Adaptive behaviours of attacking futsal teams to opposition defensive formations

This study evaluated tendencies towards flexibility/stability of coordinated behaviours in international futsal teams, considered as complex collective systems, according to changes in opposition defensive formations. Six games of two international futsal teams (Spain and Portugal) were selected for Social Network Analysis to capture the coordination tendencies that emerge in the tactical behaviours of players when performing against different defensive formations. Ball trajectories in each offensive pattern of play were notated in an adjacency matrix where each entry accounted for the linkages between 12 spatial field areas. Each offensive play was coded according to the defensive formation of an opposing team (i.e. conservative or risky formation). Results revealed similar network properties between teams when competing against more risky defensive formations, while notable differences were observed against conservative defences. Effect of defensive formation of opponents on macro network properties was observed in both the Portuguese and Spanish teams. At a meso-level, only the Spanish national team exhibited notable changes, suggesting a greater level of adaptability to unfolding performance events. The observed flexibility in tactical behaviours of the Spanish team appeared to express their greater expertise levels.     

The proximal-to-distal sequence in upper-limb motions on multiple levels and time scales

The proximal-to-distal sequence is a phenomenon that can be observed in a large variety of motions of the upper limbs in both humans and other mammals. The mechanisms behind this sequence are not completely understood and motor control theories able to explain this phenomenon are currently incomplete. The aim of this narrative review is to take a theoretical constraints-led approach to the proximal-to-distal sequence and provide a broad multidisciplinary overview of relevant literature. This sequence exists at multiple levels (brain, spine, muscles, kinetics and kinematics) and on multiple time scales (motion, motor learning and development, growth and possibly even evolution). We hypothesize that the proximodistal spatiotemporal direction on each time scale and level provides part of the organismic constraints that guide the dynamics at the other levels and time scales. The constraint-led approach in this review may serve as a first onset towards integration of evidence and a framework for further experimentation to reveal the dynamics of the proximal-to-distal sequence.     

Phonological coding in reading comprehension: The importance of individual differences

Abstract

In two experiments, texts were presented word by word at a fixed pace to subjects high or low in test anxiety, under various concurrent interference conditions: no interference, articulatory suppression, finger tapping, unattended meaningful speech, reversed (meaningless) speech and nonword (meaningless) speech. High-anxiety subjects produced overt articulation more frequently than low-anxiety subjects, especially in the speech conditions. There was an interaction between anxiety and interference on comprehension performance: Conditions thought to interfere with phonological coding (i.e. articulatory suppression and nonword speech) were detrimental to comprehension for high but not for low-anxiety subjects; in contrast, there were no differences in comprehension performance as a function of anxiety under conditions causing no (proper) phonological interference (i.e. no interference, finger tapping and reversed speech). There were mixed results in the meaningful speech condition, partly attributable to its semantic interference component. These findings reveal that the use and importance of phonological coding in reading comprehension vary with differences in test anxiety-high-anxiety subjects are vulnerable to disruptive effects on phonological coding. This suggests that high-anxiety individuals are especially likely to resort to speech-based coding during reading, and that phonological coding has a compensatory role for them.     

Exploration evoked by the environment is balanced by the need to perform in cricket spin bowling.

In the theory of ecological dynamics, adaptive responses emerge through exploration when an individual interacts with their environment. This study investigates how when competing, the environment guides perceptual-motor exploration that is balanced by the need to meet performance requirements. To understand this, eight emerging expert cricket spin bowlers aged 21 ± 3 years competed in three small-sided simulated practice matches where pitch conditions were manipulated to present familiar and unfamiliar environmental pitch constraints. It was hypothesized that bowlers would explore the unfamiliar pitch by searching for an action mode that allowed them to best exploit the conditions to achieve a successful outcome (e.g., take a wicket) while simultaneously attempting to satisfy the immediate performance requirements (e.g., limit runs per over). A mixed methodology was used to first identify the perceptions and intentions of the bowlers (dimensions, themes, and action modes), followed by analysis of the resultant action characteristics (delivery speed, spin rate, and pitching position) and performance outcomes (economy rate, strike rate, and bowling average). Overall, when competing on the familiar pitch, the bowlers reported primarily attuning to task constraints (75%). In contrast, when bowling on the unfamiliar pitch, all bowlers reported that their attention was more focused upon picking up key affordances related to environmental pitch constraints (100%). The majority of bowlers indicated that they bowled differently on the unfamiliar pitch by using more “side-spin” and less “over-spin”. Interestingly, it was not until the second performance on this pitch that execution variables significantly changed. Despite these changes, bowlers continued to pay attention to the opposing batters’ strategies throughout all three practice matches. The consistency of this response can be explained by an overarching strategy for all types of bowling in cricket that is more closely linked to the ongoing individual-opponent interaction. That is, the bowlers must perform and ‘stay in the game’ whilst simultaneously adapting to any environmental changes. Therefore, demonstrating the need to continually satisfy the immediate performance requirements to afford the opportunity to explore new affordances in the environment that may offer exploitation.     

