Task-specificity of unilateral anodal and dual-M1 tDCS effects on motor learning.

PubMed

Karok, Sophia; Fletcher, David; Witney, Alice G

2017-01-08

Task-specific effects of transcranial direct current stimulation (tDCS) on motor learning were investigated in 30 healthy participants. In a sham-controlled, mixed design, participants trained on 3 different motor tasks (Purdue Pegboard Test, Visuomotor Grip Force Tracking Task and Visuomotor Wrist Rotation Speed Control Task) over 3 consecutive days while receiving either unilateral anodal over the right primary motor cortex (M1), dual-M1 or sham stimulation. Retention sessions were administered 7 and 28 days after the end of training. In the Purdue Pegboard Test, both anodal and dual-M1 stimulation reduced average completion time approximately equally, an improvement driven by online learning effects and maintained for about 1 week. The Visuomotor Grip Force Tracking Task and the Visuomotor Wrist Rotation Speed Control Task were associated with an advantage of dual-M1 tDCS in consolidation processes both between training sessions and when testing at long-term retention; both were maintained for at least 1 month. This study demonstrates that M1-tDCS enhances and sustains motor learning with different electrode montages. Stimulation-induced effects emerged at different learning phases across the tasks, which strongly suggests that the influence of tDCS on motor learning is dynamic with respect to the functional recruitment of the distributed motor system at the time of stimulation. Divergent findings regarding M1-tDCS effects on motor learning may partially be ascribed to task-specific consequences and the effects of offline consolidation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Gastrodia elata Bl. Attenuated learning deficits induced by forced-swimming stress in the inhibitory avoidance task and Morris water maze.

PubMed

Chen, Pei-Ju; Liang, Keng-Chen; Lin, Hui-Chen; Hsieh, Ching-Liang; Su, Kuan-Pin; Hung, Mei-Chu; Sheen, Lee-Yan

2011-06-01

This study adopted the forced-swimming paradigm to induce depressive symptoms in rats and evaluated the effects on learning and memory processing. Furthermore, the effects of the water extract of Gastrodia elata Bl., a well-known Chinese traditional medicine, on amnesia in rats subjected to the forced-swimming procedure were studied. Rats were subjected to the forced-swimming procedure, and the inhibitory avoidance task and Morris water maze were used to assess learning and memory performance. The acquisition of the two tasks was mostly impaired after the 15-minute forced-swimming procedure. Administration of the water extract of G. elata Bl. for 21 consecutive days at a dosage of 0.5 or 1.0 g/kg of body weight significantly improved retention in the inhibitory avoidance test, and the lower dose showed a better effect than the higher one and the antidepressant fluoxetine (18 mg/kg of body weight). In the Morris water maze, the lower dose of the water extract of G. elata Bl. significantly improved retention by shortening escape latency in the first test session and increasing the time in searching the target zone during the probe test. These findings suggest that water extracts of G. elata Bl. ameliorate the learning and memory deficits induced by forced swimming.

Impact of online visual feedback on motor acquisition and retention when learning to reach in a force field.

PubMed

Batcho, C S; Gagné, M; Bouyer, L J; Roy, J S; Mercier, C

2016-11-19

When subjects learn a novel motor task, several sources of feedback (proprioceptive, visual or auditory) contribute to the performance. Over the past few years, several studies have investigated the role of visual feedback in motor learning, yet evidence remains conflicting. The aim of this study was therefore to investigate the role of online visual feedback (VFb) on the acquisition and retention stages of motor learning associated with training in a reaching task. Thirty healthy subjects made ballistic reaching movements with their dominant arm toward two targets, on 2 consecutive days using a robotized exoskeleton (KINARM). They were randomly assigned to a group with (VFb) or without (NoVFb) VFb of index position during movement. On day 1, the task was performed before (baseline) and during the application of a velocity-dependent resistive force field (adaptation). To assess retention, participants repeated the task with the force field on day 2. Motor learning was characterized by: (1) the final endpoint error (movement accuracy) and (2) the initial angle (iANG) of deviation (motor planning). Even though both groups showed motor adaptation, the NoVFb-group exhibited slower learning and higher final endpoint error than the VFb-group. In some condition, subjects trained without visual feedback used more curved initial trajectories to anticipate for the perturbation. This observation suggests that learning to reach targets in a velocity-dependent resistive force field is possible even when feedback is limited. However, the absence of VFb leads to different strategies that were only apparent when reaching toward the most challenging target. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

[Reverse learning in WAG/Rij rats with depression-like behavior].

PubMed

Malyshev, A V; Zakharov, A M; Sarkisova, K Iu; Dubynin, V A

2012-01-01

Learning and reverse learning in a complex maze, behavior in the open field test, novelty-suppressed feeding test, and forced swimming test were studies in WAG/Rij and Wistar rats. As compared with Wistar rats, WAG/Rij rats more slowly learned the spatial task, more slowly performed in the learning and reverse learning tasks, and made more errors in the complex maze (18% of WAG/Rij rats didn't reach learning criterion). Moreover, WAG/Rij rats exhibited reduced grooming reactions in the open field test, longer latency of approaching to food in the novel open field, reduced amount of food consumed in the home cage in the novelty-suppressed feeding test, and increased immobility time in the forced swimming test. The results suggest cognitive impaiment in WAG/Rij rats with depression-like behavior.

Practice and transfer of the frequency structures of continuous isometric force.

PubMed

King, Adam C; Newell, Karl M

2014-04-01

The present study examined the learning, retention and transfer of task outcome and the frequency-dependent properties of isometric force output dynamics. During practice participants produced isometric force to a moderately irregular target pattern either under a constant or variable presentation. Immediate and delayed retention tests examined the persistence of practice-induced changes of force output dynamics and transfer tests investigated performance to novel (low and high) irregular target patterns. The results showed that both constant and variable practice conditions exhibited similar reductions in task error but that the frequency-dependent properties were differentially modified across the entire bandwidth (0-12Hz) of force output dynamics as a function of practice. Task outcome exhibited persistent properties on the delayed retention test whereas the retention of faster time scales processes (i.e., 4-12Hz) of force output was mediated as a function of frequency structure. The structure of the force frequency components during early practice and following a rest interval was characterized by an enhanced emphasis on the slow time scales related to perceptual-motor feedback. The findings support the proposition that there are different time scales of learning at the levels of task outcome and the adaptive frequency bandwidths of force output dynamics. Copyright © 2014 Elsevier B.V. All rights reserved.

Can Force Feedback and Science Learning Enhance the Effectiveness of Neuro-Rehabilitation? An Experimental Study on Using a Low-Cost 3D Joystick and a Virtual Visit to a Zoo

PubMed Central

Cappa, Paolo; Clerico, Andrea; Nov, Oded; Porfiri, Maurizio

2013-01-01

In this paper, we demonstrate that healthy adults respond differentially to the administration of force feedback and the presentation of scientific content in a virtual environment, where they interact with a low-cost haptic device. Subjects are tasked with controlling the movement of a cursor on a predefined trajectory that is superimposed on a map of New York City’s Bronx Zoo. The system is characterized in terms of a suite of objective indices quantifying the subjects’ dexterity in planning and generating the multijoint visuomotor tasks. We find that force feedback regulates the smoothness, accuracy, and duration of the subject’s movement, whereby converging or diverging force fields influence the range of variations of the hand speed. Finally, our findings provide preliminary evidence that using educational content increases subjects’ satisfaction. Improving the level of interest through the inclusion of learning elements can increase the time spent performing rehabilitation tasks and promote learning in a new context. PMID:24349562

Effect of Error Augmentation on Brain Activation and Motor Learning of a Complex Locomotor Task

PubMed Central

Marchal-Crespo, Laura; Michels, Lars; Jaeger, Lukas; López-Olóriz, Jorge; Riener, Robert

2017-01-01

Up to date, the functional gains obtained after robot-aided gait rehabilitation training are limited. Error augmenting strategies have a great potential to enhance motor learning of simple motor tasks. However, little is known about the effect of these error modulating strategies on complex tasks, such as relearning to walk after a neurologic accident. Additionally, neuroimaging evaluation of brain regions involved in learning processes could provide valuable information on behavioral outcomes. We investigated the effect of robotic training strategies that augment errors—error amplification and random force disturbance—and training without perturbations on brain activation and motor learning of a complex locomotor task. Thirty-four healthy subjects performed the experiment with a robotic stepper (MARCOS) in a 1.5 T MR scanner. The task consisted in tracking a Lissajous figure presented on a display by coordinating the legs in a gait-like movement pattern. Behavioral results showed that training without perturbations enhanced motor learning in initially less skilled subjects, while error amplification benefited better-skilled subjects. Training with error amplification, however, hampered transfer of learning. Randomly disturbing forces induced learning and promoted transfer in all subjects, probably because the unexpected forces increased subjects' attention. Functional MRI revealed main effects of training strategy and skill level during training. A main effect of training strategy was seen in brain regions typically associated with motor control and learning, such as, the basal ganglia, cerebellum, intraparietal sulcus, and angular gyrus. Especially, random disturbance and no perturbation lead to stronger brain activation in similar brain regions than error amplification. Skill-level related effects were observed in the IPS, in parts of the superior parietal lobe (SPL), i.e., precuneus, and temporal cortex. These neuroimaging findings indicate that gait-like motor learning depends on interplay between subcortical, cerebellar, and fronto-parietal brain regions. An interesting observation was the low activation observed in the brain's reward system after training with error amplification compared to training without perturbations. Our results suggest that to enhance learning of a locomotor task, errors should be augmented based on subjects' skill level. The impacts of these strategies on motor learning, brain activation, and motivation in neurological patients need further investigation. PMID:29021739

A Model for Steering with Haptic-Force Guidance

NASA Astrophysics Data System (ADS)

Yang, Xing-Dong; Irani, Pourang; Boulanger, Pierre; Bischof, Walter F.

Trajectory-based tasks are common in many applications and have been widely studied. Recently, researchers have shown that even very simple tasks, such as selecting items from cascading menus, can benefit from haptic-force guidance. Haptic guidance is also of significant value in many applications such as medical training, handwriting learning, and in applications requiring precise manipulations. There are, however, only very few guiding principles for selecting parameters that are best suited for proper force guiding. In this paper, we present a model, derived from the steering law that relates movement time to the essential components of a tunneling task in the presence of haptic-force guidance. Results of an experiment show that our model is highly accurate for predicting performance times in force-enhanced tunneling tasks.

New Mexico English Remediation Taskforce Report

ERIC Educational Resources Information Center

New Mexico Higher Education Department, 2016

2016-01-01

In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform…

Interstate Migrant Education Task Force: Migrant Health.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

Because ill-clothed, sick, or hungry migrant children learn poorly, the Task Force has emphasized the migrant health situation in 1979. Migrant workers have a 33% shorter life expectancy, a 25% higher infant mortality rate, and a 25% higher death rate from tuberculosis and other communicable diseases than the national average. Common among…

Considerations for Marketing the Health Education Specialist to Employers

ERIC Educational Resources Information Center

Gambescia, Stephen F.; Cottrell, Randall R.; Capwell, Ellen; Auld, M. Elaine; Conley, Kathleen Mullen; Lysoby, Linda; Goldsmith, Malcolm; Smith, Becky

2009-01-01

The Coalition of National Health Education Organizations (CNHEO) established a task force in 2003 to design a marketing plan to promote the health education profession. Task force members decided that before developing a full-scale marketing plan to reach employers, they should learn more about employers' current knowledge and attitudes regarding…

Towards Universal Primary Education: Investments, Incentives, and Institutions

ERIC Educational Resources Information Center

Birdsall, Nancy; Levine, Ruth; Ibrahim, Amina

2005-01-01

The UN Millennium Project Task Force on Education and Gender Equality, an expert advisory group commissioned by the UN Secretary-General, was asked to examine how dramatic improvements in education can be achieved in the developing world. The task force investigated the problems of low enrolment, early drop-out and poor learning outcomes that so…

Task Force Statement on Education and the World View.

ERIC Educational Resources Information Center

Council on Learning, New Rochelle, NY.

Recommendations and study results of the Council on Learning's "Education and the World View" project, which involved the Council and a task force of educators, public officials, and business leaders, was concerned with students' understanding of the world in relation to the United States' role in world affairs. The 1980 national survey of 3,000…

In Order to Win, Learn How to Fight: The US Army in Urban Operations

DTIC Science & Technology

2002-05-23

Arms MOUT Task Force, “Mission Need Statement For Urban Operations Training Capability.” Annex A, 23 Feb 2001, 5-6. 93 Mr. John Bastone , Combined Arms...John Bastone , Combined Arms MOUT Task Force, Phone interview with author on Feb.5, 2002. 100 “A Concept for Future Military Operations on Urbanized...conduct close quarters combat with enemy forces. For this 108 Mr. John Bastone , Phone Interview, Feb.5

A Marketing and Distributive Education Curriculum Development Plan with Student Learning Objectives. Final Report.

ERIC Educational Resources Information Center

Wilson, Blaine R.

This project was conducted to design marketing and distributive education (MDE) student learning objectives and an MDE curriculum development plan. The objectives of this project were met through the following procedures: (1) basic MDE task research was identified; (2) a task force of two MDE teacher coordinators and the project director grouped…

Transfer of short-term motor learning across the lower limbs as a function of task conception and practice order.

PubMed

Stöckel, Tino; Wang, Jinsung

2011-11-01

Interlimb transfer of motor learning, indicating an improvement in performance with one limb following training with the other, often occurs asymmetrically (i.e., from non-dominant to dominant limb or vice versa, but not both). In the present study, we examined whether interlimb transfer of the same motor task could occur asymmetrically and in opposite directions (i.e., from right to left leg vs. left to right leg) depending on individuals' conception of the task. Two experimental conditions were tested: In a dynamic control condition, the process of learning was facilitated by providing the subjects with a type of information that forced them to focus on dynamic features of a given task (force impulse); and in a spatial control condition, it was done with another type of information that forced them to focus on visuomotor features of the same task (distance). Both conditions employed the same leg extension task. In addition, a fully-crossed transfer paradigm was used in which one group of subjects initially practiced with the right leg and were tested with the left leg for a transfer test, while the other group used the two legs in the opposite order. The results showed that the direction of interlimb transfer varied depending on the condition, such that the right and the left leg benefited from initial training with the opposite leg only in the spatial and the dynamic condition, respectively. Our finding suggests that manipulating the conception of a leg extension task has a substantial influence on the pattern of interlimb transfer in such a way that the direction of transfer can even be opposite depending on whether the task is conceived as a dynamic or spatial control task. Copyright © 2011 Elsevier Inc. All rights reserved.

Learning to combine high variability with high precision: lack of transfer to a different task.

PubMed

Wu, Yen-Hsun; Truglio, Thomas S; Zatsiorsky, Vladimir M; Latash, Mark L

2015-01-01

The authors studied effects of practicing a 4-finger accurate force production task on multifinger coordination quantified within the uncontrolled manifold hypothesis. During practice, task instability was modified by changing visual feedback gain based on accuracy of performance. The authors also explored the retention of these effects, and their transfer to a prehensile task. Subjects practiced the force production task for 2 days. After the practice, total force variability decreased and performance became more accurate. In contrast, variance of finger forces showed a tendency to increase during the first practice session while in the space of finger modes (hypothetical commands to fingers) the increase was under the significance level. These effects were retained for 2 weeks. No transfer of these effects to the prehensile task was seen, suggesting high specificity of coordination changes. The retention of practice effects without transfer to a different task suggests that further studies on a more practical method of improving coordination are needed.

Cognitive Task Analysis and Intelligent Computer-Based Training Systems: Lessons Learned from Coached Practice Environments in Air Force Avionics.

ERIC Educational Resources Information Center

Katz, Sandra N.; Hall, Ellen; Lesgold, Alan

This paper describes some results of a collaborative effort between the University of Pittsburgh and the Air Force to develop advanced troubleshooting training for F-15 maintenance technicians. The focus is on the cognitive task methodology used in the development of three intelligent tutoring systems to inform their instructional content and…

Leadership for Student Learning: Redefining the Teacher as Leader. School Leadership for the 21st Century Initiative. A Report of the Task Force on Teacher Leadership.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This report presents information from discussions by the Institute for Educational Leadership Task Force on Teacher Leadership, highlighting dilemmas surrounding teacher leadership and suggesting that education's policymakers should exploit the experience and capacity to lead today's schoolteachers. Overall, the system has not been organized to…

Ready To Learn: Quality Preschools for California in the 21st Century. The Report of the Superintendent's Universal Preschool Task Force.

ERIC Educational Resources Information Center

Bruton, Sheila, Ed.

In November 1997, recognizing the critical importance of preschool as a foundation for success both in school and in life, California's State Superintendent of Public Instruction convened a task force of distinguished educators, parents, researchers, and civic and business leaders from throughout the state to consider how to make preschool…

Shared internal models for feedforward and feedback control.

PubMed

Wagner, Mark J; Smith, Maurice A

2008-10-15

A child often learns to ride a bicycle in the driveway, free of unforeseen obstacles. Yet when she first rides in the street, we hope that if a car suddenly pulls out in front of her, she will combine her innate goal of avoiding an accident with her learned knowledge of the bicycle, and steer away or brake. In general, when we train to perform a new motor task, our learning is most robust if it updates the rules of online error correction to reflect the rules and goals of the new task. Here we provide direct evidence that, after a new feedforward motor adaptation, motor feedback responses to unanticipated errors become precisely task appropriate, even when such errors were never experienced during training. To study this ability, we asked how, if at all, do online responses to occasional, unanticipated force pulses during reaching arm movements change after adapting to altered arm dynamics? Specifically, do they change in a task-appropriate manner? In our task, subjects learned novel velocity-dependent dynamics. However, occasional force-pulse perturbations produced unanticipated changes in velocity. Therefore, after adaptation, task-appropriate responses to unanticipated pulses should compensate corresponding changes in velocity-dependent dynamics. We found that after adaptation, pulse responses precisely compensated these changes, although they were never trained to do so. These results provide evidence for a smart feedback controller which automatically produces responses specific to the learned dynamics of the current task. To accomplish this, the neural processes underlying feedback control must (1) be capable of accurate real-time state prediction for velocity via a forward model and (2) have access to recently learned changes in internal models of limb dynamics.

Impact of Learning Styles on Air Force Technical Training: Multiple and Linear Imagery in the Presentation of a Comparative Visual Location Task to Visual and Haptic Subjects. Interim Report for Period January 1977-January 1978.

ERIC Educational Resources Information Center

Ausburn, Floyd B.

A U.S. Air Force study was designed to develop instruction based on the supplantation theory, in which tasks are performed (supplanted) for individuals who are unable to perform them due to their cognitive style. The study examined the effects of linear and multiple imagery in presenting a task requiring visual comparison and location to…

Field-Dependence/Independence and Active Learning of Verbal and Geometric Material.

ERIC Educational Resources Information Center

Reardon, Richard; And Others

1982-01-01

Field-dependent and independent subjects sorted geometric and verbal material according to category exemplars, forcing active learning, and then recalled the category locations. Field-independent individuals generally performed better on learning and memory tasks with a more active approach. Active versus passive learning styles are discussed.…

Core Competency Needs Analysis for U.S. Naval Reserve Training and Administration of Reserve (TAR) Officers

DTIC Science & Technology

2002-03-01

sponsor is interested in exploring the possibility of developing a “ Personal Qualification Standards” (PQS) program, which would delineate a...the Task Force for Excellence through Commitment to Education and Learning. Task Force Excel has five vectors: professional development, personal ...major designator communities. Seventeen personal interviews and four telephone interviews were conducted. The interview participants were, at the

Learning Partnerships: Strengthening American Jobs in the Global Economy. A Report of the Task Force on Workforce Development

ERIC Educational Resources Information Center

Albert Shanker Institute, 2004

2004-01-01

Global competition, sweeping technological change, and demographic shifts in the labor force call for a national campaign to improve the skills and professionalism of the American workforce. This document calls for the creation of new learning partnerships throughout communities and workplaces to sustain middle-class jobs, pay the social costs of…

Biodynamic feedback training to assure learning partial load bearing on forearm crutches.

PubMed

Krause, Daniel; Wünnemann, Martin; Erlmann, Andre; Hölzchen, Timo; Mull, Melanie; Olivier, Norbert; Jöllenbeck, Thomas

2007-07-01

To examine how biodynamic feedback training affects the learning of prescribed partial load bearing (200N). Three pre-post experiments. Biomechanics laboratory in a German university. A volunteer sample of 98 uninjured subjects who had not used crutches recently. There were 24 subjects in experiment 1 (mean age, 23.2y); 64 in experiment 2 (mean age, 43.6y); and 10 in experiment 3 (mean age, 40.3y), parallelized by arm force. Video instruction and feedback training: In experiment 1, 2 varied instruction videos and reduced feedback frequency; in experiment 2, varied frequencies of changing tasks (contextual interference); and in experiment 3, feedback training (walking) and transfer (stair tasks). Vertical ground reaction force. Absolute error of practiced tasks was significantly reduced for all samples (P<.050). Varied contextual interference conditions did not significantly affect retention (P=.798) or transfer (P=.897). Positive transfer between tasks was significant in experiment 2 (P<.001) and was contrary to findings in experiment 3 (P=.071). Biodynamic feedback training is applicable for learning prescribed partial load bearing. The frequency of changing tasks is irrelevant. Despite some support for transfer effects, additional practice in climbing and descending stairs might be beneficial.

Bidirectional transfer between joint and individual actions in a task of discrete force production.

PubMed

Masumoto, Junya; Inui, Nobuyuki

2017-07-01

The present study examined bidirectional learning transfer between joint and individual actions involving discrete isometric force production with the right index finger. To examine the effects of practice of joint action on performance of the individual action, participants performed a pre-test (individual condition), practice blocks (joint condition), and a post-test (individual condition) (IJI task). To examine the effects of practice of the individual action on performance during the joint action, the participants performed a pre-test (joint condition), practice blocks (individual condition), and a post-test (joint condition) (JIJ task). Whereas one participant made pressing movements with a target peak force of 10% maximum voluntary contraction (MVC) in the individual condition, two participants produced the target force of the sum of 10% MVC produced by each of them in the joint condition. In both the IJI and JIJ tasks, absolute errors and standard deviations of peak force were smaller post-test than pre-test, indicating bidirectional transfer between individual and joint conditions for force accuracy and variability. Although the negative correlation between forces produced by two participants (complementary force production) became stronger with practice blocks in the IJI task, there was no difference between the pre- and post-tests for the negative correlation in the JIJ task. In the JIJ task, the decrease in force accuracy and variability during the individual action did not facilitate complementary force production during the joint action. This indicates that practice performed by two people is essential for complementary force production in joint action.

Electrotactile Feedback Improves Performance and Facilitates Learning in the Routine Grasping Task.

PubMed

Isaković, Milica; Belić, Minja; Štrbac, Matija; Popović, Igor; Došen, Strahinja; Farina, Dario; Keller, Thierry

2016-06-13

Aim of this study was to investigate the feasibility of electrotactile feedback in closed loop training of force control during the routine grasping task. The feedback was provided using an array electrode and a simple six-level spatial coding, and the experiment was conducted in three amputee subjects. The psychometric tests confirmed that the subjects could perceive and interpret the electrotactile feedback with a high success rate. The subjects performed the routine grasping task comprising 4 blocks of 60 grasping trials. In each trial, the subjects employed feedforward control to close the hand and produce the desired grasping force (four levels). First (baseline) and the last (validation) session were performed in open loop, while the second and the third session (training) included electrotactile feedback. The obtained results confirmed that using the feedback improved the accuracy and precision of the force control. In addition, the subjects performed significantly better in the validation vs. baseline session, therefore suggesting that electrotactile feedback can be used for learning and training of myoelectric control.

A Proposal for Program Assessment at Kean College of New Jersey. Final Report of the Presidential Task Force on Student Learning and Development.

ERIC Educational Resources Information Center

Kean Coll. of New Jersey, Union.

In response to a request from its president, an institutional task force at Kean College of New Jersey studied approaches to program assessment used at other colleges, identified the measurement approaches being used at Kean College, and made policy recommendations for implementing an assessment program at the college. A major finding was that no…

Report Task Force on Women in the Military

DTIC Science & Technology

1988-01-01

Education, Training, Equal Opportunity, Assignments. SECURITY CLASSIFICATION OF THIS PAGE ODEPARTMENT OF DEFENSE REPORT TASK FORCE4I ON WOMEN LN THE...ensure that instruction occurs at all levels of the organization; and, DoD review equal opportu- nity lessons learned for use in combating bixual...Servicewomen becoming full and equal members of their units. Each Service should be required to report the results of these evalua- tions and corrective

Learning Disabilities and Juvenile Justice. Special Edition. Revised Edition.

ERIC Educational Resources Information Center

Tyner, Polly, Ed.

1995-01-01

This special newsletter issue on learning disabilities and juvenile justice includes statistics indicating unfavorable outcomes for many individuals with learning disabilities, presents findings of the Incarcerated Youth Task Force Report, and describes five successful programs for teaching reading. Articles include: "Parents Don't Care!--Or Do…

Cultivating Institutional Capacities for Learning Analytics

ERIC Educational Resources Information Center

Lonn, Steven; McKay, Timothy A.; Teasley, Stephanie D.

2017-01-01

This chapter details the process the University of Michigan developed to build institutional capacity for learning analytics. A symposium series, faculty task force, fellows program, research grants, and other initiatives are discussed, with lessons learned for future efforts and how other institutions might adapt such efforts to spur cultural…

Learning Tasks

ERIC Educational Resources Information Center

Baskas, Richard S.

2012-01-01

Government budget constraints had forced the Emergency Dispatch Center (EDC) at a military installation to work with less than the normal number of staff. A Program Proposal was developed previously that had determined that a learning gap existed in the researcher's work environment at a military installation. To counter this gap, Learning Tasks…

Data Driven, Force Based Interaction for Quadrotors

NASA Astrophysics Data System (ADS)

McKinnon, Christopher D.

Quadrotors are small and agile, and are becoming more capable for their compact size. They are expected perform a wide variety of tasks including inspection, physical interaction, and formation flight. In all of these tasks, the quadrotors can come into close proximity with infrastructure or other quadrotors, and may experience significant external forces and torques. Reacting properly in each case is essential to completing the task safely and effectively. In this thesis, we develop an algorithm, based on the Unscented Kalman Filter, to estimate such forces and torques without making assumptions about the source of the forces and torques. We then show in experiment how the proposed estimation algorithm can be used in conjunction with controls and machine learning to choose the appropriate actions in a wide variety of tasks including detecting downwash, tracking the wind induced by a fan, and detecting proximity to the wall.

Project LASER: Learning about science, engineering, and research

NASA Technical Reports Server (NTRS)

1990-01-01

The number of American students entering science and engineering careers and their ranking in comparison with other countries is on the decline. This decline has alarmed Congress which, in 1987, established a Task Force on Women, Minorities, and the Handicapped in Science and Technology to define the problem and find solutions. If left unchanged, the task force has warned that the prospects for maintaining an advanced industrial society will diminish. NASA is supportive of the six goals outlined by the task force, which are paraphrase herein, and is carefully assessing its education programs to identify those offering the greatest potential for achieving the task force objectives with a reasonable range of resources. A major initiative is under way on behalf of NASA at its Marshall Space Flight Center, where highly effective features of several NASA education programs along with innovations are being integrated into a comprehensive pilot program. This program, dubbed Project LASER, is discussed.

Learning a locomotor task: with or without errors?

PubMed

Marchal-Crespo, Laura; Schneider, Jasmin; Jaeger, Lukas; Riener, Robert

2014-03-04

Robotic haptic guidance is the most commonly used robotic training strategy to reduce performance errors while training. However, research on motor learning has emphasized that errors are a fundamental neural signal that drive motor adaptation. Thus, researchers have proposed robotic therapy algorithms that amplify movement errors rather than decrease them. However, to date, no study has analyzed with precision which training strategy is the most appropriate to learn an especially simple task. In this study, the impact of robotic training strategies that amplify or reduce errors on muscle activation and motor learning of a simple locomotor task was investigated in twenty two healthy subjects. The experiment was conducted with the MAgnetic Resonance COmpatible Stepper (MARCOS) a special robotic device developed for investigations in the MR scanner. The robot moved the dominant leg passively and the subject was requested to actively synchronize the non-dominant leg to achieve an alternating stepping-like movement. Learning with four different training strategies that reduce or amplify errors was evaluated: (i) Haptic guidance: errors were eliminated by passively moving the limbs, (ii) No guidance: no robot disturbances were presented, (iii) Error amplification: existing errors were amplified with repulsive forces, (iv) Noise disturbance: errors were evoked intentionally with a randomly-varying force disturbance on top of the no guidance strategy. Additionally, the activation of four lower limb muscles was measured by the means of surface electromyography (EMG). Strategies that reduce or do not amplify errors limit muscle activation during training and result in poor learning gains. Adding random disturbing forces during training seems to increase attention, and therefore improve motor learning. Error amplification seems to be the most suitable strategy for initially less skilled subjects, perhaps because subjects could better detect their errors and correct them. Error strategies have a great potential to evoke higher muscle activation and provoke better motor learning of simple tasks. Neuroimaging evaluation of brain regions involved in learning can provide valuable information on observed behavioral outcomes related to learning processes. The impacts of these strategies on neurological patients need further investigations.

The interference effects of non-rotated versus counter-rotated trials in visuomotor adaptation.

PubMed

Hinder, Mark R; Walk, Laura; Woolley, Daniel G; Riek, Stephan; Carson, Richard G

2007-07-01

An isometric torque-production task was used to investigate interference and retention in adaptation to multiple visuomotor environments. Subjects produced isometric flexion-extension and pronation-supination elbow torques to move a cursor to acquire targets as quickly as possible. Adaptation to a 30 degrees counter-clockwise (CCW) rotation (task A), was followed by a period of rest (control), trials with no rotation (task B0), or trials with a 60 degrees clockwise (CW) rotation (task B60). For all groups, retention of task A was assessed 5 h later. With initial training, all groups reduced the angular deviation of cursor paths early in the movements, indicating feedforward adaptation. For the control group, performance at commencement of the retest was significantly better than that at the beginning of the initial learning. For the B0 group, performance in the retest of task A was not dissimilar to that at the start of the initial learning, while for the B60 group retest performance in task A was markedly worse than initially observed. Our results indicate that close juxtaposition of two visuomotor environments precludes improved retest performance in the initial environment. Data for the B60 group, specifically larger angular errors upon retest compared with initial exposures, are consistent with the presence of anterograde interference. Furthermore, full interference occurred even when the visuomotor environment encountered in the second task was not rotated (B0). This latter novel result differs from those obtained for force field learning, where interference does not occur when task B does not impose perturbing forces, i.e., when B consists of a null field (Brashers-Krug et al., Nature 382:252-255, 1996). The results are consistent with recent proposals suggesting different interference mechanisms for visuomotor (kinematic) compared to force field (dynamic) adaptations, and have implications for the use of washout trials when studying interference between multiple visuomotor environments.

Profiling and Utilizing Learning Style. NASSP Learning Style Series.

ERIC Educational Resources Information Center

Keefe, James W., Ed.

In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…

Status Report on Activities of the Systems Assessment Task Force, OECD-NEA Expert Group on Accident Tolerant Fuels for LWRs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bragg-Sitton, Shannon Michelle

The Organization for Economic Cooperation and Development /Nuclear Energy Agency (OECD/NEA) Nuclear Science Committee approved the formation of an Expert Group on Accident Tolerant Fuel (ATF) for LWRs (EGATFL) in 2014. Chaired by Kemal Pasamehmetoglu, INL Associate Laboratory Director for Nuclear Science and Technology, the mandate for the EGATFL defines work under three task forces: (1) Systems Assessment, (2) Cladding and Core Materials, and (3) Fuel Concepts. Scope for the Systems Assessment task force includes definition of evaluation metrics for ATF, technology readiness level definition, definition of illustrative scenarios for ATF evaluation, parametric studies, and selection of system codes. Themore » Cladding and Core Materials and Fuel Concepts task forces will identify gaps and needs for modeling and experimental demonstration; define key properties of interest; identify the data necessary to perform concept evaluation under normal conditions and illustrative scenarios; identify available infrastructure (internationally) to support experimental needs; and make recommendations on priorities. Where possible, considering proprietary and other export restrictions (e.g., International Traffic in Arms Regulations), the Expert Group will facilitate the sharing of data and lessons learned across the international group membership. The Systems Assessment Task Force is chaired by Shannon Bragg-Sitton (INL), while the Cladding Task Force will be chaired by a representative from France (Marie Moatti, Electricite de France [EdF]) and the Fuels Task Force will be chaired by a representative from Japan (Masaki Kurata, Japan Atomic Energy Agency [JAEA]). This report provides an overview of the Systems Assessment Task Force charter and status of work accomplishment.« less

Leadership for Student Learning: Restructuring School District Leadership. School Leadership for the 21st Century Initiative: A Report of the Task Force on School District Leadership.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This report displays the themes and concerns that worried a cross-section of carefully selected educators and leaders in government, business, and civic groups. While failing to agree completely on the nature of the problems or their solutions, Task Force members were in accord on two conclusions: that district leaders must focus on the goal of…

Developing a Community-Wide Initiative to Address Childhood Adversity and Toxic Stress: A Case Study of The Philadelphia ACE Task Force.

PubMed

Pachter, Lee M; Lieberman, Leslie; Bloom, Sandra L; Fein, Joel A

The Philadelphia ACE Task Force is a community based collaborative of health care providers, researchers, community-based organizations, funders, and public sector representatives. The mission of the task force is to provide a venue to address childhood adversity and its consequences in the Philadelphia metropolitan region. In this article we describe the origins and metamorphosis of the Philadelphia ACE Task Force, which initially was narrowly focused on screening for adverse childhood experiences (ACEs) in health care settings but expanded its focus to better represent a true community-based approach to sharing experiences with addressing childhood adversity in multiple sectors of the city and region. The task force has been successful in developing a research agenda and conducting research on ACEs in the urban context, and has identified foci of local activity in the areas of professional training and workforce development, community education, and local practical interventions around adversity, trauma, and resiliency. In this article we also address the lessons learned over the first 5 years of the task force's existence and offers recommendations for future efforts to build a local community-based ACEs collaborative. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Training haptic stiffness discrimination: time course of learning with or without visual information and knowledge of results.

PubMed

Teodorescu, Kinneret; Bouchigny, Sylvain; Korman, Maria

2013-08-01

In this study, we explored the time course of haptic stiffness discrimination learning and how it was affected by two experimental factors, the addition of visual information and/or knowledge of results (KR) during training. Stiffness perception may integrate both haptic and visual modalities. However, in many tasks, the visual field is typically occluded, forcing stiffness perception to be dependent exclusively on haptic information. No studies to date addressed the time course of haptic stiffness perceptual learning. Using a virtual environment (VE) haptic interface and a two-alternative forced-choice discrimination task, the haptic stiffness discrimination ability of 48 participants was tested across 2 days. Each day included two haptic test blocks separated by a training block Additional visual information and/or KR were manipulated between participants during training blocks. Practice repetitions alone induced significant improvement in haptic stiffness discrimination. Between days, accuracy was slightly improved, but decision time performance was deteriorated. The addition of visual information and/or KR had only temporary effects on decision time, without affecting the time course of haptic discrimination learning. Learning in haptic stiffness discrimination appears to evolve through at least two distinctive phases: A single training session resulted in both immediate and latent learning. This learning was not affected by the training manipulations inspected. Training skills in VE in spaced sessions can be beneficial for tasks in which haptic perception is critical, such as surgery procedures, when the visual field is occluded. However, training protocols for such tasks should account for low impact of multisensory information and KR.

Transfer of Dynamic Learning Across Postures

PubMed Central

Wolpert, Daniel M.

2009-01-01

When learning a difficult motor task, we often decompose the task so that the control of individual body segments is practiced in isolation. But on re-composition, the combined movements can result in novel and possibly complex internal forces between the body segments that were not experienced (or did not need to be compensated for) during isolated practice. Here we investigate whether dynamics learned in isolation by one part of the body can be used by other parts of the body to immediately predict and compensate for novel forces between body segments. Subjects reached to targets while holding the handle of a robotic, force-generating manipulandum. One group of subjects was initially exposed to the novel robot dynamics while seated and was then tested in a standing position. A second group was tested in the reverse order: standing then sitting. Both groups adapted their arm dynamics to the novel environment, and this movement learning transferred between seated and standing postures and vice versa. Both groups also generated anticipatory postural adjustments when standing and exposed to the force field for several trials. In the group that had learned the dynamics while seated, the appropriate postural adjustments were observed on the very first reach on standing. These results suggest that the CNS can immediately anticipate the effect of learned movement dynamics on a novel whole-body posture. The results support the existence of separate mappings for posture and movement, which encode similar dynamics but can be adapted independently. PMID:19710374

Free Energy Computations by Minimization of Kullback-Leibler Divergence: An Efficient Adaptive Biasing Potential Method for Sparse Representations

DTIC Science & Technology

2011-10-14

landscapes. It is motivated by statistical learning arguments and unifies the tasks of biasing the molecular dynamics to escape free energy wells and...statistical learning arguments and unifies the tasks of biasing the molecular dynamics to escape free energy wells and estimating the free energy...experimentally, to characterize global changes as well as investigate relative stabilities. In most applications, a brute- force computation based on

Lifelong Learning NCES Task Force: Final Report, Volume II. Working Paper Series.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

This document contains the eight appendixes from the National Center for Education Statistics's (NCES's) final report on lifelong learning in the United States. Appendix A discusses the considerations that entered into the formulation of the definition of lifelong learning adopted for the NCES study. Appendix B, "Literature Review on Lifelong…

Technology: Transforming Federal Training. Report to the President.

ERIC Educational Resources Information Center

President's Task Force on Federal Training Technology, Washington, DC.

The federal government's ability to provide the services and products that the American public expects depends on the talents and skills of the federal workforce. Therefore, federal employees must undertake retraining to learn new skills. Accelerating the use of learning technology will contribute to the learning process. A federal task force on…

Curriculum Recommendations of the AACP-PSSC Task Force on Caring for the Underserved

PubMed Central

Roche, Victoria F.; Assemi, Mitra; Conry, John M.; Shane-McWhorter, Laura; Sorensen, Todd D.

2008-01-01

A task force was convened by the American Association of Colleges of Pharmacy (AACP) and the Pharmaceutical Services Support Center (PSSC) and charged with the development of a curriculum framework to guide pharmacy programs in educating students on caring for the underserved. Utilizing a literature-based model, the task force constructed a framework that delineated evidence-based practice, clinical prevention and health promotion, health systems and policy, and community aspects of practice. Specific learning outcomes tailored to underserved populations were crafted and linked to resources readily available to the academy. The AACP-PSSC curriculum framework was shared with the academy in 2007. Schools and Colleges are urged to share experiences with implementation so that the impact of the tool can be evaluated. The task force recommends that the AACP Institutional Research Advisory Committee be involved in gathering assessment data. Implementation of the curriculum framework can help the academy fulfill the professional mandate to proactively provide the highest quality care to all, including underserved populations. PMID:18698398

Heritability of motor control and motor learning

PubMed Central

Missitzi, Julia; Gentner, Reinhard; Misitzi, Angelica; Geladas, Nickos; Politis, Panagiotis; Klissouras, Vassilis; Classen, Joseph

2013-01-01

Abstract The aim of this study was to elucidate the relative contribution of genes and environment on individual differences in motor control and acquisition of a force control task, in view of recent association studies showing that several candidate polymorphisms may have an effect on them. Forty‐four healthy female twins performed brisk isometric abductions with their right thumb. Force was recorded by a transducer and fed back to the subject on a computer screen. The task was to place the tracing of the peak force in a force window defined between 30% and 40% of the subject's maximum force, as determined beforehand. The initial level of proficiency was defined as the number of attempts reaching the force window criterion within the first 100 trials. The difference between the number of successful trials within the last and the first 100 trials was taken as a measure of motor learning. For motor control, defined by the initial level of proficiency, the intrapair differences in monozygotic (MZ) and dizygotic (DZ) twins were 6.8 ± 7.8 and 13.8 ± 8.4, and the intrapair correlations 0.77 and 0.39, respectively. Heritability was estimated at 0.68. Likewise for motor learning intrapair differences in the increment of the number of successful trials in MZ and DZ twins were 5.4 ± 5.2 and 12.8 ± 7, and the intrapair correlations 0.58 and 0.19. Heritability reached 0.70. The present findings suggest that heredity accounts for a major part of existing differences in motor control and motor learning, but uncertainty remains which gene polymorphisms may be responsible. PMID:24744865

Learning in Youth Organizing

ERIC Educational Resources Information Center

Kirshner, Ben

2014-01-01

This response identifies several strengths of the article, "Pushing the Boundaries: What Youth Organizers at Boston's Hyde Square Task Force Have to Teach Us about Civic Engagement" and draws connections to recent developments in sibling fields, including social and emotional learning and internet activism. These developments offer ideas…

Report on New Methods for Representing and Interacting with Qualitative Geographic Information, Stage 2: Task Group 3: Social-focused Use Case

DTIC Science & Technology

2014-06-30

lesson learned through exploring current data with the ForceNet tool is that the tool (as implemented thus far) is able to give analysts a big ...including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and...Twitter data and on the development and implementation of tools to support this task; these include a Group Builder, a Force-directed Graph tool, and a

Status Report on Activities of the Systems Assessment Task Force, OECD-NEA Expert Group on Accident Tolerant Fuels for LWRs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bragg-Sitton, Shannon Michelle

The Organization for Economic Cooperation and Development /Nuclear Energy Agency (OECD/NEA) Nuclear Science Committee approved the formation of an Expert Group on Accident Tolerant Fuel (ATF) for LWRs (EGATFL) in 2014. Chaired by Kemal Pasamehmetoglu, INL Associate Laboratory Director for Nuclear Science and Technology, the mandate for the EGATFL defines work under three task forces: (1) Systems Assessment, (2) Cladding and Core Materials, and (3) Fuel Concepts. Scope for the Systems Assessment task force (TF1) includes definition of evaluation metrics for ATF, technology readiness level definition, definition of illustrative scenarios for ATF evaluation, and identification of fuel performance and systemmore » codes applicable to ATF evaluation. The Cladding and Core Materials (TF2) and Fuel Concepts (TF3) task forces will identify gaps and needs for modeling and experimental demonstration; define key properties of interest; identify the data necessary to perform concept evaluation under normal conditions and illustrative scenarios; identify available infrastructure (internationally) to support experimental needs; and make recommendations on priorities. Where possible, considering proprietary and other export restrictions (e.g., International Traffic in Arms Regulations), the Expert Group will facilitate the sharing of data and lessons learned across the international group membership. The Systems Assessment task force is chaired by Shannon Bragg-Sitton (Idaho National Laboratory [INL], U.S.), the Cladding Task Force is chaired by Marie Moatti (Electricite de France [EdF], France), and the Fuels Task Force is chaired by a Masaki Kurata (Japan Atomic Energy Agency [JAEA], Japan). The original Expert Group mandate was established for June 2014 to June 2016. In April 2016 the Expert Group voted to extend the mandate one additional year to June 2017 in order to complete the task force deliverables; this request was subsequently approved by the Nuclear Science Committee. This report provides an update on the status Systems Assessment Task Force activities.« less

Region 9 Task Force on Learning Disabilities: Summary of Proceedings, March 24-25, 1976.

ERIC Educational Resources Information Center

Rosen, Karen; Minisi, Rena

Presented is the report of the Region 9 (Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Rhode Island, and Vermont) invitational caucus of the Council for Exceptional Children's Division on Children with Learning Disabilities which met in March of 1976. Focused on is the process for identifying children with learning disabilities…

Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action

ERIC Educational Resources Information Center

US Department of Education, 2012

2012-01-01

Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American…

Organic Learning: Mutual Enterprise and the Learning and Skills Agenda. Policy Discussion Paper.

ERIC Educational Resources Information Center

Yeo, Stephen

The term "cooperative and mutual enterprises" (CMEs) was developed in 1999 by a mutuality task force in Oxfordshire, England, as a modern way of reasserting the notion of the adult education movement as a cooperative movement for social (democratic) inclusion. CMEs recall the tradition of learning through clubs, unions, mechanics'…

Learning a stick-balancing task involves task-specific coupling between posture and hand displacements.

