Synergies and Motor Equivalence in Voluntary Sway Tasks: The Effects of Visual and Mechanical Constraints

The authors used two analyses developed within the framework of the uncontrolled manifold hypothesis to quantify multimuscle synergies during voluntary body sway: analysis of intertrial variance and analysis of motor equivalence with respect to the center of pressure (COP) trajectory. Participants performed voluntary sway tasks in the anteroposterior direction at 0.33 and 0.66 Hz. Muscle groups were identified in the space of muscle activations and used as elemental variables in the synergy analyses. Changing mechanical and vision feedback–based constraints led to significant changes in indices of sway performance such as COP deviations in the uninstructed, mediolateral direction and indices of spontaneous postural sway. In contrast, there were no significant effects on synergy indices. These findings show that the neural control of performance and of its stability may involve different control variables and neurophysiological structures. There were strong correlations between the indices of motor equivalence and those computed using the intercycle variance analysis. This result is potentially important for studies of patients with movement disorders who may be unable to perform multiple trials (cycles) at any given task, making analysis of motor equivalence of single trials a viable alternative to explore changes in stability of actions.     

Work engagement and workaholism: comparing the self-employed and salaried employees

This study among a Dutch convenience sample of self-employed individuals (n = 262) and salaried employees (n = 1900) tested to what extent workaholism and work engagement relate to self-reported work performance. After controlling for measurement inequivalence, results of structural equation modeling showed that the self-employed score higher on engagement and working excessively then employees, but not on working compulsively. In addition, work engagement related positively to task performance and innovativeness for both groups. However, engagement only related to contextual performance (performance beyond role requirements) for employees. Workaholism had positive and negative relationships with self-reported performance. Working excessively related positively to innovativeness for both groups, and to contextual performance for the self-employed. Working compulsively suppressed this positive relationship between excessive working and innovativeness in both groups, and between excessive working and contextual performance for the self-employed. In contrast to our expectations, working compulsively related positively to contextual performance for employees.     

Classroom applications of stimulus equivalence technology

We review basic concepts and methods of stimulus equivalence research and suggest applications in teaching rudimentary language arts skills in the classroom. We describe methods of establishing equivalence-based networks of matching-to-sample, writing, and naming performances. The methods may be used as a supplement to classroom instruction to assess whether standard curriculum-based approaches establish such integrated networks. Methods derived from equivalence research may be useful for remediation when traditional teaching approaches fail. Recent research suggests that direct focus on spelling performances may be required if entire networks of language arts skills are to be acquired. In addition, the equivalence relations themselves may require concentrated teaching in some children.     

The role of instructions in the transfer of ordinal functions through equivalence classes

In two experiments, adult subjects completed match-to-sample training and testing to establish four equivalence classes of four figures each. Then the subjects were taught one three-position sequence consisting of one stimulus from Class 1, one from Class 2, and one from Class 3. Inclusion of Class 4 stimuli in sequences was never reinforced, but two different stimuli from Class 4 appeared as distractors on each sequence trial. Tests assessed whether subjects would produce novel three-position sequences composed of members of Classes 1 through 3 that had not been used in sequence training. Three subjects in Experiment 1 received instructions about the match-to-sample and sequencing tasks, in addition to training contingencies. All 3 demonstrated equivalence class formation after match-to-sample training. After they were taught one sequence with one member of Classes 1 through 3, none of these subjects produced untrained sequences with other equivalence class members reliably. One additional sequence was trained directly; thereafter 1 subject showed some evidence of transfer of the trained ordinal functions across the remaining members of the equivalence classes, but the other 2 did not. Following a review of equivalence class training and testing and a review of the original sequence training, all 3 subjects produced most of the predicted, untrained sequences on tests. Experiment 2 replicated Experiment 1 with 2 adults but omitted all instructions except the minimal ones necessary to initiate responding. Unlike the subjects in Experiment 1, both of these subjects demonstrated virtually complete transfer of ordinal functions through the equivalence classes after direct training on just one sequence composed of one member of Classes 1 through 3.