Perceived self-efficacy by Under-10 tennis players when scaling the equipment and play area

The modification of child-sports aims to develop an optimal learning environment that facilitates the emergence of desirable psychological outcomes (e.g., self-efficacy). The aim of the study was to assess the effect of reducing net height and court size on self-efficacy and shot-efficacy of U-10 tennis players in a real-game context. Twenty U-10 tennis players (M = 9.46, SD = 0.66 years of age; M = 3.65, SD = 1.53 years of tennis experience) played two round-robin tournaments one week apart in the same order and schedule. The first tournament was played under the International Tennis Federation’s Tennis 10s regulation at green stage (GT). Afterwards, the modified tournament (MT) was played with the same regulation GT, however, net height (0.91 m–0.80 m) and court size (23.77 m × 8.23 m–18.00 m × 8.23 m) were reduced. Results accomplished using Bayesian and Frequentist inferences showed an increase in players’ self-efficacy when serving in MT than GT (BF₁₀ = 4.796; δ = −0.576; and p = .011). This is increase may be due to a reduction in their serving faults in MT (BF₁₀ = 6.169; δ = −0.591; and p = .010). Therefore, reducing net height and court size enhances the serve performance and self-efficacy and thus promotes positive tennis experiences.     

Association of parent,coach, and peer motivational climate with high school athlete burnout and engagement: Comparing mediation and moderation models

The purpose of this study was to (1) examine the direct association of parent-, coach-, and peer-initiated motivational climate with high school athlete burnout and engagement and (2) evaluate whether peer-initiated motivational climate mediates or moderates the association of coach-initiated motivational climate with burnout and engagement. Athletes (n = 150) completed a survey on their perceptions of parent-, coach-, and peer-initiated motivational climate, burnout, and engagement. Findings supported the mediation model, but not the moderation model. In addition to mastery and performance climate direct effects, significant medium-to-large indirect pathways from coach mastery climate → peer mastery climate → burnout, β = -.15, 95% CI [-.333, −.009], and coach mastery climate → peer mastery climate → engagement, β = .19, 95% CI [.020, .293] were observed. Findings support that a parent, coach, and peer-initiated mastery motivational climate was associated with burnout and engagement while a performance climate was mostly unrelated to these indices of athlete well-being. In addition to direct associations with burnout and engagement, coaches also had an indirect association through peer mastery-initiated motivational climate. Findings advance understanding of how parents, coaches, and peers conjointly shape athlete burnout and engagement.     

绩效评价的若干问题

通过对绩效的内涵、绩效评价标准的确定、评量指标体系的构建以及多样性评量指标的整合意义与方法等四个绩效评价的最基本问题进行反思 ,提出如下观点 :(1 )对绩效进行考量时必须同时考虑时间、方式和结果三个维度。 (2 )绩效评价标准的确定应先于具体评量指标的选择 ,且应保持一定的稳定性 ,不可随意增删 ;(3 )评量指标体系的构建应本着贵精不贵多、贵明确不贵模糊、贵敏感不贵迟钝 ,贵关键不贵空泛的原则进行 ;(4)多样性评量指标是否整合需根据具体的需要而定 ,整合时要考虑评量指标本身的权重差异以及不同评价者由于对标准尺度掌握的松紧不一和评判角度不同所带来的对最终评价结果的影响。     

How drivers adapt their behaviour to changes in task complexity: The role of secondary task demands and road environment factors

The present study investigates the impact of different sources of task complexity such as driving demands and secondary task demands on driver behaviour. Although much research has been dedicated to understanding the impact of secondary task demands or specific road traffic environments on driving performance, there is little information on how drivers adapt their behaviour to their combined presence. This paper aims to describe driver behaviour while negotiating different sources of task complexity, including mobile phone use while driving (i.e., calling and texting) and different road environments (i.e., straight segments, curves, hills, tunnels, and curves on hills). A driving simulator experiment was conducted to explore the effects of different road scenarios and different types of distraction while driving. The collected data was used to estimate driving behaviour through a Generalized Linear Mixed Model (GLMM) with repeated measures. The analysis was divided into two phases. Phase one aimed to evaluate driver performance under the presence and absence of pedestrians and oncoming traffic, different lanes width and different types of distraction. The second phase analysed driver behaviour when driving through different road geometries and lane widths and under different types of distraction. The results of the experiment indicated that drivers are likely to overcorrect position in the vehicle lane in the presence of pedestrians and oncoming traffic. The effect of road geometry on driver behaviour was found to be greater than the effect of mobile phone distraction. Curved roads and hills were found to influence preferred speeds and lateral position the most. The results of this investigation also show that drivers under visual-manual distraction had a higher standard deviation of speed and lateral position compared to the cognitive distraction and the non-distraction condition.     

Task concentration training versus applied relaxation, in combination with cognitive therapy, for social phobia patients with fear of blushing, trembling, and sweating

Social phobia patients with fear of blushing, trembling, sweating and/or freezing as main complaint (N = 65) were randomly assigned to either task concentration training (TCT) or applied relaxation (AR) both followed by cognitive therapy (CT). Measurements took place before and after wait-list, after TCT or AR (within-test), after CT (post-test), at 3-months and at 1-year follow-up. Effects were assessed on fear of showing bodily symptoms (the central outcome variable), social phobia, other psychopathology, social skills, self-consciousness, self-focused attention, and dysfunctional beliefs. No changes occurred during wait-list. Both treatments were highly effective. TCT was superior to AR in reducing fear of bodily symptoms and dysfunctional beliefs at within-test. This difference disappeared after CT, at post-test and at 3-months follow-up. However, at 1-year follow-up the combination TCT-CT was superior to AR-CT in reducing fear of bodily symptoms, and effect sizes for TCT-CT reached 3. Furthermore, at all assessment moments TCT or the combination TCT-CT was superior to AR-CT in reducing self-consciousness and self-focused attention. The superior long-term effect of TCT on fear of showing bodily symptoms is explained by lasting changes in attentional focus.     