PubMed

Cluff, Tyler; Boulet, Jason; Balasubramaniam, Ramesh

2011-08-01

Theories of motor learning argue that the acquisition of novel motor skills requires a task-specific organization of sensory and motor subsystems. We examined task-specific coupling between motor subsystems as subjects learned a novel stick-balancing task. We focused on learning-induced changes in finger movements and body sway and investigated the effect of practice on their coupling. Eight subjects practiced balancing a cylindrical wooden stick for 30 min a day during a 20 day learning period. Finger movements and center of pressure trajectories were recorded in every fifth practice session (4 in total) using a ten camera VICON motion capture system interfaced with two force platforms. Motor learning was quantified using average balancing trial lengths, which increased with practice and confirmed that subjects learned the task. Nonlinear time series and phase space reconstruction methods were subsequently used to investigate changes in the spatiotemporal properties of finger movements, body sway and their progressive coupling. Systematic increases in subsystem coupling were observed despite reduced autocorrelation and differences in the temporal properties of center of pressure and finger trajectories. The average duration of these coupled trajectories increased systematically across the learning period. In short, the abrupt transition between coupled and decoupled subsystem dynamics suggested that stick balancing is regulated by a hierarchical control mechanism that switches from collective to independent control of the finger and center of pressure. In addition to traditional measures of motor performance, dynamical analyses revealed changes in motor subsystem organization that occurred when subjects learned a novel stick-balancing task.

Towards a theory of individual differences in statistical learning

PubMed Central

Bogaerts, Louisa; Christiansen, Morten H.; Frost, Ram

2017-01-01

In recent years, statistical learning (SL) research has seen a growing interest in tracking individual performance in SL tasks, mainly as a predictor of linguistic abilities. We review studies from this line of research and outline three presuppositions underlying the experimental approach they employ: (i) that SL is a unified theoretical construct; (ii) that current SL tasks are interchangeable, and equally valid for assessing SL ability; and (iii) that performance in the standard forced-choice test in the task is a good proxy of SL ability. We argue that these three critical presuppositions are subject to a number of theoretical and empirical issues. First, SL shows patterns of modality- and informational-specificity, suggesting that SL cannot be treated as a unified construct. Second, different SL tasks may tap into separate sub-components of SL that are not necessarily interchangeable. Third, the commonly used forced-choice tests in most SL tasks are subject to inherent limitations and confounds. As a first step, we offer a methodological approach that explicitly spells out a potential set of different SL dimensions, allowing for better transparency in choosing a specific SL task as a predictor of a given linguistic outcome. We then offer possible methodological solutions for better tracking and measuring SL ability. Taken together, these discussions provide a novel theoretical and methodological approach for assessing individual differences in SL, with clear testable predictions. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872377

Sound-symbolism boosts novel word learning.

PubMed

Lockwood, Gwilym; Dingemanse, Mark; Hagoort, Peter

2016-08-01

The existence of sound-symbolism (or a non-arbitrary link between form and meaning) is well-attested. However, sound-symbolism has mostly been investigated with nonwords in forced choice tasks, neither of which are representative of natural language. This study uses ideophones, which are naturally occurring sound-symbolic words that depict sensory information, to investigate how sensitive Dutch speakers are to sound-symbolism in Japanese in a learning task. Participants were taught 2 sets of Japanese ideophones; 1 set with the ideophones' real meanings in Dutch, the other set with their opposite meanings. In Experiment 1, participants learned the ideophones and their real meanings much better than the ideophones with their opposite meanings. Moreover, despite the learning rounds, participants were still able to guess the real meanings of the ideophones in a 2-alternative forced-choice test after they were informed of the manipulation. This shows that natural language sound-symbolism is robust beyond 2-alternative forced-choice paradigms and affects broader language processes such as word learning. In Experiment 2, participants learned regular Japanese adjectives with the same manipulation, and there was no difference between real and opposite conditions. This shows that natural language sound-symbolism is especially strong in ideophones, and that people learn words better when form and meaning match. The highlights of this study are as follows: (a) Dutch speakers learn real meanings of Japanese ideophones better than opposite meanings, (b) Dutch speakers accurately guess meanings of Japanese ideophones, (c) this sensitivity happens despite learning some opposite pairings, (d) no such learning effect exists for regular Japanese adjectives, and (e) this shows the importance of sound-symbolism in scaffolding language learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Report of the P.E.C.A. Task Force on Lifelong Learning.

ERIC Educational Resources Information Center

Hodgkinson, Barbara; And Others

Based on an investigation of the lifelong learning resources available outside of traditional postsecondary institutions in American society, this report provides an overview of available educational resources and suggests interorganizational linkages for reaching more people more effectively. The overview section describes the types of efforts of…

The role of the central histaminergic receptors in the exercise-induced improvements of the spatial learning and memory in rats.

PubMed

Taati, Majid; Moghaddasi, Mehrnoush; Esmaeili, Masoumeh; Pourkhodadad, Soheila; Nayebzadeh, Hassan

2014-10-31

While it is well known that exercise can improve cognitive performance, the underlying mechanisms are not fully understood. There is now evidence that histamine can modulate learning and memory in different types of behavioral tasks. The present study was designed to examine the possible role of central histamine H1 and H2 receptors in forced treadmill running-induced enhancement of learning and memory in rats. For this purpose the animals received intracerebroventricularly chlorpheniramine (H1 receptor blocker) and cimetidine (H2 receptor blocker) before each day of fifteen consecutive days of exercise. Then their learning and memory were tested on the water maze task using a four-trial-per-day for 4 consecutive days. A probe trial was performed after the last training day. Our data showed that cimetidine reversed the exercise-induced improvement in learning and memory in rats; however, this was not the case regarding chlorpheniramine. Our findings indicate that central histamine H2 receptors play an important role in mediating the beneficial effects of forced exercise on learning and memory. Copyright © 2014 Elsevier B.V. All rights reserved.

Changes in Muscle and Joint Coordination in Learning to Direct Forces

PubMed Central

Hasson, Christopher J.; Caldwell, Graham E.; van Emmerik, Richard E.A.

2008-01-01

While it has been suggested that biarticular muscles have a specialized role in directing external reaction forces, it is unclear how humans learn to coordinate mono- and bi-articular muscles to perform force-directing tasks. Subjects were asked to direct pedal forces in a specified target direction during one-legged cycling. We expected that with practice, performance improvement would be associated with specific changes in joint torque patterns and mono- and bi-articular muscular coordination. Nine male subjects practiced pedaling an ergometer with only their left leg, and were instructed to always direct their applied pedal force perpendicular to the crank arm (target direction) and to maintain a constant pedaling speed. After a single practice session, the mean error between the applied and target pedal force directions decreased significantly. This improved performance was accompanied by a significant decrease in the amount of ankle angular motion and a smaller increase in knee and hip angular motion. This coincided with a re-organization of lower extremity joint torques, with a decrease in ankle plantarflexor torque and an increase in knee and hip flexor torques. Changes were seen in both mono- and bi-articular muscle activity patterns. The monoarticular muscles exhibited greater alterations, and appeared to contribute to both mechanical work and force directing. With practice, a loosening of the coupling between biarticular thigh muscle activation and joint torque co-regulation was observed. The results demonstrated that subjects were able to learn a complex and dynamic force-directing task by changing the direction of their applied pedal forces through re-organization of joint torque patterns and mono- and bi-articular muscle coordination. PMID:18405988

Changes in muscle and joint coordination in learning to direct forces.

PubMed

Hasson, Christopher J; Caldwell, Graham E; van Emmerik, Richard E A

2008-08-01

While it has been suggested that bi-articular muscles have a specialized role in directing external reaction forces, it is unclear how humans learn to coordinate mono- and bi-articular muscles to perform force-directing tasks. Participants were asked to direct pedal forces in a specified target direction during one-legged cycling. We expected that with practice, performance improvement would be associated with specific changes in joint torque patterns and mono- and bi-articular muscular coordination. Nine male participants practiced pedaling an ergometer with only their left leg, and were instructed to always direct their applied pedal force perpendicular to the crank arm (target direction) and to maintain a constant pedaling speed. After a single practice session, the mean error between the applied and target pedal force directions decreased significantly. This improved performance was accompanied by a significant decrease in the amount of ankle angular motion and a smaller increase in knee and hip angular motion. This coincided with a re-organization of lower extremity joint torques, with a decrease in ankle plantarflexor torque and an increase in knee and hip flexor torques. Changes were seen in both mono- and bi-articular muscle activity patterns. The mono-articular muscles exhibited greater alterations, and appeared to contribute to both mechanical work and force-directing. With practice, a loosening of the coupling between bi-articular thigh muscle activation and joint torque co-regulation was observed. The results demonstrated that participants were able to learn a complex and dynamic force-directing task by changing the direction of their applied pedal forces through re-organization of joint torque patterns and mono- and bi-articular muscle coordination.

The Sensorimotor System Can Sculpt Behaviorally Relevant Representations for Motor Learning

PubMed Central

2016-01-01

Abstract The coordinate system in which humans learn novel motor skills is controversial. The representation of sensorimotor skills has been extensively studied by examining generalization after learning perturbations specifically designed to be ambiguous as to their coordinate system. Recent studies have found that learning is not represented in any simple coordinate system and can potentially be accounted for by a mixed representation. Here, instead of probing generalization, which has led to conflicting results, we examine whether novel dynamics can be learned when explicitly and unambiguously presented in particular coordinate systems. Subjects performed center–out reaches to targets in the presence of a force field, while varying the orientation of their hand (i.e., the wrist angle) across trials. Different groups of subjects experienced force fields that were explicitly presented either in Cartesian coordinates (field independent of hand orientation), in object coordinates (field rotated with hand orientation), or in anti-object coordinates (field rotated counter to hand orientation). Subjects learned to represent the dynamics when presented in either Cartesian or object coordinates, learning these as well as an ambiguous force field. However, learning was slower for the object-based dynamics and substantially impaired for the anti-object presentation. Our results show that the motor system is able to tune its representation to at least two natural coordinate systems but is impaired when the representation of the task does not correspond to a behaviorally relevant coordinate system. Our results show that the motor system can sculpt its representation through experience to match those of natural tasks. PMID:27588304

Improving training of laparoscopic tissue manipulation skills using various visual force feedback types.

PubMed

Smit, Daan; Spruit, Edward; Dankelman, Jenny; Tuijthof, Gabrielle; Hamming, Jaap; Horeman, Tim

2017-01-01

Visual force feedback allows trainees to learn laparoscopic tissue manipulation skills. The aim of this experimental study was to find the most efficient visual force feedback method to acquire these skills. Retention and transfer validity to an untrained task were assessed. Medical students without prior experience in laparoscopy were randomized in three groups: Constant Force Feedback (CFF) (N = 17), Bandwidth Force Feedback (BFF) (N = 16) and Fade-in Force Feedback (N = 18). All participants performed a pretest, training, post-test and follow-up test. The study involved two dissimilar tissue manipulation tasks, one for training and one to assess transferability. Participants performed six trials of the training task. A force platform was used to record several force parameters. A paired-sample t test showed overall lower force parameter outcomes in the post-test compared to the pretest (p < .001). A week later, the force parameter outcomes were still significantly lower than found in the pretest (p < .005). Participants also performed the transfer task in the post-test (p < .02) and follow-up (p < .05) test with lower force parameter outcomes compared to the pretest. A one-way MANOVA indicated that in the post-test the CFF group applied 50 % less Mean Absolute Nonzero Force (p = .005) than the BFF group. All visual force feedback methods showed to be effective in decreasing tissue manipulation force as no major differences were found between groups in the post and follow-up trials. The BFF method is preferred for it respects individual progress and minimizes distraction.

Strengthening malaria prevention and control: integrating West African militaries' malaria control efforts. The inaugural meeting of the West African Malaria Task Force, April 24-26, 2013, Accra, Ghana.

PubMed

McCollum, Jeffrey T; Hanna, Refaat; Halbach, Alaina C; Cummings, James F

2015-01-01

From April 24 to 26, 2013, the Armed Forces Health Surveillance Center and the U.S. Africa Command cosponsored the inaugural meeting of the West Africa Malaria Task Force in Accra, Ghana. The meeting's purpose was to identify common challenges, explore regional and transcontinental collaborations, and to share knowledge about best practices in the fight against malaria in West Africa. Military representatives from Benin, Burkina Faso, Ghana, Liberia, Niger, Nigeria, Senegal, and Togo participated in the Task Force; various U.S. Government agencies were also represented, including the Department of Defense, the Centers for Disease Control and Prevention, and the Agency for International Development. African nation participants presented brief overviews of their military's malaria prevention and control measures, surveillance programs, diagnostic capabilities, and treatment regimens emphasizing gaps within existing programs. Representatives from U.S. agencies discussed activities and capabilities relevant for the region, challenges and lessons learned regarding malaria, and highlighted opportunities for enhanced partnerships to counter malaria in West Africa. This article summarizes the major conclusions of the Task Force meeting, identifies relevant focus areas for future Task Force activities, and outlines opportunities for further inclusion of West African militaries to improve regional malaria surveillance and control efforts. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Restructuring Public Education: Building a Learning Community. The Report of the Education Task Force.

ERIC Educational Resources Information Center

Washington Education Association, Federal Way.

The American educational system faces a critical need for restructuring. Social lag problems created by the transformation from an industrial to an informational society have affected U.S. institutions, especially education. Educators and policymakers must respond to the new economic, demographic, organizational, and educational forces which have…

Cortical activity predicts good variation in human motor output.

PubMed

Babikian, Sarine; Kanso, Eva; Kutch, Jason J

2017-04-01

Human movement patterns have been shown to be particularly variable if many combinations of activity in different muscles all achieve the same task goal (i.e., are goal-equivalent). The nervous system appears to automatically vary its output among goal-equivalent combinations of muscle activity to minimize muscle fatigue or distribute tissue loading, but the neural mechanism of this "good" variation is unknown. Here we use a bimanual finger task, electroencephalography (EEG), and machine learning to determine if cortical signals can predict goal-equivalent variation in finger force output. 18 healthy participants applied left and right index finger forces to repeatedly perform a task that involved matching a total (sum of right and left) finger force. As in previous studies, we observed significantly more variability in goal-equivalent muscle activity across task repetitions compared to variability in muscle activity that would not achieve the goal: participants achieved the task in some repetitions with more right finger force and less left finger force (right > left) and in other repetitions with less right finger force and more left finger force (left > right). We found that EEG signals from the 500 milliseconds (ms) prior to each task repetition could make a significant prediction of which repetitions would have right > left and which would have left > right. We also found that cortical maps of sites contributing to the prediction contain both motor and pre-motor representation in the appropriate hemisphere. Thus, goal-equivalent variation in motor output may be implemented at a cortical level.

Sonification and haptic feedback in addition to visual feedback enhances complex motor task learning.

PubMed

Sigrist, Roland; Rauter, Georg; Marchal-Crespo, Laura; Riener, Robert; Wolf, Peter

2015-03-01

Concurrent augmented feedback has been shown to be less effective for learning simple motor tasks than for complex tasks. However, as mostly artificial tasks have been investigated, transfer of results to tasks in sports and rehabilitation remains unknown. Therefore, in this study, the effect of different concurrent feedback was evaluated in trunk-arm rowing. It was then investigated whether multimodal audiovisual and visuohaptic feedback are more effective for learning than visual feedback only. Naïve subjects (N = 24) trained in three groups on a highly realistic virtual reality-based rowing simulator. In the visual feedback group, the subject's oar was superimposed to the target oar, which continuously became more transparent when the deviation between the oars decreased. Moreover, a trace of the subject's trajectory emerged if deviations exceeded a threshold. The audiovisual feedback group trained with oar movement sonification in addition to visual feedback to facilitate learning of the velocity profile. In the visuohaptic group, the oar movement was inhibited by path deviation-dependent braking forces to enhance learning of spatial aspects. All groups significantly decreased the spatial error (tendency in visual group) and velocity error from baseline to the retention tests. Audiovisual feedback fostered learning of the velocity profile significantly more than visuohaptic feedback. The study revealed that well-designed concurrent feedback fosters complex task learning, especially if the advantages of different modalities are exploited. Further studies should analyze the impact of within-feedback design parameters and the transferability of the results to other tasks in sports and rehabilitation.

Can International Large-Scale Assessments Inform a Global Learning Goal? Insights from the Learning Metrics Task Force

ERIC Educational Resources Information Center

Winthrop, Rebecca; Simons, Kate Anderson

2013-01-01

In recent years, the global community has developed a range of initiatives to inform the post-2015 global development agenda. In the education community, International Large-Scale Assessments (ILSAs) have an important role to play in advancing a global shift in focus to access plus learning. However, there are a number of other assessment tools…

Learning Your Kids: An Action Research Approach to Home Visits and Teacher Practice

ERIC Educational Resources Information Center

Polson, Bilal

2013-01-01

Due to demographic shifts suburban schools are having difficulty meeting the needs of students of immigrant, poor and working class families. Schools are forced with the difficult task of closing learning gaps with students who may have difficult circumstances. Literature indicates fostering a healthy home/school connection by conducting…

Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

ERIC Educational Resources Information Center

Keegan, William

The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…

How Sociological Leaders Rank Learning Goals for Introductory Sociology

ERIC Educational Resources Information Center

Persell, Caroline Hodges

2010-01-01

In 2001, the American Sociological Association launched a task force to articulate learning goals for an introduction to sociology course and design an advanced high school sociology curriculum that could also be a model for introductory sociology courses in colleges and universities. This research note describes one of several efforts to validate…

Conference-EC-US Task Force Joint US-EU Workshop on Metabolomics and Environmental Biotechnology

DOE Office of Scientific and Technical Information (OSTI.GOV)

PI: Lily Y. Young

2009-06-04

Since 1990, the EC-US Task Force on Biotechnology Research has been coordinating transatlantic efforts to guide and exploit the ongoing revolution in biotechnology and the life sciences. The Task Force was established in June 1990 by the European Commission and the White House Office of Science and Technology Policy. The Task Force has acted as an effective forum for discussion, coordination, and development of new ideas for the last 18 years. Task Force members are European Commission and US Government science and technology administrators who meet annually to enhance communication across the Atlantic, and to encourage collaborative research. Through sponsoringmore » workshops, and other activities, the Task Force also brings together scientific leaders and early career researchers from both sides of the Atlantic to forecast research challenges and opportunities and to promote better links between researchers. Over the years, by keeping a focus on the future of science, the Task Force has played a key role in establishing a diverse range of emerging scientific fields, including biodiversity research, neuroinformatics, genomics, nanobiotechnology, neonatal immunology, transkingdom molecular biology, biologically-based fuels, and environmental biotechnology. The EC-US Task Force has sponsored a number of Working Groups on topics of mutual transatlantic interest. The idea to create a Working Group on Environmental Biotechnology research was discussed in the Task Force meeting of October 1993. The EC-US Working Group on Environmental Biotechnology set as its mission 'To train the next generation of leaders in environmental biotechnology in the United States and the European Union to work collaboratively across the Atlantic.' Since 1995, the Working Group supported three kinds of activities, all of which focus one early career scientists: (1) Workshops on the use of molecular methods and genomics in environmental biotechnology; (2) Short courses with theoretical, laboratory and field elements; and (3) Short term exchange fellowships. The short term exchange fellowships were created to enable young scientists to develop collaborations with colleagues across the Atlantic and to learn a new skill or expertise in the area of environmental biotechnology.« less

Forced and voluntary exercises equally improve spatial learning and memory and hippocampal BDNF levels.

PubMed

Alomari, Mahmoud A; Khabour, Omar F; Alzoubi, Karem H; Alzubi, Mohammad A

2013-06-15

Multiple evidence suggest the importance of exercise for cognitive and brain functions. Few studies however, compared the behavioral and neural adaptations to force versus voluntary exercise training. Therefore, spatial learning and memory formation and brain-derived neurotrophic factor (BDNF) were examined in Wister male rats after 6 weeks of either daily forced swimming, voluntary running exercises, or sedentary. Learning capabilities and short, 5-hour, and long term memories improved (p<0.05) similarly in the exercise groups, without changes (p>0.05) in the sedentary. Likewise, both exercises resulted in increased (p<0.05) hippocampal BDNF level. The results suggest that forced and voluntary exercises can similarly enhance cognitive- and brain-related tasks, seemingly vie the BDNF pathway. These data further confirm the health benefits of exercise and advocate both exercise modalities to enhance behavioral and neural functions. Copyright © 2013 Elsevier B.V. All rights reserved.

The impact of reward and punishment on skill learning depends on task demands

PubMed Central

Steel, Adam; Silson, Edward H.; Stagg, Charlotte J.; Baker, Chris I.

2016-01-01

Reward and punishment motivate behavior, but it is unclear exactly how they impact skill performance and whether the effect varies across skills. The present study investigated the effect of reward and punishment in both a sequencing skill and a motor skill context. Participants trained on either a sequencing skill (serial reaction time task) or a motor skill (force-tracking task). Skill knowledge was tested immediately after training, and again 1 hour, 24–48 hours, and 30 days after training. We found a dissociation of the effects of reward and punishment on the tasks, primarily reflecting the impact of punishment. While punishment improved serial reaction time task performance, it impaired force-tracking task performance. In contrast to prior literature, neither reward nor punishment benefitted memory retention, arguing against the common assumption that reward ubiquitously benefits skill retention. Collectively, these results suggest that punishment impacts skilled behavior more than reward in a complex, task dependent fashion. PMID:27786302

The impact of reward and punishment on skill learning depends on task demands.

PubMed

Steel, Adam; Silson, Edward H; Stagg, Charlotte J; Baker, Chris I

2016-10-27

Reward and punishment motivate behavior, but it is unclear exactly how they impact skill performance and whether the effect varies across skills. The present study investigated the effect of reward and punishment in both a sequencing skill and a motor skill context. Participants trained on either a sequencing skill (serial reaction time task) or a motor skill (force-tracking task). Skill knowledge was tested immediately after training, and again 1 hour, 24-48 hours, and 30 days after training. We found a dissociation of the effects of reward and punishment on the tasks, primarily reflecting the impact of punishment. While punishment improved serial reaction time task performance, it impaired force-tracking task performance. In contrast to prior literature, neither reward nor punishment benefitted memory retention, arguing against the common assumption that reward ubiquitously benefits skill retention. Collectively, these results suggest that punishment impacts skilled behavior more than reward in a complex, task dependent fashion.

Selective visual scaling of time-scale processes facilitates broadband learning of isometric force frequency tracking.

PubMed

King, Adam C; Newell, Karl M

2015-10-01

The experiment investigated the effect of selectively augmenting faster time scales of visual feedback information on the learning and transfer of continuous isometric force tracking tasks to test the generality of the self-organization of 1/f properties of force output. Three experimental groups tracked an irregular target pattern either under a standard fixed gain condition or with selectively enhancement in the visual feedback display of intermediate (4-8 Hz) or high (8-12 Hz) frequency components of the force output. All groups reduced tracking error over practice, with the error lowest in the intermediate scaling condition followed by the high scaling and fixed gain conditions, respectively. Selective visual scaling induced persistent changes across the frequency spectrum, with the strongest effect in the intermediate scaling condition and positive transfer to novel feedback displays. The findings reveal an interdependence of the timescales in the learning and transfer of isometric force output frequency structures consistent with 1/f process models of the time scales of motor output variability.

tDCS-induced alterations in GABA concentration within primary motor cortex predict motor learning and motor memory: a 7 T magnetic resonance spectroscopy study.

PubMed

Kim, Soyoung; Stephenson, Mary C; Morris, Peter G; Jackson, Stephen R

2014-10-01

Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation technique that alters cortical excitability in a polarity specific manner and has been shown to influence learning and memory. tDCS may have both on-line and after-effects on learning and memory, and the latter are thought to be based upon tDCS-induced alterations in neurochemistry and synaptic function. We used ultra-high-field (7 T) magnetic resonance spectroscopy (MRS), together with a robotic force adaptation and de-adaptation task, to investigate whether tDCS-induced alterations in GABA and Glutamate within motor cortex predict motor learning and memory. Note that adaptation to a robot-induced force field has long been considered to be a form of model-based learning that is closely associated with the computation and 'supervised' learning of internal 'forward' models within the cerebellum. Importantly, previous studies have shown that on-line tDCS to the cerebellum, but not to motor cortex, enhances model-based motor learning. Here we demonstrate that anodal tDCS delivered to the hand area of the left primary motor cortex induces a significant reduction in GABA concentration. This effect was specific to GABA, localised to the left motor cortex, and was polarity specific insofar as it was not observed following either cathodal or sham stimulation. Importantly, we show that the magnitude of tDCS-induced alterations in GABA concentration within motor cortex predicts individual differences in both motor learning and motor memory on the robotic force adaptation and de-adaptation task. Copyright © 2014. Published by Elsevier Inc.

Effects of Isometric Hand-Grip Muscle Contraction on Young Adults' Free Recall and Recognition Memory.

PubMed

Tomporowski, Phillip D; Albrecht, Chelesa; Pendleton, Daniel M

2017-03-01

The purpose of this study was to determine if physical arousal produced by isometric hand-dynamometer contraction performed during word-list learning affects young adults' free recall or recognition memory. Twenty-four young adults (12 female; M age  = 22 years) were presented with 4 20-item word lists. Moderate arousal was induced in 12 adults by an initial 30-s maximal hand-dynamometer squeeze with force productions of 50% maximum; low arousal was induced in 12 adults by an initial 1-s maximal dynamometer squeeze with force production of 10% maximum during learning. Memory performances following dual-task conditions experienced during the encoding, consolidation, and recall phases of learning were compared to a single-task control condition during which words were learned in the absence of isometric exercise. Planned contrasts revealed that arousal coinciding with word encoding led to significantly poorer immediate recall, F(1, 23) = 10.13, p < .05, [Formula: see text] = .31, delayed free recall, F(1, 23) = 15.81, p < .05, [Formula: see text] = .41, and recognition memory, F(1, 23) = 6.07, p < .05, [Formula: see text] = .21, compared with when there was no arousal. Neither arousal condition facilitated participants' memory performance. The reduction in long-term memory performance specific to the encoding phase of learning is explained in terms of the dual-task attentional demands placed on participants.

Generalization of Dynamics Learning Across Changes in Movement Amplitude

PubMed Central

Mattar, Andrew A. G.

2010-01-01

Studies on generalization show the nature of how learning is encoded in the brain. Previous studies have shown rather limited generalization of dynamics learning across changes in movement direction, a finding that is consistent with the idea that learning is primarily local. In contrast, studies show a broader pattern of generalization across changes in movement amplitude, suggesting a more general form of learning. To understand this difference, we performed an experiment in which subjects held a robotic manipulandum and made movements to targets along the body midline. Subjects were trained in a velocity-dependent force field while moving to a 15 cm target. After training, subjects were tested for generalization using movements to a 30 cm target. We used force channels in conjunction with movements to the 30 cm target to assess the extent of generalization. Force channels restricted lateral movements and allowed us to measure force production during generalization. We compared actual lateral forces to the forces expected if dynamics learning generalized fully. We found that, during the test for generalization, subjects produced reliably less force than expected. Force production was appropriate for the portion of the transfer movement in which velocities corresponded to those experienced with the 15 cm target. Subjects failed to produce the expected forces when velocities exceeded those experienced in the training task. This suggests that dynamics learning generalizes little beyond the range of one's experience. Consistent with this result, subjects who trained on the 30 cm target showed full generalization to the 15 cm target. We performed two additional experiments that show that interleaved trials to the 30 cm target during training on the 15 cm target can resolve the difference between the current results and those reported previously. PMID:20463200

The effectiveness of robotic training depends on motor task characteristics.

PubMed

Marchal-Crespo, Laura; Rappo, Nicole; Riener, Robert

2017-12-01

Previous research suggests that the effectiveness of robotic training depends on the motor task to be learned. However, it is still an open question which specific task's characteristics influence the efficacy of error-modulating training strategies. Motor tasks can be classified based on the time characteristics of the task, in particular the task's duration (discrete vs. continuous). Continuous tasks require movements without distinct beginning or end. Discrete tasks require fast movements that include well-defined postures at the beginning and the end. We developed two games, one that requires a continuous movement-a tracking task-and one that requires discrete movements-a fast reaching task. We conducted an experiment with thirty healthy subjects to evaluate the effectiveness of three error-modulating training strategies-no guidance, error amplification (i.e., repulsive forces proportional to errors) and haptic guidance-on self-reported motivation and learning of the continuous and discrete games. Training with error amplification resulted in better motor learning than haptic guidance, besides the fact that error amplification reduced subjects' interest/enjoyment and perceived competence during training. Only subjects trained with error amplification improved their performance after training the discrete game. In fact, subjects trained without guidance improved the performance in the continuous game significantly more than in the discrete game, probably because the continuous task required greater attentional levels. Error-amplifying training strategies have a great potential to provoke better motor learning in continuous and discrete tasks. However, their long-lasting negative effects on motivation might limit their applicability in intense neurorehabilitation programs.

Long-term effects of controllability or the lack of it on coping abilities and stress resilience in the rat.

PubMed

Lucas, Morgan; Ilin, Yana; Anunu, Rachel; Kehat, Orli; Xu, Lin; Desmedt, Aline; Richter-Levin, Gal

2014-09-01

Findings suggest that stress-induced impaired learning and coping abilities may be attributed more to the psychological nature of the stressor, rather than its physical properties. It has been proposed that establishing controllability over stressors can ameliorate some of its effects on cognition and behavior. Gaining controllability was suggested to be associated with the development of stress resilience. Based on repeated exposure to the two-way shuttle avoidance task, we previously developed and validated a behavioral task that leads to a strict dissociation between gaining controllability (to the level that the associated fear is significantly reduced) and a fearful state of uncontrollability. Employing this protocol, we investigated here the impact of gaining or failing to gain emotional controllability on indices of anxiety and depression and on subsequent abilities to cope with positively or negatively reinforcing learning experiences. In agreement with previous studies, rats exposed to the uncontrollable protocol demonstrated high concentration of sera corticosterone, increased immobility, reduced duration of struggling in the forced swim test and impaired ability to acquire subsequent learning tasks. Achieving emotional controllability resulted in resilience to stress as was indicated by longer duration of struggling in the forced swim test, and enhanced learning abilities. Our prolonged training protocol, with the demonstrated ability of rats to gain emotional controllability, is proposed as a useful tool to study the neurobiological mechanisms of stress resilience.

Implications of ICD-10 for Sarcopenia Clinical Practice and Clinical Trials: Report by the International Conference on Frailty and Sarcopenia Research Task Force.

PubMed

Vellas, B; Fielding, R A; Bens, C; Bernabei, R; Cawthon, P M; Cederholm, T; Cruz-Jentoft, A J; Del Signore, S; Donahue, S; Morley, J; Pahor, M; Reginster, J-Y; Rodriguez Mañas, L; Rolland, Y; Roubenoff, R; Sinclair, A; Cesari, M

2018-01-01

Establishment of an ICD-10-CM code for sarcopenia in 2016 was an important step towards reaching international consensus on the need for a nosological framework of age-related skeletal muscle decline. The International Conference on Frailty and Sarcopenia Research Task Force met in April 2017 to discuss the meaning, significance, and barriers to the implementation of the new code as well as strategies to accelerate development of new therapies. Analyses by the Sarcopenia Definitions and Outcomes Consortium are underway to develop quantitative definitions of sarcopenia. A consensus conference is planned to evaluate this analysis. The Task Force also discussed lessons learned from sarcopenia trials that could be applied to future trials, as well as lessons from the osteoporosis field, a clinical condition with many constructs similar to sarcopenia and for which ad hoc treatments have been developed and approved by regulatory agencies.

Report on the Task Force Meeting on Task Analysis and Role Definition. (Indiana State Univ., October 1967).

ERIC Educational Resources Information Center

Jordan, Daniel C.

If education is to keep up with social and technological change, teachers must be learning and developing at a rate similar to that of students, requiring the educational staff to render highly diverse and wide-ranging services. The basic strategy essential to such services is the development of differentiated staffing patterns which will allow…

The Absence of a Shape Bias in Children's Word Learning

ERIC Educational Resources Information Center

Cimpian, Andrei; Markman, Ellen M.

2005-01-01

There is debate about whether preschool-age children interpret words as referring to kinds or to classes defined by shape similarity. The authors argue that the shape bias reported in previous studies is a task-induced artifact rather than a genuine word-learning strategy. In particular, children were forced to extend an object's novel label to…

A Crucible Moment: College Learning and Democracy's Future. A National Call to Action

ERIC Educational Resources Information Center

Association of American Colleges and Universities (NJ1), 2012

2012-01-01

This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher…

Nailing Digital Jelly to a Virtual Tree: Tracking Emerging Technologies for Learning

ERIC Educational Resources Information Center

Serim, Ferdi; Schrock, Kathy

2008-01-01

Reliable information on emerging technologies for learning is as vital as it is difficult to come by. To meet this need, the International Society for Technology in Education organized the Emerging Technologies Task Force. Its goal is to create a database of contributions from educators highlighting their use of emerging technologies to support…

Strategies for Linking School Finance and Students' Opportunity To Learn.

ERIC Educational Resources Information Center

Brown, Patricia

This report answers questions that the Governors' Task Force on Education raised in their 1993 report "The Debate on Opportunity-to-Learn Standards." To assist states as they contemplate how to link school finance with the goals of education reform, the National Governors' Association invited six experts on various aspects of school finance and…

Learning about Practice from Practice: A Peer-Based Methodology

ERIC Educational Resources Information Center

Stanley, Tony

2014-01-01

A recommendation from the Social Work Task Force was that all employers of social workers should conduct a regular "health check" of the social work profession to learn from practice as part of a continuous cycle of improvement. This article documents how the London Borough of Tower Hamlets has gone about this. I describe the…

Report of the U.S. Department of Education Task Force on Learning and Electronic Technology.

ERIC Educational Resources Information Center

Office of Educational Research and Improvement (ED), Washington, DC.

Part of the Department of Education's planning and review process on the potential role and application of learning and electronic technologies in education, this report is based on a review of information from several sources, including reports, studies, survey data, and other literature on the availability and use of electronic technology in…

Tried and True: Tested Ideas for Teaching and Learning from the Regional Educational Laboratories.

ERIC Educational Resources Information Center

Levinson, Luna; Stonehill, Robert

This collection of 16 tested ideas for improving teaching and learning evolved from the work of the 1995 Proven Laboratory Practices Task Force charged with identifying and collecting the best and most useful work from the Regional Educational Laboratories. The Regional Educational Laboratory program is the largest research and development…

Under what conditions is recognition spared relative to recall after selective hippocampal damage in humans?

PubMed

Holdstock, J S; Mayes, A R; Roberts, N; Cezayirli, E; Isaac, C L; O'Reilly, R C; Norman, K A

2002-01-01

The claim that recognition memory is spared relative to recall after focal hippocampal damage has been disputed in the literature. We examined this claim by investigating object and object-location recall and recognition memory in a patient, YR, who has adult-onset selective hippocampal damage. Our aim was to identify the conditions under which recognition was spared relative to recall in this patient. She showed unimpaired forced-choice object recognition but clearly impaired recall, even when her control subjects found the object recognition task to be numerically harder than the object recall task. However, on two other recognition tests, YR's performance was not relatively spared. First, she was clearly impaired at an equivalently difficult yes/no object recognition task, but only when targets and foils were very similar. Second, YR was clearly impaired at forced-choice recognition of object-location associations. This impairment was also unrelated to difficulty because this task was no more difficult than the forced-choice object recognition task for control subjects. The clear impairment of yes/no, but not of forced-choice, object recognition after focal hippocampal damage, when targets and foils are very similar, is predicted by the neural network-based Complementary Learning Systems model of recognition. This model postulates that recognition is mediated by hippocampally dependent recollection and cortically dependent familiarity; thus hippocampal damage should not impair item familiarity. The model postulates that familiarity is ineffective when very similar targets and foils are shown one at a time and subjects have to identify which items are old (yes/no recognition). In contrast, familiarity is effective in discriminating which of similar targets and foils, seen together, is old (forced-choice recognition). Independent evidence from the remember/know procedure also indicates that YR's familiarity is normal. The Complementary Learning Systems model can also accommodate the clear impairment of forced-choice object-location recognition memory if it incorporates the view that the most complete convergence of spatial and object information, represented in different cortical regions, occurs in the hippocampus.

The performance of cleaner wrasse, Labroides dimidiatus, in a reversal learning task varies across experimental paradigms.

PubMed

Gingins, Simon; Marcadier, Fanny; Wismer, Sharon; Krattinger, Océane; Quattrini, Fausto; Bshary, Redouan; Binning, Sandra A

2018-01-01

Testing performance in controlled laboratory experiments is a powerful tool for understanding the extent and evolution of cognitive abilities in non-human animals. However, cognitive testing is prone to a number of potential biases, which, if unnoticed or unaccounted for, may affect the conclusions drawn. We examined whether slight modifications to the experimental procedure and apparatus used in a spatial task and reversal learning task affected performance outcomes in the bluestreak cleaner wrasse, Labroides dimidiatus (hereafter "cleaners"). Using two-alternative forced-choice tests, fish had to learn to associate a food reward with a side (left or right) in their holding aquarium. Individuals were tested in one of four experimental treatments that differed slightly in procedure and/or physical set-up. Cleaners from all four treatment groups were equally able to solve the initial spatial task. However, groups differed in their ability to solve the reversal learning task: no individuals solved the reversal task when tested in small tanks with a transparent partition separating the two options, whereas over 50% of individuals solved the task when performed in a larger tank, or with an opaque partition. These results clearly show that seemingly insignificant details to the experimental set-up matter when testing performance in a spatial task and might significantly influence the outcome of experiments. These results echo previous calls for researchers to exercise caution when designing methodologies for cognition tasks to avoid misinterpretations.

Effect of tonic pain on motor acquisition and retention while learning to reach in a force field.

PubMed

Lamothe, Mélanie; Roy, Jean-Sébastien; Bouffard, Jason; Gagné, Martin; Bouyer, Laurent J; Mercier, Catherine

2014-01-01

Most patients receiving intensive rehabilitation to improve their upper limb function experience pain. Despite this, the impact of pain on the ability to learn a specific motor task is still unknown. The aim of this study was to determine whether the presence of experimental tonic pain interferes with the acquisition and retention stages of motor learning associated with training in a reaching task. Twenty-nine healthy subjects were randomized to either a Control or Pain Group (receiving topical capsaicin cream on the upper arm during training on Day 1). On two consecutive days, subjects made ballistic movements towards two targets (NEAR/FAR) using a robotized exoskeleton. On Day 1, the task was performed without (baseline) and with a force field (adaptation). The adaptation task was repeated on Day 2. Task performance was assessed using index distance from the target at the end of the reaching movement. Motor planning was assessed using initial angle of deviation of index trajectory from a straight line to the target. Results show that tonic pain did not affect baseline reaching. Both groups improved task performance across time (p<0.001), but the Pain group showed a larger final error (under-compensation) than the Control group for the FAR target (p = 0.030) during both acquisition and retention. Moreover, a Group x Time interaction (p = 0.028) was observed on initial angle of deviation, suggesting that subjects with Pain made larger adjustments in the feedforward component of the movement over time. Interestingly, behaviour of the Pain group was very stable from the end of Day 1 (with pain) to the beginning of Day 2 (pain-free), indicating that the differences observed could not solely be explained by the impact of pain on immediate performance. This suggests that if people learn to move differently in the presence of pain, they might maintain this altered strategy over time.

Trial-by-trial adaptation of movements during mental practice under force field.

PubMed

Anwar, Muhammad Nabeel; Khan, Salman Hameed

2013-01-01

Human nervous system tries to minimize the effect of any external perturbing force by bringing modifications in the internal model. These modifications affect the subsequent motor commands generated by the nervous system. Adaptive compensation along with the appropriate modifications of internal model helps in reducing human movement errors. In the current study, we studied how motor imagery influences trial-to-trial learning in a robot-based adaptation task. Two groups of subjects performed reaching movements with or without motor imagery in a velocity-dependent force field. The results show that reaching movements performed with motor imagery have relatively a more focused generalization pattern and a higher learning rate in training direction.

Objective Assessment of Laparoscopic Force and Psychomotor Skills in a Novel Virtual Reality-Based Haptic Simulator.

PubMed

Prasad, M S Raghu; Manivannan, Muniyandi; Manoharan, Govindan; Chandramohan, S M

2016-01-01

Most of the commercially available virtual reality-based laparoscopic simulators do not effectively evaluate combined psychomotor and force-based laparoscopic skills. Consequently, the lack of training on these critical skills leads to intraoperative errors. To assess the effectiveness of the novel virtual reality-based simulator, this study analyzed the combined psychomotor (i.e., motion or movement) and force skills of residents and expert surgeons. The study also examined the effectiveness of real-time visual force feedback and tool motion during training. Bimanual fundamental (i.e., probing, pulling, sweeping, grasping, and twisting) and complex tasks (i.e., tissue dissection) were evaluated. In both tasks, visual feedback on applied force and tool motion were provided. The skills of the participants while performing the early tasks were assessed with and without visual feedback. Participants performed 5 repetitions of fundamental and complex tasks. Reaction force and instrument acceleration were used as metrics. Surgical Gastroenterology, Government Stanley Medical College and Hospital; Institute of Surgical Gastroenterology, Madras Medical College and Rajiv Gandhi Government General Hospital. Residents (N = 25; postgraduates and surgeons with <2 years of laparoscopic surgery) and expert surgeons (N = 25; surgeons with >4 and ≤10 years of laparoscopic surgery). Residents applied large forces compared with expert surgeons and performed abrupt tool movements (p < 0.001). However, visual + haptic feedback improved the performance of residents (p < 0.001). In complex tasks, visual + haptic feedback did not influence the applied force of expert surgeons, but influenced their tool motion (p < 0.001). Furthermore, in complex tissue sweeping task, expert surgeons applied more force, but were within the tissue damage limits. In both groups, exertion of large forces and abrupt tool motion were observed during grasping, probing or pulling, and tissue sweeping maneuvers (p < 0.001). Modern day curriculum-based training should evaluate the skills of residents with robust force and psychomotor-based exercises for proficient laparoscopy. Visual feedback on force and motion during training has the potential to enhance the learning curve of residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Safe school task force: University-community partnership to promote student development and a safer school environment.

PubMed

Adler, Corey; Chung-Do, Jane; Ongalibang, Ophelia

2008-01-01

The Asian/Pacific Islander Youth Violence Prevention Center (APIYVPC) focuses its youth violence prevention efforts on community mobilization by partnering with Kailua High School and other local community groups. This paper describes the development and activities of the Safe School Task Force (SSTF) and the lessons learned. In response to concerns of school, community members, and students, the SSTF was organized to promote student leadership in raising awareness about problems related to violence. Collaboration among the school, community, and the university places students in leadership roles to reduce school violence and enhances their self-efficacy to improve their school environment. To increase SSTF effectiveness, more attention must be paid to student recruitment, consistent community partnerships, and gaining teacher buy-in. This partnership may be useful in multicultural communities to provide students the opportunities to learn about violence prevention strategies, community mobilization, and leadership skills.

Task Analysis Schema Based on Cognitive Style and Supplantational Instructional Design with Application to an Air Force Training Course.

DTIC Science & Technology

1980-02-01

ADOAA82 342 OKLAHOMA UNIV NORMAN COLL OF EDUCATION F/B 5/9 TASK ANALYSIS SCHEMA BASED ON COGNITIVE STYLE AND SUPPLANFATION--ETC(U) FEB GO F B AUSBURN...separately- perceived fragments) 6. Tasks requiring use of a. Visual/haptic (pre- kinesthetic or tactile ference for kinesthetic stimuli stimuli; ability...to transform kinesthetic stimuli into visual images; ability to learn directly from tactile or kinesthet - ic impressions) b. Field independence/de

Decomposition-based transfer distance metric learning for image classification.

