Differential effects of main error correction versus secondary error correction on motor pattern of running

The aim of this study was to gain a better understanding of how the run pattern varies as a consequence to main error correction versus secondary error correction. Twenty-two university students were randomly assigned to one of two training-conditions: ‘main error’ (ME) and ‘secondary error’ (SE) correction. The rear-foot strike at touchdown was hypothesized as the ‘main error’, whereas an incorrect shoulder position (i.e., behind the base of support) as the ‘secondary error’. In order to evaluate any changes in run pattern at the foot touchdown instant, the ankle, knee and hip joint angles, the height of toe and heel (with respect to the ground), and the horizontal distance from the heel to the projected center of mass on the ground were measured. After the training-intervention, the ME group showed a significant improvement in the run pattern at the foot touchdown instant in all kinematic parameters, whereas no significant changes were found in the SE group. The results support the hypothesis that the main error can have a greater influence on the movement patterns than a secondary error. Furthermore, the findings highlight that a correct diagnosis and the correction of the ‘main error’ are fundamental for greater run pattern improvement.     

Explanatory factors of distorted perceptions of travel time in tram

This study has two aims. The first is to research the factors that influence deviations in perceptions of travel time with respect to actual travel time by analyzing distorted perceptions of travel time in tram. The second aim is to find out whether these explanatory factors are different for the two segments of users according to the sign of errors in their travel time perceptions, i.e. those who overperceive and those who underperceive travel time.This work is based on an internet survey carried out on students from the University of La Laguna, Spain, in May 2009, using revealed preference data. Several linear regression models were estimated using the backward elimination method of selecting variables. The variable called “perception error rate” is proposed as a measure of distorted perceptions of in-vehicle travel time and is explained as a function of actual in-vehicle travel time and a series of other novel variables, such as the perception of other travel time components (access, waiting, egress), as well as certain characteristics of the trip and traveler. The results obtained provide evidence that some of the variables that explain the distorted perceptions of travelers are different between the overperceiving and underperceiving samples. This finding shows that estimating just one model with a total sample could lead to erroneous conclusions. Since travelers make decisions based on their perceived travel times, transport policy should focus on overperceiving travelers, and specifically on those who travel frequently. According to our results, policies should be aimed at facilitating access to stops, increasing frequency of service to reduce waiting time and decreasing the relative advantages associated with the use of private vehicles. This last point is because travelers overperceive travel time by tram more when accessing tram stops by car.     

Beyond hypercorrection: remembering corrective feedback for low-confidence errors*

Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors – the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback.     

Direction of dependence in measurement error models

Methods to determine the direction of a regression line, that is, to determine the direction of dependence in reversible linear regression models (e.g., x→y vs. y→x), have experienced rapid development within the last decade. However, previous research largely rested on the assumption that the true predictor is measured without measurement error. The present paper extends the direction dependence principle to measurement error models. First, we discuss asymmetric representations of the reliability coefficient in terms of higher moments of variables and the attenuation of skewness and excess kurtosis due to measurement error. Second, we identify conditions where direction dependence decisions are biased due to measurement error and suggest method of moments (MOM) estimation as a remedy. Third, we address data situations in which the true outcome exhibits both regression and measurement error, and propose a sensitivity analysis approach to determining the robustness of direction dependence decisions against unreliably measured outcomes. Monte Carlo simulations were performed to assess the performance of MOM-based direction dependence measures and their robustness to violated measurement error assumptions (i.e., non-independence and non-normality). An empirical example from subjective well-being research is presented. The plausibility of model assumptions and links to modern causal inference methods for observational data are discussed.     

Vécu des situations à risque d’erreur en réanimation : une étude qualitative auprès des médecins et infirmiers

Intensive care units are considered as services with a high risk of error. More and more studies have measured the incidence and impact of errors in intensive care units, but few of them are centered on the impact of the risk of error for professionals. This study focuses on the perception of the risk of error, how it is experienced, and the way in which professionals cope with it. Forty professionals (20 physicians, 20 nurses) participated in clinical interviews. We transcribed recordings and analysed the data using a phenomenological approach. The risk of error is omnipresent in intensive care units. For nurses with less than one years experience, the risk of error is associated with important manifestations of anxiety. On the contrary, for doctors and nurses who have worked for more than one year in ICU, their experience and the relationship of cooperation built with colleagues gives them a feeling of control over risky situations. Our results show that it is important to take into account the risk of error in order to better target the support and training for the ICU professionals.     

How scenes containing visual errors affect speech fluency in young and older adults

We compared young and older adults’ speech during an error detection task, with some pictures containing visual errors and anomalies and other pictures error-free. We analyzed three disfluency types: mid-phrase speech fillers (e.g., It’s a little, um, girl), repetitions (e.g., He’s trying to catch the- the birds), and repairs (e.g., She- you can see her legs). Older adults produced more mid-phrase fillers than young adults only when describing pictures containing errors. These often reflect word retrieval problems and represent clear disruptions to fluency, so this interaction indicates that the need to form and maintain representations of novel information can specifically compromise older adults’ speech fluency. Overall, older adults produced more repetitions and repairs than young adults, regardless of picture type, indicating general age-related increases in these disfluencies. The obtained patterns are discussed in the context of the Transmission Deficit Hypothesis and other approaches to age-related changes in speech fluency.     

Random error reduction in analytic hierarchies: a comparison of holistic and decompositional decision strategies

The principle of ‘divide and conquer’ (DAC) suggests that complex decision problems should be decomposed into smaller, more manageable parts, and that these parts should be logically aggregated to derive an overall value for each alternative. Decompositional procedures have been contrasted with holistic evaluations that require decision makers to simultaneously consider all the relevant attributes of the alternatives under consideration (Fischer, 1977 ). One area where decompositional procedures have a clear advantage over holistic procedures is in the reduction of random error (Ravinder, 1992 ; Ravinder and Kleinmuntz, 1991 ; Kleinmuntz, 1990 ). Adopting the framework originally developed by Ravinder and colleagues, this paper details the results of a study of the random error variances associated with another popular multi‐criteria decision‐making technique, the Analytic Hierarchy Process (AHP); (Saaty, 1977 , 1980 ), as well as the random error variances of a holistic version of the Analytic Hierarchy Process (Jensen, 1983 ). In addition, data concerning various psychometric properties (e.g. the convergent validity and temporal stability) and values of AHP inconsistency are reported for both the decompositional and holistic evaluations. The results of the study show that the Ravinder and Kleinmuntz ( 1991 ) error‐propagation framework extends to the AHP and decompositional AHP judgments are more consistent than their holistic counterparts. Copyright © 2001 John Wiley & Sons, Ltd.     

任务图式对文章修改的影响研究

本研究探讨任务图式对文章修改的影响。高低水平的作者先完成一个写作任务,再修改文章的初稿。修改时,实验组学生先接受关于正确修改的任务图式指导,控制组学生则直接进行修改。实验结果表明,任务图式指导有明显的主效应,高低水平作者均提高了对字面错误与意义错误的正确修改,而水平间的差异主要表现在意义错误的修改上。本研究还分析了任务图式指导对修改的字数(包括改变意义与保留意义的字数)、修改的句法水平(包括字、词和句子)以及修改的方式(包括插入、替换、删除和移动句子)的影响。