Absolute Error Revisited

When target accuracy is defined as the probability that an individual will respond to an accuracy task within a fixed distance around the target, then the composite error measures, E and AE, are shown to be fairly strong indicators of target accuracy in a relative sense. When AE and E are compared, AE is shown to be an even stronger accuracy indicator than E for most reasonable accuracy requirements. This, plus the fact that AE has certain desirable properties in ANOVA procedures, suggests that AE is a good, composite measure of target accuracy and should be analyzed first to determine if target accuracy differences exist. Subsequent analyses of bias and/or variability are then recommended.     

Visual Feedback of Target Position Affects Accuracy of Sequential Movements at Even Spaces

The role of visual feedback during movement is attributed to its accuracy, but findings regarding the utilization of this information are inconsistent. We developed a novel dot-placing task to investigate the role of vision in arm movements. Participants conducted pointing-like movements between two target stimuli at even spaces. In Experiment 1, visual feedback of targets and response positions was manipulated. Although visual loss of target stimuli hindered accuracy of movements, the absence of the position of previously placed dots had little effect. In Experiment 2, the effect of movement time on accuracy was assessed, as the relationship between these has been traditionally understood as a speed/accuracy trade-off. Results revealed that duration of movement did not impact movement accuracy.     

Limb Dominance and Its Effects on the Benefits of Intralimb Transfer of Learning: A Visuomotor Aiming Task

Research has attempted to address what characteristics benefit from transfer of learning; however, it is still unclear which characteristics are effector dependent or independent. Furthermore, it is not clear if intralimb transfer shows, similarly to interlimb transfer, an asymmetry of benefits between the upper limbs. The purpose of the current study is to examine if effector independence effects emerge, as observed in interlimb transfer studies, when transfer to new effector group within the same limb occurs, and whether the pattern of intralimb transfer benefits differ between the limbs. Our results suggest that a visuomotor task transfers within both limbs, even though the transfer benefits within the limbs seem to differ. This was supported by more transfer occurring in the dominant limb than the nondominant limb. Potential control mechanisms used for intralimb transfer are discussed.     

Effects of Instructor Attractiveness on Learning

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.     

Causality and the categorisation of objects and events

The “Tower of London” puzzle was adapted to tablet PCs to be used as a clinical bedside test. “Iso-problems”, a specific class of problems, require identical moves but ball colours are permuted. Thus difficulty is the same even if the appearance is different. We wanted to determine the impact of these as yet little-studied tasks and hypothesised that there may be a learning effect specific to them (the “iso-effect”). We interspersed a set of six iso-problems within one selection of 22 tasks and analysed problem solving by 81 healthy adults (mean age 41.6 years). Participants showed learning across iso-problems (less time, fewer moves, increasingly efficient solutions). This effect was distinct from general learning, as was obvious from comparison with a series of non-isomorphic tasks. However, participants seem not to be aware of solving such problems. This “iso-effect” may be related to implicit memory, a domain that so far has not been assessed using the Tower of London.     

When modesty wins: Impression management through modesty,political skill,and career success—a two-study investigation

The purpose of this research is to investigate the effect of employees' upward self-presentation through modesty and political skill on their subsequent career success. Study 1 used a predictive design over a 3 year period with 141 employees, controlling for age, gender, and self-esteem. Political skill positively moderated the relationship between employees' upward modesty and career success (attained position, career satisfaction) after 3 years. Study 2 (n = 132 employees) provided construct validation, demonstrating high discriminant validity of the impression management through modesty scale used in Study 1 with a trait-modesty scale, thus attenuating rival explanations of the findings in Study 1. Implications, limitations, and future directions for research are discussed.     

Effects of Item Difficulty on the Retrieval of Solutions during Cognitive Skill Acquisition: Age Differences

ABSTRACT

In cognitive skill learning, shifts to better strategies for obtaining solutions often occur while associations between problems and solutions are being strengthened. In two skill learning experiments, we examined the effects of item difficulty on the retrieval of solutions and the learning of problem–solution associations in younger and older adults. The results of both experiments demonstrated an ‘easy effect’ in both younger and older adults, such that the retrieval of solutions as well recognition memory for problems was best for the easier items. In addition, a ‘hard effect’ was found in younger adults, but not in older adults, whereby the retrieval of solutions as well as recognition memory for problems was better for harder items than for medium-difficulty items. The finding that increased computational demands at the item level delayed item memorization and the retrieval of solutions in older adults but not younger adults is consistent with a general-resources account of age-related differences in skill learning.     

The role of auditory context in action-effect-related motor adaptation

Previous research indicates that adding auditory effects to a (silent) action can lead to substantial efficiency gains in the performance of the action, while compromising the connection between the motor and the auditory event (e.g., by removing, or by delaying the auditory effects), leads the agent to compensate for the loss of auditory feedback by executing actions in a way which increases the probability of success or enhances feedback in other modalities, thus departing from the optimal action performance. The current study explored how this motor adaptation was affected when the quality of auditory feedback was reduced by contextual factors, while keeping the physical link between the action and auditory effect intact. In two experiments, participants elicited pure tones by pinching a force sensitive resistor (FSR). In some of the conditions action-effect contingency was reduced by intermixing externally initiated tones with the self-induced ones. Pinch-force measurements indicated that action optimization was affected by contextual factors. The influence of auditory context was the most pronounced when the discrimination of self-induced and external tones was made difficult by the similarity and temporal proximity of the self-induced and external tones. In these conditions, tone eliciting actions were more forceful in comparison to conditions in which no external tones were presented, and in comparison to conditions in which the external tones were easily distinguishable from self-induced ones. This suggests that contextual factors can induce similar motor adjustments as manipulating the physical connection between the action and its sensory consequences.