Sensory modality and stimulus control in the pigeon: Cross-species generality of single-incentive selective-association effects

In earlier studies with rats, the effectiveness of the auditory element of a tone–light discriminative stimulus was enhanced when the conditioned incentive value of the compound was negative rather than positive. The present experiment systematically replicated these results in pigeons trained to press a treadle in the presence of a tone–light compound under food-reinforcement or shock-avoidance schedules. Positive incentive value was conditioned to the compound by associating it with either food or relative safety from shock. The compound was made negative in other groups by associating it with shock or the absence of food. When tone and light were presented separately following this training, control by the auditory element was significantly enhanced in the conditions designed to make the compound negative rather than positive. The similarity of this constraint on learning in rats and pigeons suggests that it involves a fundamental attentional and incentive-motivational process with widespread species generality.     

Fine-grained sensitivity to statistical information in adult word learning

A language learner trying to acquire a new word must often sift through many potential relations between particular words and their possible meanings. In principle, statistical information about the distribution of those mappings could serve as one important source of data, but little is known about whether learners can in fact track multiple word-referent mappings, and, if they do, the precision with which they can represent those statistics. To test this, two experiments contrasted a pair of possibilities: that learners encode the fine-grained statistics of mappings in the input - both high- and low-frequency mappings - or, alternatively, that only high frequency mappings are represented. Participants were briefly trained on novel word-novel object pairs combined with varying frequencies: some objects were paired with one word, other objects with multiple words with differing frequencies (ranging from 10% to 80%). Results showed that participants were exquisitely sensitive to very small statistical differences in mappings. The second experiment showed that word learners' representation of low frequency mappings is modulated as a function of the variability in the environment. Implications for Mutual Exclusivity and Bayesian accounts of word learning are discussed.     

Design explanation: determining the constraints on what can be alive

This paper is concerned with reasonings that purport to explain why certain organisms have certain traits by showing that their actual design is better than contrasting designs. Biologists call such reasonings ‘functional explanations’. To avoid confusion with other uses of that phrase, I call them ‘design explanations’. This paper discusses the structure of design explanations and how they contribute to scientific understanding. Design explanations are contrastive and often compare real organisms to hypothetical organisms that cannot possibly exist. They are not causal but appeal to functional dependencies between an organism’s different traits. These explanations point out that because an organism has certain traits (e.g., it lives on land), it cannot be alive if the trait to be explained (e.g., having lungs) were replaced by a specified alternative (e.g., having gills). They can be understood from a mechanistic point of view as revealing the constraints on what mechanisms can be alive.

Constraints on children's color term acquisition

Kowalski and Zimiles (2006) and O'Hanlon and Roberson (2006) address an age-old question: Why do children find it difficult to learn color terms? Here these articles are reflected on, providing a focused examination of the issues central to this question. First, the criteria by which children are said to find color naming difficult are considered. Although the age of color term acquisition is decreasing, and color naming might not be more difficult than other abstract attributes, several stages of difficulty are identified. Second, it is argued that there are potentially multiple constraints (e.g., conceptual, attentional, and linguistic) for these multiple stages of difficulty with color term acquisition. Third, it is argued that the validity and reliability of techniques for identifying constraints need to be considered and that converging evidence for the constraints should be provided. Finally, a series of new questions that need to be asked to provide a well-rounded explanation of the difficulties children face when learning color terms is outlined.