PubMed

Luo, Yong; Liu, Tongliang; Tao, Dacheng; Xu, Chao

2014-09-01

Distance metric learning (DML) is a critical factor for image analysis and pattern recognition. To learn a robust distance metric for a target task, we need abundant side information (i.e., the similarity/dissimilarity pairwise constraints over the labeled data), which is usually unavailable in practice due to the high labeling cost. This paper considers the transfer learning setting by exploiting the large quantity of side information from certain related, but different source tasks to help with target metric learning (with only a little side information). The state-of-the-art metric learning algorithms usually fail in this setting because the data distributions of the source task and target task are often quite different. We address this problem by assuming that the target distance metric lies in the space spanned by the eigenvectors of the source metrics (or other randomly generated bases). The target metric is represented as a combination of the base metrics, which are computed using the decomposed components of the source metrics (or simply a set of random bases); we call the proposed method, decomposition-based transfer DML (DTDML). In particular, DTDML learns a sparse combination of the base metrics to construct the target metric by forcing the target metric to be close to an integration of the source metrics. The main advantage of the proposed method compared with existing transfer metric learning approaches is that we directly learn the base metric coefficients instead of the target metric. To this end, far fewer variables need to be learned. We therefore obtain more reliable solutions given the limited side information and the optimization tends to be faster. Experiments on the popular handwritten image (digit, letter) classification and challenge natural image annotation tasks demonstrate the effectiveness of the proposed method.

The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

ERIC Educational Resources Information Center

Hummer, Jill Abraham

2014-01-01

In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

Social Studies in an Age of Reform: Symbolic and Substantive Change.

ERIC Educational Resources Information Center

Mehaffy, George L.

1992-01-01

Contends recent efforts in social studies reform have been mostly rhetorical and have not changed day-to-day work of teachers. Argues changes in teaching and learning may be real reform story of 1980s and 1990s. Describes work of the National Council for the Social Studies Task Force on Teaching and Learning and predicts it will have significant…

Towards a National Gang Strategy: A Meta-Policy Analysis of Leadership, Learning, and Organizational Change within the Law Enforcement Context

ERIC Educational Resources Information Center

Richards, Maurice V.

2010-01-01

This study examines the process of change within law enforcement, focusing on the leadership, learning, and organizational change required to reduce crime, violence, and social disruption caused by criminal street gangs. The study tests the viability, results, and implications of a new policing model, the trans-jurisdictional task force, through…

Learning optimal eye movements to unusual faces

PubMed Central

Peterson, Matthew F.; Eckstein, Miguel P.

2014-01-01

Eye movements, which guide the fovea’s high resolution and computational power to relevant areas of the visual scene, are integral to efficient, successful completion of many visual tasks. How humans modify their eye movements through experience with their perceptual environments, and its functional role in learning new tasks, has not been fully investigated. Here, we used a face identification task where only the mouth discriminated exemplars to assess if, how, and when eye movement modulation may mediate learning. By interleaving trials of unconstrained eye movements with trials of forced fixation, we attempted to separate the contributions of eye movements and covert mechanisms to performance improvements. Without instruction, a majority of observers substantially increased accuracy and learned to direct their initial eye movements towards the optimal fixation point. The proximity of an observer’s default face identification eye movement behavior to the new optimal fixation point and the observer’s peripheral processing ability were predictive of performance gains and eye movement learning. After practice in a subsequent condition in which observers were directed to fixate different locations along the face, including the relevant mouth region, all observers learned to make eye movements to the optimal fixation point. In this fully learned state, augmented fixation strategy accounted for 43% of total efficiency improvements while covert mechanisms accounted for the remaining 57%. The findings suggest a critical role for eye movement planning to perceptual learning, and elucidate factors that can predict when and how well an observer can learn a new task with unusual exemplars. PMID:24291712

Empirical Analysis of Human Capital, Learning Culture, and Knowledge Management as Antecedents to Organizational Performance: Theoretical and Practical Implications for Logistics Readiness Officer Force Development

DTIC Science & Technology

2014-03-27

Much of the DoD’s force shaping problems in the active duty military stem from the way in which it chose to absorb the force reductions at the end...indicated the need for more joint oriented education and training to help them in the performance of their primary duties. CLL 016 (Joint Logistics... CLL 054 (Joint Task Force Port Opening) and CLL 055 (Joint Deployment and Distribution Performance Metrics Framework) all received high potential

Effects of Instructor Attractiveness on Learning.

PubMed

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

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.

Telematic Infrastructures for Flexible and Distance Learning "Electronic Universities." A Report from DELTA Workshops on Telematic Networks for Distance Education and Training "Electronic Universities" and on Learning Technology (October 1990, November 1990).

ERIC Educational Resources Information Center

Moller, Morten, Ed.; Shaughnessy, Haydn, Ed.

This report is based on contributions to two workshops arranged jointly by Task Force Human Resources and the DELTA (Developing European Learning through Technological Advance) Unit. The purpose of collecting these papers was to provide an overview of the implications of the DELTA Exploratory Action outcomes for future research. After the preface…

Split-belt walking adaptation recalibrates sensorimotor estimates of leg speed but not position or force

PubMed Central

Vazquez, Alejandro; Statton, Matthew A.; Busgang, Stefanie A.

2015-01-01

Motor learning during reaching not only recalibrates movement but can also lead to small but consistent changes in the sense of arm position. Studies have suggested that this sensory effect may be the result of recalibration of a forward model that associates motor commands with their sensory consequences. Here we investigated whether similar perceptual changes occur in the lower limbs after learning a new walking pattern on a split-belt treadmill—a task that critically involves proprioception. Specifically, we studied how this motor learning task affects perception of leg speed during walking, perception of leg position during standing or walking, and perception of contact force during stepping. Our results show that split-belt adaptation leads to robust motor aftereffects and alters the perception of leg speed during walking. This is specific to the direction of walking that was trained during adaptation (i.e., backward or forward). The change in leg speed perception accounts for roughly half of the observed motor aftereffect. In contrast, split-belt adaptation does not alter the perception of leg position during standing or walking and does not change the perception of stepping force. Our results demonstrate that there is a recalibration of a sensory percept specific to the domain of the perturbation that was applied during walking (i.e., speed but not position or force). Furthermore, the motor and sensory consequences of locomotor adaptation may be linked, suggesting overlapping mechanisms driving changes in the motor and sensory domains. PMID:26424576

Statistical learning in reading: variability in irrelevant letters helps children learn phonics skills.

PubMed

Apfelbaum, Keith S; Hazeltine, Eliot; McMurray, Bob

2013-07-01

Early reading abilities are widely considered to derive in part from statistical learning of regularities between letters and sounds. Although there is substantial evidence from laboratory work to support this, how it occurs in the classroom setting has not been extensively explored; there are few investigations of how statistics among letters and sounds influence how children actually learn to read or what principles of statistical learning may improve learning. We examined 2 conflicting principles that may apply to learning grapheme-phoneme-correspondence (GPC) regularities for vowels: (a) variability in irrelevant units may help children derive invariant relationships and (b) similarity between words may force children to use a deeper analysis of lexical structure. We trained 224 first-grade students on a small set of GPC regularities for vowels, embedded in words with either high or low consonant similarity, and tested their generalization to novel tasks and words. Variability offered a consistent benefit over similarity for trained and new words in both trained and new tasks.

Medical students' reflective writing about a task-based learning experience on public health communication.

PubMed

Koh, Yang Huang; Wong, Mee Lian; Lee, Jeanette Jen-Mai

2014-02-01

Medical educators constantly face the challenge of preparing students for public health practice. This study aimed to analyze students' reflections to gain insight into their task-based experiences in the public health communication selective. We have also examined their self-reported learning outcomes and benefits with regard to application of public health communication. Each student wrote a semi-structured reflective journal about his or her experiences leading to the delivery of a public health talk by the group. Records from 41 students were content-analyzed for recurring themes and sub-themes. Students reported a wide range of personal and professional issues. Their writings were characterized by a deep sense of self-awareness and social relatedness such as increased self-worth, communications skills, and collaborative learning. The learning encounter challenged assumptions, and enhanced awareness of the complexity of behaviour change Students also wrote about learning being more enjoyable and how the selective had forced them to adopt a more thoughtful stance towards knowledge acquisition and assimilation. Task-based learning combined with a process for reflection holds promise as an educational strategy for teaching public health communication, and cultivating the habits of reflective practice.

Supervised learning of postural tasks in patients with poststroke hemiparesis, Parkinson's disease or cerebellar ataxia.

PubMed

Ioffe, M E; Ustinova, K I; Chernikova, L A; Kulikov, M A

2006-01-01

Supervised learning of different postural tasks in patients with lesions of the motor cortex or pyramidal system (poststroke hemiparesis: 20 patients), nigro-striatal system (Parkinson's disease: 33 patients) and cerebellum (spinocerebellar ataxia: 37 patients) was studied. A control group consisted of 13 healthy subjects. The subjects stood on a force platform and were trained to change the position of the center of pressure (CP) presented as a cursor on a monitor screen in front of the patient. Subjects were instructed to align the CP with the target and then move the target by shifting the CP in the indicated direction. Two different tasks were used. In "Balls", the target (a ball) position varied randomly, so the subject learned a general strategy of voluntary CP control. In "Bricks", the subject had to always move the target in a single direction (downward) from the top to the bottom of the screen, so that a precise postural coordination had to be learned. The training consisted of 10 sessions for each task. The number of correctly performed trials for a session (2 min for each task) was scored. The voluntary control of the CP position was initially impaired in all groups of patients in both tasks. In "Balls", there were no differences between the groups of the patients on the first day. The learning course was somewhat better in hemiparetic patients than in the other groups. In "Bricks", the initial deficit was greater in the groups of parkinsonian and cerebellar patients than in hemiparetic patients. However, learning was more efficient in parkinsonian than in hemiparetic and cerebellar patients. After 10 days of training, the hemiparetic and cerebellar patients completed the acquisition at a certain level whereas the parkinsonian patients showed the ability for further improvement. The results suggest that motor cortex, cerebellum, and basal ganglia are involved in voluntary control of posture and learning different postural tasks. However, these structures play different roles in postural control and learning: basal ganglia are mainly involved in learning a general strategy of CP control while the function of the motor cortex chiefly concerns learning a specific CP trajectory. The cerebellum is involved in both kinds of learning.

Technology Options for Multimedia in Distance Learning. A Report for the Commission of the European Communities--Task Force Human Resources, Education, Training, and Youth.

ERIC Educational Resources Information Center

Sherwood-Roberts, P.; Vervest, P.

This report focuses on interactive multimedia delivery platforms available for distance education. An introduction addresses the role of distance education and open learning in covering training needs and advantages of interactive multimedia in training. Chapter 2 proposes a multimedia skills evaluation framework and examines the elements of this…

The relationship between passibility, agency and social interaction and its relevance for research and pedagogy

NASA Astrophysics Data System (ADS)

Kirch, Susan A.; Ma, Jasmine Y.

2016-12-01

The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their teacher—to cantilever a pizza box over the edge of a student desk. Readers are given glimpses (through images and transcripts) of the inventive ways each group solved the cantilever problem. Sometimes the children disregarded the design constraints, but even after compliance they managed to successfully solve the problem. The point of the learning task was not clearly stated, but readers are told the unit focused on investigating forces, forces in equilibrium, and structures as well as different forces (push, pull, etc.), properties of materials, and the relations between weight and balance while building structures. Kim and Roth were specifically interested in using this session to investigate and resolve the problem of learning as described by socio-cultural theorists as, how does a learner orient toward a learning outcome when they cannot do that until they have learned it? To answer this question Kim and Roth argued that learners (in engineering design) learn when and because: (1) they are open to be affected by the responses of materials to student action (i.e. student and material agency and physical touch) (2) their bodies are endowed with the capacity to be affected (i.e. passibility), and (3) knowledge and understanding emerge as and in social relations first. In their analysis, Kim and Roth argued that knowledge and knowing-how depend on these three universal processes. The authors further theorized the concept of passibility. Included in their theory of passibility was the claim that passibility is necessary for agency. After reading this paper we found we had many questions about Kim and Roth's analysis, context, and assertions, but we decided to focus this forum response on the problem of the learner and the solutions posed by Kim and Roth as well as the proposed relationship between passibility and agency.

Intercultural Action Learning within a Business Context.

ERIC Educational Resources Information Center

Sand, Gregory A.

1996-01-01

Describes an intercultural program adapted to international marketing requirements by GLOBALTEAM, a marketing consultancy. GLOBALTEAM aims to increase sales by introducing corporate managers and workers to merchandising principles and standards. Training stresses goal setting, appropriate change atmosphere, task-force organization, operational…

Intelligent tutoring systems as tools for investigating individual differences in learning

NASA Technical Reports Server (NTRS)

Shute, Valerie J.

1987-01-01

The ultimate goal of this research is to build an improved model-based selection and classification system for the United States Air Force. Researchers are developing innovative approaches to ability testing. The Learning Abilities Measurement Program (LAMP) examines individual differences in learning abilities, seeking answers to the questions of why some people learn more and better than others and whether there are basic cognitive processes applicable across tasks and domains that are predictive of successful performance (or whether there are more complex problem solving behaviors involved).

The worker of the future. A system outlines the competencies its employees will need.

PubMed

Hill, K; Meyer, B

1998-01-01

In 1993, Sisters of Mercy Health System-St. Louis (SMHS), having asked itself what kind of employees it would need in the twenty-first century, established a Worker of the Future Task Force to develop tentative answers. The task force began by making projections concerning healthcare, studying the strategic plans of SMHS's members, and surveying its employees. It learned that the system should help workers see how change could benefit them. Next, the task force studied the cultural history of the Sisters of Mercy, developing from it Six Guiding Principles for the evaluation of employee performance. From these principles, the task force derived Twelve Competencies that SMHS will seek in future workers. In 1995 the system's education leaders, with the aid of an internal training organization, decided to develop 17 training modules based on these guiding principles and competencies. Since then, more than 85 SMHS employees have been trained to help coworkers develop customer service skills and other competencies. SMHS has also incorporated the competencies in its job descriptions and performance evaluations, added the Worker of the Future curriculum to its orientation program for new employees, and is currently developing Worker of the Future training sessions for human resources personnel who interview prospective employees.

Anticipatory planning and control of grasp positions and forces for dexterous two-digit manipulation.

PubMed

Fu, Qiushi; Zhang, Wei; Santello, Marco

2010-07-07

Dexterous object manipulation requires anticipatory control of digit positions and forces. Despite extensive studies on sensorimotor learning of digit forces, how humans learn to coordinate digit positions and forces has never been addressed. Furthermore, the functional role of anticipatory modulation of digit placement to object properties remains to be investigated. We addressed these questions by asking human subjects (12 females, 12 males) to grasp and lift an inverted T-shaped object using precision grip at constrained or self-chosen locations. The task requirement was to minimize object roll during lift. When digit position was not constrained, subjects could have implemented many equally valid digit position-force coordination patterns. However, choice of digit placement might also have resulted in large trial-to-trial variability of digit position, hence challenging the extent to which the CNS could have relied on sensorimotor memories for anticipatory control of digit forces. We hypothesized that subjects would modulate digit placement for optimal force distribution and digit forces as a function of variable digit positions. All subjects learned to minimize object roll within the first three trials, and the unconstrained device was associated with significantly smaller grip forces but larger variability of digit positions. Importantly, however, digit load force modulation compensated for position variability, thus ensuring consistent object roll minimization on each trial. This indicates that subjects learned object manipulation by integrating sensorimotor memories with sensory feedback about digit positions. These results are discussed in the context of motor equivalence and sensorimotor integration of grasp kinematics and kinetics.

Talent Retention of the Air Force Officer Corps A Leader’s Role

DTIC Science & Technology

2016-02-16

skills. Take for example child prodigy Wolfgang Mozart who learned to play the piano at age four, began composing music at five, and wrote his...Task Force J4 (Afghanistan), Desk Officer (Philippines) and Air Movements Officer (Afghanistan), Branch Chief, Executive Officer, Flight Commander...expand the ability of commanders to deliberately develop their most capable officers. Lastly, the service needs to focus promotion on capabilities of

Object properties and cognitive load in the formation of associative memory during precision lifting.

PubMed

Li, Yong; Randerath, Jennifer; Bauer, Hans; Marquardt, Christian; Goldenberg, Georg; Hermsdörfer, Joachim

2009-01-03

When we manipulate familiar objects in our daily life, our grip force anticipates the physical demands right from the moment of contact with the object, indicating the existence of a memory for relevant object properties. This study explores the formation and consolidation of the memory processes that associate either familiar (size) or arbitrary object features (color) with object weight. In the general task, participants repetitively lifted two differently weighted objects (580 and 280 g) in a pseudo-random order. Forty young healthy adults participated in this study and were randomly distributed into four groups: Color Cue Single task (CCS, blue and red, 9.8(3)cm(3)), Color Cue Dual task (CCD), No Cue (NC) and Size Cue (SC, 9.8(3) and 6(3)cm(3)) group. All groups performed a repetitive precision grasp-lift task and were retested with the same protocol after a 5-min pause. The CCD group was also required to simultaneously perform a memory task during each lift of differently weighted objects coded by color. The results show that groups lifting objects with arbitrary or familiar features successfully formed the association between object weight and manipulated object features and incorporated this into grip force programming, as observed in the different scaling of grip force and grip force rate for different object weights. An arbitrary feature, i.e., color, can be sufficiently associated with object weight, however with less strength than the familiar feature of size. The simultaneous memory task impaired anticipatory force scaling during repetitive object lifting but did not jeopardize the learning process and the consolidation of the associative memory.

It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

NASA Astrophysics Data System (ADS)

Rincke, Karsten

2011-01-01

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

Accessing FMS Functionality: The Impact of Design on Learning

NASA Technical Reports Server (NTRS)

Fennell, Karl; Sherry, Lance; Roberts, Ralph, Jr.

2004-01-01

In modern commercial and military aircraft, the Flight Management System (FMS) lies at the heart of the functionality of the airplane. The nature of the FMS has also caused great difficulties learning and accessing this functionality. This study examines actual Air Force pilots who were qualified on the newly introduced advanced FMS and shows that the design of the system itself is a primary source of difficulty learning the system. Twenty representative tasks were selected which the pilots could be expected to accomplish on an ' actual flight. These tasks were analyzed using the RAFIV stage model (Sherry, Polson, et al. 2002). This analysis demonstrates that a great burden is placed on remembering complex reformulation of the task to function mapping. 65% of the tasks required retaining one access steps in memory to accomplish the task, 20% required two memorized access steps, and 15% required zero memorized access steps. The probability that a participant would make an access error on the tasks was: two memorized access steps - 74%, one memorized access step - 13%, and zero memorized access steps - 6%. Other factors were analyzed as well, including experience with the system and frequency of use. This completed the picture of a system with many memorized steps causing difficulty with the new system, especially when trying to fine where to access the correct function.

Battlefield Realism: The Impact of Opposing Force (OPFOR) on Friendly Force Task Performance with Implications for the National Training Center. Volume 2. OPFOR Lessons Learned

DTIC Science & Technology

1981-02-01

eight years in the Army. I don’t think that any of us are getting the training that it takes to show us what we are going to be up against. I’n more sure...to its fullest extent may have been attributed to the lack of training on how to use and employ combat engineers. We just do not think about their use...training in this type of scenario, they would not have as much difficulty in coping with It. Learn to think , develop plans and organize. Ask the right

Vibration control of building structures using self-organizing and self-learning neural networks

NASA Astrophysics Data System (ADS)

Madan, Alok

2005-11-01

Past research in artificial intelligence establishes that artificial neural networks (ANN) are effective and efficient computational processors for performing a variety of tasks including pattern recognition, classification, associative recall, combinatorial problem solving, adaptive control, multi-sensor data fusion, noise filtering and data compression, modelling and forecasting. The paper presents a potentially feasible approach for training ANN in active control of earthquake-induced vibrations in building structures without the aid of teacher signals (i.e. target control forces). A counter-propagation neural network is trained to output the control forces that are required to reduce the structural vibrations in the absence of any feedback on the correctness of the output control forces (i.e. without any information on the errors in output activations of the network). The present study shows that, in principle, the counter-propagation network (CPN) can learn from the control environment to compute the required control forces without the supervision of a teacher (unsupervised learning). Simulated case studies are presented to demonstrate the feasibility of implementing the unsupervised learning approach in ANN for effective vibration control of structures under the influence of earthquake ground motions. The proposed learning methodology obviates the need for developing a mathematical model of structural dynamics or training a separate neural network to emulate the structural response for implementation in practice.

Using data from the Microsoft Kinect 2 to determine postural stability in healthy subjects: A feasibility trial

PubMed Central

Smeragliuolo, Anna H.; Long, John Davis; Bumanlag, Silverio Joseph; He, Victor; Lampe, Anna

2017-01-01

The objective of this study was to determine whether kinematic data collected by the Microsoft Kinect 2 (MK2) could be used to quantify postural stability in healthy subjects. Twelve subjects were recruited for the project, and were instructed to perform a sequence of simple postural stability tasks. The movement sequence was performed as subjects were seated on top of a force platform, and the MK2 was positioned in front of them. This sequence of tasks was performed by each subject under three different postural conditions: “both feet on the ground” (1), “One foot off the ground” (2), and “both feet off the ground” (3). We compared force platform and MK2 data to quantify the degree to which the MK2 was returning reliable data across subjects. We then applied a novel machine-learning paradigm to the MK2 data in order to determine the extent to which data from the MK2 could be used to reliably classify different postural conditions. Our initial comparison of force plate and MK2 data showed a strong agreement between the two devices, with strong Pearson correlations between the trunk centroids “Spine_Mid” (0.85 ± 0.06), “Neck” (0.86 ± 0.07) and “Head” (0.87 ± 0.07), and the center of pressure centroid inferred by the force platform. Mean accuracy for the machine learning classifier from MK2 was 97.0%, with a specific classification accuracy breakdown of 90.9%, 100%, and 100% for conditions 1 through 3, respectively. Mean accuracy for the machine learning classifier derived from the force platform data was lower at 84.4%. We conclude that data from the MK2 has sufficient information content to allow us to classify sequences of tasks being performed under different levels of postural stability. Future studies will focus on validating this protocol on large populations of individuals with actual balance impairments in order to create a toolkit that is clinically validated and available to the medical community. PMID:28196139

Using data from the Microsoft Kinect 2 to determine postural stability in healthy subjects: A feasibility trial.

PubMed

Dehbandi, Behdad; Barachant, Alexandre; Smeragliuolo, Anna H; Long, John Davis; Bumanlag, Silverio Joseph; He, Victor; Lampe, Anna; Putrino, David

2017-01-01

The objective of this study was to determine whether kinematic data collected by the Microsoft Kinect 2 (MK2) could be used to quantify postural stability in healthy subjects. Twelve subjects were recruited for the project, and were instructed to perform a sequence of simple postural stability tasks. The movement sequence was performed as subjects were seated on top of a force platform, and the MK2 was positioned in front of them. This sequence of tasks was performed by each subject under three different postural conditions: "both feet on the ground" (1), "One foot off the ground" (2), and "both feet off the ground" (3). We compared force platform and MK2 data to quantify the degree to which the MK2 was returning reliable data across subjects. We then applied a novel machine-learning paradigm to the MK2 data in order to determine the extent to which data from the MK2 could be used to reliably classify different postural conditions. Our initial comparison of force plate and MK2 data showed a strong agreement between the two devices, with strong Pearson correlations between the trunk centroids "Spine_Mid" (0.85 ± 0.06), "Neck" (0.86 ± 0.07) and "Head" (0.87 ± 0.07), and the center of pressure centroid inferred by the force platform. Mean accuracy for the machine learning classifier from MK2 was 97.0%, with a specific classification accuracy breakdown of 90.9%, 100%, and 100% for conditions 1 through 3, respectively. Mean accuracy for the machine learning classifier derived from the force platform data was lower at 84.4%. We conclude that data from the MK2 has sufficient information content to allow us to classify sequences of tasks being performed under different levels of postural stability. Future studies will focus on validating this protocol on large populations of individuals with actual balance impairments in order to create a toolkit that is clinically validated and available to the medical community.

Startle stimuli reduce the internal model control in discrete movements.

PubMed

Wright, Zachary A; Rogers, Mark W; MacKinnon, Colum D; Patton, James L

2009-01-01

A well known and major component of movement control is the feedforward component, also known as the internal model. This model predicts and compensates for expected forces seen during a movement, based on recent experience, so that a well-learned task such as reaching to a target can be executed in a smooth straight manner. It has recently been shown that the state of preparation of planned movements can be tested using a startling acoustic stimulus (SAS). SAS, presented 500, 250 or 0 ms before the expected "go" cue resulted in the early release of the movement trajectory associated with the after-effects of the force field training (i.e. the internal model). In a typical motor adaptation experiment with a robot-applied force field, we tested if a SAS stimulus influences the size of after-effects that are typically seen. We found that in all subjects the after-effect magnitudes were significantly reduced when movements were released by SAS, although this effect was not further modulated by the timing of SAS. Reduced after-effects reveal at least partial existence of learned preparatory control, and identify startle effects that could influence performance in tasks such as piloting, teleoperation, and sports.

Contributions of the cerebellum and the motor cortex to acquisition and retention of motor memories

PubMed Central

Herzfeld, David J.; Pastor, Damien; Haith, Adrian M.; Rossetti, Yves; Shadmehr, Reza; O’Shea, Jacinta

2014-01-01

We investigated the contributions of the cerebellum and the motor cortex (M1) to acquisition and retention of human motor memories in a force field reaching task. We found that anodal transcranial direct current stimulation (tDCS) of the cerebellum, a technique that is thought to increase neuronal excitability, increased the ability to learn from error and form an internal model of the field, while cathodal cerebellar stimulation reduced this error-dependent learning. In addition, cathodal cerebellar stimulation disrupted the ability to respond to error within a reaching movement, reducing the gain of the sensory-motor feedback loop. By contrast, anodal M1 stimulation had no significant effects on these variables. During sham stimulation, early in training the acquired motor memory exhibited rapid decay in error-clamp trials. With further training the rate of decay decreased, suggesting that with training the motor memory was transformed from a labile to a more stable state. Surprisingly, neither cerebellar nor M1 stimulation altered these decay patterns. Participants returned 24 hours later and were re-tested in error-clamp trials without stimulation. The cerebellar group that had learned the task with cathodal stimulation exhibited significantly impaired retention, and retention was not improved by M1 anodal stimulation. In summary, non-invasive cerebellar stimulation resulted in polarity-dependent up- or down-regulation of error-dependent motor learning. In addition, cathodal cerebellar stimulation during acquisition impaired the ability to retain the motor memory overnight. Thus, in the force field task we found a critical role for the cerebellum in both formation of motor memory and its retention. PMID:24816533

A Move from Effective to Quality.

ERIC Educational Resources Information Center

Duden, Nancy

1993-01-01

For past three years, Tallahassee, Florida, elementary school has changed from good effective school to quality learning organization. Inspired by Deming's principles, the school's broad-based task force developed a culture suitable for continuous quality improvement. Newly established core values included the importance of individuals, teachers…

Alcohol and Memory: Storage and State Dependency

ERIC Educational Resources Information Center

Parker, Elizabeth S.; And Others

1976-01-01

Effects of acute alcohol intoxication on the storage phase of memory were evaluated with two tasks that minimized response retrieval: unpaced paired-associate learning with highly available responses and forced-choice picture recognition. It was concluded that storage processes are sensitive to disruption by alcohol. (CHK)

From Beirut to Khobar Towers: Improving the Combating Terrorism Program

DTIC Science & Technology

1998-04-01

of Defense’s Force Protection problems ? Hadn’t we learned our “lessons” following the catastrophic loss of 241 Marines in the 1983 Beirut bombing...and formulated 79 recommendations to improve DOD efforts to combat terrorism. In response to the Task Force’s report, US Air Force leadership directed...Prince Sultan Air Base, Saudi Arabia, would resolve several security vulnerabilities, but this action would create additional problems because US assets

Kinematic and neurophysiological consequences of an assisted-force-feedback brain-machine interface training: a case study.

PubMed

Silvoni, Stefano; Cavinato, Marianna; Volpato, Chiara; Cisotto, Giulia; Genna, Clara; Agostini, Michela; Turolla, Andrea; Ramos-Murguialday, Ander; Piccione, Francesco

2013-01-01

In a proof-of-principle prototypical demonstration we describe a new type of brain-machine interface (BMI) paradigm for upper limb motor-training. The proposed technique allows a fast contingent and proportionally modulated stimulation of afferent proprioceptive and motor output neural pathways using operant learning. Continuous and immediate assisted-feedback of force proportional to rolandic rhythm oscillations during actual movements was employed and illustrated with a single case experiment. One hemiplegic patient was trained for 2 weeks coupling somatosensory brain oscillations with force-field control during a robot-mediated center-out motor-task whose execution approaches movements of everyday life. The robot facilitated actual movements adding a modulated force directed to the target, thus providing a non-delayed proprioceptive feedback. Neuro-electric, kinematic, and motor-behavioral measures were recorded in pre- and post-assessments without force assistance. Patient's healthy arm was used as control since neither a placebo control was possible nor other control conditions. We observed a generalized and significant kinematic improvement in the affected arm and a spatial accuracy improvement in both arms, together with an increase and focalization of the somatosensory rhythm changes used to provide assisted-force-feedback. The interpretation of the neurophysiological and kinematic evidences reported here is strictly related to the repetition of the motor-task and the presence of the assisted-force-feedback. Results are described as systematic observations only, without firm conclusions about the effectiveness of the methodology. In this prototypical view, the design of appropriate control conditions is discussed. This study presents a novel operant-learning-based BMI-application for motor-training coupling brain oscillations and force feedback during an actual movement.

Sensorimotor memory of object weight distribution during multidigit grasp.

PubMed

Albert, Frederic; Santello, Marco; Gordon, Andrew M

2009-10-09

We studied the ability to transfer three-digit force sharing patterns learned through consecutive lifts of an object with an asymmetric center of mass (CM). After several object lifts, we asked subjects to rotate and translate the object to the contralateral hand and perform one additional lift. This task was performed under two weight conditions (550 and 950 g) to determine the extent to which subjects would be able to transfer weight and CM information. Learning transfer was quantified by measuring the extent to which force sharing patterns and peak object roll on the first post-translation trial resembled those measured on the pre-translation trial with the same CM. We found that the overall gain of fingertip forces was transferred following object rotation, but that the scaling of individual digit forces was specific to the learned digit-object configuration, and thus was not transferred following rotation. As a result, on the first post-translation trial there was a significantly larger object roll following object lift-off than on the pre-translation trial. This suggests that sensorimotor memories for weight, requiring scaling of fingertip force gain, may differ from memories for mass distribution.

Multiple systems for motor skill learning.

PubMed

Clark, Dav; Ivry, Richard B

2010-07-01

Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur during the course of motor learning. One important theme is that distinct mechanisms vary in their information processing costs during learning and performance. Fast learning processes may require few trials to produce large changes in performance but impose demands on cognitive resources. Slower processes are limited in their ability to integrate complex information but minimally demanding in terms of attention or processing resources. The representations derived from fast systems may be accessible to conscious processing and provide a relatively greater measure of flexibility, while the representations derived from slower systems are more inflexible and automatic in their behavior. In exploring these issues, we focus on how multiple neural systems may interact and compete during the acquisition and consolidation of new behaviors. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology > Motor Skill and Performance. Copyright © 2010 John Wiley & Sons, Ltd.

Structured box training improves stability of retraction while multitasking in colorectal surgery simulation.

PubMed

Kobiela, Jarek; Spychalski, Piotr; Łaski, Dariusz; Błażyńska-Spychalska, Agata; Łachiński, Andrzej J; Śledziński, Zbigniew; Hull, Tracy

2018-09-01

Laparoscopic colorectal surgery has an established role. The ability to multitask (use a retraction tool with one hand and navigate a laparoscopic camera with the other) is desired for efficient laparoscopic surgery. Surgical trainees must learn this skill to perform advanced laparoscopic tasks. The aim was to determine whether a box-training protocol improves the stability of retraction while multitasking in colorectal surgery simulation. Fifty-eight medical students were recruited to attend a basic laparoscopic box-training course. Ability to perform steady retraction with and without multitasking was measured initially and at the conclusion of the course. Before training, students demonstrated a decrease in performance while multitasking with a greater maximal exerted force, a greater range of force, and a greater standard deviation for traction and minimal exerted force, range of force and a greater standard deviation for countertraction. Statistically significant improvement (lower maximal exerted force and lower range of force) was observed for traction while multitasking after training. After the training, no statistically significant differences were found when the student performed a single task versus multitasking, both for traction and countertraction. A structured box-training curriculum improved the stability of retraction while multitasking in this colorectal surgery simulation. Although it did not improve stability of retraction as a single task, it did improve stability of retraction while multitasking. After training, this enables the trainee to retract as efficiently while operating the camera as they retract when only focusing on retraction as a single task. Copyright © 2018 Elsevier Inc. All rights reserved.

Brain lateralisation and motor learning: selective effects of dominant and non-dominant hand practice on the early acquisition of throwing skills.

PubMed

Stöckel, Tino; Weigelt, Matthias

2012-01-01

Findings from neurosciences indicate that the two brain hemispheres are specialised for the processing of distinct movement features. How this knowledge can be useful in motor learning remains unclear. Two experiments were conducted to investigate the influence of initial practice with the dominant vs non-dominant hand on the acquisition of novel throwing skills. Within a transfer design two groups practised a novel motor task with the same amount of practice on each hand, but in opposite hand-order. In Experiment 1, participants acquired the position throw in basketball, which places high demands on throwing accuracy. Participants practising this task with their non-dominant hand first, before changing to the dominant hand, showed better skill acquisition than participants practising in opposite order. In Experiment 2 participants learned the overarm throw in team handball, which requires great throwing strength. Participants initially practising with their dominant hand benefited more from practice than participants beginning with their non-dominant hand. These results indicate that spatial accuracy tasks are learned better after initial practice with the non-dominant hand, whereas initial practice with the dominant hand is more efficient for maximum force production tasks. The effects are discussed in terms of brain lateralisation and bilateral practice schedules.

Home Management and Human Service Competencies.

ERIC Educational Resources Information Center

Regional Learning Service of Central New York, Syracuse.

Faculty representatives from five postsecondary institutions having human service/human ecology programs and two members of the Regional Learning Service staff comprised a task force whose objectives were to identify competencies acquired through home management which relate to undergraduate course objectives, to recommend ways to assess these,…

Creating a Role for Embedded Librarians Within an Active Learning Environment.

PubMed

Hackman, Dawn E; Francis, Marcia J; Johnson, Erika; Nickum, Annie; Thormodson, Kelly

2017-01-01

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.

Skill Development in the Psychology Major: What Do Undergraduate Students Expect?

ERIC Educational Resources Information Center

Gaither, George A.; Butler, Darrell L.

2005-01-01

The present study examined undergraduate students' expectations for how well psychology majors develop 60 skills corresponding to five of the American Psychological Association's Task Force on Undergraduate Psychology Major Competencies (APA, 2002) suggested learning goals. This study also examined where students expect psychology majors to get…

The Unfinished Business of Learning.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Adult/Community Education.

A Florida task force investigated the educational levels of the state's elderly population. Data collection included the construction of statistical summaries, examination of existing documents (including a prior study of education and the elderly), and a review of the literature on aging. The following information was gained from the study: a…

Language Matters

ERIC Educational Resources Information Center

Silverberg, Ruth P.; Kottkamp, Robert B.

2006-01-01

In 1993, a Special Interest Group, "Teaching in Educational Administration" (TEA/SIG), was born at the annual meeting of the American Educational Research Association as a result of work of the Division A (Administration) Task Force on Teaching and Learning in Educational Administration and the particular efforts of Jane Lindle and Paul Bredeson.…

Sound-Symbolism Boosts Novel Word Learning

ERIC Educational Resources Information Center

Lockwood, Gwilym; Dingemanse, Mark; Hagoort, Peter

2016-01-01

The existence of sound-symbolism (or a non-arbitrary link between form and meaning) is well-attested. However, sound-symbolism has mostly been investigated with nonwords in forced choice tasks, neither of which are representative of natural language. This study uses ideophones, which are naturally occurring sound-symbolic words that depict sensory…

COEO Submission to the Education Equality Task Force.

ERIC Educational Resources Information Center

Whitcombe, Mark; Gyemi-Schulze, Mary

2002-01-01

Ontario centralized education funding and stripped school boards of the ability to respond to local needs through local taxation. As a result, locally popular outdoor education programs are being cut. Those responsible for educational financing must recognize that much learning happens best through direct experience beyond the classroom and must…

Massachusetts One-Stop Career Centers: Job Placement for Disadvantaged Students

ERIC Educational Resources Information Center

Matrundola, Lisa A.

2010-01-01

This study investigated the services provided to students' participating in career preparation programs (e.g., career counseling, mentoring, apprenticeships, work-based learning, or GED programs) provided by the Massachusetts One-Stop Career Centers. A study conducted by the President's Task Force for Disadvantaged Students (2003) found that…

Social Experiments

ERIC Educational Resources Information Center

Slover-Linett, Cheryl; Stoner, Michael

2010-01-01

Earlier this year, CASE formed a social media task force to explore what educational institutions are trying to achieve with social media presence and learn about social media engagements at member institutions. CASE, in partnership with mStoner and Slover Linett Strategies, in June launched a benchmarking survey on social media in advancement by…

Achieving Competency in Electroconvulsive Therapy: A Model Curriculum

ERIC Educational Resources Information Center

Dolenc, Tamara J.; Philbrick, Kemuel L.

2007-01-01

Objective: This article illustrates a model electroconvulsive therapy (ECT) curriculum with specific parameters of both practice-based learning and medical knowledge. Method: The authors review the recommendations of the APA Task Force on ECT as they relate to training in ECT in psychiatry residency programs, and discuss diverse educational…

Robot assistance of motor learning: A neuro-cognitive perspective.

PubMed

Heuer, Herbert; Lüttgen, Jenna

2015-09-01

The last several years have seen a number of approaches to robot assistance of motor learning. Experimental studies have produced a range of findings from beneficial effects through null-effects to detrimental effects of robot assistance. In this review we seek an answer to the question under which conditions which outcomes should be expected. For this purpose we derive tentative predictions based on a classification of learning tasks in terms of the products of learning, the mechanisms involved, and the modulation of these mechanisms by robot assistance. Consistent with these predictions, the learning of dynamic features of trajectories is facilitated and the learning of kinematic and dynamic transformations is impeded by robotic guidance, whereas the learning of dynamic transformations can profit from robot assistance with error-amplifying forces. Deviating from the predictions, learning of spatial features of trajectories is impeded by haptic guidance, but can be facilitated by divergent force fields. The deviations point to the existence of additional effects of robot assistance beyond the modulation of learning mechanisms, e.g., the induction of a passive role of the motor system during practice with haptic guidance. Copyright © 2015 Elsevier Ltd. All rights reserved.

Lessons learned in developing community mental health care in Latin American and Caribbean countries

PubMed Central

RAZZOUK, DENISE; GREGÓRIO, GUILHERME; ANTUNES, RENATO; MARI, JAIR DE JESUS

2012-01-01

This paper summarizes the findings for the Latin American and Caribbean countries of the WPA Task Force on Steps, Obstacles and Mistakes to Avoid in the Implementation of Community Mental Health Care. It presents an overview of the provision of mental health services in the region; describes key experiences in Argentina, Belize, Brazil, Chile, Cuba, Jamaica and Mexico; and discusses the lessons learned in developing community mental health care. PMID:23024680

Perceptual learning through optimization of attentional weighting: human versus optimal Bayesian learner

NASA Technical Reports Server (NTRS)

Eckstein, Miguel P.; Abbey, Craig K.; Pham, Binh T.; Shimozaki, Steven S.

2004-01-01

Human performance in visual detection, discrimination, identification, and search tasks typically improves with practice. Psychophysical studies suggest that perceptual learning is mediated by an enhancement in the coding of the signal, and physiological studies suggest that it might be related to the plasticity in the weighting or selection of sensory units coding task relevant information (learning through attention optimization). We propose an experimental paradigm (optimal perceptual learning paradigm) to systematically study the dynamics of perceptual learning in humans by allowing comparisons to that of an optimal Bayesian algorithm and a number of suboptimal learning models. We measured improvement in human localization (eight-alternative forced-choice with feedback) performance of a target randomly sampled from four elongated Gaussian targets with different orientations and polarities and kept as a target for a block of four trials. The results suggest that the human perceptual learning can occur within a lapse of four trials (<1 min) but that human learning is slower and incomplete with respect to the optimal algorithm (23.3% reduction in human efficiency from the 1st-to-4th learning trials). The greatest improvement in human performance, occurring from the 1st-to-2nd learning trial, was also present in the optimal observer, and, thus reflects a property inherent to the visual task and not a property particular to the human perceptual learning mechanism. One notable source of human inefficiency is that, unlike the ideal observer, human learning relies more heavily on previous decisions than on the provided feedback, resulting in no human learning on trials following a previous incorrect localization decision. Finally, the proposed theory and paradigm provide a flexible framework for future studies to evaluate the optimality of human learning of other visual cues and/or sensory modalities.

Evidence that primary visual cortex is required for image, orientation, and motion discrimination by rats.

PubMed

Petruno, Sarah K; Clark, Robert E; Reinagel, Pamela

2013-01-01

The pigmented Long-Evans rat has proven to be an excellent subject for studying visually guided behavior including quantitative visual psychophysics. This observation, together with its experimental accessibility and its close homology to the mouse, has made it an attractive model system in which to dissect the thalamic and cortical circuits underlying visual perception. Given that visually guided behavior in the absence of primary visual cortex has been described in the literature, however, it is an empirical question whether specific visual behaviors will depend on primary visual cortex in the rat. Here we tested the effects of cortical lesions on performance of two-alternative forced-choice visual discriminations by Long-Evans rats. We present data from one highly informative subject that learned several visual tasks and then received a bilateral lesion ablating >90% of primary visual cortex. After the lesion, this subject had a profound and persistent deficit in complex image discrimination, orientation discrimination, and full-field optic flow motion discrimination, compared with both pre-lesion performance and sham-lesion controls. Performance was intact, however, on another visual two-alternative forced-choice task that required approaching a salient visual target. A second highly informative subject learned several visual tasks prior to receiving a lesion ablating >90% of medial extrastriate cortex. This subject showed no impairment on any of the four task categories. Taken together, our data provide evidence that these image, orientation, and motion discrimination tasks require primary visual cortex in the Long-Evans rat, whereas approaching a salient visual target does not.

Generalization in Adaptation to Stable and Unstable Dynamics

PubMed Central

Kadiallah, Abdelhamid; Franklin, David W.; Burdet, Etienne

2012-01-01

Humans skillfully manipulate objects and tools despite the inherent instability. In order to succeed at these tasks, the sensorimotor control system must build an internal representation of both the force and mechanical impedance. As it is not practical to either learn or store motor commands for every possible future action, the sensorimotor control system generalizes a control strategy for a range of movements based on learning performed over a set of movements. Here, we introduce a computational model for this learning and generalization, which specifies how to learn feedforward muscle activity in a function of the state space. Specifically, by incorporating co-activation as a function of error into the feedback command, we are able to derive an algorithm from a gradient descent minimization of motion error and effort, subject to maintaining a stability margin. This algorithm can be used to learn to coordinate any of a variety of motor primitives such as force fields, muscle synergies, physical models or artificial neural networks. This model for human learning and generalization is able to adapt to both stable and unstable dynamics, and provides a controller for generating efficient adaptive motor behavior in robots. Simulation results exhibit predictions consistent with all experiments on learning of novel dynamics requiring adaptation of force and impedance, and enable us to re-examine some of the previous interpretations of experiments on generalization. PMID:23056191

Intermanual transfer characteristics of dynamic learning: direction, coordinate frame, and consolidation of interlimb generalization

PubMed Central

Thürer, Benjamin; Focke, Anne; Stein, Thorsten

2015-01-01

Intermanual transfer, i.e., generalization of motor learning across hands, is a well-accepted phenomenon of motor learning. Yet, there are open questions regarding the characteristics of this transfer, particularly the intermanual transfer of dynamic learning. In this study, we investigated intermanual transfer in a force field adaptation task concerning the direction and the coordinate frame of transfer as well as the influence of a 24-h consolidation period on the transfer. We tested 48 healthy human subjects for transfer from dominant to nondominant hand, and vice versa. We considered two features of transfer. First, we examined transfer to the untrained hand using force channel trials that suppress error feedback and learning mechanisms to assess intermanual transfer in the form of a practice-dependent bias. Second, we considered transfer by exposing the subjects to the force field with the untrained hand to check for faster learning of the dynamics (interlimb savings). Half of the subjects were tested for transfer immediately after adaptation, whereas the other half were tested after a 24-h consolidation period. Our results showed intermanual transfer both from dominant to nondominant hand and vice versa in extrinsic coordinates. After the consolidation period, transfer effects were weakened. Moreover, the transfer effects were negligible compared with the subjects' ability to rapidly adapt to the force field condition. We conclude that intermanual transfer is a bidirectional phenomenon that vanishes with time. However, the ability to transfer motor learning seems to play a minor role compared with the rapid adaptation processes. PMID:26424581

Win, Learn, Focus, Adapt, Win Again: The Scrimmage Should be as Hard as the Game

DTIC Science & Technology

2011-03-01

prepare us for what lies ahead only if, as GEN Gorman put it, “forceful, effective ideas on how to fight pervade the force.” We know how to fight to- day...and policies to develop leaders who can effectively op- erate in a much more transpar- ent, complex and decentralized February 2011 � ARMY 25... effectiveness of our leader-development programs against clearly defined tasks, conditions and stan- dards. What I’m suggesting here, however, is that

Low-Frequency Oscillations and Control of the Motor Output

PubMed Central

Lodha, Neha; Christou, Evangelos A.

