What’s a coach to do? Exploring coaches’ perspectives of body image in girls sport

Adolescent athletes report body image concerns that negatively impact their sport experiences and participation. The coach’s perspective may be informative to how the context of sport perpetuates, supports, or protects from negative body image. Yet few coaches are represented in this area of research. The purpose of the present study was to explore coaches’ perceptions of body image in girls sport. Thirteen coaches with an average of 10 years of experience working with girls in primarily non-aesthetic team sports were interviewed. Based on inductive thematic analysis, coaches’ perceptions of the athletes’ body image concerns were reflected in four themes labelled (i) body image: the ‘elephant’ on the field (i.e., identifying the unspoken nature of body image), (ii) agents of body image in sport (i.e., parents, coaches, and media), (iii) skill over appearance (i.e., focusing on athletic skill and competence), and (vi) systemic strategies. This last theme offers several considerations for improving the sport context with a lens to improve body image. Of relevance, it was apparent that all coaches operationalized body image as predicated on appearance, body shape, and weight and this narrow simplistic perception could guide future programs and practices. Taken together, findings highlight the need to intervene with coaches to provide adequate support and education on body image in girls sport.     

Do looks constitute our perceptual evidence?

Many philosophers take experience to be an essential aspect of perceptual justification. I argue against a specific variety of such an experientialist view, namely, the Looks View of perceptual justification, according to which our visual beliefs are mediately justified by beliefs about the way things look. I describe three types of cases that put pressure on the idea that perceptual justification is always related to looks‐related reasons: unsophisticated cognizers, multimodal identification, and amodal completion. I then provide a tentative diagnosis of what goes wrong in the Looks View: it ascribes a specific epistemic role to beliefs about looks that is actually fulfilled by subpersonal perceptual processes.     

颜色字词的识别真的无需注意力资源的参与?——来自Stroop范式的证据

3个实验采用颜色词、颜色词同音词以及颜色语义联想词作为启动词,使启动词的语义和颜色实现时空分离、启动词处于非空间注意焦点位置、降低启动词可视度的情境下,考察具有自动化加工特征的启动词是否受到注意力资源的制约以及启动词在获得不同数量的注意力资源时其自动化程度是否存在显著的差异。结果发现:(1)注意力资源实质性地决定着自动化加工能否顺利进行,具有自动激活特征的刺激在无法获得注意力资源时,自动化加工过程终止。(2)可用的注意力资源数量调控着自动化加工的效率和语义提取的效果,可用的注意力资源数量越多,对启动刺激的语义加工越完善,对目标刺激的促进效果也越有效。本研究结果支持注意力敏感模型关于自动化加工受认知系统的支持和配置才能完成的假设。     

Learning a keying sequence you never executed: Evidence for independent associative and motor chunk learning

A substantial amount of research has addressed how people learn and control movement sequences. Recent results suggested that practice with discrete key pressing sequences results in two types of sequence learning: associative learning and motor chunk development (Verwey & Abrahamse, 2012). In the present study, we addressed whether in keying sequences of limited length associative learning develops also when the use of the chunking mode is prevented by introducing during practice random deviants. In line with the notion of two different learning mechanisms, the present results indicate that associative sequence learning develops when motor chunks cannot be developed during practice. This confirms the notion that motor chunks do not rely on these associations. In addition, experience with a particular execution mode during the practice phase seems to benefit subsequent use of that mode with unfamiliar and random sequences. Also, participants with substantial video-gaming experience were faster in executing discrete keying sequences in the chunking mode. These last two results may point to the development of a general ability to produce movement sequences in the chunking mode.     

The perception of team engagement reduces stress induced situation awareness overconfidence and risk-taking

Much research has examined how stress restricts objective Situation Awareness (SA). Little research, however, has focused on SA overconfidence, the notion that an individual may grasp a situation when in fact they do not. Even less SA research has examined the motivational and emotional states of individuals operating in teams in stressful environments. Expanding on recent data suggesting that stress creates SA overconfidence, not simply SA loss, the present experiment manipulated stress levels and the perception of team engagement, which is thought to be a positive motivational state of task-related well-being. Teams of Soldiers were tested in a virtual combat scenario testing shared risk-taking, objective (i.e., collaborative ability to answer SA probes), and subjective SA. Results indicated that the mere perception of above average team engagement reduced stress induced SA overconfidence and risk-taking of teams. These results suggest simple, virtually costless strategies for improving elements of SA that may impact the behavior of teams and potentially improve their decision-making.     

