to move a cursor from a central target to one of four peripheral targets. In an eye-hand-decoupled task, eye and hand movements were made in different planes and cursor feedback was 180° reversed. We analyzed whether movement planning, timing and trajectory variables differed across age in both task conditions. There were no significant relationships between age and any movement planning, timing, or execution variables in the direct interaction task. In contrast, in the eye-hand-decoupled task, we found a relationship between age and several movement planning and timing variables. In adolescents (13–15 yrs.), movement planning and timing was significantly shorter than that of young children (8–10 yrs.). Eye-hand-decoupled maturation emerged mainly during late childhood (11–12 yrs.). Notably, we detected performance differences between young children and adolescents exclusively during the eye-hand decoupling task which required the integration of rule-based cognitive information into the motor action. Differences were not observed during the direct interaction task. Our results quantify an important milestone for eye-hand-decoupling development in late childhood, leading to improved rule-based motor performance in early adolescence. This eye-hand-decoupling development may be due to frontal lobe development linked to rule-based behavior and the strengthening of fronto-parietal networks.     

Effects of 7.5% CO2-Induced Anxiety on Individual Performance During a Group Computer Combat Game

The inhalation of 7.5% CO₂ has been shown to induce cognitive effects similar to anxiety. Sixteen healthy participants (14 male; mean age 25.6 years) inhaled either a mixture of 7.5% CO₂ gas or air while playing a group combat computer game. Participants reported greater feelings of anxiety and fired fewer bullets when inhaling CO₂ compared with air, indicating CO₂-induced anxiety may improve efficiency without task-related decrements. Being able to induce controlled and measured anxiety in group situations by CO₂ inhalation may be a useful technique when evaluating response to stressful situations, such as combat, in simulators or real-life scenarios.     

Feasibility and validity of the structured attention module among economically disadvantaged preschool-age children

Rooted in the theory of attention put forth by Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991), the Structured Attention Module (SAM) is a developmentally sensitive, computer-based performance task designed specifically to assess sustained selective attention among 3- to 6-year-old children. The current study addressed the feasibility and validity of the SAM among 64 economically disadvantaged preschool-age children (mean age = 58 months; 55% female); a population known to be at risk for attention problems and adverse math performance outcomes. Feasibility was demonstrated by high completion rates and strong associations between SAM performance and age. Principal Factor Analysis with rotation produced robust support for a three-factor model (Accuracy, Speed, and Endurance) of SAM performance, which largely corresponded with existing theorized models of selective and sustained attention. Construct validity was evidenced by positive correlations between SAM Composite scores and all three SAM factors and IQ, and between SAM Accuracy and sequential memory. Value-added predictive validity was not confirmed through main effects of SAM on math performance above and beyond age and IQ; however, significant interactions by child sex were observed: Accuracy and Endurance both interacted with child sex to predict math performance. In both cases, the SAM factors predicted math performance more strongly for girls than for boys. There were no overall sex differences in SAM performance. In sum, the current findings suggest that interindividual variation in sustained selective attention, and potentially other aspects of attention and executive function, among young, high-risk children can be captured validly with developmentally sensitive measures.     

医院文化的作用机制研究

医院文化作用机制有内外两种.在医院文化内部,以价值观为主体的精神层医院文化通过制度层医院文化作用于以行为为主体的外显层医院文化.对外部,医院文化的适应性、方向性、参与性、一致性分别对医院绩效体系中患者满意度、学习与成长、财务、流程四个维度产生影响.公立医院改革应发挥医院文化的作用机制,加强文化管理.     

Editorial

No abstract available for this article.     

Match performance and physical capacity of players in the top three competitive standards of English professional soccer

The aim of this study was to compare the match performance and physical capacity of players in the top three competitive standards of English soccer. Match performance data were collected from players in the FA Premier League (n = 190), Championship (n = 155) and League 1 (n = 366) using a multiple-camera system. In addition, a selection of players from the Premier League (n = 56), Championship (n = 61) and League 1 (n = 32) performed the Yo-Yo intermittent endurance test level 2 (Yo-Yo IE2) to determine physical capacity. Players in League 1 and the Championship performed more (p < .01) high-intensity running than those in the Premier League (Effect Size [ES]: 0.4–1.0). Technical indicators such as pass completion, frequency of forward and total passes, balls received and average touches per possession were 4–39% higher (p < .01) in the Premier League compared to lower standards (ES: 0.3–0.6). Players also covered more (p < .05) high-intensity running when moving down (n = 20) from the Premier League to the Championship (ES: 0.4) but not when players moved up (n = 18) standards (ES: 0.2). Similar Yo-Yo IE2 test performances were observed in Premier League, Championship and League 1 players (ES: 0.2–0.3). Large magnitude relationships (p < .05) were observed between Yo-Yo IE2 test performances and the total and high-intensity running distance covered in both Championship (r = .56 and .64) and Premier League matches (r = .61 and .54). The data demonstrate that high-intensity running distance was greater in players at lower compared to higher competitive standards despite a similar physical capacity in a subsample of players in each standard. These findings could be associated with technical characteristics inherent to lower standards that require players to tax their physical capacity to a greater extent but additional research is still required to confirm these findings.     

A regression tree of the aptitudes,personality, and academic performance relationship

This study suggests regression trees as a complementary tool to regression and SEM to respond to questions related with the influence of intelligence, personality, and their interplay on academic performance. Data from 818 secondary education students (402 girls and 416 boys) in aptitudes, personality, and academic performance in four learning areas: language (Catalan and Spanish) and science (Natural and Mathematics) were modelled with this technique. Two hypotheses articulated the presentation of this methodology. Aptitudes were much more relevant than personality to explain variance in academic performance. Verbal aptitude was particularly more relevant for girls than for boys.     

A Review of: “Barkley,R. A., & Robin,A. L. (2008). Your Defiant Teen: 10 Steps to Resolve Conflict and Rebuild Your Relationship.”

We report a study that addressed behavior data recording by direct-care staff at a child services program. In response to a decreasing percentage of daily data recording in two community-based group homes, a supervisory intervention was implemented, consisting of a revised data recording form and providing performance feedback to the direct-care staff. The intervention increased and maintained the percentage of daily data recording each month across the two group homes and seven sets of child behavior data. The study represents one approach toward staff performance improvement within child services programs.     

Once the money is in sight: Distinctive effects of conscious and unconscious rewards on task performance

Monetary rewards facilitate performance on behavioral and cognitive tasks, even when these rewards are perceived without conscious awareness. Also, recent research suggests that consciously (vs. unconsciously) perceived rewards may prompt people to more strongly concentrate on task stimuli and details. Here we propose that the latter is sometimes dysfunctional, in that it prevents improvements in task performance. We used an Attentional Blink paradigm, in which such enhanced concentration on task stimuli is detrimental to performance. Participants were consciously (supraliminally) or unconsciously (subliminally) exposed to a high-value or low-value coin that they could earn by performing well on an Attentional Blink trial. As hypothesized, high-value rewards increased performance when they were presented subliminally, while this performance benefit vanished when high-value rewards were presented consciously. We discuss this finding in the context of recent research on unconscious goal pursuit.