2017-01-01

A less precise force output impairs our ability to perform movements, learn new motor tasks, and use tools. Here we show that low-frequency oscillations in force are detrimental to force precision. We summarize the recent evidence that low-frequency oscillations in force output represent oscillations of the spinal motor neuron pool from the voluntary drive, and can be modulated by shifting power to higher frequencies. Further, force oscillations below 0.5 Hz impair force precision with increased voluntary drive, aging, and neurological disease. We argue that the low-frequency oscillations are (1) embedded in the descending drive as shown by the activation of multiple spinal motor neurons, (2) are altered with force intensity and brain pathology, and (3) can be modulated by visual feedback and motor training to enhance force precision. Thus, low-frequency oscillations in force provide insight into how the human brain regulates force precision. PMID:28261107

Proprioceptive loss and the perception, control and learning of arm movements in humans: evidence from sensory neuronopathy.

PubMed

Miall, R Chris; Kitchen, Nick M; Nam, Se-Ho; Lefumat, Hannah; Renault, Alix G; Ørstavik, Kristin; Cole, Jonathan D; Sarlegna, Fabrice R

2018-05-19

It is uncertain how vision and proprioception contribute to adaptation of voluntary arm movements. In normal participants, adaptation to imposed forces is possible with or without vision, suggesting that proprioception is sufficient; in participants with proprioceptive loss (PL), adaptation is possible with visual feedback, suggesting that proprioception is unnecessary. In experiment 1 adaptation to, and retention of, perturbing forces were evaluated in three chronically deafferented participants. They made rapid reaching movements to move a cursor toward a visual target, and a planar robot arm applied orthogonal velocity-dependent forces. Trial-by-trial error correction was observed in all participants. Such adaptation has been characterized with a dual-rate model: a fast process that learns quickly, but retains poorly and a slow process that learns slowly and retains well. Experiment 2 showed that the PL participants had large individual differences in learning and retention rates compared to normal controls. Experiment 3 tested participants' perception of applied forces. With visual feedback, the PL participants could report the perturbation's direction as well as controls; without visual feedback, thresholds were elevated. Experiment 4 showed, in healthy participants, that force direction could be estimated from head motion, at levels close to the no-vision threshold for the PL participants. Our results show that proprioceptive loss influences perception, motor control and adaptation but that proprioception from the moving limb is not essential for adaptation to, or detection of, force fields. The differences in learning and retention seen between the three deafferented participants suggest that they achieve these tasks in idiosyncratic ways after proprioceptive loss, possibly integrating visual and vestibular information with individual cognitive strategies.

The Liberal Arts in Anglophone Africa

ERIC Educational Resources Information Center

Lilford, Grant

2012-01-01

In 2009 and 2010, the author was involved in two University of Botswana initiatives on graduate employability. The first was a university-wide task force exploring the attitudes of students and staff and recommending reforms both in learning and teaching and in support services for students. The second was a Faculty of Humanities tracer study, in…

[Testimony before the National Governor's Association Task Force on College Quality (Washington, D.C., February 22, 1986).

ERIC Educational Resources Information Center

Hanford, George H.

Assessment of undergraduate student learning is discussed by a representative of the College Entrance Examination Board in testimony to the National Governors' Association. Governors are advised to avoid externally-mandated assessment requirements on colleges, since there is no single instrument available to effectively assess academic achievement…

Report of the Defense Science Board Task Force on Computer Applications to Training and Wargaming

DTIC Science & Technology

1988-05-01

forms of experimental learning - are often dismissed as infeasible, distracting , dysfunctional, or more appropriate to training than to education...McWilliams will be the DSB Secretariat representative. It is not anticipated that your Inquiry will need to go into any T articular matters within the

Adult Education & Social Change. Models for Adult and Lifelong Learning.

ERIC Educational Resources Information Center

Ntiri, Daphne W., Ed.

The four papers in this collection form part of the nucleus of research by a task force of advanced social science doctoral students who were foreign nationals enrolled in Midwestern universities. The first three papers, each a chapter situated within an interdisciplinary context, draw from politics, sociology, and history to define constructs on…

Survey on Early Childhood Advisory Councils. NGA Center for Best Practices Backgrounder

ERIC Educational Resources Information Center

National Governors Association, 2007

2007-01-01

During fall 2007, the NGA Center surveyed states regarding the presence and nature of state early childhood coordinating councils, which may exist as Early Learning Councils, Task Forces, Children's Cabinets, Interagency Coordinating Councils, etc. For brevity, these coordinating entities are referred to below as Early Childhood Advisory Councils…

Changing Policies on Campus. Prevention Update

ERIC Educational Resources Information Center

Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention, 2011

2011-01-01

"High-Risk Drinking in College: What We Know and What We Need To Learn: Final Report of the Panel on Contexts and Consequences" (2002), a report from the National Institute on Alcohol Abuse and Alcoholism's (NIAAA) Task Force on College Drinking, points out that "federal, state, and local laws help define college administrators' responsibilities…

Learning-induced Dependence of Neuronal Activity in Primary Motor Cortex on Motor Task Condition.

PubMed

Cai, X; Shimansky, Y; He, Jiping

2005-01-01

A brain-computer interface (BCI) system such as a cortically controlled robotic arm must have a capacity of adjusting its function to a specific environmental condition. We studied this capacity in non-human primates based on chronic multi-electrode recording from the primary motor cortex of a monkey during the animal's performance of a center-out 3D reaching task and adaptation to external force perturbations. The main condition-related feature of motor cortical activity observed before the onset of force perturbation was a phasic raise of activity immediately before the perturbation onset. This feature was observed during a series of perturbation trials, but were absent under no perturbations. After adaptation has been completed, it usually was taking the subject only one trial to recognize a change in the condition to switch the neuronal activity accordingly. These condition-dependent features of neuronal activity can be used by a BCI for recognizing a change in the environmental condition and making corresponding adjustments, which requires that the BCI-based control system possess such advanced properties of the neural motor control system as capacity to learn and adapt.

Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force.

PubMed

Fazio, Sara B; Ledford, Cynthia H; Aronowitz, Paul B; Chheda, Shobhina G; Choe, John H; Call, Stephanie A; Gitlin, Scott D; Muntz, Marty; Nixon, L James; Pereira, Anne G; Ragsdale, John W; Stewart, Emily A; Hauer, Karen E

2018-03-01

As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship. Building on work at the resident and fellowship levels, the task force focused on the development of key learning outcomes as defined by entrustable professional activities (EPAs) that were specific to educational experiences on the IM clerkship, as well as identification of high-priority assessment domains. The work was informed by a national survey of clerkship directors.Six key EPAs emerged: generating a differential diagnosis, obtaining a complete and accurate history and physical exam, obtaining focused histories and clinically relevant physical exams, preparing an oral presentation, interpreting the results of basic diagnostic studies, and providing well-organized clinical documentation. A model for assessment was proposed, with descriptors aligned to the scale of supervision and mapped to Accreditation Council for Graduate Medical Education domains of competence. The proposed paradigm offers a standardized template that may be used across IM clerkships, and which would effectively bridge competency evaluation in the clerkship to fourth-year assessment as well as eventual postgraduate training.

The Rey Auditory Verbal Learning Test forced-choice recognition task: Base-rate data and norms.

PubMed

Poreh, Amir; Bezdicek, Ondrej; Korobkova, Irina; Levin, Jennifer B; Dines, Philipp

2016-01-01

The present study describes a novel Forced-Choice Response (FCR) index for detecting poor effort on the Rey Auditory Verbal Learning Test (RAVLT). This retrospective study analyzes the performance of 4 groups on the new index: clinically referred patients with suspected dementia, forensic patients identified as not exhibiting adequate effort on other measures of response bias, students who simulated poor effort, and a large normative sample collected in the Gulf State of Oman. Using sensitivity and specificity analyses, the study shows that much like the California Verbal Learning Test-Second Edition FCR index, the RAVLT FCR index misses a proportion of individuals with inadequate effort (low sensitivity), but those who fail this measure are highly likely to be exhibiting poor effort (high specificity). The limitations and benefits of utilizing the RAVLT FCR index in clinical practice are discussed.

Practicing for 2023 and 2024: What the AAS Solar Eclipse Task Force Learned from the "Great American Eclipse" of 2017

NASA Astrophysics Data System (ADS)

Fienberg, R. T.; Speck, A. K.; Habbal, S. R.

2017-12-01

More than three years ahead of the "Great American Eclipse" of August 2017, the American Astronomical Society formed the AAS Solar Eclipse Task Force to function as a think tank, coordinating body, and communication gateway to the vast resources available about the 2017 eclipse and solar eclipses more generally. The task force included professional and amateur astronomers, formal and informal educators, and science journalists; many had experienced total solar eclipses before, and others would experience their first totality in August 2017. The AAS task force secured funding from the AAS Council, the National Science Foundation, and NASA. These resources were used mainly for three purposes: (1) to build a website that contains basic information about solar eclipses, safe viewing practices, and eclipse imaging and video, along with resources for educators and the media and a searchable map of eclipse-related events and activities, with links to other authoritative websites with more detailed information; (2) to solicit, receive, evaluate, and fund proposals for mini-grants to support eclipse-related education and public outreach to underrepresented groups both inside and outside the path of totality; and (3) to organize a series of multidisciplinary workshops across the country to prepare communities for the eclipse and to facilitate collaborations between astronomers, meteorologists, school administrators, and transporation and emergency-management professionals. Most importantly, the AAS Solar Eclipse Task Force focused on developing and disseminating appropriate eclipse safety information. The AAS and NASA jointly developed safety messaging that won the endorsement of the American Academies of Opthalmology and Optometry. In the weeks immediately preceding the eclipse, it became clear that the marketplace was being flooded by counterfeit eclipse glasses and solar viewers, leading to a last minute change in our communication strategy. In this talk, we'll review the task force's activities, take stock of what went right and what went wrong, and consider how to do an even better job preparing the nation for the next two "Great American" solar eclipses: the annular eclipse of October 14, 2023, and the total eclipse of April 8, 2024.

Wars, disasters and kidneys.

PubMed

Lameire, N

2014-12-01

This paper summarizes the impact that wars had on the history of nephrology, both worldwide and in the Ghent Medical Faculty notably on the definition, research and clinical aspects of acute kidney injury. The paper briefly describes the role of 'trench nephritis' as observed both during World War I and II, supporting the hypothesis that many of the clinical cases could have been due to Hantavirus nephropathy. The lessons learned from the experience with crush syndrome first observed in World War II and subsequently investigated over many decades form the basis for the creation of the Renal Disaster Relief Task Force of the International Society of Nephrology. Over the last 15 years, this Task Force has successfully intervened both in the prevention and management of crush syndrome in numerous disaster situations like major earthquakes.

Optimization of perceptual learning: effects of task difficulty and external noise in older adults.

PubMed

DeLoss, Denton J; Watanabe, Takeo; Andersen, George J

2014-06-01

Previous research has shown a wide array of age-related declines in vision. The current study examined the effects of perceptual learning (PL), external noise, and task difficulty in fine orientation discrimination with older individuals (mean age 71.73, range 65-91). Thirty-two older subjects participated in seven 1.5-h sessions conducted on separate days over a three-week period. A two-alternative forced choice procedure was used in discriminating the orientation of Gabor patches. Four training groups were examined in which the standard orientations for training were either easy or difficult and included either external noise (additive Gaussian noise) or no external noise. In addition, the transfer to an untrained orientation and noise levels were examined. An analysis of the four groups prior to training indicated no significant differences between the groups. An analysis of the change in performance post-training indicated that the degree of learning was related to task difficulty and the presence of external noise during training. In addition, measurements of pupil diameter indicated that changes in orientation discrimination were not associated with changes in retinal illuminance. These results suggest that task difficulty and training in noise are factors important for optimizing the effects of training among older individuals. Copyright © 2013 Elsevier B.V. All rights reserved.

Enriched childhood experiences moderate age-related motor and cognitive decline

PubMed Central

Metzler, Megan J.; Saucier, Deborah M.; Metz, Gerlinde A.

2012-01-01

Aging is associated with deterioration of skilled manual movement. Specifically, aging corresponds with increased reaction time, greater movement duration, segmentation of movement, increased movement variability, and reduced ability to adapt to external forces and inhibit previously learned sequences. Moreover, it is thought that decreased lateralization of neural function in older adults may point to increased neural recruitment as a compensatory response to deterioration of key frontal and intra-hemispheric networks, particularly of callosal structures. However, factors that mediate age-related motor decline are not well understood. Here we show that music training in childhood is associated with reduced age-related decline of bimanual and unimanual motor skills in a MIDI keyboard motor learning task. Compared to older adults without music training, older adults with more than a year of music training demonstrated proficient bimanual and unimanual movement, evidenced by enhanced speed and decreased movement errors. Further, this group demonstrated significantly better implicit learning in the weather prediction task, a non-motor task. The performance of older adults with music training in those tasks was comparable to young adults. Older adults, however, displayed greater verbal ability compared to young adults irrespective of a past history of music training. Our results indicate that music training early in life may reduce age-associated decline of neural motor and cognitive networks. PMID:23423702

Haptic-Based Perception-Empathy Biofeedback Enhances Postural Motor Learning During High-Cognitive Load Task in Healthy Older Adults

PubMed Central

Yasuda, Kazuhiro; Saichi, Kenta; Iwata, Hiroyasu

2018-01-01

Falls and fall-induced injuries are major global public health problems, and sensory input impairment in older adults results in significant limitations in feedback-type postural control. A haptic-based biofeedback (BF) system can be used for augmenting somatosensory input in older adults, and the application of this BF system can increase the objectivity of the feedback and encourage comparison with that provided by a trainer. Nevertheless, an optimal BF system that focuses on interpersonal feedback for balance training in older adults has not been proposed. Thus, we proposed a haptic-based perception-empathy BF system that provides information regarding the older adult's center-of-foot pressure pattern to the trainee and trainer for refining the motor learning effect. The first objective of this study was to examine the effect of this balance training regimen in healthy older adults performing a postural learning task. Second, this study aimed to determine whether BF training required high cognitive load to clarify its practicability in real-life settings. Twenty older adults were assigned to two groups: BF and control groups. Participants in both groups tried balance training in the single-leg stance while performing a cognitive task (i.e., serial subtraction task). Retention was tested 24 h later. Testing comprised balance performance measures (i.e., 95% confidence ellipse area and mean velocity of sway) and dual-task performance (number of responses and correct answers). Measurements of postural control using a force plate revealed that the stability of the single-leg stance was significantly lower in the BF group than in the control group during the balance task. The BF group retained the improvement in the 95% confidence ellipse area 24 h after the retention test. Results of dual-task performance during the balance task were not different between the two groups. These results confirmed the potential benefit of the proposed balance training regimen in designing successful motor learning programs for preventing falls in older adults. PMID:29868597

Haptic-Based Perception-Empathy Biofeedback Enhances Postural Motor Learning During High-Cognitive Load Task in Healthy Older Adults.

PubMed

Yasuda, Kazuhiro; Saichi, Kenta; Iwata, Hiroyasu

2018-01-01

Falls and fall-induced injuries are major global public health problems, and sensory input impairment in older adults results in significant limitations in feedback-type postural control. A haptic-based biofeedback (BF) system can be used for augmenting somatosensory input in older adults, and the application of this BF system can increase the objectivity of the feedback and encourage comparison with that provided by a trainer. Nevertheless, an optimal BF system that focuses on interpersonal feedback for balance training in older adults has not been proposed. Thus, we proposed a haptic-based perception-empathy BF system that provides information regarding the older adult's center-of-foot pressure pattern to the trainee and trainer for refining the motor learning effect. The first objective of this study was to examine the effect of this balance training regimen in healthy older adults performing a postural learning task. Second, this study aimed to determine whether BF training required high cognitive load to clarify its practicability in real-life settings. Twenty older adults were assigned to two groups: BF and control groups. Participants in both groups tried balance training in the single-leg stance while performing a cognitive task (i.e., serial subtraction task). Retention was tested 24 h later. Testing comprised balance performance measures (i.e., 95% confidence ellipse area and mean velocity of sway) and dual-task performance (number of responses and correct answers). Measurements of postural control using a force plate revealed that the stability of the single-leg stance was significantly lower in the BF group than in the control group during the balance task. The BF group retained the improvement in the 95% confidence ellipse area 24 h after the retention test. Results of dual-task performance during the balance task were not different between the two groups. These results confirmed the potential benefit of the proposed balance training regimen in designing successful motor learning programs for preventing falls in older adults.

Cognitive Engineering of Advanced Information Technology for Air Force Systems Design and Deployment: Prototype for Air Defense Intelligence and Operations

DTIC Science & Technology

1989-10-01

train members of the eventual decision-making group to have different strategies, called " policies ," for making inferences and/or decisions. For example...group task, the task side of the lens model is structured so that each person must modify his judgment policy by learning from the other person in order...judgment policy ; that is, they would receive in both pictorial and textual form a description of how each person combines information to make a judgment

Exploring the impact of visual and movement based priming on a motor intervention in the acute phase post-stroke in persons with severe hemiparesis of the upper extremity

PubMed Central

Patel, Jigna; Qiu, Qinyin; Yarossi, Mathew; Merians, Alma; Massood, Supriya; Tunik, Eugene; Adamovich, Sergei; Fluet, Gerard

2016-01-01

Purpose Explore the potential benefits of using priming methods prior to an active hand task in the acute phase post-stroke in persons with severe upper extremity hemiparesis. Methods Five individuals were trained using priming techniques including virtual reality (VR) based visual mirror feedback and contralaterally controlled passive movement strategies prior to training with an active pinch force modulation task. Clinical, kinetic, and neurophysiological measurements were taken pre and post the training period. Clinical measures were taken at six months post training. Results The two priming simulations and active training were well tolerated early after stroke. Priming effects were suggested by increased maximal pinch force immediately after visual and movement based priming. Despite having no clinically observable movement distally, the subjects were able to volitionally coordinate isometric force and muscle activity (EMG) in a pinch tracing task. The Root Mean Square Error (RMSE) of force during the pinch trace task gradually decreased over the training period suggesting learning may have occurred. Changes in motor cortical neurophysiology were seen in the unaffected hemisphere using Transcranial Magnetic Stimulation (TMS) mapping. Significant improvements in motor recovery as measured by the Action Research Arm Test (ARAT) and the Upper Extremity Fugl Meyer Assessment (UEFMA) were demonstrated at six months post training by three of the five subjects. Conclusion This study suggests that an early hand-based intervention using visual and movement based priming activities and a scaled motor task allows participation by persons without the motor control required for traditionally presented rehabilitation and testing. PMID:27636200

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

NASA Astrophysics Data System (ADS)

Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes and to study control and prediction criteria parameters. Findings suggest learner success rates vary with multicontextual experience level. When controlling for context, learner success seems to depend on technology level of assessment tool, learner attitude toward technology learning tools, learner attitude toward science and mathematics, and challenge level of force and motion problems. A learner non-response gap seems important when monitoring learner conviction. Application of the knowing model to the study population pictures learners on a journey towards success referenced to a local expert response.

Probing quantum state space: does one have to learn everything to learn something?

PubMed

Carmeli, Claudio; Heinosaari, Teiko; Schultz, Jussi; Toigo, Alessandro

2017-05-01

Determining the state of a quantum system is a consuming procedure. For this reason, whenever one is interested only in some particular property of a state, it would be desirable to design a measurement set-up that reveals this property with as little effort as possible. Here, we investigate whether, in order to successfully complete a given task of this kind, one needs an informationally complete measurement, or if something less demanding would suffice. The first alternative means that in order to complete the task, one needs a measurement which fully determines the state. We formulate the task as a membership problem related to a partitioning of the quantum state space and, in doing so, connect it to the geometry of the state space. For a general membership problem, we prove various sufficient criteria that force informational completeness, and we explicitly treat several physically relevant examples. For the specific cases that do not require informational completeness, we also determine bounds on the minimal number of measurement outcomes needed to ensure success in the task.

Probing quantum state space: does one have to learn everything to learn something?

PubMed Central

Carmeli, Claudio; Schultz, Jussi; Toigo, Alessandro

2017-01-01

Determining the state of a quantum system is a consuming procedure. For this reason, whenever one is interested only in some particular property of a state, it would be desirable to design a measurement set-up that reveals this property with as little effort as possible. Here, we investigate whether, in order to successfully complete a given task of this kind, one needs an informationally complete measurement, or if something less demanding would suffice. The first alternative means that in order to complete the task, one needs a measurement which fully determines the state. We formulate the task as a membership problem related to a partitioning of the quantum state space and, in doing so, connect it to the geometry of the state space. For a general membership problem, we prove various sufficient criteria that force informational completeness, and we explicitly treat several physically relevant examples. For the specific cases that do not require informational completeness, we also determine bounds on the minimal number of measurement outcomes needed to ensure success in the task. PMID:28588404

Hand digit control in children: motor overflow in multi-finger pressing force vector space during maximum voluntary force production.

PubMed

Shim, Jae Kun; Karol, Sohit; Hsu, Jeffrey; de Oliveira, Marcio Alves

2008-04-01

The aim of this study was to investigate the contralateral motor overflow in children during single-finger and multi-finger maximum force production tasks. Forty-five right handed children, 5-11 years of age produced maximum isometric pressing force in flexion or extension with single fingers or all four fingers of their right hand. The forces produced by individual fingers of the right and left hands were recorded and analyzed in four-dimensional finger force vector space. The results showed that increases in task (right) hand finger forces were linearly associated with non-task (left) hand finger forces. The ratio of the non-task hand finger force magnitude to the corresponding task hand finger force magnitude, termed motor overflow magnitude (MOM), was greater in extension than flexion. The index finger flexion task showed the smallest MOM values. The similarity between the directions of task hand and non-task hand finger force vectors in four-dimensional finger force vector space, termed motor overflow direction (MOD), was the greatest for index and smallest for little finger tasks. MOM of a four-finger task was greater than the sum of MOMs of single-finger tasks, and this phenomenon was termed motor overflow surplus. Contrary to previous studies, no single-finger or four-finger tasks showed significant changes of MOM or MOD with the age of children. We conclude that the contralateral motor overflow in children during finger maximum force production tasks is dependent upon the task fingers and the magnitude and direction of task finger forces.

The Benefits of Teaching Self-Management Skills to Students of Psychology

ERIC Educational Resources Information Center

Kazemi, Ellie; Rice, Brian; Rylander, Alyssa; Morgan, Shannon F.

2011-01-01

The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002).…

System Engineering Analysis of Squadron Officer College

DTIC Science & Technology

2012-03-01

study identified five challenges to converting to a blended learning course. The greatest challenge is getting commitment and buy -in from senior...students thru the Army and Air Force Exchange Service (AAFES) snack bar. Managers are responsible for ensuring adequate support throughout the...Administration Function The administration function allows daily tasks to operate. SOC administration functions include providing students with

How Will America Grow? A Citizen Guide to Land-Use Planning.

ERIC Educational Resources Information Center

Citizens Advisory Committee on Environmental Quality.

Citizens are encouraged to learn about and become involved in land use and growth issues in their communities. Intended as a follow-up of an earlier report by the Committee's Task Force on Land Use and Urban Growth which outlined philosophical, legal, and policy aspects of land-use planning, the document suggests planning guidelines for citizen…

Using Technology-Enabled Active Learning Tools to Introduce Business Ethics Topics in Business Law Courses: A Few Practical Examples

ERIC Educational Resources Information Center

Reid, Linda A.; Weber, Curt M.

2008-01-01

In this article, the authors echo the assertion of the Association to Advance Collegiate Schools of Business (AACSB) Ethics Education Task Force that business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate responsibility and corporate governance; provide them with tools for…

MIT CSAIL and Lincoln Laboratory Task Force Report

DTIC Science & Technology

2016-08-01

projects have been very diverse, spanning several areas of CSAIL concentration, including robotics, big data analytics , wireless communications...spanning several areas of CSAIL concentration, including robotics, big data analytics , wireless communications, computing architectures and...to machine learning systems and algorithms, such as recommender systems, and “Big Data ” analytics . Advanced computing architectures broadly refer to

Moving Rivers, Shifting Streams: Perspectives on the Existence of a Policy Window

ERIC Educational Resources Information Center

Galligan, Ann M.; Burgess, Chris N.

2005-01-01

This article represents differing perspectives on the creation and establishment of the Rhode Island Arts Learning Network (ALN). At the heart of this discussion is whether or not the Rhode Island task force in charge of this process took advantage of what noted public policy analyst John Kingdon refers to as a "policy window" where…

Neural correlates of forward planning in a spatial decision task in humans

PubMed Central

Simon, Dylan Alexander; Daw, Nathaniel D.

2011-01-01

Although reinforcement learning (RL) theories have been influential in characterizing the brain’s mechanisms for reward-guided choice, the predominant temporal difference (TD) algorithm cannot explain many flexible or goal-directed actions that have been demonstrated behaviorally. We investigate such actions by contrasting an RL algorithm that is model-based, in that it relies on learning a map or model of the task and planning within it, to traditional model-free TD learning. To distinguish these approaches in humans, we used fMRI in a continuous spatial navigation task, in which frequent changes to the layout of the maze forced subjects continually to relearn their favored routes, thereby exposing the RL mechanisms employed. We sought evidence for the neural substrates of such mechanisms by comparing choice behavior and BOLD signals to decision variables extracted from simulations of either algorithm. Both choices and value-related BOLD signals in striatum, though most often associated with TD learning, were better explained by the model-based theory. Further, predecessor quantities for the model-based value computation were correlated with BOLD signals in the medial temporal lobe and frontal cortex. These results point to a significant extension of both the computational and anatomical substrates for RL in the brain. PMID:21471389

75 FR 45606 - Interagency Ocean Policy Task Force-Final Recommendations of the Interagency Ocean Policy Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-03

... COUNCIL ON ENVIRONMENTAL QUALITY Interagency Ocean Policy Task Force--Final Recommendations of the Interagency Ocean Policy Task Force AGENCY: Council on Environmental Quality. ACTION: Notice of Availability, Interagency Ocean Policy Task Force's [[Page 45607

Learning to Select Actions with Spiking Neurons in the Basal Ganglia

PubMed Central

Stewart, Terrence C.; Bekolay, Trevor; Eliasmith, Chris

2012-01-01

We expand our existing spiking neuron model of decision making in the cortex and basal ganglia to include local learning on the synaptic connections between the cortex and striatum, modulated by a dopaminergic reward signal. We then compare this model to animal data in the bandit task, which is used to test rodent learning in conditions involving forced choice under rewards. Our results indicate a good match in terms of both behavioral learning results and spike patterns in the ventral striatum. The model successfully generalizes to learning the utilities of multiple actions, and can learn to choose different actions in different states. The purpose of our model is to provide both high-level behavioral predictions and low-level spike timing predictions while respecting known neurophysiology and neuroanatomy. PMID:22319465

Coherent Multimodal Sensory Information Allows Switching between Gravitoinertial Contexts

PubMed Central

Barbiero, Marie; Rousseau, Célia; Papaxanthis, Charalambos; White, Olivier

2017-01-01

Whether the central nervous system is capable to switch between contexts critically depends on experimental details. Motor control studies regularly adopt robotic devices to perturb the dynamics of a certain task. Other approaches investigate motor control by altering the gravitoinertial context itself as in parabolic flights and human centrifuges. In contrast to conventional robotic experiments, where only the hand is perturbed, these gravitoinertial or immersive settings coherently plunge participants into new environments. However, radically different they are, perfect adaptation of motor responses are commonly reported. In object manipulation tasks, this translates into a good matching of the grasping force or grip force to the destabilizing load force. One possible bias in these protocols is the predictability of the forthcoming dynamics. Here we test whether the successful switching and adaptation processes observed in immersive environments are a consequence of the fact that participants can predict the perturbation schedule. We used a short arm human centrifuge to decouple the effects of space and time on the dynamics of an object manipulation task by adding an unnatural explicit position-dependent force. We created different dynamical contexts by asking 20 participants to move the object at three different paces. These contextual sessions were interleaved such that we could simulate concurrent learning. We assessed adaptation by measuring how grip force was adjusted to this unnatural load force. We found that the motor system can switch between new unusual dynamical contexts, as reported by surprisingly well-adjusted grip forces, and that this capacity is not a mere consequence of the ability to predict the time course of the upcoming dynamics. We posit that a coherent flow of multimodal sensory information born in a homogeneous milieu allows switching between dynamical contexts. PMID:28553233

Transient shifts in frontal and parietal circuits scale with enhanced visual feedback and changes in force variability and error

PubMed Central

Poon, Cynthia; Coombes, Stephen A.; Corcos, Daniel M.; Christou, Evangelos A.

2013-01-01

When subjects perform a learned motor task with increased visual gain, error and variability are reduced. Neuroimaging studies have identified a corresponding increase in activity in parietal cortex, premotor cortex, primary motor cortex, and extrastriate visual cortex. Much less is understood about the neural processes that underlie the immediate transition from low to high visual gain within a trial. This study used 128-channel electroencephalography to measure cortical activity during a visually guided precision grip task, in which the gain of the visual display was changed during the task. Force variability during the transition from low to high visual gain was characterized by an inverted U-shape, whereas force error decreased from low to high gain. Source analysis identified cortical activity in the same structures previously identified using functional magnetic resonance imaging. Source analysis also identified a time-varying shift in the strongest source activity. Superior regions of the motor and parietal cortex had stronger source activity from 300 to 600 ms after the transition, whereas inferior regions of the extrastriate visual cortex had stronger source activity from 500 to 700 ms after the transition. Force variability and electrical activity were linearly related, with a positive relation in the parietal cortex and a negative relation in the frontal cortex. Force error was nonlinearly related to electrical activity in the parietal cortex and frontal cortex by a quadratic function. This is the first evidence that force variability and force error are systematically related to a time-varying shift in cortical activity in frontal and parietal cortex in response to enhanced visual gain. PMID:23365186

76 FR 60863 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-30

...] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and Wildlife Service, Interior. ACTION: Notice of meeting. SUMMARY: This notice announces a meeting of the Aquatic Nuisance Species Task Force (ANS Task Force). The ANS Task Force's purpose is to develop and implement a program for U.S. waters to prevent...

78 FR 29378 - Aquatic Nuisance Species Task Force; Public Teleconference/Webinar

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-20

...-FF09F14000-134] Aquatic Nuisance Species Task Force; Public Teleconference/ Webinar AGENCY: Fish and Wildlife... teleconference/webinar of the Aquatic Nuisance Species Task Force (ANS Task Force). The ANS Task Force's purpose... aquatic nuisance species; to monitor, control, and study such species; and to disseminate related...

Preschoolers can make highly accurate judgments of learning.

PubMed

Lipowski, Stacy L; Merriman, William E; Dunlosky, John

2013-08-01

Preschoolers' ability to make judgments of learning (JOLs) was examined in 3 experiments in which they were taught proper names for animals. In Experiment 1, when judgments were made immediately after studying, nearly every child predicted subsequent recall of every name. When judgments were made after a delay, fewer showed this response tendency. The delayed JOLs of those who predicted at least 1 recall failure were still overconfident, however, and were not correlated with final recall. In Experiment 2, children received a second study trial with feedback, made JOLs after a delay, and completed an additional forced-choice judgment task. In this task, an animal whose name had been recalled was pitted against an animal whose name had not been recalled, and the children chose the one they were more likely to remember later. Compared with Experiment 1, more children predicted at least 1 recall failure and predictions were moderately accurate. In the forced-choice task, animal names that had just been successfully recalled were typically chosen over ones that had not. Experiment 3 examined the effect of providing an additional retrieval attempt on delayed JOLs. Half of the children received a single study session, and half received an additional study session with feedback. Children in the practice group showed less overconfidence than those in the no-practice group. Taken together, the results suggest that, with minimal task experience, most preschoolers understand that they will not remember everything and that if they cannot recall something at present, they are unlikely to recall it in the future. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Motor learning and consolidation: the case of visuomotor rotation.

PubMed

Krakauer, John W

2009-01-01

Adaptation to visuomotor rotation is a particular form of motor learning distinct from force-field adaptation, sequence learning, and skill learning. Nevertheless, study of adaptation to visuomotor rotation has yielded a number of findings and principles that are likely of general importance to procedural learning and memory. First, rotation learning is implicit and appears to proceed through reduction in a visual prediction error generated by a forward model, such implicit adaptation occurs even when it is in conflict with an explicit task goal. Second, rotation learning is subject to different forms of interference: retrograde, anterograde through aftereffects, and contextual blocking of retrieval. Third, opposite rotations can be recalled within a short time interval without interference if implicit contextual cues (effector change) rather than explicit cues (color change) are used. Fourth, rotation learning consolidates both over time and with increased initial training (saturation learning).

Southern African Office of Astronomy for Development: A New Hub for Astronomy for Development

NASA Astrophysics Data System (ADS)

Mutondo, Moola S.; Simpemba, Prospery

2016-10-01

A new Astronomy for Development hub needs innovative tools and programs. SAROAD is developing exciting tools integrating Raspberry Pi technology to bring cost-effective astronomy content to learning centres. SAROAD would also like to report achievements in realizing the IAU's strategic plan. In order to manage, evaluate and coordinate regional IAU (International Astronomical Union) capacity building programmes, including the recruitment and mobilization of volunteers, SAROAD has built an intranet that is accessible to regional members upon request. Using this resource, regional members can see and participate in regional activities. SAROAD has commenced with projects in the three Task Force areas of Universities and Research, Children and Schools and Public Outreach. Under the three Task Force areas, a total of seven projects have commenced in Zambia (some supported by funds from IAU Annual Call for proposals).

Evaluation of the walkable neighborhoods for seniors project in Sacramento County.

PubMed

Hooker, Steven P; Cirill, Lisa A; Geraghty, Anne

2009-07-01

The Walkable Neighborhoods for Seniors project was implemented to foster the creation and promotion of safe and accessible neighborhood walking routes for seniors. This article describes a case study of the efforts put forth by a local task force jointly managed by the Sacramento County Department of Health Services and WALK Sacramento. To facilitate environmental and policy changes that would enable and encourage walking by older adults, these local lead agencies implemented several strategies including organizing a community task force with broad professional and civic representation, conducting environmental audits of selected walking routes, creating walking groups, and advocating for environmental and policy change. Evaluation processes yield information on successes, challenges, and lessons learned that could be applied to similar efforts undertaken by community organizations to improve the walkability of neighborhoods for older adults.

Multisociety task force recommendations of competencies in Pulmonary and Critical Care Medicine.

PubMed

Buckley, John D; Addrizzo-Harris, Doreen J; Clay, Alison S; Curtis, J Randall; Kotloff, Robert M; Lorin, Scott M; Murin, Susan; Sessler, Curtis N; Rogers, Paul L; Rosen, Mark J; Spevetz, Antoinette; King, Talmadge E; Malhotra, Atul; Parsons, Polly E

2009-08-15

Numerous accrediting organizations are calling for competency-based medical education that would help define specific specialties and serve as a foundation for ongoing assessment throughout a practitioner's career. Pulmonary Medicine and Critical Care Medicine are two distinct subspecialties, yet many individual physicians have expertise in both because of overlapping content. Establishing specific competencies for these subspecialties identifies educational goals for trainees and guides practitioners through their lifelong learning. To define specific competencies for graduates of fellowships in Pulmonary Medicine and Internal Medicine-based Critical Care. A Task Force composed of representatives from key stakeholder societies convened to identify and define specific competencies for both disciplines. Beginning with a detailed list of existing competencies from diverse sources, the Task Force categorized each item into one of six core competency headings. Each individual item was reviewed by committee members individually, in group meetings, and conference calls. Nominal group methods were used for most items to retain the views and opinions of the minority perspective. Controversial items underwent additional whole group discussions with iterative modified-Delphi techniques. Consensus was ultimately determined by a simple majority vote. The Task Force identified and defined 327 specific competencies for Internal Medicine-based Critical Care and 276 for Pulmonary Medicine, each with a designation as either: (1) relevant, but competency is not essential or (2) competency essential to the specialty. Specific competencies in Pulmonary and Critical Care Medicine can be identified and defined using a multisociety collaborative approach. These recommendations serve as a starting point and set the stage for future modification to facilitate maximum quality of care as the specialties evolve.

Changes in muscle directional tuning parallel feedforward adaptation to a visuomotor rotation.

PubMed

de Rugy, Aymar; Carroll, Timothy J

2010-06-01

When people learn to reach in a novel sensorimotor environment, there are changes in the muscle activity required to achieve task goals. Here, we assessed the time course of changes in muscle directional tuning during acquisition of a new mapping between visual information and isometric force production in the absence of feedback-based error corrections. We also measured the influence of visuomotor adaptation on corticospinal excitability, to test whether any changes in muscle directional tuning are associated with adaptations in the final output components of the sensorimotor control system. Nine right-handed subjects performed a ballistic, center-out isometric target acquisition task with the right wrist (16 targets spaced every 22.5 degrees in the joint space). Surface electromyography was recorded from four major wrist muscles, and motor evoked potentials induced by transcranial magnetic stimulation were measured at baseline, after task execution in the absence of the rotation (A1), after adaptation to the rotation (B), and after a final block of trials without rotation (A2). Changes in the directional tuning of muscles closely matched the rotation of the directional error in force, indicating that the functional contribution of muscles remained consistent over the adaptation period. In contrast to previous motor learning studies, we found only minor changes in the amount of muscular activity and no increase in corticospinal excitability. These results suggest that increased muscle co-activation occurs only when the dynamics of the limb are perturbed and/or that online error corrections or altered force requirements are necessary to elicit a component of the adaptation in the final steps of the transformation between motor goal and muscle activation.

Grip force and force sharing in two different manipulation tasks with bottles.

PubMed

Cepriá-Bernal, Javier; Pérez-González, Antonio; Mora, Marta C; Sancho-Bru, Joaquín L

2017-07-01

Grip force and force sharing during two activities of daily living were analysed experimentally in 10 right-handed subjects. Four different bottles, filled to two different levels, were manipulated for two tasks: transporting and pouring. Each test subject's hand was instrumented with eight thin wearable force sensors. The grip force and force sharing were significantly different for each bottle model. Increasing the filling level resulted in an increase in grip force, but the ratio of grip force to load force was higher for lighter loads. The task influenced the force sharing but not the mean grip force. The contributions of the thumb and ring finger were higher in the pouring task, whereas the contributions of the palm and the index finger were higher in the transport task. Mean force sharing among fingers was 30% for index, 29% for middle, 22% for ring and 19% for little finger. Practitioner Summary: We analysed grip force and force sharing in two manipulation tasks with bottles: transporting and pouring. The objective was to understand the effects of the bottle features, filling level and task on the contribution of different areas of the hand to the grip force. Force sharing was different for each task and the bottles features affected to both grip force and force sharing.

PRN 94-9: Announcing the Formation of Two Industry-Wide Task Forces: Agricultural Reentry Task Force and Outdoor Residential Exposure Task Force

EPA Pesticide Factsheets

This Notice announces two industry-wide Task Forces being formed in response to generic exposure data requirements. It contains EPA's policy on a registrant's options for, and responsibilities when joining Task Force as a way to satisfy data requirements.

78 FR 60306 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-01

...-FF09F14000-134] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and Wildlife Service, Interior... the Aquatic Nuisance Species (ANS) Task Force. The ANS Task Force's purpose is to develop and... Task Force will meet from 8 a.m. to 4:30 p.m. on Wednesday, November 6, through Thursday, November 7...

Learning and Control Model of the Arm for Loading

NASA Astrophysics Data System (ADS)

Kim, Kyoungsik; Kambara, Hiroyuki; Shin, Duk; Koike, Yasuharu

We propose a learning and control model of the arm for a loading task in which an object is loaded onto one hand with the other hand, in the sagittal plane. Postural control during object interactions provides important points to motor control theories in terms of how humans handle dynamics changes and use the information of prediction and sensory feedback. For the learning and control model, we coupled a feedback-error-learning scheme with an Actor-Critic method used as a feedback controller. To overcome sensory delays, a feedforward dynamics model (FDM) was used in the sensory feedback path. We tested the proposed model in simulation using a two-joint arm with six muscles, each with time delays in muscle force generation. By applying the proposed model to the loading task, we showed that motor commands started increasing, before an object was loaded on, to stabilize arm posture. We also found that the FDM contributes to the stabilization by predicting how the hand changes based on contexts of the object and efferent signals. For comparison with other computational models, we present the simulation results of a minimum-variance model.

Effect of three different cultivars of Lepidium meyenii (Maca) on learning and depression in ovariectomized mice

PubMed Central

Rubio, Julio; Caldas, Maria; Dávila, Sonia; Gasco, Manuel; Gonzales, Gustavo F

2006-01-01

Background Lepidium meyenii Walp. (Brassicaceae), known as Maca, is a Peruvian hypocotyl growing exclusively between 4000 and 4500 m altitude in the central Peruvian Andes, particularly in Junin plateau and is used traditionally to enhance fertility. Maca is a cultivated plant and different cultivars are described according to the color of the hypocotyls. Methods The study aimed to elucidate the effect of Yellow, Red and Black Maca on cognitive function and depression in ovariectomized (OVX) mice. In all experiments OVX mice were treated during 21 days and divided in four groups: control group, Yellow Maca, Red Maca and Black Maca. Latent learning was assessed using the water finding task and the antidepressant activity of the three varieties of Maca was evaluated using the forced swimming test. Animals were sacrificed at the end of each treatment and the uterus were excised and weighed. Results Black Maca was the variety that showed the best response in the water finding task, particularly in the trained mice. The three varieties were effective to reduce finding latency in non trained and trained mice (P < 0.05). In the force swimming test, all varieties assessed reduced the time of immobility and increased uterine weight in OVX mice. Conclusion Black Maca appeared to have more beneficial effects on latent learning in OVX mice; meanwhile, all varieties of Maca showed antidepressant activity. PMID:16796734

Effect of three different cultivars of Lepidium meyenii (Maca) on learning and depression in ovariectomized mice.

PubMed

Rubio, Julio; Caldas, Maria; Dávila, Sonia; Gasco, Manuel; Gonzales, Gustavo F

2006-06-23

Lepidium meyenii Walp. (Brassicaceae), known as Maca, is a Peruvian hypocotyl growing exclusively between 4000 and 4500 m altitude in the central Peruvian Andes, particularly in Junin plateau and is used traditionally to enhance fertility. Maca is a cultivated plant and different cultivars are described according to the color of the hypocotyls. The study aimed to elucidate the effect of Yellow, Red and Black Maca on cognitive function and depression in ovariectomized (OVX) mice. In all experiments OVX mice were treated during 21 days and divided in four groups: control group, Yellow Maca, Red Maca and Black Maca. Latent learning was assessed using the water finding task and the antidepressant activity of the three varieties of Maca was evaluated using the forced swimming test. Animals were sacrificed at the end of each treatment and the uterus were excised and weighed. Black Maca was the variety that showed the best response in the water finding task, particularly in the trained mice. The three varieties were effective to reduce finding latency in non trained and trained mice (P < 0.05). In the force swimming test, all varieties assessed reduced the time of immobility and increased uterine weight in OVX mice. Black Maca appeared to have more beneficial effects on latent learning in OVX mice; meanwhile, all varieties of Maca showed antidepressant activity.

Medical support to Sri Lanka in the wake of tsunamis: planning considerations and lessons learned.

