Rhythmic Auditory Music Stimulation increases task-distraction during exercise among cardiac rehabilitation patients: A secondary analysis of a randomized controlled trial

ObjectiveThe aim of this study was to determine the mechanisms by which Rhythmic Auditory Music Stimulation (RAMS) improves exercise among patients participating in cardiac rehabilitation.Methods168 English speaking patients over the age of 18 years, were recruited from the Cardiac Rehabilitation and Prevention Program. Participants were randomly assigned to one of three groups (n = 56 each) as part of a 12-week intervention: (1) RAMS (2) preference-based audiobooks, or (3) white noise or silence audio-controls. All participants received an iPod with the audio intervention to maintain blinding. Study outcomes included pace-deviation between actual vs. prescribed exercise, self-reported arousal, perceived exertion, task-attentiveness during exercise and perceptual experiences associated with the audio-content itself.Trial registryClinicaltrials. gov NCT02946060.ResultsAn individual's actual exercise pace was highly correlated with their prescribed exercise pace, with no significant differences in pace deviation across interventions (P = 0.61). Patients randomized to RAMS or audiobooks reported significantly lower arousal scores during exercise (P = 0.01), lower exercise-attentiveness (P < 0.001), and modestly lower perceived exertion (P = 0.06) during exercise than did controls. Participants assigned to RAMS and audiobooks reported being more attentive to, and happy with, their overall audio-experiences during exercise than controls (P < 0.001).ConclusionsRAMS playlists and audiobooks induced a mood-enhancing task-distraction effect during exercise. Such findings may underscore the potential benefits of preference-based audio-content during exercise.     

Cerebral asymmetry in the perception of American sign language.

American Sign Language (ASL) offers a valuable opportunity for the study of cerebral asymmetries, since it incorporates both language structure and complex spatial relations: processing the former has generally been considered a left-hemisphere function, the latter, a right-hemisphere one. To study such asymmetries, congenitally deaf, native ASL users and normally-hearing English speakers unfamiliar with ASL were asked to identify four kinds of stimuli: signs from ASL, handshapes never used in ASL, Arabic digits, and random geometric forms. Stimuli were presented tachistoscopically to a visual hemifield and subjects manually responded as rapidly as possible to specified targets. Both deaf and hearing subjects showed left-visual-field (hence, presumably right-hemisphere) advantages to the signs and to the non-ASL hands. The hearing subjects, further, showed a left-hemisphere advantage to the Arabic numbers, while the deaf subjects showed no reliable visual-field differences to this material. We infer that the spatial processing required of the signs predominated over their language processing in determining the cerebral asymmetry of the deaf for these stimuli.     

Behavior modification in education: Contributions and limitations

Behavior modification has been applied widely in educational settings encompassing a wide range of student populations, ages, and areas of focus. Major contributions of behavior modification include development and evaluation of a large number of techniques with extensive classroom research. As a direct consequence of technique development, behavior modification has provided teachers with a selection of classroom practices and information regarding their use. Despite the widespread application of behavioral principles in education, several limitations can be identified including the responses that are altered, the emphasis on response consequences, the focus on child performance rather than behaviors of teachers and others, and the lack of maintenance of improvements evident in many programs. Although limitations can be identified within the field, remarkable advances have been made in identifying educational practices that can improve student and teacher behavior. A major limitation in applying behavior modification to education pertains to dissemination and extension of existing techniques to a large number of settings likely to profit their use. The present paper considers various contributions and limitations of contemporary behavior modification and suggests areas for expansion to augment the progress that has been made.