The Effect of Fatigue on Learning and Performance of a Gross Motor Task

40 college males were sequentially assigned to 1 of 2 groups to examine the effects of induced physical fatigue upon the performance and learning of a gross motor task, the stabilometer. All Ss were given 32 practice trials over 3 practice sessions, with 48 hr. rest interpolated between sessions. Trials 1 and 2 were performed under control conditions (no fatigue) for both groups. The Experimental Group was then required to perform under conditions of physical fatigue during Trials 3-26. Trials 27-32 (Session 3) were performed under control conditions. The condition of fatigue was achieved on Trials 3-26 by having Ss pedal a bicycle ergometer until a heart rate of 180 beats/min was attained prior to each trial. The Control Group cancelled vowels. The results indicated that physical fatigue was detrimental to the performance and learning of the Experimental Group.     

Knowledge About Hand Shaping and Knowledge About Objects

Our two experiments investigated associations between cognitive representations of objects and hand-shape categories. Hand configurations were partitioned according to prehensility and the size of the contacting surface, resulting in the classes: pinch, poke, palm, and clench. Experiment 1 elicited object names in response to configuration-name cues, provided ratings of the relevance of each configuration to a set of objects, and probed for the functions determining such relevance. Cueing with a configuration class elicited an associated object category with substantial intersubject agreement, and vice versa. Both the object categories and the functions associated with the four hand-configuration classes differed substantially, although the same object could be associated to some extent with multiple configurations, given variations in function. Experiment 2 elicited the names of hand-configuration classes in response to unfamiliar forms, which varied systematically in depth and the size of the projecting picture-plane surface. The modal response, response time, and degree of intersubject agreement were directly related to these variables. These structural variables, however, did not adequately predict shaping responses to real objects, as ascertained from Experiment 1. The results have implications for cognitive representation of motor categories and hand shaping in response to objects.     

Effects of Aggressive and Nonaggressive Rock Songs on Projective and Structured Tests

The differences between hostility scores on projective and objective tests as a function of listening to aggressive or nonaggressive rock music were studied. While taking the Thematic Apperception Test (Cards 1, 3BM, 4, 9BM, and 10) and the Buss-Durkee (1957) Hostility Scale, subjects (N = 90) randomly assigned to one of three groups listened to a rock song with (a) nonaggressive music and non-aggressive lyrics, (b) aggressive music and nonaggressive lyrics, or (c) aggressive music and aggressive lyrics. TAT stories were scored for aggressive content according to Hafner and Kaplan's (1960) hostility rating scale. Hostility scores did not differ between groups. The findings are congruent with other investigators' reports that subjects do not pay attention to rock lyrics. Previous findings that music affects the emotional quality of TAT stories and hostility scores on the Buss-Durkee scale were not supported.     

Relationships Between Need for Cognition,Knowledge, and Verbal Ability

The authors investigated the relationships between need for cognition. knowledge, and verbal ability. Participants completed scales that measured their need for cognition, verbal ability, and knowledge about people and events that occurred during the Vietnam War era. Correlational analyses showed that the participants' need for cognition scores were modestly but positively correlated with verbal ability and knowledge and that verbal ability and knowledge were also positively correlated. The correlation between need for cognition and knowledge was small but significant when verbal ability was controlled. The conclusion drawn from these results is that need for cognition contributes to the acquisition of knowledge beyond the contribution of verbal ability.     

A Cerebral Hyperventilation Index for Electroencephalography

This study was an attempt to determine the effect of drive on probability learning. Each of two groups of Ss was divided into high- and low-drive groups on the basis of MAS scores. Each S was given 200 trials on a probability learning task, with 70 per cent reinforcement on one side and 30 per cent reinforcement on the other. At the .05 level, there was no difference between groups in probability choices, and neither group differed from the objective probability scores. The results are discussed in terms of the number of trials involved, the introduction of emotional arousal, and Hullian theory. On the basis of a comparison with the results of previous studies, it was suggested that investigators be cautious in generalizing probability learning results from one species to another.     