PubMed

Lane, David A

2006-10-01

When massive tsunamis affected the coast of Sri Lanka and other Indian Ocean littorals, elements of the Third Force Service Support Group and assigned Navy, Air Force, Army, and Coast Guard units from the U.S. Pacific Command were "task organized" to form Combined Support Group-Sri Lanka (CSG-SL), charged to conduct humanitarian assistance/disaster relief (HA/DR) operations. The specific mission was to provide immediate relief to the affected population of Sri Lanka and the Maldives, to minimize loss of life, and to mitigate human suffering. A 30-person health care team deployed to the northern province of Jaffna and provided medical assistance to that chronically underserved and acutely overstressed region. For a 12-day period, the team served as the principal medical staff of an under-resourced government hospital and conducted mobile primary care clinics at nearby welfare camps housing > 7,000 internally displaced persons made homeless by the tsunamis. By every measurable standard, CSG-SL accomplished its assigned HA/DR task in Sri Lanka, including the medical mission. In doing so, the medical team learned many important lessons, including five of particular value to planners of similar relief operations in the future. This article discusses the context in which CSG-SL planned and executed the medical aspects of its HA/DR operations in Sri Lanka, and it describes the most significant medical lessons learned.

Force-based learning curve tracking in fundamental laparoscopic skills training.

PubMed

Hardon, Sem F; Horeman, Tim; Bonjer, H Jaap; Meijerink, W J H Jeroen

2018-02-08

Within minimally invasive surgery (MIS), structural implementation of courses and structured assessment of skills are challenged by availability of trainers, time, and money. We aimed to establish and validate an objective measurement tool for preclinical skills acquisition in a basic laparoscopic at-home training program. A mobile laparoscopic simulator was equipped with a state-of-the-art force, motion, and time tracking system (ForceSense, MediShield B.V., Delft, the Netherlands). These performance parameters respectively representing tissue manipulation and instrument handling were continuously tracked during every trial. Proficiency levels were set by clinical experts for six different training tasks. Resident's acquisition and development of fundamental skills were evaluated by comparing pre- and post-course assessment measurements and OSATS forms. A questionnaire was distributed to determine face and content validity. Out of 1842 captured attempts by novices, 1594 successful trials were evaluated. A decrease in maximum exerted absolute force was shown in comparison of four training tasks (p ≤ 0.023). Three of the six comparisons also showed lower mean forces during tissue manipulation (p ≤ 0.024). Lower instrument handling outcomes (i.e., time and motion parameters) were observed in five tasks (resp. (p ≤ 0.019) and (p ≤ 0.025)). Simultaneously, all OSATS scores increased (p ≤ 0.028). Proficiency levels for all tasks can be reached in 2 weeks of at home training. Monitoring force, motion, and time parameters during training showed to be effective in determining acquisition and development of basic laparoscopic tissue manipulation and instrument handling skills. Therefore, we were able to gain insight into the amount of training needed to reach certain levels of competence. Skills improved after sufficient amount of training at home. Questionnaire outcomes indicated that skills and self-confidence improved and that this training should therefore be part of the regular residency training program.

Toward a Shift in Expectations and Values: What We've Learned from Collaborative Action Research in Northern Indigenous Communities

ERIC Educational Resources Information Center

Peterson, Shelly Stagg; Horton, Laura; Restoule, Jean Paul

2016-01-01

In this paper we propose that collaborative action research values, goals and practices have much in common with guiding principles for conducting research with educators and community members in First Nation, Inuit and Metis communities, as outlined in the Task Force on Aboriginal Languages and Cultures on Aboriginal Languages and Cultures'…

Implementation of the Language-in-Education Policy and Achieving Education for All Goals in Botswana Primary Schools

ERIC Educational Resources Information Center

Mokibelo, Eureka

2016-01-01

Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and…

"Hope in the Life": The Children of Qatar Speak about Inclusion

ERIC Educational Resources Information Center

Al Attiyah, Asma; Lazarus, Brenda

2007-01-01

Qatar supports the rights of children with special needs to obtain suitable opportunities to learn and be included with other children. However, the concept of inclusion in education is relatively new in this country. In 2001, the Special Needs Committee of the Supreme Council for Family Affairs set up a task force to begin planning for including…

APA Summit on Medical Student Education Task Force on Informatics and Technology: Learning about Computers and Applying Computer Technology to Education and Practice

ERIC Educational Resources Information Center

Hilty, Donald M.; Hales, Deborah J.; Briscoe, Greg; Benjamin, Sheldon; Boland, Robert J.; Luo, John S.; Chan, Carlyle H.; Kennedy, Robert S.; Karlinsky, Harry; Gordon, Daniel B.; Yager, Joel; Yellowlees, Peter M.

2006-01-01

Objective: This article provides a brief overview of important issues for educators regarding medical education and technology. Methods: The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings…

Autonomous planning and scheduling on the TechSat 21 mission

NASA Technical Reports Server (NTRS)

Sherwood, R.; Chien, S.; Castano, R.; Rabideau, G.

2002-01-01

The Autonomous Sciencecraft Experiment (ASE) will fly onboard the Air Force TechSat 21 constellation of three spacecraft scheduled for launch in 2006. ASE uses onboard continuous planning, robust task and goal-based execution, model-based mode identification and reconfiguration, and onboard machine learning and pattern recognition to radically increase science return by enabling intelligent downlink selection and autonomous retargeting.

Defense Science Board Task Force Report on Next-Generation Unmanned Undersea Systems

DTIC Science & Technology

2016-10-01

active learning occurs in an environment that extends beyondchoreographed demonstrations designed to validate pre -determined hypotheses. Finally, when...4 OPNAV N99 should coordinate a broad-based design , development, and experimental effort to bypass traditional limitations for unmanned undersea...approaches that could facilitate rapid experimentation , operational demonstration of capabilities, and deployment of initial capabilities that show

Finger Forces in Clarinet Playing

PubMed Central

Hofmann, Alex; Goebl, Werner

2016-01-01

Clarinettists close and open multiple tone holes to alter the pitch of the tones. Their fingering technique must be fast, precise, and coordinated with the tongue articulation. In this empirical study, finger force profiles and tongue techniques of clarinet students (N = 17) and professional clarinettists (N = 6) were investigated under controlled performance conditions. First, in an expressive-performance task, eight selected excerpts from the first Weber Concerto were performed. These excerpts were chosen to fit in a 2 × 2 × 2 design (register: low–high; tempo: slow–fast, dynamics: soft–loud). There was an additional condition controlled by the experimenter, which determined the expression levels (low–high) of the performers. Second, a technical-exercise task, an isochronous 23-tone melody was designed that required different effectors to produce the sequence (finger-only, tongue-only, combined tongue-finger actions). The melody was performed in three tempo conditions (slow, medium, fast) in a synchronization-continuation paradigm. Participants played on a sensor-equipped Viennese clarinet, which tracked finger forces and reed oscillations simultaneously. From the data, average finger force (Fmean) and peak force (Fmax) were calculated. The overall finger forces were low (Fmean = 1.17 N, Fmax = 3.05 N) compared to those on other musical instruments (e.g., guitar). Participants applied the largest finger forces during the high expression level performance conditions (Fmean = 1.21 N). For the technical exercise task, timing and articulation information were extracted from the reed signal. Here, the timing precision of the fingers deteriorated the timing precision of the tongue for combined tongue-finger actions, especially for faster tempi. Although individual finger force profiles were overlapping, the group of professional players applied less finger force overall (Fmean = 0.54 N). Such sensor instruments provide useful insights into player-instrument interactions and can also be used in the future to give feedback to students in various learning and practising situations. PMID:27540367

77 FR 61019 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-05

..., Cost Center: FF09F14000, Fund: 134] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and... Aquatic Nuisance Species (ANS) Task Force. The ANS Task Force's purpose is to develop and implement a.... DATES: The ANS Task Force will meet from 8:30 a.m. to 5:00 p.m. Wednesday November 14, and from 8:30 a.m...

Task specific grip force control in writer's cramp.

PubMed

Schneider, A S; Fürholzer, W; Marquardt, C; Hermsdörfer, J

2014-04-01

Writer's cramp is defined as a task specific focal dystonia generating hypertonic muscle co-contractions during handwriting resulting in impaired writing performance and exaggerated finger force. However, little is known about the generalisation of grip force across tasks others than writing. The aim of the study was to directly compare regulation of grip forces during handwriting with force regulation in other fine-motor tasks in patients and control subjects. Handwriting, lifting and cyclic movements of a grasped object were investigated in 21 patients and 14 controls. The applied forces were registered in all three tasks and compared between groups and tasks. In addition, task-specific measures of fine-motor skill were assessed. As expected, patients generated exaggerated forces during handwriting compared to control subjects. However there were no statistically significant group differences during lifting and cyclic movements. The control group revealed a generalisation of grip forces across manual tasks whereas in patients there was no such correlation. We conclude that increased finger forces during handwriting are a task-specific phenomenon that does not necessarily generalise to other fine-motor tasks. Force control of patients with writer's cramp in handwriting and other fine-motor tasks is characterised by individualised control strategies. Copyright © 2013 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

2013 Review and Update of the Genetic Counseling Practice Based Competencies by a Task Force of the Accreditation Council for Genetic Counseling.

PubMed

Doyle, Debra Lochner; Awwad, Rawan I; Austin, Jehannine C; Baty, Bonnie J; Bergner, Amanda L; Brewster, Stephanie J; Erby, Lori A H; Franklin, Cathi Rubin; Greb, Anne E; Grubs, Robin E; Hooker, Gillian W; Noblin, Sarah Jane; Ormond, Kelly E; Palmer, Christina G; Petty, Elizabeth M; Singletary, Claire N; Thomas, Matthew J; Toriello, Helga; Walton, Carol S; Uhlmann, Wendy R

2016-10-01

The first practice based competencies (PBCs) for the field of genetic counseling were adopted by the American Board of Genetic Counseling (ABGC), 1996. Since that time, there has been significant growth in established and new work settings (clinical and non-clinical) and changes in service delivery models and the roles of genetic counselors. These changes prompted the ABGC to appoint a PBC Task Force in 2011 to review the PBCs with respect to their current relevance and to revise and update them as necessary. There are four domains in the revised PBCs: (I) Genetics Expertise and Analysis (II) Interpersonal, Psychosocial and Counseling Skills (III) Education and (IV) Professional Development and Practice. There are 22 competencies, each clarified with learning objectives or samples of activities and skills; a glossary is included. New competencies were added that address genomics, genetic testing and genetic counselors' roles in risk assessment, education, supervision, conducting research and presenting research options to patients. With PBCs serving as the pre-defined abilities or outcomes of training, graduating genetic counselors will be well prepared to enter the field with a minimum level of skills and abilities. A description of the Task Force's work, key changes and the 2013 PBCs are presented herein.

Bone Loss from High Repetitive High Force Loading is Prevented by Ibuprofen Treatment

PubMed Central

Jain, Nisha X.; Barr-Gillespie, Ann E.; Clark, Brian D.; Kietrys, David M.; Wade, Christine K.; Litvin, Judith; Popoff, Steven N.; Barbe, Mary F.

2014-01-01

We examined roles of loading and inflammation on forearm bones in a rat model of upper extremity overuse. Trabecular structure in distal radius and ulna was examined in three groups of young adult rats: 1) 5% food-restricted that underwent an initial training period of 10 min/day for 5 weeks to learn the repetitive task (TRHF); 2) rats that underwent the same training before performing a high repetition high force task, 2 hours/day for 12 weeks (HRHF); and 3) food-restricted only (FRC). Subsets were treated with oral ibuprofen (IBU). TRHF rats had increased trabecular bone volume and numbers, osteoblasts, and serum osteocalcin, indicative of bone adaptation. HRHF rats had constant muscle pulling forces, showed limited signs of bone adaptation, but many signs of bone resorption, including decreased trabecular bone volume and bone mineral density, increased osteoclasts and bone inflammatory cytokines, and reduced median nerve conduction velocity (15%). HRHF+IBU rats showed no trabecular resorptive changes, no increased osteoclasts or bone inflammatory cytokines, no nerve inflammation, preserved nerve conduction, and increased muscle voluntary pulling forces. Ibuprofen treatment preserved trabecular bone quality by reducing osteoclasts and bone inflammatory cytokines, and improving muscle pulling forces on bones as a result of reduced nerve inflammation. PMID:24583543

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

PubMed

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

76 FR 22685 - Interagency Management Task Force Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-22

... Force Public Meeting AGENCY: Office of Energy Efficiency and Renewable Energy, Department of Energy (DOE... meetings of the Interagency Energy Management Task Force (Task Force) in 2011. FEMP intends to hold recurring public meetings of the Task Force. Interested parties can check http://www.femp.energy.gov/news...

75 FR 20578 - Federal Advisory Committee; Defense Health Board (DHB); Department of Defense Task Force on the...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-20

... (DHB); Department of Defense Task Force on the Prevention of Suicide by Members of the Armed Forces... announces a meeting of the Department of Defense Task Force on the Prevention of Suicide by Members of the... Secretary, Department of Defense Task Force on the Prevention of Suicide by Members of the Armed Forces, One...

Tactile feedback is an effective instrument for the training of grasping with a prosthesis at low- and medium-force levels.

PubMed

De Nunzio, Alessandro Marco; Dosen, Strahinja; Lemling, Sabrina; Markovic, Marko; Schweisfurth, Meike Annika; Ge, Nan; Graimann, Bernhard; Falla, Deborah; Farina, Dario

2017-08-01

Grasping is a complex task routinely performed in an anticipatory (feedforward) manner, where sensory feedback is responsible for learning and updating the internal model of grasp dynamics. This study aims at evaluating whether providing a proportional tactile force feedback during the myoelectric control of a prosthesis facilitates learning a stable internal model of the prosthesis force control. Ten able-bodied subjects controlled a sensorized myoelectric prosthesis performing four blocks of consecutive grasps at three levels of target force (30, 50, and 70%), repeatedly closing the fully opened hand. In the first and third block, the subjects received tactile and visual feedback, respectively, while during the second and fourth block, the feedback was removed. The subjects also performed an additional block with no feedback 1 day after the training (Retest). The median and interquartile range of the generated forces was computed to assess the accuracy and precision of force control. The results demonstrated that the feedback was indeed an effective instrument for the training of prosthesis control. After the training, the subjects were still able to accurately generate the desired force for the low and medium target (30 and 50% of maximum force available in a prosthesis), despite the feedback being removed within the session and during the retest (low target force). However, the training was substantially less successful for high forces (70% of prosthesis maximum force), where subjects exhibited a substantial loss of accuracy as soon as the feedback was removed. The precision of control decreased with higher forces and it was consistent across conditions, determined by an intrinsic variability of repeated myoelectric grasping. This study demonstrated that the subject could rely on the tactile feedback to adjust the motor command to the prosthesis across trials. The subjects adjusted the mean level of muscle activation (accuracy), whereas the precision could not be modulated as it depends on the intrinsic myoelectric variability. They were also able to maintain the feedforward command even after the feedback was removed, demonstrating thereby a stable learning, but the retention depended on the level of the target force. This is an important insight into the role of feedback as an instrument for learning of anticipatory prosthesis force control.

75 FR 21603 - Renewal of Department of Defense Federal Advisory Committee; Missouri River (North Dakota) Task...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-26

...-6128. SUPPLEMENTARY INFORMATION: The Task Force is a non-discretionary Federal advisory committee and... Committee; Missouri River (North Dakota) Task Force AGENCY: Department of Defense (DoD). ACTION: Renewal of... Missouri River (North Dakota) Task Force (hereafter referred to as the Task Force). FOR FURTHER INFORMATION...

Force fluctuations while pressing and moving against high- and low-friction touch screen surfaces.

PubMed

Joshi, Mukta N; Keenan, Kevin G

2016-07-01

The purpose of this study was to identify the influence of a high- and low-friction surface on the ability to maintain a steady downward force during an index finger pressing and moving task. Fifteen right-handed subjects (24-48 years) performed a static force pressing task and a hybrid pressing and moving task on the surface of an iPad mini while holding a steady 2-N force on high- and low-friction surfaces. Variability of force was quantified as the standard deviation (SD) of normal force (F z) and shear force (F xy) across friction conditions and tasks. The SD of F z was 227 % greater during the hybrid task as compared to the static task (p < .001) and was 19 % greater for the high- versus low-friction condition (p = .033). There were positive correlations between SD of F z and F xy during the hybrid force/motion tasks on the high- and low-friction conditions (r (2) = 0.5 and 0.86, respectively), suggesting significant associations between normal and shear forces for this hybrid task. The correlation between the SD of F z for static and hybrid tasks was r (2) = 0.44, indicating that the common practice of examining the control of static tasks may not sufficiently explain performance during hybrid tasks, at least for the young subjects tested in the current study. As activities of daily living frequently require hybrid force/motion tasks (e.g., writing, doing the dishes, and cleaning counters), the results of this study emphasize the need to study motor performance during hybrid tasks in addition to static force tasks.

U.S. Northern Command > Newsroom > Fact Sheets

Science.gov Websites

Operations Command, North U.S. Marine Forces Northern Command U.S. Fleet Forces Command Air Forces Northern U.S. Army North Joint Task Force North Joint Task Force Civil Support Joint Task Force Alaska Joint

Enactment of mandatory pharmacy technician certification in Kansas.

PubMed

Lucas, Amber; Massey, Lindsay; Gill, Taylor; Burger, Gregory; Little, Jeff D

2016-02-01

The successful enactment of mandatory pharmacy technician certification in Kansas is described. In 2004, Kansas began requiring registration of all pharmacy technicians with the state board of pharmacy. Registration identified individuals working as pharmacy technicians but did not require any specific education or certification. In September 2012, the Kansas Board of Pharmacy created a task force of key stakeholders including pharmacists from multiple areas of practice, the University of Kansas School of Pharmacy, organizational leaders from the Kansas Council of Health-System Pharmacists (KCHP) and Kansas Pharmacists Association, and professional lobbyists. The goals of this task force were to research practices of technician certification in other states and to make recommendations to the state board of pharmacy on how Kansas could accomplish mandatory technician certification. The task force outlined the steps needed to achieve legislation that could be supported by the members. These topics included the creation of a technician trainee category, grandfathering certain technicians who had been practicing for a designated period of time, state board-approved exemptions, training requirements, age and education requirements, continuing-education requirements, and pharmacist:technician ratio. The recommendations were finalized at the August 2013 Kansas Pharmacy Summit, and the proposed legislation was introduced and passed during the 2014 legislative session. KCHP members learned many valuable lessons about advocacy and the legislative process with this initiative, including building relationships, working with legislators, and working with other professional organizations. The formation of a task force led to the successful passage of a bill granting the Kansas Board of Pharmacy the authority to issue regulations regarding mandatory pharmacy technician certification. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

A Guide for Dropout Prevention. Creating an Integrated Learning Environment in Secondary Schools. Dropout Prevention Series.

ERIC Educational Resources Information Center

Fennimore, Todd F.

This guide explores ways that schools can put the idea of integrating educational and community support for dropout prevention to work in the school and community. Part 1, "Implementing a Plan for Restructuring the School," recommends the formation of a task force to involve the community and school staff from the start. It also describes the…

Leadership for Student Learning: Reinventing the Principalship. School Leadership for the 21st Century Initiative: A Report of the Task Force on the Principalship.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

State and local education systems must abandon the century-old model of the principal as a middle manager directly responsible for every aspect of school operations and performance. Intense job stress, excessive time requirements, difficulty satisfying parents and community, social problems that make it difficult to focus on instructional issues,…

Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program

ERIC Educational Resources Information Center

Orozco, Monica; Fowlkes, James; Jerzak, Page; Musgrove, Ann

2012-01-01

The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center's start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are provided showing…

An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilising Technology--The Teachers' Perspective

ERIC Educational Resources Information Center

Johnston, Jennifer; Riordain, Maire Ni; Walshe, Grainne

2014-01-01

The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002).…

Multimodal Sparse Coding for Event Detection

DTIC Science & Technology

2015-10-13

classification tasks based on single modality. We present multimodal sparse coding for learning feature representations shared across multiple modalities...The shared representa- tions are applied to multimedia event detection (MED) and evaluated in compar- ison to unimodal counterparts, as well as other...and video tracks from the same multimedia clip, we can force the two modalities to share a similar sparse representation whose benefit includes robust

Washington's Community and Technical Colleges' Student Achievement Initiative: Lessons Learned since the 2012 Revision and Considerations for New Allocation Model. Research Report 16-1

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2016

2016-01-01

In January 2012, a system-wide task force came together for a nearly year-long process of revising the community and technical college system's performance-based funding (PBF) system, the Student Achievement Initiative. This review was consistent with national experts' recommendations for continuous evaluation of PBF systems to ensure overall…

Proximal arm kinematics affect grip force-load force coordination

PubMed Central

Vermillion, Billy C.; Lum, Peter S.

2015-01-01

During object manipulation, grip force is coordinated with load force, which is primarily determined by object kinematics. Proximal arm kinematics may affect grip force control, as proximal segment motion could affect control of distal hand muscles via biomechanical and/or neural pathways. The aim of this study was to investigate the impact of proximal kinematics on grip force modulation during object manipulation. Fifteen subjects performed three vertical lifting tasks that involved distinct proximal kinematics (elbow/shoulder), but resulted in similar end-point (hand) trajectories. While temporal coordination of grip and load forces remained similar across the tasks, proximal kinematics significantly affected the grip force-to-load force ratio (P = 0.042), intrinsic finger muscle activation (P = 0.045), and flexor-extensor ratio (P < 0.001). Biomechanical coupling between extrinsic hand muscles and the elbow joint cannot fully explain the observed changes, as task-related changes in intrinsic hand muscle activation were greater than in extrinsic hand muscles. Rather, between-task variation in grip force (highest during task 3) appears to contrast to that in shoulder joint velocity/acceleration (lowest during task 3). These results suggest that complex neural coupling between the distal and proximal upper extremity musculature may affect grip force control during movements, also indicated by task-related changes in intermuscular coherence of muscle pairs, including intrinsic finger muscles. Furthermore, examination of the fingertip force showed that the human motor system may attempt to reduce variability in task-relevant motor output (grip force-to-load force ratio), while allowing larger fluctuations in output less relevant to task goal (shear force-to-grip force ratio). PMID:26289460

78 FR 23970 - Interagency Task Force on Veterans Small Business Development

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-23

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency Task Force Meeting. SUMMARY: This document corrects the SBA's Interagency Task Force on Veterans Small Business Developments...

Perceptual Learning in Children With Infantile Nystagmus: Effects on 2D Oculomotor Behavior.

PubMed

Huurneman, Bianca; Boonstra, F Nienke; Goossens, Jeroen

2016-08-01

To determine changes in oculomotor behavior after 10 sessions of perceptual learning on a letter discrimination task in children with infantile nystagmus (IN). Children with IN (18 children with idiopathic IN and 18 with oculocutaneous albinism accompanied by IN) aged 6 to 11 years were divided into two training groups matched on diagnosis: an uncrowded training group (n = 18) and a crowded training group (n = 18). Target letters always appeared briefly (500 ms) at an eccentric location, forcing subjects to quickly redirect their gaze. Training occurred twice per week for 5 consecutive weeks (3500 trials total). Norm data and test-retest values were collected from children with normal vision (n = 11). Outcome measures were: nystagmus characteristics (amplitude, frequency, intensity, and the expanded nystagmus acuity function); fixation stability (the bivariate contour ellipse area and foveation time); and saccadic eye movements (latencies and accuracy) made during a simple saccade task and a crowded letter-identification task. After training, saccadic responses of children with IN improved on the saccade task (latencies decreased by 14 ± 4 ms and gains increased by 0.03 ± 0.01), but not on the crowded letter task. There were also no training-induced changes in nystagmus characteristics and fixation stability. Although children with normal vision had shorter latencies in the saccade task (47 ± 14 ms at baseline), test-retest changes in their saccade gains and latencies were almost equal to the training effects observed in children with IN. Our results suggest that the improvement in visual performance after perceptual learning in children with IN is primarily due to improved sensory processing rather than improved two-dimensional oculomotor behavior.

32 CFR 700.1053 - Commander of a task force.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Commander of a task force. 700.1053 Section 700... Command Detail to Duty § 700.1053 Commander of a task force. (a) A geographic fleet commander, and any other naval commander, may detail in command of a task force, or other task command, any eligible...

75 FR 76422 - Meeting of the Department of Defense Task Force on the Care, Management, and Transition of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-08

... DEPARTMENT OF DEFENSE Office of the Secretary Meeting of the Department of Defense Task Force on... Forces (Subsequently Referred to as the Task Force) AGENCY: Department of Defense. ACTION: Notice... forthcoming meeting of the Department of Defense Task Force on the Care, Management, and Transition of...

75 FR 62611 - Interagency Task Force on Veterans Small Business Development

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-12

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency Task Force meeting... public meeting of the Interagency Task Force on Veterans Small Business Development. The meeting will be...

75 FR 76744 - National Disaster Housing Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-09

...] National Disaster Housing Task Force AGENCY: Federal Emergency Management Agency, DHS. ACTION: Notice of Meeting. SUMMARY: The National Disaster Housing Task Force (NDHTF) will meet by teleconference on December...: Mitchell Wyllins, National Disaster Housing Task Force, 500 C Street, SW., (Room 428), Washington, DC 20472...

77 FR 41472 - Interagency Task Force on Veterans Small Business Development

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-13

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency Task Force meeting... public meeting of the Interagency Task Force on Veterans Small Business Development. The meeting will be...

76 FR 8393 - Interagency Task Force on Veterans Small Business Development

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-14

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency Task Force meeting... public meeting of the Interagency Task Force on Veterans Small Business Development. The meeting will be...

75 FR 62438 - Interagency Task Force on Veterans Small Business Development Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-08

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development Meeting AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency Task Force... first public meeting of the Interagency Task Force on Veterans Small Business Development. The meeting...

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning

PubMed Central

Raza, Meher; Ivry, Richard B.

2016-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. NEW & NOTEWORTHY We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. PMID:27832611

Face and Construct Validity of a Novel Virtual Reality-Based Bimanual Laparoscopic Force-Skills Trainer With Haptics Feedback.

PubMed

Prasad, Raghu; Muniyandi, Manivannan; Manoharan, Govindan; Chandramohan, Servarayan M

2018-05-01

The purpose of this study was to examine the face and construct validity of a custom-developed bimanual laparoscopic force-skills trainer with haptics feedback. The study also examined the effect of handedness on fundamental and complex tasks. Residents (n = 25) and surgeons (n = 25) performed virtual reality-based bimanual fundamental and complex tasks. Tool-tissue reaction forces were summed, recorded, and analysed. Seven different force-based measures and a 1-time measure were used as metrics. Subsequently, participants filled out face validity and demographic questionnaires. Residents and surgeons were positive on the design, workspace, and usefulness of the simulator. Construct validity results showed significant differences between residents and experts during the execution of fundamental and complex tasks. In both tasks, residents applied large forces with higher coefficient of variation and force jerks (P < .001). Experts, with their dominant hand, applied lower forces in complex tasks and higher forces in fundamental tasks (P < .001). The coefficients of force variation (CoV) of residents and experts were higher in complex tasks (P < .001). Strong correlations were observed between CoV and task time for fundamental (r = 0.70) and complex tasks (r = 0.85). Range of smoothness of force was higher for the non-dominant hand in both fundamental and complex tasks. The simulator was able to differentiate the force-skills of residents and surgeons, and objectively evaluate the effects of handedness on laparoscopic force-skills. Competency-based laparoscopic skills assessment curriculum should be updated to meet the requirements of bimanual force-based training.

Neurotechnology to accelerate learning: during marksmanship training.

PubMed

Behneman, Adrienne; Berka, Chris; Stevens, Ronald; Vila, Bryan; Tan, Veasna; Galloway, Trysha; Johnson, Robin; Raphael, Giby

2012-01-01

This article explores the psychophysiological metrics during expert and novice performances in marksmanship, combat deadly force judgment and decision making (DFJDM), and interactions of teams. Electroencephalography (EEG) and electrocardiography (ECG) are used to characterize the psychophysiological profiles within all categories. Closed-loop biofeedback was administered to accelerate learning during marksmanship training in which the results show a difference in groups that received feedback compared with the control. During known distance marksmanship and DFJDM scenarios, experts show superior ability to control physiology to meet the demands of the task. Expertise in teaming scenarios is characterized by higher levels of cohesiveness than those seen in novices.

A Q-Learning Approach to Flocking With UAVs in a Stochastic Environment.

PubMed

Hung, Shao-Ming; Givigi, Sidney N

2017-01-01

In the past two decades, unmanned aerial vehicles (UAVs) have demonstrated their efficacy in supporting both military and civilian applications, where tasks can be dull, dirty, dangerous, or simply too costly with conventional methods. Many of the applications contain tasks that can be executed in parallel, hence the natural progression is to deploy multiple UAVs working together as a force multiplier. However, to do so requires autonomous coordination among the UAVs, similar to swarming behaviors seen in animals and insects. This paper looks at flocking with small fixed-wing UAVs in the context of a model-free reinforcement learning problem. In particular, Peng's Q(λ) with a variable learning rate is employed by the followers to learn a control policy that facilitates flocking in a leader-follower topology. The problem is structured as a Markov decision process, where the agents are modeled as small fixed-wing UAVs that experience stochasticity due to disturbances such as winds and control noises, as well as weight and balance issues. Learned policies are compared to ones solved using stochastic optimal control (i.e., dynamic programming) by evaluating the average cost incurred during flight according to a cost function. Simulation results demonstrate the feasibility of the proposed learning approach at enabling agents to learn how to flock in a leader-follower topology, while operating in a nonstationary stochastic environment.

Childhood Obesity Task Forces Established by State Legislatures, 2001-2010

PubMed Central

Kim, Sonia A.; Sherry, Bettylou; Blanck, Heidi M.

2013-01-01

Introduction States and communities are considering policy and environmental strategies, including enacting legislation, to reduce and prevent childhood obesity. One legislative approach has been to create task forces to understand key issues and develop a course of action. The goal of this study was to describe state-level, childhood obesity task forces in the United States created by legislation from 2001 through 2010. Methods We used the Center for Disease Control and Prevention’s Division of Nutrition, Physical Activity, and Obesity database to identify state-level childhood obesity task forces created through legislation from 2001 through 2010. Results We identified 21 states that had enacted legislation creating childhood obesity task forces of which 6 had created more than one task force. Most task forces were charged with both gathering and reviewing information and making recommendations for obesity-prevention actions in the state. Most legislation required that task forces include representation from the state legislature, state agencies, community organizations, and community members. Conclusion Evaluation of the effectiveness of obesity-prevention task forces and the primary components that contribute to their success may help to determine the advantages of the use of such strategies in obesity prevention. PMID:23987250

Bayesian Cue Integration as a Developmental Outcome of Reward Mediated Learning

PubMed Central

Weisswange, Thomas H.; Rothkopf, Constantin A.; Rodemann, Tobias; Triesch, Jochen

2011-01-01

Average human behavior in cue combination tasks is well predicted by Bayesian inference models. As this capability is acquired over developmental timescales, the question arises, how it is learned. Here we investigated whether reward dependent learning, that is well established at the computational, behavioral, and neuronal levels, could contribute to this development. It is shown that a model free reinforcement learning algorithm can indeed learn to do cue integration, i.e. weight uncertain cues according to their respective reliabilities and even do so if reliabilities are changing. We also consider the case of causal inference where multimodal signals can originate from one or multiple separate objects and should not always be integrated. In this case, the learner is shown to develop a behavior that is closest to Bayesian model averaging. We conclude that reward mediated learning could be a driving force for the development of cue integration and causal inference. PMID:21750717

The Effect of Including an Opt-Out Option in Discrete Choice Experiments

PubMed Central

Veldwijk, Jorien; Lambooij, Mattijs S.; de Bekker-Grob, Esther W.; Smit, Henriëtte A.; de Wit, G. Ardine

2014-01-01

Objective to determine to what extent the inclusion of an opt-out option in a DCE may have an effect on choice behaviour and therefore might influence the attribute level estimates, the relative importance of the attributes and calculated trade-offs. Methods 781 Dutch Type 2 Diabetes Mellitus patients completed a questionnaire containing nine choice tasks with an opt-out option and nice forced choice tasks. Mixed-logit models were used to estimate the relative importance of the five lifestyle program related attributes that were included. Willingness to pay (WTP) values were calculated and it was tested whether results differed between respondents who answered the choice tasks with an opt-out option in the first or second part of the questionnaire. Results 21.4% of the respondents always opted out. Respondents who were given the opt-out option in the first part of the questionnaire as well as lower educated respondents significantly more often opted out. For both the forced and unforced choice model, different attributes showed significant estimates, the relative importance of the attributes was equal. However, due to differences in relative importance weights, the WTP values for the PA schedule differed significantly between both datasets. Conclusions Results show differences in opting out based on the location of the opt-out option and respondents' educational level; this resulted in small differences between the forced and unforced choice model. Since respondents seem to learn from answering forced choice tasks, a dual response design might result in higher data quality compared to offering a direct opt-out option. Future research should empirically explore how choice sets should be presented to make them as easy and less complex as possible in order to reduce the proportion of respondents that opts-out due to choice task complexity. Moreover, future research should debrief respondents to examine the reasons for choosing the opt-out alternative. PMID:25365169

The effect of including an opt-out option in discrete choice experiments.

PubMed

Veldwijk, Jorien; Lambooij, Mattijs S; de Bekker-Grob, Esther W; Smit, Henriëtte A; de Wit, G Ardine

2014-01-01

to determine to what extent the inclusion of an opt-out option in a DCE may have an effect on choice behaviour and therefore might influence the attribute level estimates, the relative importance of the attributes and calculated trade-offs. 781 Dutch Type 2 Diabetes Mellitus patients completed a questionnaire containing nine choice tasks with an opt-out option and nice forced choice tasks. Mixed-logit models were used to estimate the relative importance of the five lifestyle program related attributes that were included. Willingness to pay (WTP) values were calculated and it was tested whether results differed between respondents who answered the choice tasks with an opt-out option in the first or second part of the questionnaire. 21.4% of the respondents always opted out. Respondents who were given the opt-out option in the first part of the questionnaire as well as lower educated respondents significantly more often opted out. For both the forced and unforced choice model, different attributes showed significant estimates, the relative importance of the attributes was equal. However, due to differences in relative importance weights, the WTP values for the PA schedule differed significantly between both datasets. Results show differences in opting out based on the location of the opt-out option and respondents' educational level; this resulted in small differences between the forced and unforced choice model. Since respondents seem to learn from answering forced choice tasks, a dual response design might result in higher data quality compared to offering a direct opt-out option. Future research should empirically explore how choice sets should be presented to make them as easy and less complex as possible in order to reduce the proportion of respondents that opts-out due to choice task complexity. Moreover, future research should debrief respondents to examine the reasons for choosing the opt-out alternative.

2015 International PV Quality Assurance Task Force (PVQAT) Workshop |

Science.gov Websites

Photovoltaic Research | NREL International PV Quality Assurance Task Force (PVQAT) Workshop 2015 International PV Quality Assurance Task Force (PVQAT) Workshop Wednesday, February 25, 2015 Chairs : Tony Sample and Masaaki Yamamichi The 2015 International PV Quality Assurance Task Force (PVQAT

78 FR 27969 - Meeting of the Community Preventive Services Task Force (Task Force)

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-13

... discussed: Matters to be discussed: cancer prevention and control, cardiovascular disease prevention and... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the Community Preventive Services Task Force (Task Force) AGENCY: Centers for Disease Control and Prevention...

77 FR 56845 - Meeting of the Community Preventive Services Task Force (Task Force)

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2012-09-14

...: Matters to be discussed: Tobacco, oral health and cardiovascular disease. Meeting Accessibility: This... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the Community Preventive Services Task Force (Task Force) AGENCY: Centers for Disease Control and Prevention...

78 FR 59939 - Meeting of the Community Preventive Services Task Force (Task Force)

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.... Matters to be discussed: Cancer prevention and control, cardiovascular disease prevention and control... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the Community Preventive Services Task Force (Task Force) AGENCY: Centers for Disease Control and Prevention...

78 FR 7849 - Interagency Task Force on Veterans Small Business Development

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78 FR 70087 - Interagency Task Force on Veterans Small Business Development

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78 FR 45996 - Interagency Task Force on Veterans Small Business Development

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2013-04-10

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77 FR 41165 - Notice of Meeting of the Agricultural Air Quality Task Force

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2012-07-12

... Agricultural Air Quality Task Force AGENCY: Natural Resources Conservation Service, USDA. ACTION: Notice of meeting. SUMMARY: The Department of Agriculture (USDA), Agricultural Air Quality Task Force (AAQTF) will.../Concerns Discussion Continued discussion of goals for Task Force Anaerobic Digester Technologies Odor...

Community hoarding task forces: a comparative case study of five task forces in the United States.

PubMed

Bratiotis, Christiana

2013-05-01

During the past decade, many community task forces have formed to address hoarding problems that come to public attention. Such task forces provide a societal-level intervention to assist people with the most severe cases of hoarding, who do not voluntarily seek or want help for their hoarding behaviour. This qualitative study of five U.S. hoarding task forces included sites selected for their diversity of purpose, approaches to hoarding intervention and community geography, composition and resources. Data were collected during the period of September 2007-March 2008. The case study methodology used multiple forms of data, including semi-structured interviews, analysis of documents, small group interviews and investigator observation. This study captured the perspectives of public and private sector service providers such as mental health, housing, social service, public health agencies and community enforcement organisations (fire, police, legal, animal control) to examine how task forces organise and operate and the emerging practice and policy changes. Study findings suggest that structural factors (e.g. leadership, purpose, funding and membership) impact hoarding task force viability, that participation on a task force influences practice and policy decisions about hoarding, and that social work can expand its role in task force leadership. Task forces may be a mechanism for improving community policies about hoarding and mechanisms for addressing other social problems across multiple sectors. © 2012 Blackwell Publishing Ltd.

Segmenting overlapping nano-objects in atomic force microscopy image

NASA Astrophysics Data System (ADS)

Wang, Qian; Han, Yuexing; Li, Qing; Wang, Bing; Konagaya, Akihiko

2018-01-01

Recently, techniques for nanoparticles have rapidly been developed for various fields, such as material science, medical, and biology. In particular, methods of image processing have widely been used to automatically analyze nanoparticles. A technique to automatically segment overlapping nanoparticles with image processing and machine learning is proposed. Here, two tasks are necessary: elimination of image noises and action of the overlapping shapes. For the first task, mean square error and the seed fill algorithm are adopted to remove noises and improve the quality of the original image. For the second task, four steps are needed to segment the overlapping nanoparticles. First, possibility split lines are obtained by connecting the high curvature pixels on the contours. Second, the candidate split lines are classified with a machine learning algorithm. Third, the overlapping regions are detected with the method of density-based spatial clustering of applications with noise (DBSCAN). Finally, the best split lines are selected with a constrained minimum value. We give some experimental examples and compare our technique with two other methods. The results can show the effectiveness of the proposed technique.

Metallurgical Evaluations of Depainting Processes on Aluminum Substrate

NASA Technical Reports Server (NTRS)

McGill, Preston

1999-01-01

In December 1993, the Environmental Protection Agency (EPA) Emission Standards Division and the National Aeronautics and Space Administration's (NASA's) Marshall Space Flight Center (MSFC) signed an Interagency Agreement (IA) initiating a task force for the technical assessment of alternative technologies for aerospace depainting operations. The United States Air Force (USAF) joined the task force in 1994. The mandates of the task force were: (1) To identify available alternative depainting systems that do not rely on methylene chloride or other ozone-depleting, chlorinated, and volatile organic carbon solvents. (2) To determine the viability, applicability, and pollution prevention potential of each identified alternative. (3) To address issues of safety, environmental impact, reliability, and maintainability. Through a Technical Implementation Committee (TIC), the task force selected and evaluated eight alternative paint stripping technologies: chemical stripping, carbon dioxide (CO2) blasting, xenon flashlamp and CO2 coatings removal (FLASHJET(R)), CO2 laser stripping, plastic media blasting (PMB), sodium bicarbonate wet stripping, high-pressure water blasting (WaterJet), and wheat starch abrasive blasting (Enviro-Strip(R)). (The CO2 blasting study was discontinued after the first depainting sequence.) This final report presents the results of the Joint EPA/NASA/USAF Interagency Depainting Study. Significant topics include: (1) Final depainting sequence data for the chemical stripping, PMB, sodium bicarbonate wet stripping, and WaterJet processes. (2) Strip rates for all eight technologies. (3) Sequential comparisons of surface roughness measurements for the seven viable depainting technologies. (4) Chronological reviews of and lessons learned in the conduct of all eight technologies. (5) An analysis of the surface roughness trends for each of the seven technologies. (6) Metallurgic evaluations of panels Summaries of corrosion and hydrogen embrittlement evaluations of chemical stripping panels, detailed descriptions of which appear in previous reports. Because the requirements for alternative systems are diverse, as are initial setup, training, and on-going operational considerations, this study does not recommend a particular product or process. Users of this study will draw their own conclusions from the data presented herein.

75 FR 32186 - Task Force on Community Preventive Services

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2010-06-07

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78 FR 2996 - Meeting of the Community Preventive Services Task Force (Task Force)

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2013-01-15

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77 FR 16256 - Aquatic Nuisance Species Task Force Meeting

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2012-03-20

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75 FR 70764 - Small Business Information Security Task Force

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2010-11-18

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7 CFR 1900.6 - Chair, Loan Resolution Task Force.

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2010-01-01

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2011-01-28

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76 FR 11307 - Small Business Information Security Task Force

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2011-03-01

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Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening

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Data Media & News Publications Press Releases Story Archive Home Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening Session Gulf Coast Ecosystem Restoration Task Force Meeting and Title: Gulf Coast Ecosystem Restoration Task Force Meeting and Public Listening SessionDescription: The

Task Force II: Energy and Its Socioeconomic Impacts

ERIC Educational Resources Information Center

Appalachia, 1977

1977-01-01

Summarizing the Task Force Issues Paper presented at the Appalachian Conference on Balanced Growth and Economic Development (1977), this article presents selected comments by Task Force participants, and Task Force recommendations re: a national severence tax on extraction of nonrenewable energy resources; socioeconomic costs of nuclear energy; a…

Astronomy for a Better World: IAU OAD Task Force-1 Programs for Advancing Astronomy Education and Research in Universities in Developing Countries

NASA Astrophysics Data System (ADS)

Guinan, Edward; Kolenberg, Katrien

2015-03-01

We discuss the IAU Commission 46 and Office for Astronomy Development (OAD) programs that support advancing Astronomy education and research primarily in universities in developing countries. The bulk of these operational activities will be coordinated through the OAD's newly installed Task Force 1. We outline current (and future) IAU/OAD Task Force-1 programs that promote the development of University-level Astronomy at both undergraduate and graduate levels. Among current programs discussed are the past and future expanded activities of the International School for Young Astronomers (ISYA) and the Teaching Astronomy for Development (TAD) programs. The primary role of the ISYA program is the organization of a three week School for students for typically M.Sc. and Ph.D students. The ISYA is a very successful program that will now be offered more frequently through the generous support of the Kavli Foundation. The IAU/TAD program provides aid and resources for the development of teaching, education and research in Astronomy. The TAD program is dedicated to assist countries that have little or no astronomical activity, but that wish to develop or enhance Astronomy education. Over the last ten years, the ISYA and TAD programs have supported programs in Africa, Asia, Central America and the Caribbean, the Middle East, South East and West Asia, and South America. Several examples are given. Several new programs being considered by OAD Task Force-1 are also discussed. Other possible programs being considered are the introduction of modular Astronomy courses into the university curricula (or improve present courses) as well as providing access to ``remote learning`` courses and Virtual Astronomy labs in developing countries. Another possible new program would support visits of astronomers from technically advanced countries to spend their sabbatical leaves teaching and advising University Astronomy programs in developing countries. Suggestions for new Task Force -1 programs are also welcomed. Useful information about the participation of IAU members and volunteers in these programs will be discussed and practical information will be provided.

Learning redundant motor tasks with and without overlapping dimensions: facilitation and interference effects.

