Research into therapists’ perceptions of therapeutic change using vignettes and aMSN messenger

This article describes a research approach to investigating the ways in which therapists understand the nature of therapeutic change. The research was based in qualitative, narrative approaches to in-depth analysis of vignettes provided by drama therapists. The article describes the approach to the generation of data through the internet by aMSN messenger. It reports on the approach taken to the analysis of data along with samples from the findings.     

Skills and Knowledge - Nothing but Memory?

The aim of this article is to enquire into neuroscientific research on memory and relate it to topics of skill, knowledge and consciousness. The article outlines some contemporary theories on procedural and working memory, and discusses what contributions they give to sport science and philosophy of sport. It is argued that memory research gives important insights to the neuronal structures and events involved in knowledge and consciousness contributing to sport skills, but that these explanations are not exhaustive. The article argues that phenomenal consciousness in skills is not explained by the neuroscience of memory, and hence neither are skills.     

One-year retention of general and sequence-specific skills in a probabilistic,serial reaction time task

Procedural skills such as riding a bicycle and playing a musical instrument play a central role in daily life. Such skills are learned gradually and are retained throughout life. The present study investigated 1-year retention of procedural skill in a version of the widely used serial reaction time task (SRTT) in young and older motor-skill experts and older controls in two experiments. The young experts were college-age piano and action video-game players, and the older experts were piano players. Previous studies have reported sequence-specific skill retention in the SRTT as long as 2 weeks but not at 1 year. Results indicated that both young and older experts and older non-experts revealed sequence-specific skill retention after 1 year with some evidence that general motor skill was retained as well. These findings are consistent with theoretical accounts of procedural skill learning such as the procedural reinstatement theory as well as with previous studies of retention of other motor skills.     

Dreyfus and Deleuze on L’habitude,Coping, and Trauma in Skill Acquisition

Abstract

One of the more important and under‐thematized philosophical disputes in contemporary European philosophy pertains to the significance that is given to the inter‐related phenomena of habituality, skilful coping, and learning. This paper examines this dispute by focusing on the work of the Merleau‐Ponty and Heidegger‐inspired phenomenologist Hubert Dreyfus, and contrasting his analyses with those of Gilles Deleuze, particularly in Difference and Repetition. Both Deleuze and Dreyfus pay a lot of attention to learning and coping, while arriving at distinct conclusions about these phenomena with a quite different ethico‐political force. By getting to the bottom of the former, my hope is to problematize aspects of the latter in both philosophers’ work. In Deleuze’s case, it will be argued that he adopts a problematic position on learning that is aptly termed ‘empirico‐romanticism’. While I will agree with the general thrust of Dreyfus’ foregrounding of habit and skilful coping, even in the political realm, it will also be argued that there are some risks associated with his view, notably of devolving into a conservative communitarianism.     

The Development of Expertise: Animal Models?

There is a continuing debate in the psychological literature between researchers who lean more toward learning theories of expertise development and those who lean more toward talent theories. However, the development of human expertise has not been open to direct experimental methods and will probably continue to elude experimentalists in the future. A promising alternative to direct experimental methods is to use nonhuman animal models, a possibility that researchers in expertise seem to have overlooked. However, there are studies in the animal behavior literature that address the development of nonhuman animal expertise without specifically referring to the topic as expertise. In the present study, the author discusses two nonhuman animal examples of expertise development that have been researched by ethologists. Nonhuman animal expertise development, unlike human expertise development, is subject to direct experimentation. The author thus recommends that researchers use nonhuman animals in their studies of expertise.     

Social Adjustment,Academic Adjustment,and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and academic behavior using behavioral rating scales. The authors found that children who had more difficulty identifying emotion in faces also were more likely to have more problems overall and, more specifically, with peer relationships among boys and with learning difficulties among girls. Findings suggest that nonverbal receptive skill plays a significant role in children's social and academic adjustment.     

The Effects of Hand Gestures on Verbal Recall as a Function of High- and Low-Verbal-Skill Levels

The author examined the effects of cueing for verbal recall with the accompanying self-generated hand gestures as a function of verbal skill. There were 36 participants, half with low SAT verbal scores and half with high SAT verbal scores. Half of the participants of each verbal-skill level were cued for recall with their own gestures, and the remaining half was given a free-recall test. Cueing with self-generated gestures aided the low-verbal-skill participants so that their retrieval rate equaled that of the high-verbal-skill participants and their loss of recall over a 2-week period was minimal. This effect was stable for both concrete and abstract words. The findings support the hypothesis that gestures serve as an auxiliary code for memory retrieval.     

The Relative Dominance of Schemata in a Manual Tracking Task: Input Patterns,System Dynamics,and Movement Patterns

As subjects repeatedly track the same spatiotemporal pattern, they learn to anticipate the pattern and thereby to reduce their effective time delay. The successive organization of perception hypothesis suggests that subjects progress from an error-nulling mode to a pursuit mode, in which they respond to the estimated instantaneous input pattern, and then to a precognitive mode, in which they rely on memory of the input pattern or movement pattern. We used a transfer of training experiment involving position and rate control systems to distinguish among these strategies by determining the relative dominance of schemata for the input pattern, system dynamics, and movement pattern. Results indicated that subjects relied on a memorized movement pattern, which is characteristic of the precognitive mode. Adaptations of this transfer methodology may be useful in testing other theories that postulate multiple schemata for the control of perceptual-motor behavior.     

Pickup of Essential Kinematics Underpins Expert Perception of Movement Patterns

In a series of 3 experiments, the authors examined the ability of badminton players of different skill levels (12 experts and 12 nonexperts) to anticipate the direction of badminton strokes. Participants viewed either film or point-light displays under a range of temporal or spatial occlusion conditions. World-class players were able to consistently pick up useful predictive information from the advance (precontact) kinematics of both the lower body and the racquet when the motion of those features was presented in isolation, whereas recreational players' use of the same information depended on the concurrent presence of linked segments. Participants' information pickup closely matched key biomechanical changes in the movement pattern being viewed, although, contrary to a common-coding view of perception and action (e.g., W. Prinz, 1997), some important differences were evident between the characteristics of the experts' movement prediction and those of expert movement production.     

A New Book by N. A. Bernstein: “On Dexterity and Its Development”

A book, ‘On Dexterity and its Development,’ written by N. A. Bernstein in the 1940s has recently been published in Moscow. We describe briefly the amazing fate of this miraculously saved book and of its famous author. The book is unique in its reader-friendly handling of the most complicated issues of motor control, motor development, motor skill acquisition, and more general aspects of brain activity. It presents the basis for what is now called motor control and for some of the more fundamental issues of theoretical neuroscience. Bernstein described his views on multilevel control of movements, the role of sensory feedback, preprogramming, feedback and feedforward components in motor control, the role of exercise, and other subjects. Despite the fact that the book was written nearly half a century ago, its deep philosophical content remains beyond any competition.