Approaches to Cognitive Remediation of Neuropsychological Deficits in Schizophrenia: A Review and Meta-Analysis

A review and critique of the literature pertaining to the use of cognitive remediation techniques in patients with schizophrenia is presented. The review is organized into three sections, according to the neuropsychological deficit targeted for remediation: 1) executive-function, 2) attention, and 3) memory. With regards to executive-function, despite an initial report suggesting that Wisconsin Card Sorting Test performance cannot be remediated, subsequent studies suggest that performance can be improved on a variety of dependent measures including perseverative errors, categories achieved, and conceptual level responses. These observations were confirmed by a meta-analytic investigation that revealed large mean effects sizes (d ₊ = 0.96) for these studies. Effect sizes were homogenous across discrepant remediation strategies and dependent measures. With regards to attention, serial scanning can be improved with instruction and reinforcement, whereas there is mixed evidence suggesting that practice-based attention drills can improve performance on measures of sustained attention in schizophrenia. With regards to memory, relatively simple semantic and affective elaborate encoding strategies elevates verbal list-learning memory in patients with schizophrenia to levels consistent with controls. A similar encoding procedure, combined with vigilance training, produces substantial improvement in social cue recognition. Avenues for future research are discussed.     

A Field-Tested Task Analysis for Creating Single-Subject Graphs Using Microsoft<Superscript>®</Superscript> Office Excel

Creating single-subject (SS) graphs is challenging for many researchers and practitioners because it is a complex task with many steps. Although several authors have introduced guidelines for creating SS graphs, many users continue to experience frustration. The purpose of this article is to minimize these frustrations by providing a field-tested task analysis for creating SS graphs using Microsoft^® Office Excel. Results from the field test are presented and the task analysis, which includes steps for creating a variety of SS graphs, is provided. The article includes various illustrations, a list of prerequisite skills, tips, and troubleshooting items.     

Primate errors in transitive ‘inference’: a two-tier learning model

Transitive performance (TP) is a learning-based behaviour exhibited by a wide range of species, where if a subject has been taught to prefer A when presented with the pair AB but to prefer B when presented with the pair BC, then the subject will also prefer A when presented with the novel pair AC. Most explanations of TP assume that subjects recognize and learn an underlying sequence from observing the training pairs. However, data from squirrel monkeys (Saimiri sciureus) and young children contradict this, showing that when three different items (a triad) are drawn from the sequence, subjects' performance degrades systematically (McGonigle and Chalmers, Nature 267:694-696, 1977; Chalmers and McGonigle, Journal of Experimental Child Psychology 37:355-377, 1984; Harris and McGonigle, The Quarterly Journal of Experimental Psychology 47B:319-348, 1994). We present here the two-tier model, the first learning model of TP which accounts for this systematic performance degradation. Our model assumes primate TP is based on a general-purpose task learning system rather than a special-purpose sequence-learning system. It supports the hypothesis of Heckers et al. (Hippocampus 14:153-162, 2004) that TP is an expression of two separate general learning elements: one for associating actions and contexts, another for prioritising associations when more than one context is present. The two-tier model also provides explanations for why phased training is important for helping subjects learn the initial training pairs and why some subjects fail to do so. It also supports the Harris and McGonigle (The Quarterly Journal of Experimental Psychology 47B:319-348, 1994) explanation of why, once the training pairs have been acquired, subjects perform transitive choice automatically on two-item diads, but not when exposed to triads from the same sequence.     

Completed vs. interrupted priming: Reduced accessibility from post-fulfillment inhibition

We conceptualized an interrupted priming task as a state of an unfulfilled goal and a completed priming task as a post-fulfillment state. The accessibility of a primed construct was measured with both lexical decision and impression formation procedures. Lexical decisions showed enhanced accessibility of prime-related constructs after interrupted priming and reduced accessibility of the prime-related construct after completed priming. Replicating previous findings [Martin, L. L. (1986). Set/reset: Use and disuse of concepts in impression formation. Journal of Personality and Social Psychology, 51, 493-504], an ambiguous target was assimilated to the primed construct after interrupted priming, and was contrasted away from the primed construct after completed priming. Together, these results suggest that task fulfillment instigates inhibition of accessible constructs, in addition to (or instead of) a process of suppressing accessible constructs upon encountering a new target. These findings demonstrate how motivation can affect accessibility through inhibition as well as through suppression.     

Effects of decision-phase time constraints on emotion-based learning in the Iowa Gambling Task

Research employing the Iowa Gambling Task (IGT) has frequently shown that learning is impaired in various clinical populations. However, precisely what constitutes "unimpaired" control group learning remains unclear. In order to understand some of the possible factors underlying variability in control group IGT performance, the present study sought to manipulate features of the task to intentionally disrupt learning. Specifically, the present study investigated the effects of time constraints on emotion-based learning during automated administration of the IGT. For two groups of participants, a time-constraint of either 2-s or 4-s was implemented during the critical decision making period, while a control group received no time constraint. We also evaluated participants' subjective experience after every block of 20 trials. Results demonstrated that the 2-s group differed significantly from the control group. Subjective experience measures revealed rapid development of awareness of the advantageous and disadvantageous decks among all three groups. Overall, our findings demonstrate, for the first time, the effects of decision-phase time constraints on emotion-based learning and indicate that the IGT reward/punishment schedules are to some extent cognitively penetrable.