PubMed

Ranganathan, Rajiv; Wieser, Jon; Mosier, Kristine M; Mussa-Ivaldi, Ferdinando A; Scheidt, Robert A

2014-06-11

Prior learning of a motor skill creates motor memories that can facilitate or interfere with learning of new, but related, motor skills. One hypothesis of motor learning posits that for a sensorimotor task with redundant degrees of freedom, the nervous system learns the geometric structure of the task and improves performance by selectively operating within that task space. We tested this hypothesis by examining if transfer of learning between two tasks depends on shared dimensionality between their respective task spaces. Human participants wore a data glove and learned to manipulate a computer cursor by moving their fingers. Separate groups of participants learned two tasks: a prior task that was unique to each group and a criterion task that was common to all groups. We manipulated the mapping between finger motions and cursor positions in the prior task to define task spaces that either shared or did not share the task space dimensions (x-y axes) of the criterion task. We found that if the prior task shared task dimensions with the criterion task, there was an initial facilitation in criterion task performance. However, if the prior task did not share task dimensions with the criterion task, there was prolonged interference in learning the criterion task due to participants finding inefficient task solutions. These results show that the nervous system learns the task space through practice, and that the degree of shared task space dimensionality influences the extent to which prior experience transfers to subsequent learning of related motor skills. Copyright © 2014 the authors 0270-6474/14/348289-11$15.00/0.

Rehabilitation of activities of daily living in virtual environments with intuitive user interface and force feedback.

PubMed

Chiang, Vico Chung-Lim; Lo, King-Hung; Choi, Kup-Sze

2017-10-01

To investigate the feasibility of using a virtual rehabilitation system with intuitive user interface and force feedback to improve the skills in activities of daily living (ADL). A virtual training system equipped with haptic devices was developed for the rehabilitation of three ADL tasks - door unlocking, water pouring and meat cutting. Twenty subjects with upper limb disabilities, supervised by two occupational therapists, received a four-session training using the system. The task completion time and the amount of water poured into a virtual glass were recorded. The performance of the three tasks in reality was assessed before and after the virtual training. Feedback of the participants was collected with questionnaires after the study. The completion time of the virtual tasks decreased during the training (p < 0.01) while the percentage of water successfully poured increased (p = 0.051). The score of the Borg scale of perceived exertion was 1.05 (SD = 1.85; 95% CI =  0.18-1.92) and that of the task specific feedback questionnaire was 31 (SD =  4.85; 95% CI =  28.66-33.34). The feedback of the therapists suggested a positive rehabilitation effect. The participants had positive perception towards the system. The system can potentially be used as a tool to complement conventional rehabilitation approaches of ADL. Implications for rehabilitation Rehabilitation of activities of daily living can be facilitated using computer-assisted approaches. The existing approaches focus on cognitive training rather than the manual skills. A virtual training system with intuitive user interface and force feedback was designed to improve the learning of the manual skills. The study shows that system could be used as a training tool to complement conventional rehabilitation approaches.

Unintentional force changes in cyclical tasks performed by an abundant system: Empirical observations and a dynamical model.

PubMed

Reschechtko, Sasha; Hasanbarani, Fariba; Akulin, Vladimir M; Latash, Mark L

2017-05-14

The study explored unintentional force changes elicited by removing visual feedback during cyclical, two-finger isometric force production tasks. Subjects performed two types of tasks at 1Hz, paced by an auditory metronome. One - Force task - required cyclical changes in total force while maintaining the sharing, defined as relative contribution of a finger to total force. The other task - Share task - required cyclical changes in sharing while keeping total force unchanged. Each trial started under full visual feedback on both force and sharing; subsequently, feedback on the variable that was instructed to stay constant was frozen, and finally feedback on the other variable was also removed. In both tasks, turning off visual feedback on total force elicited a drop in the mid-point of the force cycle and an increase in the peak-to-peak force amplitude. Turning off visual feedback on sharing led to a drift of mean share toward 50:50 across both tasks. Without visual feedback there was consistent deviation of the two force time series from the in-phase pattern (typical of the Force task) and from the out-of-phase pattern (typical of the Share task). This finding is in contrast to most earlier studies that demonstrated only two stable patterns, in-phase and out-of-phase. We interpret the results as consequences of drifts of parameters in a dynamical system leading in particular to drifts in the referent finger coordinates toward their actual coordinates. The relative phase desynchronization is caused by the right-left differences in the hypothesized drift processes, consistent with the dynamic dominance hypothesis. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Unintentional force changes in cyclical tasks performed by an abundant system: Empirical observations and a dynamical model

PubMed Central

Reschechtko, Sasha; Hasanbarani, Fariba; Akulin, Vladimir M.; Latash, Mark L.

2017-01-01

The study explored unintentional force changes elicited by removing visual feedback during cyclical, two-finger isometric force production tasks. Subjects performed two types of tasks at 1 Hz, paced by an auditory metronome. One – Force task – required cyclical changes in total force while maintaining the sharing, defined as relative contribution of a finger to total force. The other task – Share task – required cyclical changes in sharing while keeping total force unchanged. Each trial started under full visual feedback on both force and sharing; subsequently, feedback on the variable that was instructed to stay constant was frozen, and finally feedback on the other variable was also removed. In both tasks, turning off visual feedback on total force elicited a drop in the mid-point of the force cycle and an increase in the peak-to-peak force amplitude. Turning off visual feedback on sharing led to a drift of mean share toward 50:50 across both tasks. Without visual feedback there was consistent deviation of the two force time series from the in-phase pattern (typical of the Force task) and from the out-of-phase pattern (typical of the Share task). This finding is in contrast to most earlier studies that demonstrated only two stable patterns, in-phase and out-of-phase. We interpret the results as consequences of drifts of parameters in a dynamical system leading in particular to drifts in the referent finger coordinates toward their actual coordinates. The relative phase desynchronization is caused by the right-left differences in the hypothesized drift processes, consistent with the dynamic dominance hypothesis. PMID:28344070

Effects of physical guidance on short-term learning of walking on a narrow beam.

PubMed

Domingo, Antoinette; Ferris, Daniel P

2009-11-01

Physical guidance is often used in rehabilitation when teaching patients to re-learn movements. However, the effects of guidance on motor learning of complex skills, such as walking balance, are not clear. We tested four groups of healthy subjects that practiced walking on a narrow (1.27 cm) or wide (2.5 cm) treadmill-mounted balance beam, with or without physical guidance. Assistance was given by springs attached to a hip belt that applied restoring forces towards beam center. Subjects were evaluated while walking unassisted before and after training by calculating the number of times subjects stepped off of the beam per minute of successful walking on the beam (Failures per Minute). Subjects in Unassisted groups had greater performance improvements in walking balance from pre to post compared to subjects in Assisted groups. During training, Unassisted groups had more Failures per Minute than Assisted groups. Performance improvements were smaller in Narrow Beam groups than in Wide Beam groups. The Unassisted-Wide and Assisted-Narrow groups had similar Failures per Minute during training, but the Unassisted-Wide group had much greater performance gains after training. These results suggest that physical assistance can hinder motor learning of walking balance, assistance appears less detrimental for more difficult tasks, and task-specific dynamics are important to learning independent of error experience.

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning.

PubMed

Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B

2017-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. Copyright © 2017 the American Physiological Society.

Belief-desire reasoning as a process of selection.

PubMed

Leslie, Alan M; German, Tim P; Polizzi, Pamela

2005-02-01

Human learning may depend upon domain specialized mechanisms. A plausible example is rapid, early learning about the thoughts and feelings of other people. A major achievement in this domain, at about age four in the typically developing child, is the ability to solve problems in which the child attributes false beliefs to other people and predicts their actions. The main focus of theorizing has been why 3-year-olds fail, and only recently have there been any models of how success is achieved in false-belief tasks. Leslie and Polizzi (Inhibitory processing in the false-belief task: Two conjectures. Developmental Science, 1, 247-254, 1998) proposed two competing models of success, which are the focus of the current paper. The models assume that belief-desire reasoning is a process which selects a content for an agent's belief and an action for the agent's desire. In false belief tasks, the theory of mind mechanism (ToMM) provides plausible candidate belief contents, among which will be a 'true-belief.' A second process reviews these candidates and by default will select the true-belief content for attribution. To succeed in a false-belief task, the default content must be inhibited so that attention shifts to another candidate belief. In traditional false-belief tasks, the protagonist's desire is to approach an object. Here we make use of tasks in which the protagonist has a desire to avoid an object, about which she has a false-belief. Children find such tasks much more difficult than traditional tasks. Our models explain the additional difficulty by assuming that predicting action from an avoidance desire also requires an inhibition. The two processing models differ in the way that belief and desire inhibitory processes combine to achieve successful action prediction. In six experiments we obtain evidence favoring one model, in which parallel inhibitory processes cancel out, over the other model, in which serial inhibitions force attention to a previously inhibited location. These results are discussed in terms of a set of simple proposals for the modus operandi of a domain specific learning mechanism. The learning mechanism is in part modular--the ToMM--and in part penetrable--the Selection Processor (SP). We show how ToMM-SP can account both for competence and for successful and unsuccessful performance on a wide range of belief-desire tasks across the preschool period. Together, ToMM and SP attend to and learn about mental states.

Contributions of acid rain research to the forest science-policy interface: learning from the national acid precipitation assessment program.

Treesearch

Charles E. Peterson; David S. Shriner

2004-01-01

During the 1970s, there was growing concern by scientists, policy officials and the general public in the USA over the possible effects of acid rain on human health and the environment (crops, forests, water, etc.). The lack of science-based information needed for policy and regulatory decisions led Congress to create an interagency task force in 1980 called the...

Title II Task Force Issues Reading and Media Selection Aid; ESEA Title II and the Right to Read Notable Reading Projects.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

The 21 reading projects described in this report range from a bilingual reading project for second-grade students to a secondary school reading project in career education. Objectives of some of the other projects described include: to motivate pupils to read for pleasure, to develop skill in reading and learn the use of reference materials in the…

Training Analyses Supporting the Land Warrior and Ground Soldier Systems

DTIC Science & Technology

2009-07-01

unit with LW and MW expressed in terms of unit force effectiveness, impacts to the DOTMLPF domains, life cycle cost, and ability to mitigate Joint...other individual tasks, Soldier and/or leader, be added to NET; should any be eliminated? What methods of instruction/resources should remain the...presentation of the training observation results from the nine-day NET. Terminal Learning Objectives The NET POI ( Omega Training Group, 2006

Task Force Fury - 4/82 ABN. Operation Enduring Freedom X, Aug 09-Sep 10

DTIC Science & Technology

2012-06-01

UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Office Secretary of Defense,Joint Advanced Warfighting Program - Analytical Projects...Office,Washington,DC,20301 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR’S...assess our Operational Environments (OE), Afghan partners and ourselves - Remain an agile, adaptive and learning organization (get better every day) ANSF

77 FR 4584 - Sunshine Act Meetings; National Science Board

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-30

... of a National Academy of Sciences/National Research Council study CPP Task Force on Unsolicited Mid... and December 13 meeting minutes Discussion of the MS Task Force draft report CSB Task Force on Data... Task Force Closing Remarks From the Chairman Committee on Audit and Oversight (A&O) Open Session: 4-4...

Academic Standards Task Force Report.

ERIC Educational Resources Information Center

Burnham, Peter F.

The product of a year-long research process undertaken by a Task Force on Academic Standards at Tompkins Cortland Community College (TCCC) in 1980-81, this report provides background to the deliberations of the Task Force and a presentation of their position on academic standards at TCCC. The report establishes the Task Force's commitments to…

75 FR 61175 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-04

...] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and Wildlife Service, Interior. ACTION: Notice of meeting. SUMMARY: This notice announces a meeting of the Aquatic Nuisance Species (ANS) Task Force. The.... DATES: The ANS Task Force will meet from 8 a.m. to 5 p.m. on Wednesday, November 3 through Thursday...

18 CFR 701.58 - Task forces.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Task forces. 701.58... Headquarters Organization § 701.58 Task forces. The Director with Council concurrence or the Council may establish task forces from time to time to aid in the preparation of issues for presentation to the Council...

3 CFR - White House Task Force on Middle-Class Working Families

Code of Federal Regulations, 2010 CFR

2010-01-01

... 3 The President 1 2010-01-01 2010-01-01 false White House Task Force on Middle-Class Working... Task Force on Middle-Class Working Families Memorandum for the Heads of Executive Departments and... times. To these ends, I hereby direct the following: Section 1. White House Task Force on Middle-Class...

77 FR 441 - Measurement and Control of Combustible Gas Generation and Dispersal

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-05

... Task Force Review of Insights from the Fukushima Dai-ichi Accident'' (Fukushima Task Force Report... Fukushima Task Force Report: ``[t]he task force recommends, as part of the longer term review, that the NRC... additional information is revealed through further study of the Fukushima Dai-ichi accident.'' The Commission...

76 FR 58165 - Petitions for Rulemaking Submitted by the Natural Resources Defense Council, Inc.

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-20

...-Term Task Force Review of Insights from the Fukushima Dai-ichi Accident'' (Fukushima Task Force Report... the Fukushima Task Force Report for the purpose of providing the Commission with fully-informed... recommendations from the Fukushima Task Force Report, and is not providing a separate opportunity for public...

76 FR 76189 - Notice of Public Hearing-Fiscal Oversight Task Force Report & Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-06

... period; and (3) reactions to those comments submitted by Task Force members. DATES: Monday, December 12... Report, the public comments previously submitted, and reactions to those comments from several Task Force members. The public comments and a summary of Task Force members' reactions may be viewed online at http...

Solar Energy Task Force Report: Technical Training Guidelines.

ERIC Educational Resources Information Center

O'Connor, Kevin

This task force report offers guidelines and information for the development of vocational education programs oriented to the commercial application of solar energy in water and space heating. After Section I introduces the Solar Energy Task Force and its activities, Section II outlines the task force's objectives and raises several issues and…

The effect of bracing availability on one-hand isometric force exertion capability.

PubMed

Jones, Monica L H; Reed, Matthew P; Chaffin, Don B

2013-01-01

Environmental obstructions that workers encounter can kinematically limit the postures that they can achieve. However, such obstructions can also provide an opportunity for additional support by bracing with the hand, thigh or other body part. The reaction forces on bracing surfaces, which are in addition to those acting at the feet and task hand, are hypothesised to improve force exertion capability, and become required inputs to biomechanical analysis of tasks with bracing. The effects of kinematic constraints and associated bracing opportunities on isometric hand force were quantified in a laboratory study of 22 men and women. Analyses of one-hand maximal push, pull and lift tasks demonstrated that bracing surfaces available at the thighs and non-task hand enabled participants to exert an average of 43% more force at the task hand. Task hand force direction deviated significantly from the nominal direction for exertions performed with bracing at both medium and low task hand locations. This study quantifies the effect of bracing on kinematically constrained force exertions. Knowledge that appropriate bracing surfaces can substantially increase hand force is critical to the evaluation of task-oriented strength capability. Force estimates may also involve large off-axis components, which have clear implications for ergonomic analyses of manual tasks.

Performance drifts in two-finger cyclical force production tasks performed by one and two actors.

PubMed

Hasanbarani, Fariba; Reschechtko, Sasha; Latash, Mark L

2018-03-01

We explored changes in the cyclical two-finger force performance task caused by turning visual feedback off performed either by the index and middle fingers of the dominant hand or by two index fingers of two persons. Based on an earlier study, we expected drifts in finger force amplitude and midpoint without a drift in relative phase. The subjects performed two rhythmical tasks at 1 Hz while paced by an auditory metronome. One of the tasks required cyclical changes in total force magnitude without changes in the sharing of the force between the two fingers. The other task required cyclical changes in the force sharing without changing total force magnitude. Subjects were provided with visual feedback, which showed total force magnitude and force sharing via cursor motion along the vertical and horizontal axes, respectively. Further, visual feedback was turned off, first on the variable that was not required to change and then on both variables. Turning visual feedback off led to a mean force drift toward lower magnitudes while force amplitude increased. There was a consistent drift in the relative phase in the one-hand task with the index finger leading the middle finger. No consistent relative phase drift was seen in the two-person tasks. The shape of the force cycle changed without visual feedback reflected in the lower similarity to a perfect cosine shape and in the higher time spent at lower force magnitudes. The data confirm findings of earlier studies regarding force amplitude and midpoint changes, but falsify predictions of an earlier proposed model with respect to the relative phase changes. We discuss factors that could contribute to the observed relative phase drift in the one-hand tasks including the leader-follower pattern generalized for two-effector tasks performed by one person.

Cluster management.

PubMed

Katz, R

1992-11-01

Cluster management is a management model that fosters decentralization of management, develops leadership potential of staff, and creates ownership of unit-based goals. Unlike shared governance models, there is no formal structure created by committees and it is less threatening for managers. There are two parts to the cluster management model. One is the formation of cluster groups, consisting of all staff and facilitated by a cluster leader. The cluster groups function for communication and problem-solving. The second part of the cluster management model is the creation of task forces. These task forces are designed to work on short-term goals, usually in response to solving one of the unit's goals. Sometimes the task forces are used for quality improvement or system problems. Clusters are groups of not more than five or six staff members, facilitated by a cluster leader. A cluster is made up of individuals who work the same shift. For example, people with job titles who work days would be in a cluster. There would be registered nurses, licensed practical nurses, nursing assistants, and unit clerks in the cluster. The cluster leader is chosen by the manager based on certain criteria and is trained for this specialized role. The concept of cluster management, criteria for choosing leaders, training for leaders, using cluster groups to solve quality improvement issues, and the learning process necessary for manager support are described.

Temperature dependency in motor skill learning.

PubMed

Immink, Maarten A; Wright, David L; Barnes, William S

2012-01-01

The present study investigated the role of temperature as a contextual condition for motor skill learning. Precision grip task training occurred while forearm cutaneous temperature was either heated (40-45 °C) or cooled (10-15 °C). At test, temperature was either reinstated or changed. Performance was comparable between training conditions while at test, temperature changes decreased accuracy, especially after hot training conditions. After cold training, temperature change deficits were only evident when concurrent force feedback was presented. These findings are the first evidence of localized temperature dependency in motor skill learning in humans. Results are not entirely accounted for by a context-dependent memory explanation and appear to represent an interaction of neuromuscular and sensory processes with the temperature present during training and test.

76 FR 52318 - U.S. Coral Reef Task Force Public Meeting and Public Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-22

... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration U.S. Coral Reef Task Force... of the U.S. Coral Reef Task Force. The meeting will be held in Ft. Lauderdale, Florida. This meeting, the 26th bi-annual meeting of the U.S. Coral Reef Task Force, provides a forum for coordinated...

76 FR 7579 - U.S. Coral Reef Task Force Public Meeting and Public Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-10

.... Coral Reef Task Force Public Meeting and Public Comment AGENCY: Fish and Wildlife Service, Interior... Service (Service), announce a public business meeting of the U.S. Coral Reef Task Force (USCRTF) [email protected] ); or Liza Johnson, U.S. Coral Reef Task Force Department of the Interior Liaison, U.S...

76 FR 15334 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-21

...] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and Wildlife Service, Interior. ACTION: Notice of meeting. SUMMARY: This notice announces a meeting of the Aquatic Nuisance Species (ANS) Task Force. The.... DATES: The ANS Task Force will meet from 8 a.m. to 5 p.m. on Wednesday, May 4; and Thursday May 5; and...

Hyperparameterization of soil moisture statistical models for North America with Ensemble Learning Models (Elm)

NASA Astrophysics Data System (ADS)

Steinberg, P. D.; Brener, G.; Duffy, D.; Nearing, G. S.; Pelissier, C.

2017-12-01

Hyperparameterization, of statistical models, i.e. automated model scoring and selection, such as evolutionary algorithms, grid searches, and randomized searches, can improve forecast model skill by reducing errors associated with model parameterization, model structure, and statistical properties of training data. Ensemble Learning Models (Elm), and the related Earthio package, provide a flexible interface for automating the selection of parameters and model structure for machine learning models common in climate science and land cover classification, offering convenient tools for loading NetCDF, HDF, Grib, or GeoTiff files, decomposition methods like PCA and manifold learning, and parallel training and prediction with unsupervised and supervised classification, clustering, and regression estimators. Continuum Analytics is using Elm to experiment with statistical soil moisture forecasting based on meteorological forcing data from NASA's North American Land Data Assimilation System (NLDAS). There Elm is using the NSGA-2 multiobjective optimization algorithm for optimizing statistical preprocessing of forcing data to improve goodness-of-fit for statistical models (i.e. feature engineering). This presentation will discuss Elm and its components, including dask (distributed task scheduling), xarray (data structures for n-dimensional arrays), and scikit-learn (statistical preprocessing, clustering, classification, regression), and it will show how NSGA-2 is being used for automate selection of soil moisture forecast statistical models for North America.

Force Control Characteristics for Generation and Relaxation in the Lower Limb.

PubMed

Ohtaka, Chiaki; Fujiwara, Motoko

2018-05-29

We investigated the characteristics for force generation and relaxation using graded isometric contractions of the knee extensors. Participants performed the following tasks as quickly and accurately as possible. For the force generation task, force was increased from 0% to 20%, 40% and 60% of the maximal voluntary force (MVF). For the force relaxation task, force was decreased from 60% to 40%, 20% and 0%. The following parameters of the recorded force were calculated: error, time, and rate of force development. The error was consistently greater for force relaxation than generation. Reaction and adjustment times were independent of the tasks. The control strategy was markedly different for force relaxation and generation, this tendency was particularly evident for the lower limb compared to the upper limb.

Consolidated fuel reprossing program: The implications of force reflection for teleoperation in space

NASA Technical Reports Server (NTRS)

Draper, John V.; Herndon, Joseph N.; Moore, Wendy E.

1987-01-01

Previous research on teleoperator force feedback is reviewed and results of a testing program which assessed the impact of force reflection on teleoperator task performance are reported. Force relection is a type of force feedback in which the forces acting on the remote portion of the teleoperator are displayed to the operator by back-driving the master controller. The testing program compared three force reflection levels: 4 to 1 (four units of force on the slave produce one unit of force at the master controller), 1 to 1, and infinity to 1 (no force reflection). Time required to complete tasks, rate of occurrence of errors, the maximum force applied to tasks components, and variability in forces applied to components during completion of representative remote handling tasks were used as dependent variables. Operators exhibited lower error rates, lower peak forces, and more consistent application of forces using force relection than they did without it. These data support the hypothesis that force reflection provides useful information for teleoperator users. The earlier literature and the results of the experiment are discussed in terms of their implications for space based teleoperator systems. The discussion described the impact of force reflection on task completion performance and task strategies, as suggested by the literature. It is important to understand the trade-offs involved in using telerobotic systems with and without force reflection.

Startle reduces recall of a recently learned internal model.

PubMed

Wright, Zachary; Patton, James L; Ravichandran, Venn

2011-01-01

Recent work has shown that preplanned motor programs are released early from subcortical areas by the using a startling acoustic stimulus (SAS). Our question is whether this response might also contain a recently learned internal model, which draws on experience to predict and compensate for expected perturbations in a feedforward manner. Studies of adaptation to robotic forces have shown some evidence of this, but were potentially confounded by cocontraction caused by startle. We performed a new adaptation experiment using a visually distorted field that could not be confounded by cocontraction. We found that in all subjects that exhibited startle, the startle stimulus (1) reduced performance of the recently learned task (2) reduced after-effect magnitudes. Because startle reduced but did not eliminate the recall of learned control, we suggest that multiple neural centers (cortical and subcortical) are involved in such learning and adaptation, which can impact training areas such as piloting, teleoperation, sports, and rehabilitation. © 2011 IEEE

Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web

PubMed Central

Sævland, Werner; Norman, Elisabeth

2016-01-01

Implicit learning is usually studied through individual performance on a single task, with the most common tasks being the Serial Reaction Time (SRT) task, the Dynamic System Control (DSC) task, and Artificial Grammar Learning (AGL). Few attempts have been made to compare performance across different implicit learning tasks within the same study. The current study was designed to explore the relationship between performance on the DSC Sugar factory task and the Alternating Serial Reaction Time (ASRT) task. We also addressed another limitation of traditional implicit learning experiments, namely that implicit learning is usually studied in laboratory settings over a restricted time span lasting for less than an hour. In everyday situations, implicit learning is assumed to involve a gradual accumulation of knowledge across several learning episodes over a longer time span. One way to increase the ecological validity of implicit learning experiments could be to present the learning material repeatedly across shorter test sessions. This can most easily be done by using a web-based setup in which participants can access the material from home. We therefore created an online web-based system for measuring implicit learning that could be administered in either single or multiple sessions. Participants (n = 66) were assigned to either a single session or a multiple session condition. Learning occurred on both tasks, and awareness measures suggested that acquired knowledge was not fully conscious on either of the tasks. Learning and the degree of conscious awareness of the learned regularities were compared across conditions and tasks. On the DSC task, performance was not affected by whether learning had taken place in one or over multiple sessions. On the ASRT task, RT improvement across blocks was larger in the multiple-session condition. Learning in the two tasks was not related. PMID:27375512

Dynamical signatures of isometric force control as a function of age, expertise, and task constraints.

PubMed

Vieluf, Solveig; Sleimen-Malkoun, Rita; Voelcker-Rehage, Claudia; Jirsa, Viktor; Reuter, Eva-Maria; Godde, Ben; Temprado, Jean-Jacques; Huys, Raoul

2017-07-01

From the conceptual and methodological framework of the dynamical systems approach, force control results from complex interactions of various subsystems yielding observable behavioral fluctuations, which comprise both deterministic (predictable) and stochastic (noise-like) dynamical components. Here, we investigated these components contributing to the observed variability in force control in groups of participants differing in age and expertise level. To this aim, young (18-25 yr) as well as late middle-aged (55-65 yr) novices and experts (precision mechanics) performed a force maintenance and a force modulation task. Results showed that whereas the amplitude of force variability did not differ across groups in the maintenance tasks, in the modulation task it was higher for late middle-aged novices than for experts and higher for both these groups than for young participants. Within both tasks and for all groups, stochastic fluctuations were lowest where the deterministic influence was smallest. However, although all groups showed similar dynamics underlying force control in the maintenance task, a group effect was found for deterministic and stochastic fluctuations in the modulation task. The latter findings imply that both components were involved in the observed group differences in the variability of force fluctuations in the modulation task. These findings suggest that between groups the general characteristics of the dynamics do not differ in either task and that force control is more affected by age than by expertise. However, expertise seems to counteract some of the age effects. NEW & NOTEWORTHY Stochastic and deterministic dynamical components contribute to force production. Dynamical signatures differ between force maintenance and cyclic force modulation tasks but hardly between age and expertise groups. Differences in both stochastic and deterministic components are associated with group differences in behavioral variability, and observed behavioral variability is more strongly task dependent than person dependent. Copyright © 2017 the American Physiological Society.

Crafting a Balanced System of Assessment in Wisconsin. Recommendations of the Next Generation Assessment Task Force

ERIC Educational Resources Information Center

Wisconsin Department of Public Instruction, 2009

2009-01-01

The Next Generation Assessment Task Force was convened to formulate Wisconsin's path forward. Task force members listened to leaders from business and technology sectors as well as leaders from PK-12 and higher education. This summary shares the process, definitions, assumptions, and recommendations of the task force. This paper aims to use these…

75 FR 47624 - U.S. Coral Reef Task Force Public Meeting and Public Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-06

... DEPARTMENT OF THE INTERIOR Fish and Wildlife Service U.S. Coral Reef Task Force Public Meeting and... (Service), announce a public meeting of the U.S. Coral Reef Task Force (USCRTF) and a request for written.... Coral Reef Task Force Department of the Interior Liaison, U.S. Department of the Interior, MS-3530-MIB...

75 FR 15457 - Aquatic Nuisance Species Task Force Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-29

...] Aquatic Nuisance Species Task Force Meeting AGENCY: Fish and Wildlife Service, Interior. ACTION: Notice of meeting. SUMMARY: This notice announces a meeting of the Aquatic Nuisance Species (ANS) Task Force. The.... DATES: The ANS Task Force will meet from 8 a.m. to 5 p.m. on Wednesday, May 5, and from 8 a.m. to 5 p.m...

77 FR 23667 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-20

... CONTACT: Mail Delivery service through Recovering Warrior Task Force, Hoffman Building II, 200 Stovall St... Review of Non- Medical Case Management. 9:30-9:45 a.m. Break. 9:45-10:45 a.m. Task Force Recommendation... Task Force through the contact information in FOR FURTHER INFORMATION CONTACT, and this individual will...

Forest biomass as an energy source

Treesearch

P.E. Laks; R.W. Hemingway; A. Conner

1979-01-01

The Task Force on Forest Biomass as an Energy Source was chartered by the Society of American Foresters on September 26, 1977, and took its present form following an amendment to the charter on October 5, 1977. It built upon the findings of two previous task forces, the Task Force on Energy and Forest Resources and the Task Force for Evaluation of the CORRIM Report (...

Exploration of joint redundancy but not task space variability facilitates supervised motor learning.

PubMed

Singh, Puneet; Jana, Sumitash; Ghosal, Ashitava; Murthy, Aditya

2016-12-13

The number of joints and muscles in a human arm is more than what is required for reaching to a desired point in 3D space. Although previous studies have emphasized how such redundancy and the associated flexibility may play an important role in path planning, control of noise, and optimization of motion, whether and how redundancy might promote motor learning has not been investigated. In this work, we quantify redundancy space and investigate its significance and effect on motor learning. We propose that a larger redundancy space leads to faster learning across subjects. We observed this pattern in subjects learning novel kinematics (visuomotor adaptation) and dynamics (force-field adaptation). Interestingly, we also observed differences in the redundancy space between the dominant hand and nondominant hand that explained differences in the learning of dynamics. Taken together, these results provide support for the hypothesis that redundancy aids in motor learning and that the redundant component of motor variability is not noise.

Exploration of joint redundancy but not task space variability facilitates supervised motor learning

PubMed Central

Singh, Puneet; Jana, Sumitash; Ghosal, Ashitava; Murthy, Aditya

2016-01-01

The number of joints and muscles in a human arm is more than what is required for reaching to a desired point in 3D space. Although previous studies have emphasized how such redundancy and the associated flexibility may play an important role in path planning, control of noise, and optimization of motion, whether and how redundancy might promote motor learning has not been investigated. In this work, we quantify redundancy space and investigate its significance and effect on motor learning. We propose that a larger redundancy space leads to faster learning across subjects. We observed this pattern in subjects learning novel kinematics (visuomotor adaptation) and dynamics (force-field adaptation). Interestingly, we also observed differences in the redundancy space between the dominant hand and nondominant hand that explained differences in the learning of dynamics. Taken together, these results provide support for the hypothesis that redundancy aids in motor learning and that the redundant component of motor variability is not noise. PMID:27911808

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

NASA Astrophysics Data System (ADS)

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz, Sarah Jayne

2013-12-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text and figures without any additional tasks. Participants were 196 ninth-grade students who learned with a self-developed multimedia program in a pretest-posttest control group design. Research results reveal that gap-fill and matching tasks were most effective in promoting knowledge acquisition, followed by multiple-choice tasks, and no tasks at all. The findings are in line with previous research on this topic. The effects can possibly be explained by the generation-recognition model, which predicts that gap-fill and matching tasks trigger more encompassing learning processes than multiple-choice tasks. It is concluded that instructional designers should incorporate more challenging study tasks for enhancing the effectiveness of computer-based learning environments.

Multi-task feature learning by using trace norm regularization

NASA Astrophysics Data System (ADS)

Jiangmei, Zhang; Binfeng, Yu; Haibo, Ji; Wang, Kunpeng

2017-11-01

Multi-task learning can extract the correlation of multiple related machine learning problems to improve performance. This paper considers applying the multi-task learning method to learn a single task. We propose a new learning approach, which employs the mixture of expert model to divide a learning task into several related sub-tasks, and then uses the trace norm regularization to extract common feature representation of these sub-tasks. A nonlinear extension of this approach by using kernel is also provided. Experiments conducted on both simulated and real data sets demonstrate the advantage of the proposed approach.

Learned Manipulation at Unconstrained Contacts Does Not Transfer across Hands

PubMed Central

Fu, Qiushi; Choi, Jason Y.; Gordon, Andrew M.; Jesunathadas, Mark; Santello, Marco

2014-01-01

Recent studies about sensorimotor control of the human hand have focused on how dexterous manipulation is learned and generalized. Here we address this question by testing the extent to which learned manipulation can be transferred when the contralateral hand is used and/or object orientation is reversed. We asked subjects to use a precision grip to lift a grip device with an asymmetrical mass distribution while minimizing object roll during lifting by generating a compensatory torque. Subjects were allowed to grasp anywhere on the object’s vertical surfaces, and were therefore able to modulate both digit positions and forces. After every block of eight trials performed in one manipulation context (i.e., using the right hand and at a given object orientation), subjects had to lift the same object in the second context for one trial (transfer trial). Context changes were made by asking subjects to switch the hand used to lift the object and/or rotate the object 180° about a vertical axis. Therefore, three transfer conditions, hand switch (HS), object rotation (OR), and both hand switch and object rotation (HS+OR), were tested and compared with hand matched control groups who did not experience context changes. We found that subjects in all transfer conditions adapted digit positions across multiple transfer trials similar to the learning of control groups, regardless of different changes of contexts. Moreover, subjects in both HS and HS+OR group also adapted digit forces similar to the control group, suggesting independent learning of the left hand. In contrast, the OR group showed significant negative transfer of the compensatory torque due to an inability to adapt digit forces. Our results indicate that internal representations of dexterous manipulation tasks may be primarily built through the hand used for learning and cannot be transferred across hands. PMID:25233091

Control of force during rapid visuomotor force-matching tasks can be described by discrete time PID control algorithms.

PubMed

Dideriksen, Jakob Lund; Feeney, Daniel F; Almuklass, Awad M; Enoka, Roger M

2017-08-01

Force trajectories during isometric force-matching tasks involving isometric contractions vary substantially across individuals. In this study, we investigated if this variability can be explained by discrete time proportional, integral, derivative (PID) control algorithms with varying model parameters. To this end, we analyzed the pinch force trajectories of 24 subjects performing two rapid force-matching tasks with visual feedback. Both tasks involved isometric contractions to a target force of 10% maximal voluntary contraction. One task involved a single action (pinch) and the other required a double action (concurrent pinch and wrist extension). 50,000 force trajectories were simulated with a computational neuromuscular model whose input was determined by a PID controller with different PID gains and frequencies at which the controller adjusted muscle commands. The goal was to find the best match between each experimental force trajectory and all simulated trajectories. It was possible to identify one realization of the PID controller that matched the experimental force produced during each task for most subjects (average index of similarity: 0.87 ± 0.12; 1 = perfect similarity). The similarities for both tasks were significantly greater than that would be expected by chance (single action: p = 0.01; double action: p = 0.04). Furthermore, the identified control frequencies in the simulated PID controller with the greatest similarities decreased as task difficulty increased (single action: 4.0 ± 1.8 Hz; double action: 3.1 ± 1.3 Hz). Overall, the results indicate that discrete time PID controllers are realistic models for the neural control of force in rapid force-matching tasks involving isometric contractions.

Changes in performance over time while learning to use a myoelectric prosthesis

PubMed Central

2014-01-01

Background Training increases the functional use of an upper limb prosthesis, but little is known about how people learn to use their prosthesis. The aim of this study was to describe the changes in performance with an upper limb myoelectric prosthesis during practice. The results provide a basis to develop an evidence-based training program. Methods Thirty-one able-bodied participants took part in an experiment as well as thirty-one age- and gender-matched controls. Participants in the experimental condition, randomly assigned to one of four groups, practiced with a myoelectric simulator for five sessions in a two-weeks period. Group 1 practiced direct grasping, Group 2 practiced indirect grasping, Group 3 practiced fixating, and Group 4 practiced a combination of all three tasks. The Southampton Hand Assessment Procedure (SHAP) was assessed in a pretest, posttest, and two retention tests. Participants in the control condition performed SHAP two times, two weeks apart with no practice in between. Compressible objects were used in the grasping tasks. Changes in end-point kinematics, joint angles, and grip force control, the latter measured by magnitude of object compression, were examined. Results The experimental groups improved more on SHAP than the control group. Interestingly, the fixation group improved comparable to the other training groups on the SHAP. Improvement in global position of the prosthesis leveled off after three practice sessions, whereas learning to control grip force required more time. The indirect grasping group had the smallest object compression in the beginning and this did not change over time, whereas the direct grasping and the combination group had a decrease in compression over time. Moreover, the indirect grasping group had the smallest grasping time that did not vary over object rigidity, while for the other two groups the grasping time decreased with an increase in object rigidity. Conclusions A training program should spend more time on learning fine control aspects of the prosthetic hand during rehabilitation. Moreover, training should start with the indirect grasping task that has the best performance, which is probably due to the higher amount of useful information available from the sound hand. PMID:24568148

Improving Dual-Task Control With a Posture-Second Strategy in Early-Stage Parkinson Disease.

PubMed

Huang, Cheng-Ya; Chen, Yu-An; Hwang, Ing-Shiou; Wu, Ruey-Meei

2018-03-31

To examine the task prioritization effects on postural-suprapostural dual-task performance in patients with early-stage Parkinson disease (PD) without clinically observed postural symptoms. Cross-sectional study. Participants performed a force-matching task while standing on a mobile platform, and were instructed to focus their attention on either the postural task (posture-first strategy) or the force-matching task (posture-second strategy). University research laboratory. Individuals (N=16) with early-stage PD who had no clinically observed postural symptoms. Not applicable. Dual-task change (DTC; percent change between single-task and dual-task performance) of posture error, posture approximate entropy (ApEn), force error, and reaction time (RT). Positive DTC values indicate higher postural error, posture ApEn, force error, and force RT during dual-task conditions compared with single-task conditions. Compared with the posture-first strategy, the posture-second strategy was associated with smaller DTC of posture error and force error, and greater DTC of posture ApEn. In contrast, greater DTC of force RT was observed under the posture-second strategy. Contrary to typical recommendations, our results suggest that the posture-second strategy may be an effective dual-task strategy in patients with early-stage PD who have no clinically observed postural symptoms in order to reduce the negative effect of dual tasking on performance and facilitate postural automaticity. Copyright © 2018 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Neuronal mechanisms of motor learning and motor memory consolidation in healthy old adults.

PubMed

Berghuis, K M M; Veldman, M P; Solnik, S; Koch, G; Zijdewind, I; Hortobágyi, T

2015-06-01

It is controversial whether or not old adults are capable of learning new motor skills and consolidate the performance gains into motor memory in the offline period. The underlying neuronal mechanisms are equally unclear. We determined the magnitude of motor learning and motor memory consolidation in healthy old adults and examined if specific metrics of neuronal excitability measured by magnetic brain stimulation mediate the practice and retention effects. Eleven healthy old adults practiced a wrist extension-flexion visuomotor skill for 20 min (MP, 71.3 years), while a second group only watched the templates without movements (attentional control, AC, n = 11, 70.5 years). There was 40 % motor learning in MP but none in AC (interaction, p < 0.001) with the skill retained 24 h later in MP and a 16 % improvement in AC. Corticospinal excitability at rest and during task did not change, but when measured during contraction at 20 % of maximal force, it strongly increased in MP and decreased in AC (interaction, p = 0.002). Intracortical inhibition at rest and during the task decreased and facilitation at rest increased in MP, but these metrics changed in the opposite direction in AC. These neuronal changes were especially profound at retention. Healthy old adults can learn a new motor skill and consolidate the learned skill into motor memory, processes that are most likely mediated by disinhibitory mechanisms. These results are relevant for the increasing number of old adults who need to learn and relearn movements during motor rehabilitation.

Developing an Interfaith Trialogue: Creating Multi-Cultural Study Abroad Experiences That Enhance a Community's Understanding and Awareness of the Christian, Jewish, and Muslim Faith Traditions through the Narrative Dimensions of Transformative Learning.

ERIC Educational Resources Information Center

Sanders, Kathryn A.; Morgan, Marilon

In 1998, the Tulsa (Oklahoma) Metropolitan Ministry's Task Force on Religious Understanding, in partnership with the National Conference for Community and Justice, the Jewish Federation of Tulsa, and three local universities, began planning an interfaith study abroad experience in Israel for adult learners within the Christian, Jewish, and Muslim…

Synchronization of Combat Power at the Task Force Level: Defining a Planning Methodology

DTIC Science & Technology

1989-01-01

tachments) LOCATION SCT ARTY CAS AH SMOKE MORTAR FASCAM TI ME EST ACTUAL. Current Future LD PL 1 X Atk Porn PL 2 PL3 OBJ X PL 1 LD PL 2 FL3 OBJ PL 2 PL 1...learned in medical school to 138 identify the aorta only to arrive at St. Elsewhere, where they call it "the big blue boy .* Right now the US Army has a

CHARACTER OF THE CHANGES IN FEAR MOTIVATED DECLARATIVE MEMORY IN THE HIGH IMMOBILIZATION "DEPRESSIVE" RATS.

PubMed

Nachkebia, N; Shavgulidze, M; Babilodze, M; Chkhartishvili, E; Rogava, N

2016-10-01

Present study investigated possible differences in the learning and memory of declarative memory task in rats selected according to the differences in immobilization response that is in high immobilization "depressive" and low immobilization "non-depressive" rats. Understanding the character of learning and memory disturbances in basal conditions of animal models of depression is still very topical for more intimate definition of the pathophysiology of major depressive disorder and appropriate searching the ways of its correction. Experiments were carried out on the adult white wild rats (with the weight 200-250 g, n=20). Selection of rats according to the level of immobilization was made by means of forced swim test. Learning and memory disturbances were studied using passive avoidance test that is fear motivated one trial declarative memory task. It was shown by us that 100% of low immobilization "non-depressive" rats remember painful stimulation and therefore they are not enter in the dark compartment during whole period of observation during testing session. Behavior of high immobilization "depressive" rats is not similar in passive avoidance camera; 50% of "depressive" rats, with long escape latency during training session (92±10 sec), remember painful stimulation during testing session and therefore they are not enter in the dark compartment during whole observation period. The remaining 50%, that are not differ significantly from the low immobility "non-depressive" rats by the latency of escape (5±1 sec) during training session, are not able to remember painful stimulation during testing session and therefore they enter in the dark compartment with shortest escape latency (6±1 sec). In conclusion, high immobility "depressive" rats perform passive avoidance declarative memory task at the chance level that is a direct indicator for the serious disturbances of declarative memory mechanisms in "depressive" rats selected in forced swim test according to the level of immobility.

Interagency Task Forces: The Right Tools for the Job

DTIC Science & Technology

2011-01-01

shortcomings. This analysis discusses four organizational reform models and recommends the interagency task force ( IATF ) as the preferred structure...model.64 Still others recommend creating and deploying ad hoc IATFs for crisis operations. These interagency task forces would be task- organized to...forces assigned for planning, exercises, and mission execution.65 A 2005 article in Policy Review recommended developing IATFs as needed for specific

Vocational Evaluation and Work Adjustment Bulletin; Vol. 8, Special Edition: Vocational Evaluation Project Final Report Part 2.

ERIC Educational Resources Information Center

Vocational Evaluation and Work Adjustment Association, Washington, DC.

Part 2 of the three-part Vocational Evaluation Project final report contains brief summaries of the seven task force report which comprise the final report and two such task force reports. The report of task force 5, Standards for Vocational Evaluation, describes the task force's effort to study the standards for accreditation presently used by…

Comparing the Values Hierarchy of the Kentucky Department of Education's Character/Values Task Force. Comparing a Character/Values Task Force to a National Sample.

ERIC Educational Resources Information Center

Butler, Fonda P.

In March 1989, the Kentucky Department of Education assembled a task force to make recommendations regarding the issue of teaching values and character in public schools in Kentucky. The 23-member task force represented educators, parents, the legislature, state and local school boards, law enforcement agencies, higher education, Catholic…

Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities. Executive Summary

DTIC Science & Technology

2017-03-21

March 2017 Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities OFFICE OF THE UNDER SECRETARY OF...the Department of Defense. The DSB Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities completed its formal...Ensuring the Resilience of National Space Capabilities | i DSB Task Force on Defense Strategies for Ensuring the

Communicating with New and Existing Markets. A Task Force of Howard Community College's 1998-1999 Commission on the Future.

ERIC Educational Resources Information Center

Howard Community Coll., Columbia, MD.