提取练习在记忆保持与迁移中的优势效应：基于认知负荷理论的解释

提取练习比建构概念图更有利于记忆保持和迁移的研究结果尚存在争议。依据认知负荷的3个成分,设计两个实验探究前期知识水平与策略复杂性对以上两种学习策略有效性的影响。结果表明：(1)前期知识水平的主效应不显著,但是与学习策略之间存在交互作用：在提取练习策略条件下,高前期知识水平的被试与低前期知识水平的被试在记忆保持和迁移上的正确率没有显著差异,但是在建构概念图策略条件下,高前期知识水平的被试在记忆保持和迁移上的正确率显著地高于低前期知识水平的被试;(2)当降低概念图的难度后,被试使用建构部分概念图策略产生的认知负荷与使用提取练习策略相比显著降低,并且其在学习阶段学习到的知识量显著地高于使用提取练习策略的结果,但是在最终测试上,其记忆保持与迁移的正确率与使用提取练习策略并没有显著差异,策略的复杂性增加了学习者的额外负荷,但是对策略有效性的发挥却不具有决定性影响。以上结果说明提取练习策略之所以比建构概念图策略更具优势,不是因为其策略本身更易掌握,而是因为其与建构概念图策略相比不受学习者前期知识水平的影响。这意味着认知负荷理论可以很好地解释提取练习在记忆保持与迁移中产生优势效应的内部机制,并进一步证实提取练习与精细编码不同,具有独特的加工机制。     

Corralling the Ingroup: Deviant Derogation and Perception of Group Variability

ABSTRACT

Two experiments investigated the relationship between the evaluation of a deviant group member and the perceived group variability among participants with varying degrees of ingroup identification. In Experiment 1 (N?=?79) ingroup identification was negatively associated with perceived ingroup variability following the presentation of a deviant ingroup member. This relationship was mediated by ratings of the deviant: the stronger the identification, the more negatively the deviant was evaluated, and the more homogeneous the ingroup was perceived. These effects were replicated in Experiment 2 (N?=?169), which also showed that there was no association between ingroup identification and the representation of the outgroup following exposure to a deviant outgroup member. The findings suggest that deviant derogation may serve to isolate undesirable members from the rest of the ingroup and protect the group's identity.     

Processing prefixes and suffixes in handwriting production

Previous research showed that handwriting production is mediated by linguistically oriented processing units such as syllables and graphemes. The goal of this study was to investigate whether French adults also activate another kind of unit that is more related to semantics than phonology, namely morphemes. Experiment 1 revealed that letter duration and inter-letter intervals were longer for suffixed words than for pseudo-suffixed words. These results suggest that the handwriting production system chunks the letter components of the root and suffix into morpheme-sized units. Experiment 2 compared the production of prefixed and pseudo-prefixed words. The results did not yield significant differences. This asymmetry between suffix and prefix processing has also been observed in other linguistic tasks. In suffixed words, the suffix would be processed on-line during the production of the root, in an analytic fashion. Prefixed words, in contrast, seem to be processed without decomposition, as pseudo-affixed words.     

Variability and Determinism in Motor Behavior

In investigations into perception-action systems, variability of observable behavior may be considered to (a) interfere with inquiry, (b) be neither detrimental nor particularly useful to inquiry, or (c) play a crucial role in inquiry. The authors underscore recent suggestions that alternative (c) is a preferred strategy for the study of many motor behaviors. In tutorial fashion, the authors review the concepts of variability and determinism with respect to postural and rhythmic movements. Study of the variability of those behaviors has revealed crucial features suggestive of underlying mechanisms and control, such as particular blends of noise and determinism (piecewise determinism). It has also revealed general lessons (for example, more variable does not mean more random and more controllable does not mean more deterministic) that may extend to other classes of perceptual-motor behavior.