Digit ratios,but not facial width-to-height ratios,are associated with the priority placed on attending to faces versus bodies

Testosterone has been linked to a sexual preference for bodies rather than faces. Low digit ratio (2D:4D) and high facial width-to-height ratio (WHR) are associated with high prenatal testosterone. We tested whether low 2D:4D and high facial WHR were correlated with a preference for bodies over faces. Our sample consisted of 109 college students (64 males). A two-way analysis of variance demonstrated a significant main effect of digit ratio on the priority placed on paying attention to faces or bodies such that low 2D:4D was linked to a preference for bodies, but the effect of sex was not significant. There were no significant interaction effects. Another two-way analysis of variance revealed no significant effects for facial WHR and attentional priority but significant associations between sex and attentional priority. There were no significant interaction effects. Our findings indicate that individuals with low digit ratios tended to pay more attention to bodies than to faces compared with individuals with higher digit ratios, independently of sex. We also found that males tended to pay more attention to bodies than to faces compared with females, independently of facial WHR.     

Knowledge and economic growth—creativity,learning and knowledge utilization

The purpose of this study is to discuss the dynamic interdependence of knowledge and economic growth. We show that the traditional economics, which treats knowledge as parameters and is mainly developed within linearized, stable and static frameworks can hardly explain the modern economic complexity. We argue that it is necessary to treat creativity, learning and knowledge utilization as endogenous dynamic processes of social and economic evolution. To handle with the complicated dynamic interdependence of wealth and knowledge accumulation, we need to apply genuine nonlinear dynamic theory. In particular, we discuss possible benefits of government's intervention in education and science to the society when the social and economic evolution is characterized of nonlinearity, instability and multi‐equilibria.     

An Integral Perspective On The Political Economy Of “Big Change”

The integral age demands a new economic vision. This has to emphasize exchange as a processes not the exchange of things. It must address humanity's unique compulsion to learn using collaborative learning networks. These are what energize the self-organizing global change now accelerating the emergence of new global economic institutions and processes. This new vision requires political economy (i.e., economics integrated with its sociopolitical context).     

Predicting early emotion knowledge development among children of colour living in historically disinvested neighbourhoods: consideration of child pre-academic abilities,self-regulation,peer relations and parental education

ABSTRACT

Emotion knowledge, the ability to accurately perceive and label emotions, predicts higher quality peer relations, higher social competence, higher academic achievement, and fewer behaviour problems. Less is known, however, about predictors of early development of emotion knowledge. This study examines emotion knowledge development among children attending pre-Kindergarten and Kindergarten programmes in high-poverty urban schools. The study considers child pre-academic abilities, self-regulation, peer relations and parental education as predictors of emotion knowledge development over two years. The sample (n?=?1034) of children living in historically disinvested neighbourhoods was primarily Black (85%) and low-income (～61%). The sample was part of a longitudinal follow-up study of a cluster (school) randomised controlled trial in ten public elementary schools. Children’s emotion knowledge was assessed with a series of tasks three times over a two-year period. At baseline, parents and teachers reported on peer relations, children completed a test of pre-academic abilities, independent observers rated child self-regulation, and parents reported on their educational attainment. Results demonstrate that emotion knowledge increases over time, and pre-academic abilities, self-regulation, peer relations, and parent education independently predict children’s emotion knowledge. This study highlights multiple factors that predict emotion knowledge among primarily Black children living in historically disinvested neighbourhoods.     

Neural predictive mechanisms and their role in cognitive incrementalism

Many neuroscientists view prediction as one of the core brain functions, especially on account of its support of fast movements in complex environments. This leads to the natural question whether predictive knowledge forms the cornerstone of our common-sense understanding of the world. However, there is little consensus as to the exact nature of predictive information and processes, or of the neural mechanisms that realize them. This paper compares procedural versus declarative notions of prediction, examines how the brain appears to carry out predictive functions, and discusses to what degree, and at what level, these neural mechanisms support cognitive incrementalism: the notion that high-level cognition stems from sensorimotor behavior.