This is a report from a task force formed by Howard Community College (Maryland) to examine existing and future markets. The task force also explored ways to use marketing strategies to attract potential customers to the college. The task force recommends that the college use its strengths to attract customers, such as its commitment to open…

An Agent-Based Simulation for Investigating the Impact of Stereotypes on Task-Oriented Group Formation

NASA Astrophysics Data System (ADS)

Maghami, Mahsa; Sukthankar, Gita

In this paper, we introduce an agent-based simulation for investigating the impact of social factors on the formation and evolution of task-oriented groups. Task-oriented groups are created explicitly to perform a task, and all members derive benefits from task completion. However, even in cases when all group members act in a way that is locally optimal for task completion, social forces that have mild effects on choice of associates can have a measurable impact on task completion performance. In this paper, we show how our simulation can be used to model the impact of stereotypes on group formation. In our simulation, stereotypes are based on observable features, learned from prior experience, and only affect an agent's link formation preferences. Even without assuming stereotypes affect the agents' willingness or ability to complete tasks, the long-term modifications that stereotypes have on the agents' social network impair the agents' ability to form groups with sufficient diversity of skills, as compared to agents who form links randomly. An interesting finding is that this effect holds even in cases where stereotype preference and skill existence are completely uncorrelated.

Report of the Defense Science Board Task Force on Quality of Life.

DTIC Science & Technology

1995-10-15

The Quality of Life Task Force is deeply grateful to those distinguished Americans who served as Counselors to the Task Force. Although they did not... Quality of Life issues to the readiness and well being of our Armed Forces. Their willingness to offer suggestions and advice on topics within their...respective expertise was most helpful The recommendations of the Report are those of the Quality of Life Task Force; and Counselors may, or may not, concur in whole or in part with them.

Screening for Hepatitis C Infections in Adults

MedlinePlus

Understanding Task Force Recommendations Screening for Hepatitis C Virus Infection in Adults The U.S. Preventive Services Task Force (Task Force) has issued a final recommendation statement on Screening for Hepatitis C ...

Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology

PubMed Central

Brown, Ronald T.; Cavanagh, Sarah E.; Vess, Sarah F.; Segall, Mathew J.

2008-01-01

Objective To review the evidence base for measures of cognitive functioning frequently used within the field of pediatric psychology. Methods From a list of 47 measures identified by the Society of Pediatric Psychology (Division 54) Evidence-Based Assessment Task Force Workgroup, 27 measures were included in the review. Measures were organized, reviewed, and evaluated according to general domains of functioning (e.g., attention/executive functioning, memory). Results Twenty-two of 27 measures reviewed demonstrated psychometric properties that met “Well-established” criteria as set forth by the Assessment Task Force. Psychometric properties were strongest for measures of general cognitive ability and weakest for measures of visual-motor functioning and attention. Conclusions We report use of “Well-established” measures of overall cognitive functioning, nonverbal intelligence, academic achievement, language, and memory and learning. For several specific tests in the domains of visual-motor functioning and attention, additional psychometric data are needed for measures to meet criteria as “Well established.” PMID:18194973

Investigation of the contextual interference effect in the manipulation of the motor parameter of over-all force.

PubMed

Goodwin, J E; Meeuwsen, H J

1996-12-01

This investigation examined the contextual interference effect when manipulating over-all force in a golf-putting task. Undergraduate women (N = 30) were randomly assigned to a Random, Blocked-Random, or Blocked practice condition and practiced golf putting from distances of 2.43 m, 3.95 m, and 5.47 m during acquisition. Subjects in the Random condition practiced trials in a quasirandom sequence and those in the Blocked-Random condition practiced trials initially in a blocked sequence with the remainder of the trials practiced in a quasirandom sequence. In the Blocked condition subjects practiced trials in a blocked sequence. A 24-hr. transfer test consisted of 30 trials with 10 trials each from 1.67 m, 3.19 m, and 6.23 m. Transfer scores supported the Magill and Hall (1990) hypothesis that, when task variations involve learning parameters of a generalized motor program, the benefit of random practice over blocked practice would not be found.

Group Task Force on Satellite Rescue and Repair

NASA Astrophysics Data System (ADS)

1992-09-01

The Group Task Force was chartered by the Administrator of NASA to recommend 'a policy outlining the criteria, the design standards, and the pricing model to guide NASA in assessing the responsibilities for government and nongovernment Satellite Rescue and Repair Missions.' Criteria for accepting such missions, risks, and benefits to all sectors of our economy involved in satellite services, adequacy of planning and training, and the impact on NASA's primary mission were reviewed. The Group began by asking a more fundamental question; is satellite rescue and repair a logical element of NASA's mission? Factors considered were: (1) the probability of rescue or repair opportunities arising; (2) the economic justification for such attempts; (3) the benefits to NASA, both from such ad hoc learning experiences in space operations and the impact on the public perception of NASA; (4) the effect of such unanticipated missions on NASA's scheduled activities; (5) any potential effect on NASA's technical capability to work in space; and (6) any potential effect on U.S. economic competitiveness.

Group Task Force on Satellite Rescue and Repair

NASA Technical Reports Server (NTRS)

1992-01-01

The Group Task Force was chartered by the Administrator of NASA to recommend 'a policy outlining the criteria, the design standards, and the pricing model to guide NASA in assessing the responsibilities for government and nongovernment Satellite Rescue and Repair Missions.' Criteria for accepting such missions, risks, and benefits to all sectors of our economy involved in satellite services, adequacy of planning and training, and the impact on NASA's primary mission were reviewed. The Group began by asking a more fundamental question; is satellite rescue and repair a logical element of NASA's mission? Factors considered were: (1) the probability of rescue or repair opportunities arising; (2) the economic justification for such attempts; (3) the benefits to NASA, both from such ad hoc learning experiences in space operations and the impact on the public perception of NASA; (4) the effect of such unanticipated missions on NASA's scheduled activities; (5) any potential effect on NASA's technical capability to work in space; and (6) any potential effect on U.S. economic competitiveness.

Human Factors Engineering. Student Supplement,

DTIC Science & Technology

1981-08-01

a job TASK TAXONOMY A classification scheme for the different levels of activities in a system, i.e., job - task - sub-task, etc. TASK-AN~ALYSIS...with the classification of learning objectives by learning category so as to identify learningPhas III guidelines necessary for optimum learning to...correct. .4... .the sequencing of all dependent tasks. .1.. .the classification of learning objectives by learning category and the Identification of

U.S. Preventive Services Task Force

MedlinePlus

... USPSTF Our Members Conflict of Interest Disclosures Task Force Resources Our Partners Reports to Congress Contact Us ... effort to make the U.S. Preventive Services Task Force (USPSTF) recommendations clearer and its processes more transparent, ...

The role of tactile feedback in grip force during laparoscopic training tasks.

PubMed

Wottawa, Christopher R; Cohen, Jeremiah R; Fan, Richard E; Bisley, James W; Culjat, Martin O; Grundfest, Warren S; Dutson, Erik P

2013-04-01

Laparoscopic minimally invasive surgery has revolutionized surgical care by reducing trauma to the patient, thereby decreasing the need for medication and shortening recovery times. During open procedures, surgeons can directly feel tissue characteristics. However, in laparoscopic surgery, tactile feedback during grip is attenuated and limited to the resistance felt in the tool handle. Excessive grip force during laparoscopic surgery can lead to tissue damage. Providing additional supplementary tactile feedback may allow subjects to have better control of grip force and identification of tissue characteristics, potentially decreasing the learning curve associated with complex minimally invasive techniques. A tactile feedback system has been developed and integrated into a modified laparoscopic grasper that allows forces applied at the grasper tips to be felt by the surgeon's hands. In this study, 15 subjects (11 novices, 4 experts) were asked to perform single-handed peg transfers using these laparoscopic graspers in three trials (feedback OFF, ON, OFF). Peak and average grip forces (newtons) during each grip event were measured and compared using a Wilcoxon ranked test in which each subject served as his or her own control. After activating the tactile feedback system, the novice subject population showed significant decreases in grip force (p < 0.003). When the system was deactivated for the third trial, there were significant increases in grip force (p < 0.003). Expert subjects showed no significant improvements with the addition of tactile feedback (p > 0.05 in all cases). Supplementary tactile feedback helped novice subjects reduce grip force during the laparoscopic training task but did not offer improvements for the four expert subjects. This indicates that tactile feedback may be beneficial for laparoscopic training but has limited long-term use in the nonrobotic setting.

Modifications to a 3D-printed temporal bone model for augmented stapes fixation surgery teaching.

PubMed

Nguyen, Yann; Mamelle, Elisabeth; De Seta, Daniele; Sterkers, Olivier; Bernardeschi, Daniele; Torres, Renato

2017-07-01

Functional outcomes and complications in otosclerosis surgery are governed by the surgeon's experience. Thus, teaching the procedure to residents to guide them through the learning process as quickly as possible is challenging. Artificial 3D-printed temporal bones are replacing cadaver specimens in many institutions to learn mastoidectomy, but these are not suitable for middle ear surgery training. The goal of this work was to adapt such an artificial temporal bone to aid the teaching of otosclerosis surgery and to evaluate this tool. We have modified a commercially available 3D-printed temporal bone by replacing the incus and stapes of the model with in-house 3D-printed ossicles. The incus could be attached to a 6-axis force sensor. The stapes footplate was fenestrated and attached to a 1-axis force sensor. Six junior surgeons (residents) and seven senior surgeons (fellows or consultants) were enrolled to perform piston prosthesis placement and crimping as performed during otosclerosis surgery. The time required to perform the tasks and the forces applied to the incus and stapes were collected and analyzed. No statistically significant differences were observed between the junior and senior groups for time taken to perform the tasks and the forces applied to the incus during crimping and placement of the prosthesis. However, significantly lower forces were applied to the stapes by the senior surgeons in comparison with the junior surgeons during prosthesis placement (junior vs senior group, 328 ± 202.9 vs 80 ± 99.6 mN, p = 0.008) and during prosthesis crimping (junior vs senior group, 565 ± 233 vs 66 ± 48.6 mN, p = 0.02). We have described a new teaching tool for otosclerosis surgery based on the modification of a 3D-printed temporal bone to implement force sensors on the incus and stapes. This tool could be used as a training tool to help the residents to self-evaluate their progress with recording of objective measurements.

78 FR 10127 - Request for Nominations to the Agricultural Air Quality Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-13

... Conservation Service Request for Nominations to the Agricultural Air Quality Task Force AGENCY: Natural... Nominations to the Agricultural Air Quality Task Force. SUMMARY: The Secretary of Agriculture invites... Force (AAQTF) which was established by the Federal Agriculture Improvement and Reform Act of 1996 to...

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

ERIC Educational Resources Information Center

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne

2013-01-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text…

Exploring the limits of learning: Segregation of information integration and response selection is required for learning a serial reversal task

PubMed Central

Zanutto, B. Silvano

2017-01-01

Animals are proposed to learn the latent rules governing their environment in order to maximize their chances of survival. However, rules may change without notice, forcing animals to keep a memory of which one is currently at work. Rule switching can lead to situations in which the same stimulus/response pairing is positively and negatively rewarded in the long run, depending on variables that are not accessible to the animal. This fact raises questions on how neural systems are capable of reinforcement learning in environments where the reinforcement is inconsistent. Here we address this issue by asking about which aspects of connectivity, neural excitability and synaptic plasticity are key for a very general, stochastic spiking neural network model to solve a task in which rules change without being cued, taking the serial reversal task (SRT) as paradigm. Contrary to what could be expected, we found strong limitations for biologically plausible networks to solve the SRT. Especially, we proved that no network of neurons can learn a SRT if it is a single neural population that integrates stimuli information and at the same time is responsible of choosing the behavioural response. This limitation is independent of the number of neurons, neuronal dynamics or plasticity rules, and arises from the fact that plasticity is locally computed at each synapse, and that synaptic changes and neuronal activity are mutually dependent processes. We propose and characterize a spiking neural network model that solves the SRT, which relies on separating the functions of stimuli integration and response selection. The model suggests that experimental efforts to understand neural function should focus on the characterization of neural circuits according to their connectivity, neural dynamics, and the degree of modulation of synaptic plasticity with reward. PMID:29077735

Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

PubMed

Akizuki, Kazunori; Ohashi, Yukari

2015-10-01

The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia.

PubMed

Nigro, Luciana; Jiménez-Fernández, Gracia; Simpson, Ian C; Defior, Sylvia

2016-07-01

One of the hallmarks of dyslexia is the failure to automatise written patterns despite repeated exposure to print. Although many explanations have been proposed to explain this problem, researchers have recently begun to explore the possibility that an underlying implicit learning deficit may play a role in dyslexia. This hypothesis has been investigated through non-linguistic tasks exploring implicit learning in a general domain. In this study, we examined the abilities of children with dyslexia to implicitly acquire positional regularities embedded in both non-linguistic and linguistic stimuli. In experiment 1, 42 children (21 with dyslexia and 21 typically developing) were exposed to rule-governed shape sequences; whereas in experiment 2, a new group of 42 children were exposed to rule-governed letter strings. Implicit learning was assessed in both experiments via a forced-choice task. Experiments 1 and 2 showed a similar pattern of results. ANOVA analyses revealed no significant differences between the dyslexic and the typically developing group, indicating that children with dyslexia are not impaired in the acquisition of simple positional regularities, regardless of the nature of the stimuli. However, within group t-tests suggested that children from the dyslexic group could not transfer the underlying positional rules to novel instances as efficiently as typically developing children.

Recording single neurons' action potentials from freely moving pigeons across three stages of learning.

PubMed

Starosta, Sarah; Stüttgen, Maik C; Güntürkün, Onur

2014-06-02

While the subject of learning has attracted immense interest from both behavioral and neural scientists, only relatively few investigators have observed single-neuron activity while animals are acquiring an operantly conditioned response, or when that response is extinguished. But even in these cases, observation periods usually encompass only a single stage of learning, i.e. acquisition or extinction, but not both (exceptions include protocols employing reversal learning; see Bingman et al.(1) for an example). However, acquisition and extinction entail different learning mechanisms and are therefore expected to be accompanied by different types and/or loci of neural plasticity. Accordingly, we developed a behavioral paradigm which institutes three stages of learning in a single behavioral session and which is well suited for the simultaneous recording of single neurons' action potentials. Animals are trained on a single-interval forced choice task which requires mapping each of two possible choice responses to the presentation of different novel visual stimuli (acquisition). After having reached a predefined performance criterion, one of the two choice responses is no longer reinforced (extinction). Following a certain decrement in performance level, correct responses are reinforced again (reacquisition). By using a new set of stimuli in every session, animals can undergo the acquisition-extinction-reacquisition process repeatedly. Because all three stages of learning occur in a single behavioral session, the paradigm is ideal for the simultaneous observation of the spiking output of multiple single neurons. We use pigeons as model systems, but the task can easily be adapted to any other species capable of conditioned discrimination learning.

Effects of physical guidance on short-term learning of walking on a narrow beam

PubMed Central

Domingo, Antoinette; Ferris, Daniel P.

2009-01-01

Physical guidance is often used in rehabilitation when teaching patients to re-learn movements. However, the effects of guidance on motor learning of complex skills, such as walking balance, are not clear. We tested four groups of healthy subjects that practiced walking on a narrow (1.27 cm) or wide (2.5 cm) treadmill-mounted balance beam, with or without physical guidance. Assistance was given by springs attached to a hip belt that applied restoring forces towards beam center. Subjects were evaluated while walking unassisted before and after training by calculating the number of times subjects stepped off of the beam per minute of successful walking on the beam (Failures per Minute). Subjects in Unassisted groups had greater performance improvements in walking balance from pre to post compared to subjects in Assisted groups. During training, Unassisted groups had more Failures per Minute than Assisted groups. Performance improvements were smaller in Narrow Beam groups than in Wide Beam groups. The Unassisted-Wide and Assisted-Narrow groups had similar Failures per Minute during training, but the Unassisted-Wide group had much greater performance gains after training. These results suggest that physical assistance can hinder motor learning of walking balance, assistance appears less detrimental for more difficult tasks, and task-specific dynamics are important to learning independent of error experience. PMID:19674900

Force related hemodynamic responses during execution and imagery of a hand grip task: A functional near infrared spectroscopy study.

PubMed

Wriessnegger, Selina C; Kirchmeyr, Daniela; Bauernfeind, Günther; Müller-Putz, Gernot R

2017-10-01

We examined force related hemodynamic changes during the performance of a motor execution (ME) and motor imagery (MI) task by means of multichannel functional near infrared spectroscopy (fNIRS). The hemodynamic responses of fourteen healthy participants were measured while they performed a hand grip execution or imagery task with low and high grip forces. We found an overall higher increase of [oxy-Hb] concentration changes during ME for both grip forces but with a delayed peak maximum for the lower grip force. During the MI task with lower grip force, the [oxy-Hb] level increases are stronger compared to the MI with higher grip force. The facilitation in performing MI with higher grip strength might thus indicate less inhibition of the actual motor act which could also explain the later increase onset of [oxy-Hb] in the ME task with the lower grip force. Our results suggest that execution and imagery of a hand grip task with high and low grip forces, leads to different cortical activation patterns. Since impaired control of grip forces during object manipulation in particular is one aspect of fine motor control deficits after stroke, our study will contribute to future rehabilitation programs enhancing patient's grip force control. Copyright © 2017 Elsevier Inc. All rights reserved.

Psychophysical testing of visual prosthetic devices: a call to establish a multi-national joint task force

NASA Astrophysics Data System (ADS)

Rizzo, Joseph F., III; Ayton, Lauren N.

2014-04-01

Recent advances in the field of visual prostheses, as showcased in this special feature of Journal of Neural Engineering , have led to promising results from clinical trials of a number of devices. However, as noted by these groups there are many challenges involved in assessing vision of people with profound vision loss. As such, it is important that there is consistency in the methodology and reporting standards for clinical trials of visual prostheses and, indeed, the broader vision restoration research field. Two visual prosthesis research groups, the Boston Retinal Implant Project (BRIP) and Bionic Vision Australia (BVA), have agreed to work cooperatively to establish a multi-national Joint Task Force. The aim of this Task Force will be to develop a consensus statement to guide the methods used to conduct and report psychophysical and clinical results of humans who receive visual prosthetic devices. The overarching goal is to ensure maximum benefit to the implant recipients, not only in the outcomes of the visual prosthesis itself, but also in enabling them to obtain accurate information about this research with ease. The aspiration to develop a Joint Task Force was first promulgated at the inaugural 'The Eye and the Chip' meeting in September 2000. This meeting was established to promote the development of the visual prosthetic field by applying the principles of inclusiveness, openness, and collegiality among the growing body of researchers in this field. These same principles underlie the intent of this Joint Task Force to enhance the quality of psychophysical research within our community. Despite prior efforts, a critical mass of interested parties could not congeal. Renewed interest for developing joint guidelines has developed recently because of a growing awareness of the challenges of obtaining reliable measurements of visual function in patients who are severely visually impaired (in whom testing is inherently noisy), and of the importance of comparing outcomes amongst the many research teams that have entered this field, all of which are using different devices implanted at various locations within the visual system and different methods of assessing efficacy. Researchers at the BRIP and BVA believe that use of common methods for testing and for reporting results would benefit all scientists and clinicians in the field, the agencies that regulate human testing, corporations that are invested in the success of this field, and, most importantly, potential patients. The Task Force will be formed with the intent of developing substantive recommendations to provide a measure of consistency and quality control within the field. The guidelines will offer recommendations for the assessment of the: (1) baseline (pre-implant) visual status of potential patients (including specification of the disease diagnosis and impact on visual functioning) and (2) post-operative visual function. The guidelines will be available to the public, research groups and companies. Any groups that choose to adopt the recommendations would be encouraged to include a formal statement of compliance in their presentations and publications. The Task Force will develop these guidelines with the understanding that the ability to perform experiments in the suggested manner might be limited by the particular engineering design and functionality of different prosthesis devices. It is not the intent of the Task Force to write strict test protocols for all parties to follow, but instead to work cooperatively as a research field to develop guidelines about the types of tests that should be implemented, and how they could be reported in a similar format between groups. The opportunity to participate on the Task Force is open to all researchers, clinicians and other specialists who work in the fields of sensory prostheses (both visual and cochlear implants), molecular therapy, stem cells, optogenetics or other fields that share a similar goal of restoring vision to the blind. Decisions about the guidelines will be made democratically, with precautions to prevent any one group or company from having a more dominant voice than any other. One or more smaller working groups may be established to delve more deeply into specific issues, like the ethics of testing or governance structure, and to develop specific wording for recommendations that would be voted on by the entire Task Force group. Ultimately, the various recommendations, once approved democratically, will serve as the consensus document for the Multi-National Joint Task Force. The full list of members of the Task Force and the rules of governance will be published to promote transparency. The Joint Task force will post its guidelines with all signatories on a dedicated page within the website of the Henry Ford Department of Ophthalmology (Detroit). This site was chosen in recognition of the consistent support that Phillip Hessburg MD and the Board of Directors of the Detroit Institute of Ophthalmology, which has recently merged with the Henry Ford Department of Ophthalmology, have so generously and selflessly provided to our field over the past 14 years. This website will also contain a list of all human psychophysical testing that has been performed in the visual prosthetic field, with designations for those studies that were performed in accordance with the guidelines of the Multi-National Task Force, which will assume responsibility for the accuracy of the material. For those who wish to join this Task Force or have further questions, Dr Rizzo and Dr Ayton can be contacted at the email addresses listed above. The founding members of the Task Force anticipate that this digital resource will prove valuable to anyone who has interest in learning more about the achievements in our field, especially our prospective patients, to whom we dedicate our work.

78 FR 28580 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-15

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces AGENCY: Office... Defense announces the following Federal Advisory Committee meeting of the Department of Defense Task Force...

77 FR 68744 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

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2012-11-16

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces; Federal... Committee meeting of the Department of Defense Task Force on the Care, Management, and Transition of...

75 FR 59698 - Federal Advisory Committee; Department of Defense Task Force on the Care, Management, and...

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2010-09-28

.... SUPPLEMENTARY INFORMATION: The Task Force is a non-discretionary Federal advisory committee established to (a... for wounded, ill, and injured members of the Armed Forces; ii. Medical case management; iii. Non... Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Member of...

Motor Task Variation Induces Structural Learning

PubMed Central

Braun, Daniel A.; Aertsen, Ad; Wolpert, Daniel M.; Mehring, Carsten

2009-01-01

Summary When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1–8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9–14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning. PMID:19217296

Motor task variation induces structural learning.

PubMed

Braun, Daniel A; Aertsen, Ad; Wolpert, Daniel M; Mehring, Carsten

2009-02-24

When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1-8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9-14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning.

Deep Learning for Classification of Colorectal Polyps on Whole-slide Images.

PubMed

Korbar, Bruno; Olofson, Andrea M; Miraflor, Allen P; Nicka, Catherine M; Suriawinata, Matthew A; Torresani, Lorenzo; Suriawinata, Arief A; Hassanpour, Saeed

2017-01-01

Histopathological characterization of colorectal polyps is critical for determining the risk of colorectal cancer and future rates of surveillance for patients. However, this characterization is a challenging task and suffers from significant inter- and intra-observer variability. We built an automatic image analysis method that can accurately classify different types of colorectal polyps on whole-slide images to help pathologists with this characterization and diagnosis. Our method is based on deep-learning techniques, which rely on numerous levels of abstraction for data representation and have shown state-of-the-art results for various image analysis tasks. Our method covers five common types of polyps (i.e., hyperplastic, sessile serrated, traditional serrated, tubular, and tubulovillous/villous) that are included in the US Multisociety Task Force guidelines for colorectal cancer risk assessment and surveillance. We developed multiple deep-learning approaches by leveraging a dataset of 2074 crop images, which were annotated by multiple domain expert pathologists as reference standards. We evaluated our method on an independent test set of 239 whole-slide images and measured standard machine-learning evaluation metrics of accuracy, precision, recall, and F1 score and their 95% confidence intervals. Our evaluation shows that our method with residual network architecture achieves the best performance for classification of colorectal polyps on whole-slide images (overall accuracy: 93.0%, 95% confidence interval: 89.0%-95.9%). Our method can reduce the cognitive burden on pathologists and improve their efficacy in histopathological characterization of colorectal polyps and in subsequent risk assessment and follow-up recommendations.

Deep Learning for Classification of Colorectal Polyps on Whole-slide Images

PubMed Central

Korbar, Bruno; Olofson, Andrea M.; Miraflor, Allen P.; Nicka, Catherine M.; Suriawinata, Matthew A.; Torresani, Lorenzo; Suriawinata, Arief A.; Hassanpour, Saeed

2017-01-01

Context: Histopathological characterization of colorectal polyps is critical for determining the risk of colorectal cancer and future rates of surveillance for patients. However, this characterization is a challenging task and suffers from significant inter- and intra-observer variability. Aims: We built an automatic image analysis method that can accurately classify different types of colorectal polyps on whole-slide images to help pathologists with this characterization and diagnosis. Setting and Design: Our method is based on deep-learning techniques, which rely on numerous levels of abstraction for data representation and have shown state-of-the-art results for various image analysis tasks. Subjects and Methods: Our method covers five common types of polyps (i.e., hyperplastic, sessile serrated, traditional serrated, tubular, and tubulovillous/villous) that are included in the US Multisociety Task Force guidelines for colorectal cancer risk assessment and surveillance. We developed multiple deep-learning approaches by leveraging a dataset of 2074 crop images, which were annotated by multiple domain expert pathologists as reference standards. Statistical Analysis: We evaluated our method on an independent test set of 239 whole-slide images and measured standard machine-learning evaluation metrics of accuracy, precision, recall, and F1 score and their 95% confidence intervals. Results: Our evaluation shows that our method with residual network architecture achieves the best performance for classification of colorectal polyps on whole-slide images (overall accuracy: 93.0%, 95% confidence interval: 89.0%–95.9%). Conclusions: Our method can reduce the cognitive burden on pathologists and improve their efficacy in histopathological characterization of colorectal polyps and in subsequent risk assessment and follow-up recommendations. PMID:28828201

An Experimental Investigation of Productivity Stratification and Knowledge Transfer in an Electronically Mediated Environment

DTIC Science & Technology

2004-03-23

material at hand: it forces student engagement . As extracted from the works of Bloom (1976) and Hecht (1978) by Kumar (1991:50) in his meta...analysis of instruction-engagement, “if an instructional method [has] an influence on student achievement,” then “ student engagement in a learning task...must mediate the relationship.” An appropriate way to define student engagement is the time a student “actively participates in learning” (Kumar

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-06-04

and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...context of the best balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to...sequence and application of lessons learned for follow-on vessels in these programs

The battalion medical platoon: a flawed scalpel.

PubMed

Cannon, M W; Stoute, J A

1992-08-01

This article discusses the current organization and doctrine for a medical platoon in an armour-heavy task force in light of experience gained in Operations Desert Shield and Desert Storm. The organization of and doctrine for the use of the platoon is covered first. This is followed by a discussion of how doctrine was modified based on field exercises, and projected, and actual, combat operations. It concludes with a presentation of lessons learned and recommendations for changes.

'System-Risk' Flood Task Force

NASA Astrophysics Data System (ADS)

Schröter, Kai; Ridder, Nina; Tavares da Costa, Ricardo; Diederen, Dirk; Viglione, Alberto

2017-04-01

Current scientific methods and engineering practice in flood risk assessment do not consider the full complexity of flood risk systems. Fundamental spatio-temporal dependencies, interactions and feedbacks need to be addressed to comprehensively quantify the effects of measures at various levels, ranging from local technical to high-level policy options. As each flood is unique, each event offers an unparalleled opportunity to collect data and to gain insights into system's behavior under extreme conditions potentially revealing exceptional circumstances, unexpected failures and cascading effects, and thus a chance to learn and to improve methods and models. To make use of this the Marie-Skłodowska-Curie European Training Network 'System-Risk' (www.system-risk.eu) establishes a Flood Task Force (FTF) that aims to learn about successful practical approaches, but also potential pitfalls and failures in the management of real flood events. The FTF consists of an interdisciplinary group of researchers who will apply in situ their latest methods and knowledge of e.g. how the event developed, how the risk management responded, and what the consequences were. This multi-layered perspective is intended to deepen the understanding of the complexity of flood risk systems as for instance in terms of interactions between hazard, the natural and the built environment, societal institutions and coping capacities. This contribution gives an overview of the conceptual approach to the System-Risk FTF.

Exploring the impact of visual and movement based priming on a motor intervention in the acute phase post-stroke in persons with severe hemiparesis of the upper extremity.

PubMed

Patel, Jigna; Qiu, Qinyin; Yarossi, Mathew; Merians, Alma; Massood, Supriya; Tunik, Eugene; Adamovich, Sergei; Fluet, Gerard

2017-07-01

Explore the potential benefits of using priming methods prior to an active hand task in the acute phase post-stroke in persons with severe upper extremity hemiparesis. Five individuals were trained using priming techniques including virtual reality (VR) based visual mirror feedback and contralaterally controlled passive movement strategies prior to training with an active pinch force modulation task. Clinical, kinetic, and neurophysiological measurements were taken pre and post the training period. Clinical measures were taken at six months post training. The two priming simulations and active training were well tolerated early after stroke. Priming effects were suggested by increased maximal pinch force immediately after visual and movement based priming. Despite having no clinically observable movement distally, the subjects were able to volitionally coordinate isometric force and muscle activity (EMG) in a pinch tracing task. The Root Mean Square Error (RMSE) of force during the pinch trace task gradually decreased over the training period suggesting learning may have occurred. Changes in motor cortical neurophysiology were seen in the unaffected hemisphere using Transcranial Magnetic Stimulation (TMS) mapping. Significant improvements in motor recovery as measured by the Action Research Arm Test (ARAT) and the Upper Extremity Fugl Meyer Assessment (UEFMA) were demonstrated at six months post training by three of the five subjects. This study suggests that an early hand-based intervention using visual and movement based priming activities and a scaled motor task allows participation by persons without the motor control required for traditionally presented rehabilitation and testing. Implications for Rehabilitation Rehabilitation of individuals with severely paretic upper extremities after stroke is challenging due to limited movement capacity and few options for therapeutic training. Long-term functional recovery of the arm after stroke depends on early return of active hand control, establishing a need for acute training methods focused distally. This study demonstrates the feasibility of an early hand-based intervention using virtual reality based priming and scaled motor activities which can allow for participation by persons without the motor control required for traditionally presented rehabilitation and testing.

PRN 2009-1: Establishment of Antimicrobial Exposure Assessment Task Force II

EPA Pesticide Factsheets

This PR notice announces the establishment of the Antimicrobial Exposure Assessment Task Force II, an industry-wide task force to develop mixer, loader, applicator and post-application exposure data for antimicrobial pesticides used in various settings.

da Vinci skills simulator for assessing learning curve and criterion-based training of robotic basic skills.

PubMed

Brinkman, Willem M; Luursema, Jan-Maarten; Kengen, Bas; Schout, Barbara M A; Witjes, J Alfred; Bekkers, Ruud L

2013-03-01

To answer 2 research questions: what are the learning curve patterns of novices on the da Vinci skills simulator parameters and what parameters are appropriate for criterion-based robotic training. A total of 17 novices completed 2 simulator sessions within 3 days. Each training session consisted of a warming-up exercise, followed by 5 repetitions of the "ring and rail II" task. Expert participants (n = 3) performed a warming-up exercise and 3 repetitions of the "ring and rail II" task on 1 day. We analyzed all 9 parameters of the simulator. Significant learning occurred on 5 parameters: overall score, time to complete, instrument collision, instruments out of view, and critical errors within 1-10 repetitions (P <.05). Economy of motion and excessive instrument force only showed improvement within the first 5 repetitions. No significant learning on the parameter drops and master workspace range was found. Using the expert overall performance score (n = 3) as a criterion (overall score 90%), 9 of 17 novice participants met the criterion within 10 repetitions. Most parameters showed that basic robotic skills are learned relatively quickly using the da Vinci skills simulator, but that 10 repetitions were not sufficient for most novices to reach an expert level. Some parameters seemed inappropriate for expert-based criterion training because either no learning occurred or the novice performance was equal to expert performance. Copyright © 2013 Elsevier Inc. All rights reserved.

Practice and Age-Related Loss of Adaptability in Sensorimotor Performance

PubMed Central

Sosnoff, Jacob J.; Voudrie, Stefani J.

2009-01-01

The purpose of the present investigation was to examine whether the ability to adapt to task constraints is influenced by short-term practice in older adults. Young (18–29 years old) and old (65–75 years old) adults produced force output to a constant force target and a 1-Hz sinusoidal force target by way of the index finger flexion. Participants completed each task 5 times per session for 5 concurrent sessions. The amount and structure of force variability was calculated using linear and nonlinear analyses. As expected, there was a decrease in the magnitude of variability (coefficient of variation) in both tasks and task-related change in the structure of force variability (approximate entropy) with training across groups. The authors found older adults to have a greater amount of variability than their younger counterparts in both tasks. Older adults also demonstrated an increase in the structure of force output in the constant task but a decrease in structure in the sinusoidal task. Age differences in the adaptability to task constraints persisted throughout practice. The authors propose that older adults' ability to adapt sensorimotor output to task demands is not a result of lack of familiarity with the task but that it is, instead, characteristic of the aging process. PMID:19201684

Increased gamma band power during movement planning coincides with motor memory retrieval.

PubMed

Thürer, Benjamin; Stockinger, Christian; Focke, Anne; Putze, Felix; Schultz, Tanja; Stein, Thorsten

2016-01-15

The retrieval of motor memory requires a previous memory encoding and subsequent consolidation of the specific motor memory. Previous work showed that motor memory seems to rely on different memory components (e.g., implicit, explicit). However, it is still unknown if explicit components contribute to the retrieval of motor memories formed by dynamic adaptation tasks and which neural correlates are linked to memory retrieval. We investigated the lower and higher gamma bands of subjects' electroencephalography during encoding and retrieval of a dynamic adaptation task. A total of 24 subjects were randomly assigned to a treatment and control group. Both groups adapted to a force field A on day 1 and were re-exposed to the same force field A on day 3 of the experiment. On day 2, treatment group learned an interfering force field B whereas control group had a day rest. Kinematic analyses showed that control group improved their initial motor performance from day 1 to day 3 but treatment group did not. This behavioral result coincided with an increased higher gamma band power in the electrodes over prefrontal areas on the initial trials of day 3 for control but not treatment group. Intriguingly, this effect vanished with the subsequent re-adaptation on day 3. We suggest that improved re-test performance in a dynamic motor adaptation task is contributed by explicit memory and that gamma bands in the electrodes over the prefrontal cortex are linked to these explicit components. Furthermore, we suggest that the contribution of explicit memory vanishes with the subsequent re-adaptation while task automaticity increases. Copyright © 2015 Elsevier Inc. All rights reserved.

APA Summit on Medical Student Education Task Force on Informatics and Technology: learning about computers and applying computer technology to education and practice.

PubMed

Hilty, Donald M; Hales, Deborah J; Briscoe, Greg; Benjamin, Sheldon; Boland, Robert J; Luo, John S; Chan, Carlyle H; Kennedy, Robert S; Karlinsky, Harry; Gordon, Daniel B; Yager, Joel; Yellowlees, Peter M

2006-01-01

This article provides a brief overview of important issues for educators regarding medical education and technology. The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry. Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching. Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.

"Alarm-corrected" ergonomic armrest use could improve learning curves of novices on robotic simulator.

PubMed

Yang, Kun; Perez, Manuela; Hossu, Gabriela; Hubert, Nicolas; Perrenot, Cyril; Hubert, Jacques

2017-01-01

In robotic surgery, the professional ergonomic habit of using an armrest reduces operator fatigue and increases the precision of motion. We designed and validated a pressure surveillance system (PSS) based on force sensors to investigate armrest use. The objective was to evaluate whether adding an alarm to the PSS system could shorten ergonomic training and improve performance. Twenty robot and simulator-naïve participants were recruited and randomized in two groups (A and B). The PSS was installed on a robotic simulator, the dV-Trainer, to detect contact with the armrest. The Group A members completed three tasks on the dV-Trainer without the alarm, making 15 attempts at each task. The Group B members practiced the first two tasks with the alarm and then completed the final tasks without the alarm. The simulator provided an overall score reflecting the trainees' performance. We used the new concept of an "armrest load" score to describe the ergonomic habit of using the armrest. Group B had a significantly higher performance score (p < 0.001) and armrest load score (p < 0.001) than Group A from the fifth attempt of the first task to the end of the experiment. Based on the conditioned reflex effect, the alarm associated with the PSS rectified ergonomic errors and accelerated professional ergonomic habit acquisition. The combination of the PSS and alarm is effective in significantly shortening the learning curve in the robotic training process.

Interleaved Practice in Multi-Dimensional Learning Tasks: Which Dimension Should We Interleave?

ERIC Educational Resources Information Center

Rau, Martina A.; Aleven, Vincent; Rummel, Nikol

2013-01-01

Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results…

Tibiofemoral contact forces during walking, running and sidestepping.

PubMed

Saxby, David J; Modenese, Luca; Bryant, Adam L; Gerus, Pauline; Killen, Bryce; Fortin, Karine; Wrigley, Tim V; Bennell, Kim L; Cicuttini, Flavia M; Lloyd, David G

2016-09-01

We explored the tibiofemoral contact forces and the relative contributions of muscles and external loads to those contact forces during various gait tasks. Second, we assessed the relationships between external gait measures and contact forces. A calibrated electromyography-driven neuromusculoskeletal model estimated the tibiofemoral contact forces during walking (1.44±0.22ms(-1)), running (4.38±0.42ms(-1)) and sidestepping (3.58±0.50ms(-1)) in healthy adults (n=60, 27.3±5.4years, 1.75±0.11m, and 69.8±14.0kg). Contact forces increased from walking (∼1-2.8 BW) to running (∼3-8 BW), sidestepping had largest maximum total (8.47±1.57 BW) and lateral contact forces (4.3±1.05 BW), while running had largest maximum medial contact forces (5.1±0.95 BW). Relative muscle contributions increased across gait tasks (up to 80-90% of medial contact forces), and peaked during running for lateral contact forces (∼90%). Knee adduction moment (KAM) had weak relationships with tibiofemoral contact forces (all R(2)<0.36) and the relationships were gait task-specific. Step-wise regression of multiple external gait measures strengthened relationships (0.20

Fitts' Law in the Control of Isometric Grip Force With Naturalistic Targets.

PubMed

Thumser, Zachary C; Slifkin, Andrew B; Beckler, Dylan T; Marasco, Paul D

2018-01-01

Fitts' law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts' law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts' law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts' law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts' law (average r 2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts' law for explicit targets with vision ( r 2 = 0.96) and implicit targets ( r 2 = 0.89), but not as well-described for explicit targets without vision ( r 2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts' law to quantify the relative speed-accuracy relationship of any given grasper.

Speech Motor Sequence Learning: Effect of Parkinson Disease and Normal Aging on Dual-Task Performance.

PubMed

Whitfield, Jason A; Goberman, Alexander M

2017-06-22

Everyday communication is carried out concurrently with other tasks. Therefore, determining how dual tasks interfere with newly learned speech motor skills can offer insight into the cognitive mechanisms underlying speech motor learning in Parkinson disease (PD). The current investigation examines a recently learned speech motor sequence under dual-task conditions. A previously learned sequence of 6 monosyllabic nonwords was examined using a dual-task paradigm. Participants repeated the sequence while concurrently performing a visuomotor task, and performance on both tasks was measured in single- and dual-task conditions. The younger adult group exhibited little to no dual-task interference on the accuracy and duration of the sequence. The older adult group exhibited variability in dual-task costs, with the group as a whole exhibiting an intermediate, though significant, amount of dual-task interference. The PD group exhibited the largest degree of bidirectional dual-task interference among all the groups. These data suggest that PD affects the later stages of speech motor learning, as the dual-task condition interfered with production of the recently learned sequence beyond the effect of normal aging. Because the basal ganglia is critical for the later stages of motor sequence learning, the observed deficits may result from the underlying neural dysfunction associated with PD.

A guide for statewide impaired-driving task forces.

DOT National Transportation Integrated Search

2009-09-01

The purpose of the guide is to assist State officials and other stakeholders who are interested in establishing an : Impaired-Driving Statewide Task Force or who are exploring ways to improve their current Task Force. The guide : addresses issues suc...

PRN 2007-3: The Agricultural Handlers Exposure Task Force, L.L.C

EPA Pesticide Factsheets

This PR Notice discusses the Agricultural Handlers Exposure Task Force, an industry-wide task force formed to develop mixer, loader, and applicator exposure data for pesticides used in agricultural settings. It includes contacts for more information.

78 FR 7415 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-01

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces; Notice of... Committee meeting of the Department of Defense Task Force on the Care, Management, and Transition of...

78 FR 66902 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-07

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces; Notice of... Federal Advisory Committee meeting of the Department of Defense Task Force on the Care, Management, and...

77 FR 31337 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-25

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces; Notice of... Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and...

76 FR 38118 - Meeting of the Department of Defense Task Force on the Care, Management, and Transition of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-29

... DEPARTMENT OF DEFENSE Office of the Secretary Meeting of the Department of Defense Task Force on... Forces AGENCY: Department of Defense. ACTION: Meeting notice. SUMMARY: Under the provisions of the... that the following Federal Advisory Committee meeting of the Department of Defense Task Force on the...

78 FR 38015 - Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-25

... DEPARTMENT OF DEFENSE Office of the Secretary Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded, Ill, and Injured Members of the Armed Forces; Notice of... of the Department of Defense Task Force on the Care, Management, and Transition of Recovering Wounded...

Context transfer in reinforcement learning using action-value functions.

PubMed

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task.

Context Transfer in Reinforcement Learning Using Action-Value Functions

PubMed Central

Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

2014-01-01

This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

Load type influences motor unit recruitment in biceps brachii during a sustained contraction.

PubMed

Baudry, Stéphane; Rudroff, Thorsten; Pierpoint, Lauren A; Enoka, Roger M

2009-09-01

Twenty subjects participated in four experiments designed to compare time to task failure and motor-unit recruitment threshold during contractions sustained at 15% of maximum as the elbow flexor muscles either supported an inertial load (position task) or exerted an equivalent constant torque against a rigid restraint (force task). Subcutaneous branched bipolar electrodes were used to record single motor unit activity from the biceps brachii muscle during ramp contractions performed before and at 50 and 90% of the time to failure for the position task during both fatiguing contractions. The time to task failure was briefer for the position task than for the force task (P=0.0002). Thirty and 29 motor units were isolated during the force and position tasks, respectively. The recruitment threshold declined by 48 and 30% (P=0.0001) during the position task for motor units with an initial recruitment threshold below and above the target force, respectively, whereas no significant change in recruitment threshold was observed during the force task. Changes in recruitment threshold were associated with a decrease in the mean discharge rate (-16%), an increase in discharge rate variability (+40%), and a prolongation of the first two interspike intervals (+29 and +13%). These data indicate that there were faster changes in motor unit recruitment and rate coding during the position task than the force task despite a similar net muscle torque during both tasks. Moreover, the results suggest that the differential synaptic input observed during the position task influences most of the motor unit pool.

Task- and time-dependent modulation of Ia presynaptic inhibition during fatiguing contractions performed by humans

PubMed Central

Maerz, Adam H.; Gould, Jeffrey R.; Enoka, Roger M.

2011-01-01

Presynaptic modulation of Ia afferents converging onto the motor neuron pool of the extensor carpi radialis (ECR) was compared during contractions (20% of maximal force) sustained to failure as subjects controlled either the angular position of the wrist while supporting an inertial load (position task) or exerted an equivalent force against a rigid restraint (force task). Test Hoffmann (H) reflexes were evoked in the ECR by stimulating the radial nerve above the elbow. Conditioned H reflexes were obtained by stimulating either the median nerve above the elbow or at the wrist (palmar branch) to assess presynaptic inhibition of homonymous (D1 inhibition) and heteronymous Ia afferents (heteronymous Ia facilitation), respectively. The position task was briefer than the force task (P = 0.001), although the maximal voluntary force and electromyograph for ECR declined similarly at failure for both tasks. Changes in the amplitude of the conditioned H reflex were positively correlated between the two conditioning methods (P = 0.02) and differed between the two tasks (P < 0.05). The amplitude of the conditioned H reflex during the position task first increased (129 ± 20.5% of the initial value, P < 0.001) before returning to its initial value (P = 0.22), whereas it increased progressively during the force task to reach 122 ± 17.4% of the initial value at failure (P < 0.001). Moreover, changes in conditioned H reflexes were associated with the time to task failure and force fluctuations. The results suggest a task- and time-dependent modulation of presynaptic inhibition of Ia afferents during fatiguing contractions. PMID:21543747

Haptic Guidance Improves the Visuo-Manual Tracking of Trajectories

PubMed Central

Bluteau, Jérémy; Coquillart, Sabine; Payan, Yohan; Gentaz, Edouard

2008-01-01

Background Learning to perform new movements is usually achieved by following visual demonstrations. Haptic guidance by a force feedback device is a recent and original technology which provides additional proprioceptive cues during visuo-motor learning tasks. The effects of two types of haptic guidances-control in position (HGP) or in force (HGF)–on visuo-manual tracking (“following”) of trajectories are still under debate. Methodology/Principals Findings Three training techniques of haptic guidance (HGP, HGF or control condition, NHG, without haptic guidance) were evaluated in two experiments. Movements produced by adults were assessed in terms of shapes (dynamic time warping) and kinematics criteria (number of velocity peaks and mean velocity) before and after the training sessions. Trajectories consisted of two Arabic and two Japanese-inspired letters in Experiment 1 and ellipses in Experiment 2. We observed that the use of HGF globally improves the fluency of the visuo-manual tracking of trajectories while no significant improvement was found for HGP or NHG. Conclusion/Significance These results show that the addition of haptic information, probably encoded in force coordinates, play a crucial role on the visuo-manual tracking of new trajectories. PMID:18335049

77 FR 6786 - U.S. Coral Reef Task Force Public Meeting and Public Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-09

... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration U.S. Coral Reef Task Force... of the U.S. Coral Reef Task Force. The meeting will be held in Washington, DC This meeting, the 27th [[Page 6787

First Responder Refresher: National Standard Curriculum (Instructor Course Guide)

DOT National Transportation Integrated Search

1997-07-08

This white paper provides a brief overview of the report titled "ITS Focus Task Force on System Architecture Report", dated May 1997. The report was prepared by a special task force of the United Kingdoms ITS Focus organization. This task force wa...

Repairing the Breach. Key Ways To Support Family Life, Reclaim Our Streets, and Rebuild Civil Society in America's Communities. Report of the National Task Force on African-American Men and Boys.

ERIC Educational Resources Information Center

Austin, Bobby William, Ed.

This report of the National Task Force on African-American Men and Boys is the beginning of an approach to repair society's breaches and restore the streets to safety. The Task Force, headed by Andrew J. Young and established in 1994, conceived its mission as one of reclamation. The Task Force made 61 specific recommendations, and three general…

Differences in perceptual learning transfer as a function of training task.

PubMed

Green, C Shawn; Kattner, Florian; Siegel, Max H; Kersten, Daniel; Schrater, Paul R

2015-01-01

A growing body of research--including results from behavioral psychology, human structural and functional imaging, single-cell recordings in nonhuman primates, and computational modeling--suggests that perceptual learning effects are best understood as a change in the ability of higher-level integration or association areas to read out sensory information in the service of particular decisions. Work in this vein has argued that, depending on the training experience, the "rules" for this read-out can either be applicable to new contexts (thus engendering learning generalization) or can apply only to the exact training context (thus resulting in learning specificity). Here we contrast learning tasks designed to promote either stimulus-specific or stimulus-general rules. Specifically, we compare learning transfer across visual orientation following training on three different tasks: an orientation categorization task (which permits an orientation-specific learning solution), an orientation estimation task (which requires an orientation-general learning solution), and an orientation categorization task in which the relevant category boundary shifts on every trial (which lies somewhere between the two tasks above). While the simple orientation-categorization training task resulted in orientation-specific learning, the estimation and moving categorization tasks resulted in significant orientation learning generalization. The general framework tested here--that task specificity or generality can be predicted via an examination of the optimal learning solution--may be useful in building future training paradigms with certain desired outcomes.

Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

ERIC Educational Resources Information Center

Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

2008-01-01

Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations.

PubMed

Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández Del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS 25 ), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants ( n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning.

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

PubMed Central

Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G.

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS25), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning. PMID:29740271

Beyond Stimulus Cues and Reinforcement Signals: A New Approach to Animal Metacognition

PubMed Central

Couchman, Justin J.; Coutinho, Mariana V. C.; Beran, Michael J.; Smith, J. David

2010-01-01

Some metacognition paradigms for nonhuman animals encourage the alternative explanation that animals avoid difficult trials based only on reinforcement history and stimulus aversion. To explore this possibility, we placed humans and monkeys in successive uncertainty-monitoring tasks that were qualitatively different, eliminating many associative cues that might support transfer across tasks. In addition, task transfer occurred under conditions of deferred and rearranged feedback—both species completed blocks of trials followed by summary feedback. This ensured that animals received no trial-by-trial reinforcement. Despite distancing performance from associative cues, humans and monkeys still made adaptive uncertainty responses by declining the most difficult trials. These findings suggest that monkeys’ uncertainty responses could represent a higher-level, decisional process of cognitive monitoring, though that process need not involve full self-awareness or consciousness. The dissociation of performance from reinforcement has theoretical implications concerning the status of reinforcement as the critical binding force in animal learning. PMID:20836592

Enhancement of force patterns classification based on Gaussian distributions.

PubMed

Ertelt, Thomas; Solomonovs, Ilja; Gronwald, Thomas

2018-01-23

Description of the patterns of ground reaction force is a standard method in areas such as medicine, biomechanics and robotics. The fundamental parameter is the time course of the force, which is classified visually in particular in the field of clinical diagnostics. Here, the knowledge and experience of the diagnostician is relevant for its assessment. For an objective and valid discrimination of the ground reaction force pattern, a generic method, especially in the medical field, is absolutely necessary to describe the qualities of the time-course. The aim of the presented method was to combine the approaches of two existing procedures from the fields of machine learning and the Gauss approximation in order to take advantages of both methods for the classification of ground reaction force patterns. The current limitations of both methods could be eliminated by an overarching method. Twenty-nine male athletes from different sports were examined. Each participant was given the task of performing a one-legged stopping maneuver on a force plate from the maximum possible starting speed. The individual time course of the ground reaction force of each subject was registered and approximated on the basis of eight Gaussian distributions. The descriptive coefficients were then classified using Bayesian regulated neural networks. The different sports served as the distinguishing feature. Although the athletes were all given the same task, all sports referred to a different quality in the time course of ground reaction force. Meanwhile within each sport, the athletes were homogeneous. With an overall prediction (R = 0.938) all subjects/sports were classified correctly with 94.29% accuracy. The combination of the two methods: the mathematical description of the time course of ground reaction forces on the basis of Gaussian distributions and their classification by means of Bayesian regulated neural networks, seems an adequate and promising method to discriminate the ground reaction forces without any loss of information. Copyright © 2017 Elsevier Ltd. All rights reserved.

Generalized lessons about sequence learning from the study of the serial reaction time task

PubMed Central

Schwarb, Hillary; Schumacher, Eric H.

2012-01-01

Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. PMID:22723815

77 FR 55218 - Homeland Security Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-07

... childhood arrivals program. The HSAC will also receive a report from the Sustainability and Efficiency Task Force, review and discuss the task forces' report, and formulate recommendations for the Department. The.... HSAC conference call details and the Sustainability and Efficiency Task Force report will be provided...

Task force on deterrence of air piracy : final report.

DOT National Transportation Integrated Search

1978-11-01

In February 1969, as the frequency of hijacking of U.S. air carrier aircraft was rising to an all-time high, the Federal Aviation Administration established a multi-disciplinary Task Force on Deterrence of Air Piracy. The work of the Task Force in de...

75 FR 16577 - Gulf War Veterans' Illnesses Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-01

... DEPARTMENT OF VETERANS AFFAIRS Gulf War Veterans' Illnesses Task Force AGENCY: Department of Veterans Affairs (VA). ACTION: Notice with request for comments. SUMMARY: The Secretary Department of Veterans Affairs (VA) established the Gulf War Veterans' Illnesses Task Force (GWVI-TF) in August 2009 to...

77 FR 18307 - Gulf War Veterans' Illnesses Task Force Report

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-27

... DEPARTMENT OF VETERANS AFFAIRS Gulf War Veterans' Illnesses Task Force Report AGENCY: Department of Veterans Affairs. ACTION: Notice. SUMMARY: The Secretary Department of Veterans Affairs (VA) established the Gulf War Veterans' Illnesses Task Force (GWVI-TF) in August 2009 to conduct a comprehensive...

78 FR 28292 - Gulf War Veterans' Illnesses Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-14

... DEPARTMENT OF VETERANS AFFAIRS Gulf War Veterans' Illnesses Task Force AGENCY: Department of Veterans Affairs (VA). ACTION: Notice with request for comments. SUMMARY: The Secretary, Department of Veterans Affairs (VA) established the Gulf War Veterans' Illnesses Task Force (GWVI-TF) in August 2009 to...

76 FR 65321 - Gulf War Veterans' Illnesses Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-20

... DEPARTMENT OF VETERANS AFFAIRS Gulf War Veterans' Illnesses Task Force AGENCY: Department of Veterans Affairs (VA). ACTION: Notice with request for comments. SUMMARY: The Secretary, Department of Veterans Affairs (VA) established the Gulf War Veterans' Illnesses Task Force (GWVI-TF) in August 2009 to...

78 FR 63208 - UPDATE-Meeting of the Community Preventive Services Task Force (Task Force)

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-23

..., and issues recommendations. These recommendations provide evidence-based options from which decision makers in communities, companies, health departments, health plans and healthcare systems, non..., available resources, and constraints of their constituents. The Task Force's recommendations, along with the...

An introductory handbook for state task forces to combat drunk driving.

DOT National Transportation Integrated Search

1983-01-01

In June 1982 Governor Robb created a task force to identify and assess efforts under way in Virginia to address the problem of drunken driving and to make recommendations. This booklet was prepared to assist the task force in its deliberations.

Forced Aerobic Exercise Preceding Task Practice Improves Motor Recovery Poststroke.

PubMed

Linder, Susan M; Rosenfeldt, Anson B; Dey, Tanujit; Alberts, Jay L

To understand how two types of aerobic exercise affect upper-extremity motor recovery post-stroke. Our aims were to (1) evaluate the feasibility of having people who had a stroke complete an aerobic exercise intervention and (2) determine whether forced or voluntary exercise differentially facilitates upper-extremity recovery when paired with task practice. Seventeen participants with chronic stroke completed twenty-four 90-min sessions over 8 wk. Aerobic exercise was immediately followed by task practice. Participants were randomized to forced or voluntary aerobic exercise groups or to task practice only. Improvement on the Fugl-Meyer Assessment exceeded the minimal clinically important difference: 12.3, 4.8, and 4.4 for the forced exercise, voluntary exercise, and repetitive task practice-only groups, respectively. Only the forced exercise group exhibited a statistically significant improvement. People with chronic stroke can safely complete intensive aerobic exercise. Forced aerobic exercise may be optimal in facilitating motor recovery associated with task practice. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Attentional load and implicit sequence learning.

PubMed

Shanks, David R; Rowland, Lee A; Ranger, Mandeep S

2005-06-01

A widely employed conceptualization of implicit learning hypothesizes that it makes minimal demands on attentional resources. This conjecture was investigated by comparing learning under single-task and dual-task conditions in the sequential reaction time (SRT) task. Participants learned probabilistic sequences, with dual-task participants additionally having to perform a counting task using stimuli that were targets in the SRT display. Both groups were then tested for sequence knowledge under single-task (Experiments 1 and 2) or dual-task (Experiment 3) conditions. Participants also completed a free generation task (Experiments 2 and 3) under inclusion or exclusion conditions to determine if sequence knowledge was conscious or unconscious in terms of its access to intentional control. The experiments revealed that the secondary task impaired sequence learning and that sequence knowledge was consciously accessible. These findings disconfirm both the notion that implicit learning is able to proceed normally under conditions of divided attention, and that the acquired knowledge is inaccessible to consciousness. A unitary framework for conceptualizing implicit and explicit learning is proposed.

Transferring control demands across incidental learning tasks – stronger sequence usage in serial reaction task after shortcut option in letter string checking

PubMed Central

Gaschler, Robert; Marewski, Julian N.; Wenke, Dorit; Frensch, Peter A.

2014-01-01

After incidentally learning about a hidden regularity, participants can either continue to solve the task as instructed or, alternatively, apply a shortcut. Past research suggests that the amount of conflict implied by adopting a shortcut seems to bias the decision for vs. against continuing instruction-coherent task processing. We explored whether this decision might transfer from one incidental learning task to the next. Theories that conceptualize strategy change in incidental learning as a learning-plus-decision phenomenon suggest that high demands to adhere to instruction-coherent task processing in Task 1 will impede shortcut usage in Task 2, whereas low control demands will foster it. We sequentially applied two established incidental learning tasks differing in stimuli, responses and hidden regularity (the alphabet verification task followed by the serial reaction task, SRT). While some participants experienced a complete redundancy in the task material of the alphabet verification task (low demands to adhere to instructions), for others the redundancy was only partial. Thus, shortcut application would have led to errors (high demands to follow instructions). The low control demand condition showed the strongest usage of the fixed and repeating sequence of responses in the SRT. The transfer results are in line with the learning-plus-decision view of strategy change in incidental learning, rather than with resource theories of self-control. PMID:25506336

Degraded expression of learned feedforward control in movements released by startle.

PubMed

Wright, Zachary A; Carlsen, Anthony N; MacKinnon, Colum D; Patton, James L

2015-08-01

Recent work has shown that preplanned motor programs can be rapidly released via fast conducting pathways using a startling acoustic stimulus. Our question was whether the startle-elicited response might also release a recently learned internal model, which draws on experience to predict and compensate for expected perturbations in a feedforward manner. Our initial investigation using adaptation to robotically produced forces showed some evidence of this, but the results were potentially confounded by co-contraction caused by startle. In this study, we eliminated this confound by asking subjects to make reaching movements in the presence of a visual distortion. Results show that a startle stimulus (1) decreased performance of the recently learned task and (2) reduced after-effect magnitude. Since the recall of learned control was reduced, but not eliminated during startle trials, we suggest that multiple neural centers (cortical and subcortical) are involved in such learning and adaptation. These findings have implications for motor training in areas such as piloting, teleoperation, sports, and rehabilitation.

Nondeclarative learning in children with specific language impairment: predicting regularities in the visuomotor, phonological, and cognitive domains.

PubMed

Mayor-Dubois, C; Zesiger, P; Van der Linden, M; Roulet-Perez, E

2014-01-01

Ullman (2004) suggested that Specific Language Impairment (SLI) results from a general procedural learning deficit. In order to test this hypothesis, we investigated children with SLI via procedural learning tasks exploring the verbal, motor, and cognitive domains. Results showed that compared with a Control Group, the children with SLI (a) were unable to learn a phonotactic learning task, (b) were able but less efficiently to learn a motor learning task and (c) succeeded in a cognitive learning task. Regarding the motor learning task (Serial Reaction Time Task), reaction times were longer and learning slower than in controls. The learning effect was not significant in children with an associated Developmental Coordination Disorder (DCD), and future studies should consider comorbid motor impairment in order to clarify whether impairments are related to the motor rather than the language disorder. Our results indicate that a phonotactic learning but not a cognitive procedural deficit underlies SLI, thus challenging Ullmans' general procedural deficit hypothesis, like a few other recent studies.

Response to Vogelstein: How the 2012 AAP Task Force on circumcision went wrong.

PubMed

Van Howe, Robert S

2018-01-01

Vogelstein cautions medical organizations against jumping into the fray of controversial issues, yet proffers the 2012 American Academy of Pediatrics' Task Force policy position on infant male circumcision as 'an appropriate use of position-statements.' Only a scratch below the surface of this policy statement uncovers the Task Force's failure to consider Vogelstein's many caveats. The Task Force supported the cultural practice by putting undeserved emphasis on questionable scientific data, while ignoring or underplaying the importance of valid contrary scientific data. Without any effort to quantitatively assess the risk/benefit balance, the Task Force concluded the benefits of circumcision outweighed the risks, while acknowledging that the incidence of risks was unknown. This Task Force differed from other Academy policy-forming panels by ignoring the Academy's standard quality measures and by not appointing members with extensive research experience, extensive publications, or recognized expertise directly related to this topic. Despite nearly 100 publications available at the time addressing the substantial ethical issues associated with infant male circumcision, the Task Force chose to ignore the ethical controversy. They merely stated, with minimal justification, the opinion of one of the Task Force members that the practice of infant male circumcision is morally permissible. The release of the report has fostered an explosion of academic discussion on the ethics of infant male circumcision with a number of national medical organizations now decrying the practice as a human rights violation. © 2017 John Wiley & Sons Ltd.

Task analysis of Air Force pharmacy practice.

PubMed

Bartholomew, A; Sawyer, W T; Coats, L

1995-01-15

The frequency with which United States Air Force pharmacists perform specific professional tasks and the pharmacists' views as to the importance of those tasks were studied. A questionnaire was prepared that asked recipients to rate each of 36 tasks selected as representing the spectrum of practice activities. There were four categories of tasks: managerial tasks, dispensing tasks, drug information tasks, and patient care tasks. Recipients rated the tasks with respect to frequency of performance and importance on separate 6-point scales. The questionnaire was mailed in May 1991 to the 225 pharmacists then serving in the Air Force worldwide. Of the 225 questionnaires, 150 usable questionnaires were returned (response rate, 67%). All the tasks in the survey were performed by at least one Air Force pharmacy officer, although the frequency of task performance varied. In particular, the frequency of many patient care tasks was low. All the tasks were perceived to have some importance, but drug information tasks were rated as being significantly more important than tasks in the other categories; patient care tasks were rated lowest in importance. The results varied with the respondents' demographic characteristics. Pharmacy officers with more years of service, more senior positions, higher rank, or an advanced degree in a field other than pharmacy tended to give responses that diverged from those of the population. A 1991 survey showed an awareness among Air Force pharmacists of the need to orient practice around patient care; however, they were not spending substantial time on patient care and tended to view it as less important than more traditional pharmacy tasks.

Grip force control in individuals with multiple sclerosis.

PubMed

Iyengar, Veena; Santos, Marcio J; Ko, Michael; Aruin, Alexander S

2009-10-01

Appropriate regulation of grip force is essential in performance of various activities of daily living such as drinking, eating, buttoning a shirt, and so on. The extent to which individuals with multiple sclerosis (MS) are able to regulate grip forces while performing elements of the activities of daily living is largely unknown. . To investigate how individuals with MS control grip force during performance of functional tasks. . This study evaluated the grip force control in selected individuals with MS (n = 9) and healthy control subjects (n = 9) while they performed the task of lifting and placing an instrumented object on a shelf and the task of lifting the object and bringing it close to the mouth to mimic drinking. The grip forces, object acceleration, force ratio, and time lag were recorded and analyzed. . The individuals with MS used significantly larger peak grip force and force ratio than control subjects while performing both tasks and for both hands. In addition, the time lag between the peaks of grip and load forces was significantly longer in individuals with MS. . The application of excessive grip force could predispose individuals with MS to additional fatigue and musculoskeletal overuse trauma. Rehabilitation protocols for the MS population may need to account for increased levels of grip force applied during the performance of functional tasks.

Building Partner Capacity/Security Force Assistance: A New Structural Paradigm

DTIC Science & Technology

2008-03-25

strategies to build partnership for NGO & Intl resources 10) Identify lessons learned & integrate into ops 6) Coordinate R& S with Coalition, IO, NGO, PVO...valid OMB control number. 1. REPORT DATE 15 MAR 2008 2. REPORT TYPE Strategy Research Project 3. DATES COVERED 00-00-2007 to 00-00-2008 4...ELEMENT NUMBER 6. AUTHOR( S ) Scott Wuestner 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME( S ) AND ADDRESS

A History of Air Force Civil Engineering Wartime and Contingency Problems from 1941 to the Present

DTIC Science & Technology

1985-09-01

economical limitations, political restric- tions, and because AFCE has failed to properly learn and use lessons of the past to prepare for the future. vii I...a demanding managerial task. AFCE managers should, therefore, know what 8 " . .. .......’ .’ ’~t, " " ", .... .. ""...."...." ..... .. -i...problems with employing civilian labor. In France, the available civilians were either very young or very old as the prime- aged civilians were either

The Potential of Distance Education and Training for Small and Medium-Sized Enterprises in the Mediterranean Countries of the European Community. A Report for the Commission of the European Communities--Task Force Human Resources, Education, Training, and Youth.

ERIC Educational Resources Information Center

Quintino, Luisa

An evaluation was made of the training needs of the small and medium-sized enterprises (SMEs) in Portugal, Spain, Greece, and Italy and the potential of open, distance, flexible, and multimedia learning to meet those needs. The methodology included contacts with training providers, governmental institutions, and SMEs and circulation of…

The Hammelburg Raid Revisited

DTIC Science & Technology

1994-01-01

tanks, and 20 halftracks (most filled with casualties) remaining, in addition to Baum’s Jeep. They were almost out of gas . Just 110 of the original 293... Tifton , Georgia. Harold Cohen Interview and Baron, Baum and Goldhurst, p.273. I 2 5 Relationships between the two units were so close that a 10th Armored...found a space on a halftrack. But after seeing the vehicle’s gas gage and learning how far they had to I travel, he knew the task force was in trouble

Unraveling CORDS: Lessons Learned from a Joint Inter-Agency Task Force (JIATF)

DTIC Science & Technology

2009-04-01

well as IGOs and NGOs) should not be attempted using usual military command and control structures- which would resemble a Unity of Command/WoG...civil-military response.”50 In August 1966, based on his own in-country trips and analysis as well as the US Army’s PROVN study, Komer began staffing...time-period three. Before the HES, MAC-V and other American officials would make “gut-call” assessments on how well South Vietnam was being pacified

Rebuilding Armed Forces: Learning from Iraq and Lebanon

DTIC Science & Technology

2011-05-01

CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING...from groups deemed loy- al to the state and regime, an exaggerated unbalance can create political unrest or even lead to the break-up of the very...introduc- ing post-conflict measures to balance the military. The end of the conflict thus equates with the end of ethnic and religious unbalance of the

Navy LPD-17 Amphibious Ship Procurement: Background, Issues, and Options for Congress

DTIC Science & Technology

2009-12-22

Issues, and Options for Congress 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e . TASK NUMBER 5f...balance of the force overall. “While we agree on requirements—and the Navy and Marine Corps are pretty aligned on that—we have to balance the...and significant rework has been required, disrupting the optimal construction sequence and application of lessons learned for follow-on vessels in

Autonomous operations through onboard artificial intelligence

NASA Technical Reports Server (NTRS)

Sherwood, R. L.; Chien, S.; Castano, R.; Rabideau, G.

2002-01-01

The Autonomous Sciencecraft Experiment (ASE) will fly onboard the Air Force TechSat 21 constellation of three spacecraft scheduled for launch in 2006. ASE uses onboard continuous planning, robust task and goal-based execution, model-based mode identification and reconfiguration, and onboard machine learning and pattern recognition to radically increase science return by enabling intelligent downlink selection and autonomous retargeting. Demonstration of these capabilities in a flight environment will open up tremendous new opportunities in planetary science, space physics, and earth science that would be unreachable without this technology.

Selective social learning in infancy: looking for mechanisms.

PubMed

Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

2018-05-01

Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

76 FR 52932 - Notice of Meeting of the Agricultural Air Quality Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-24

... DEPARTMENT OF AGRICULTURE Natural Resources Conservation Service Notice of Meeting of the Agricultural Air Quality Task Force AGENCY: Natural Resources Conservation Service (NRCS). ACTION: Notice of meeting. SUMMARY: The Agricultural Air Quality Task Force (AAQTF) will meet to continue discussions on...

Robot training of upper limb in multiple sclerosis: comparing protocols with or without manipulative task components.

PubMed

Carpinella, Ilaria; Cattaneo, Davide; Bertoni, Rita; Ferrarin, Maurizio

2012-05-01

In this pilot study, we compared two protocols for robot-based rehabilitation of upper limb in multiple sclerosis (MS): a protocol involving reaching tasks (RT) requiring arm transport only and a protocol requiring both objects' reaching and manipulation (RMT). Twenty-two MS subjects were assigned to RT or RMT group. Both protocols consisted of eight sessions. During RT training, subjects moved the handle of a planar robotic manipulandum toward circular targets displayed on a screen. RMT protocol required patients to reach and manipulate real objects, by moving the robotic arm equipped with a handle which left the hand free for distal tasks. In both trainings, the robot generated resistive and perturbing forces. Subjects were evaluated with clinical and instrumental tests. The results confirmed that MS patients maintained the ability to adapt to the robot-generated forces and that the rate of motor learning increased across sessions. Robot-therapy significantly reduced arm tremor and improved arm kinematics and functional ability. Compared to RT, RMT protocol induced a significantly larger improvement in movements involving grasp (improvement in Grasp ARAT sub-score: RMT 77.4%, RT 29.5%, p=0.035) but not precision grip. Future studies are needed to evaluate if longer trainings and the use of robotic handles would significantly improve also fine manipulation.

Using grasping tasks to evaluate hand force coordination in children with hemiplegic cerebral palsy.

PubMed

Mackenzie, Samuel J; Getchell, Nancy; Modlesky, Christopher M; Miller, Freeman; Jaric, Slobodan

2009-08-01

Mackenzie SJ, Getchell N, Modlesky CM, Miller F, Jaric S. Using grasping tasks to evaluate hand force coordination in children with hemiplegic cerebral palsy. To assess force coordination in children with hemiplegic cerebral palsy (CP) using a device that allows for testing both unimanual and bimanual manipulation tasks performed under static and dynamic conditions. Nonequivalent groups design. University research laboratory for motor control. Six children with hemiplegic CP (age, mean +/- SD, 11.6+/-1.8 y) and 6 typically developing controls (11.6+/-1.6 y). Not applicable. Children performed simple lifting and force-matching static ramp tasks by way of both unimanual and bimanual pulling using a device that measures grip force (force acting perpendicularly at the digits-device contact area) and load force (tangential force). Main outcome measures were grip/load force ratios (grip force scaling) and correlation coefficients (force coupling). CP subjects showed significantly higher grip/load force ratios (P<.05) and slightly lower correlation coefficients than the control group, with more pronounced differences for most tasks when using their involved hand. For subjects with CP, switching from unimanual to bimanual conditions did not bring changes in scaling or coupling for the involved hand (P>.05). Compared with healthy children, the impaired hand function in the hemiplegic CP pediatric population could be reflected in excessive grip force that is also decoupled from ongoing changes in load force. Therefore, the bimanual grip load device used in this study could provide a sensitive measure of grip force coordination in CP, although nonmotor deficits should be taken into account when asking children to perform more complex tasks.

77 FR 3241 - Intent To Hold North Dakota Task Force Meeting as Established by the Missouri River Protection...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-23

... duties of the Task Force are to prepare and approve a plan for the use of the funds made available under... of the Task Force are to prepare and approve a plan for the use of the funds made available under... Force Meeting as Established by the Missouri River Protection and Improvement Act of 2000 (Title VII...

Domain-general sequence learning deficit in specific language impairment.

PubMed

Lukács, Agnes; Kemény, Ferenc

2014-05-01

Grammar-specific accounts of specific language impairment (SLI) have been challenged by recent claims that language problems are a consequence of impairments in domain-general mechanisms of learning that also play a key role in the process of language acquisition. Our studies were designed to test the generality and nature of this learning deficit by focusing on both sequential and nonsequential, and on verbal and nonverbal, domains. Twenty-nine children with SLI were compared with age-matched typically developing (TD) control children using (a) a serial reaction time task (SRT), testing the learning of motor sequences; (b) an artificial grammar learning (AGL) task, testing the extraction of regularities from auditory sequences; and (c) a weather prediction task (WP), testing probabilistic category learning in a nonsequential task. For the 2 sequence learning tasks, a significantly smaller proportion of children showed evidence of learning in the SLI than in the TD group (χ2 tests, p < .001 for the SRT task, p < .05 for the AGL task), whereas the proportion of learners on the WP task was the same in the 2 groups. The level of learning for SLI learners was comparable with that of TD children on all tasks (with great individual variation). Taken together, these findings suggest that domain-general processes of implicit sequence learning tend to be impaired in SLI. Further research is needed to clarify the relationship of deficits in implicit learning and language.

75 FR 33838 - NASA Advisory Council; Ad-Hoc Task Force on Planetary Defense; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-15

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (10-065)] NASA Advisory Council; Ad-Hoc Task Force on Planetary Defense; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration announces a meeting of the Ad-Hoc Task Force on...

75 FR 15742 - NASA Advisory Council; Ad-Hoc Task Force on Planetary Defense; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-30

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-035)] NASA Advisory Council; Ad-Hoc Task Force on Planetary Defense; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration announces a meeting of the Ad-Hoc Task Force on...

Honeywell's Working Parents Task Force. Final Report and Recommendations.

ERIC Educational Resources Information Center

Honeywell, Inc., Minneapolis, Minn.

This publication provides a summary of the Honeywell Working Parent Task Force's recommendations on how to solve problems experienced by working parents. The Task Force consisted of three committees: the Employment Practices Committee (EPC); the Parent Education Committee (PEC); and the Child Care Facilities Committee (CCFC). After examining a…

77 FR 71471 - Interagency Task Force on Veterans Small Business Development; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-30

... SMALL BUSINESS ADMINISTRATION Interagency Task Force on Veterans Small Business Development; Notice of Meeting AGENCY: U.S. Small Business Administration. ACTION: Notice of open Federal Interagency... agenda for its public meeting of the Interagency Task Force on Veterans Small Business Development. The...

75 FR 34439 - Defense Science Board Task Force on Nuclear Treaty Monitoring and Verification

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-17

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Science Board Task Force on Nuclear Treaty... meetings. SUMMARY: The Defense Science Board Task Force on Nuclear Treaty Monitoring and Verification will... Applications International Corporation, 4001 North Fairfax Drive, Suite 300, Arlington, VA. FOR FURTHER...

76 FR 70913 - Retrospective Review Under Executive Order 13579

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-16

... Fukushima Task Force Report. DATES: November 16, 2011. ADDRESSES: You can access publicly available... Enhancing Reactor Safety in the 21st Century: The Near-Term Task Force Review of Insights from the Fukushima Dai-ichi Accident'' (Fukushima Task Force Report, ML111861807), was issued. The Commission has...

76 FR 55394 - Meeting of the Task Force on Community Preventive Services

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-07

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the...), Department of Health and Human Services (HHS). ACTION: Notice of meeting. SUMMARY: The Centers for Disease... (Task Force). The Task Force--an independent, nonfederal body of nationally known leaders in public...

76 FR 4115 - Meeting of the Task Force on Community Preventive Services

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-24

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the...), Department of Health and Human Services (HHS). ACTION: Notice of meeting. SUMMARY: The Centers for Disease... (Task Force). The Task Force--an independent, nonfederal body of nationally known leaders in public...

75 FR 63846 - Meeting of the Task Force on Community Preventive Services

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-18

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention Meeting of the...), Department of Health and Human Services (HHS). ACTION: Notice of meeting. SUMMARY: The Centers for Disease... (Task Force). The Task Force is an independent, nonfederal body of nationally known leaders in public...

75 FR 48929 - Notice of Meeting of the Agricultural Air Quality Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-12

... Agricultural Air Quality Task Force AGENCY: Natural Resources Conservation Service (NRCS), United States... Triangle Park, North Carolina 27711; (919) 541-5400. The Agricultural Air Quality Task Force (AAQTF) will meet to continue discussions on air quality issues relating to agriculture. Additionally, the Livestock...

NASA replanning efforts continue

NASA Astrophysics Data System (ADS)

Katzoff, Judith A.

A task force of the National Aeronautics and Space Administration (NASA) is producing new launch schedules for NASA's three remaining space shuttle orbiters, possibly supplemented by expendable launch vehicles. In the wake of the explosion of the space shuttle Challenger on January 28, 1986, the task force is assuming a delay of 12-18 months before resumption of shuttle flights.NASA's Headquarters Replanning Task Force, which meets daily, is separate from the agency's Data and Design Analysis Task Force, which collects and analyzes information about the accident for the use of the investigative commission appointed by President Ronald Reagan.

Report of NASA Lunar Energy Enterprise Case Study Task Force

NASA Technical Reports Server (NTRS)

Kearney, John J.

1989-01-01

The Lunar Energy Enterprise Case Study Task Force was asked to determine the economic viability and commercial potential of mining and extracting He-3 from the lunar soil, and transporting the material to Earth for use in a power-generating fusion reactor. Two other space energy projects, the Space Power Station (SPS) and the Lunar Power Station (LPS), were also reviewed because of several interrelated aspects of these projects. The specific findings of the Task Force are presented. Appendices contain related papers generated by individual Task Force Members.

14th International Congress on Antiphospholipid Antibodies Task Force Report on Catastrophic Antiphospholipid Syndrome.

PubMed

Cervera, Ricard; Rodríguez-Pintó, Ignasi; Colafrancesco, Serena; Conti, Fabrizio; Valesini, Guido; Rosário, Cristina; Agmon-Levin, Nancy; Shoenfeld, Yehuda; Ferrão, Claudia; Faria, Raquel; Vasconcelos, Carlos; Signorelli, Flavio; Espinosa, Gerard

2014-07-01

The 'Task Force on Catastrophic Antiphospholipid Syndrome (CAPS)' was developed on the occasion of the 14th International Congress on Antiphospholipid Antibodies. The objectives of this Task Force were to assess the current knowledge on pathogenesis, clinical and laboratory features, diagnosis and classification, precipitating factors and treatment of this condition in order to address recommendations for future research. This article summarizes the studies analyzed by the Task Force, its recommendations and the future research agenda. Copyright © 2014 Elsevier B.V. All rights reserved.

Fitts’ Law in the Control of Isometric Grip Force With Naturalistic Targets

PubMed Central

Thumser, Zachary C.; Slifkin, Andrew B.; Beckler, Dylan T.; Marasco, Paul D.

2018-01-01

Fitts’ law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts’ law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts’ law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts’ law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts’ law (average r2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts’ law for explicit targets with vision (r2 = 0.96) and implicit targets (r2 = 0.89), but not as well-described for explicit targets without vision (r2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts’ law to quantify the relative speed-accuracy relationship of any given grasper. PMID:29773999

Correlates of individual, and age-related, differences in short-term learning.

PubMed

Zhang, Zhiyong; Davis, Hasker P; Salthouse, Timothy A; Tucker-Drob, Elliot M

2007-07-01

Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.

Covert face recognition in congenital prosopagnosia: a group study.

PubMed

Rivolta, Davide; Palermo, Romina; Schmalzl, Laura; Coltheart, Max

2012-03-01

Even though people with congenital prosopagnosia (CP) never develop a normal ability to "overtly" recognize faces, some individuals show indices of "covert" (or implicit) face recognition. The aim of this study was to demonstrate covert face recognition in CP when participants could not overtly recognize the faces. Eleven people with CP completed three tasks assessing their overt face recognition ability, and three tasks assessing their "covert" face recognition: a Forced choice familiarity task, a Forced choice cued task, and a Priming task. Evidence of covert recognition was observed with the Forced choice familiarity task, but not the Priming task. In addition, we propose that the Forced choice cued task does not measure covert processing as such, but instead "provoked-overt" recognition. Our study clearly shows that people with CP demonstrate covert recognition for faces that they cannot overtly recognize, and that behavioural tasks vary in their sensitivity to detect covert recognition in CP. Copyright © 2011 Elsevier Srl. All rights reserved.

Perceptual learning of basic visual features remains task specific with Training-Plus-Exposure (TPE) training.

PubMed

Cong, Lin-Juan; Wang, Ru-Jie; Yu, Cong; Zhang, Jun-Yun

2016-01-01

Visual perceptual learning is known to be specific to the trained retinal location, feature, and task. However, location and feature specificity can be eliminated by double-training or TPE training protocols, in which observers receive additional exposure to the transfer location or feature dimension via an irrelevant task besides the primary learning task Here we tested whether these new training protocols could even make learning transfer across different tasks involving discrimination of basic visual features (e.g., orientation and contrast). Observers practiced a near-threshold orientation (or contrast) discrimination task. Following a TPE training protocol, they also received exposure to the transfer task via performing suprathreshold contrast (or orientation) discrimination in alternating blocks of trials in the same sessions. The results showed no evidence for significant learning transfer to the untrained near-threshold contrast (or orientation) discrimination task after discounting the pretest effects and the suprathreshold practice effects. These results thus do not support a hypothetical task-independent component in perceptual learning of basic visual features. They also set the boundary of the new training protocols in their capability to enable learning transfer.

Multi-task transfer learning deep convolutional neural network: application to computer-aided diagnosis of breast cancer on mammograms

NASA Astrophysics Data System (ADS)

Samala, Ravi K.; Chan, Heang-Ping; Hadjiiski, Lubomir M.; Helvie, Mark A.; Cha, Kenny H.; Richter, Caleb D.

2017-12-01

Transfer learning in deep convolutional neural networks (DCNNs) is an important step in its application to medical imaging tasks. We propose a multi-task transfer learning DCNN with the aim of translating the ‘knowledge’ learned from non-medical images to medical diagnostic tasks through supervised training and increasing the generalization capabilities of DCNNs by simultaneously learning auxiliary tasks. We studied this approach in an important application: classification of malignant and benign breast masses. With Institutional Review Board (IRB) approval, digitized screen-film mammograms (SFMs) and digital mammograms (DMs) were collected from our patient files and additional SFMs were obtained from the Digital Database for Screening Mammography. The data set consisted of 2242 views with 2454 masses (1057 malignant, 1397 benign). In single-task transfer learning, the DCNN was trained and tested on SFMs. In multi-task transfer learning, SFMs and DMs were used to train the DCNN, which was then tested on SFMs. N-fold cross-validation with the training set was used for training and parameter optimization. On the independent test set, the multi-task transfer learning DCNN was found to have significantly (p  =  0.007) higher performance compared to the single-task transfer learning DCNN. This study demonstrates that multi-task transfer learning may be an effective approach for training DCNN in medical imaging applications when training samples from a single modality are limited.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Effectively managing partnership evolution: a case study from Chicago.

PubMed

Tishuk, Brian S

Given the continued proliferation of public/ private partnerships as vehicles for sharing best practices, lessons learned and actionable information, the keys to their success become more important to identify. Effective partnerships enhance the resilience of their respective members, which, in turn, improves community resilience. Thus, identifying the attributes of a successful partnership should be a high priority for those looking to foster collaboration between the public and private sectors. This paper will illustrate with two case studies how successful partnerships creatively leverage opportunities and manage the evolution of public/private relationships, while always seeking to institutionalise these collaborative efforts. The first will discuss briefly the development of the most important national partnership within the financial sector. The other focuses on a public/private task force in Chicago, composed of public safety agencies and representatives of critical infrastructure, which owes its existence to an unexpected research project and that needed to be restructured in light of experience. The manner in which the task force formed and evolved yields many lessons for partnerships interested in remaining relevant and effective.

A model of human motor sequence learning explains facilitation and interference effects based on spike-timing dependent plasticity.

PubMed

Wang, Quan; Rothkopf, Constantin A; Triesch, Jochen

2017-08-01

The ability to learn sequential behaviors is a fundamental property of our brains. Yet a long stream of studies including recent experiments investigating motor sequence learning in adult human subjects have produced a number of puzzling and seemingly contradictory results. In particular, when subjects have to learn multiple action sequences, learning is sometimes impaired by proactive and retroactive interference effects. In other situations, however, learning is accelerated as reflected in facilitation and transfer effects. At present it is unclear what the underlying neural mechanism are that give rise to these diverse findings. Here we show that a recently developed recurrent neural network model readily reproduces this diverse set of findings. The self-organizing recurrent neural network (SORN) model is a network of recurrently connected threshold units that combines a simplified form of spike-timing dependent plasticity (STDP) with homeostatic plasticity mechanisms ensuring network stability, namely intrinsic plasticity (IP) and synaptic normalization (SN). When trained on sequence learning tasks modeled after recent experiments we find that it reproduces the full range of interference, facilitation, and transfer effects. We show how these effects are rooted in the network's changing internal representation of the different sequences across learning and how they depend on an interaction of training schedule and task similarity. Furthermore, since learning in the model is based on fundamental neuronal plasticity mechanisms, the model reveals how these plasticity mechanisms are ultimately responsible for the network's sequence learning abilities. In particular, we find that all three plasticity mechanisms are essential for the network to learn effective internal models of the different training sequences. This ability to form effective internal models is also the basis for the observed interference and facilitation effects. This suggests that STDP, IP, and SN may be the driving forces behind our ability to learn complex action sequences.

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

High variability impairs motor learning regardless of whether it affects task performance.

PubMed

Cardis, Marco; Casadio, Maura; Ranganathan, Rajiv

2018-01-01

Motor variability plays an important role in motor learning, although the exact mechanisms of how variability affects learning are not well understood. Recent evidence suggests that motor variability may have different effects on learning in redundant tasks, depending on whether it is present in the task space (where it affects task performance) or in the null space (where it has no effect on task performance). We examined the effect of directly introducing null and task space variability using a manipulandum during the learning of a motor task. Participants learned a bimanual shuffleboard task for 2 days, where their goal was to slide a virtual puck as close as possible toward a target. Critically, the distance traveled by the puck was determined by the sum of the left- and right-hand velocities, which meant that there was redundancy in the task. Participants were divided into five groups, based on both the dimension in which the variability was introduced and the amount of variability that was introduced during training. Results showed that although all groups were able to reduce error with practice, learning was affected more by the amount of variability introduced rather than the dimension in which variability was introduced. Specifically, groups with higher movement variability during practice showed larger errors at the end of practice compared with groups that had low variability during learning. These results suggest that although introducing variability can increase exploration of new solutions, this may adversely affect the ability to retain the learned solution. NEW & NOTEWORTHY We examined the role of introducing variability during motor learning in a redundant task. The presence of redundancy allows variability to be introduced in different dimensions: the task space (where it affects task performance) or the null space (where it does not affect task performance). We found that introducing variability affected learning adversely, but the amount of variability was more critical than the dimension in which variability was introduced.

Transfer of perceptual learning between different visual tasks

PubMed Central

McGovern, David P.; Webb, Ben S.; Peirce, Jonathan W.

2012-01-01

Practice in most sensory tasks substantially improves perceptual performance. A hallmark of this ‘perceptual learning' is its specificity for the basic attributes of the trained stimulus and task. Recent studies have challenged the specificity of learned improvements, although transfer between substantially different tasks has yet to be demonstrated. Here, we measure the degree of transfer between three distinct perceptual tasks. Participants trained on an orientation discrimination, a curvature discrimination, or a ‘global form' task, all using stimuli comprised of multiple oriented elements. Before and after training they were tested on all three and a contrast discrimination control task. A clear transfer of learning was observed, in a pattern predicted by the relative complexity of the stimuli in the training and test tasks. Our results suggest that sensory improvements derived from perceptual learning can transfer between very different visual tasks. PMID:23048211

Transfer of perceptual learning between different visual tasks.

PubMed

McGovern, David P; Webb, Ben S; Peirce, Jonathan W

2012-10-09

Practice in most sensory tasks substantially improves perceptual performance. A hallmark of this 'perceptual learning' is its specificity for the basic attributes of the trained stimulus and task. Recent studies have challenged the specificity of learned improvements, although transfer between substantially different tasks has yet to be demonstrated. Here, we measure the degree of transfer between three distinct perceptual tasks. Participants trained on an orientation discrimination, a curvature discrimination, or a 'global form' task, all using stimuli comprised of multiple oriented elements. Before and after training they were tested on all three and a contrast discrimination control task. A clear transfer of learning was observed, in a pattern predicted by the relative complexity of the stimuli in the training and test tasks. Our results suggest that sensory improvements derived from perceptual learning can transfer between very different visual tasks.

Feature saliency and feedback information interactively impact visual category learning

PubMed Central

Hammer, Rubi; Sloutsky, Vladimir; Grill-Spector, Kalanit

2015-01-01

Visual category learning (VCL) involves detecting which features are most relevant for categorization. VCL relies on attentional learning, which enables effectively redirecting attention to object’s features most relevant for categorization, while ‘filtering out’ irrelevant features. When features relevant for categorization are not salient, VCL relies also on perceptual learning, which enables becoming more sensitive to subtle yet important differences between objects. Little is known about how attentional learning and perceptual learning interact when VCL relies on both processes at the same time. Here we tested this interaction. Participants performed VCL tasks in which they learned to categorize novel stimuli by detecting the feature dimension relevant for categorization. Tasks varied both in feature saliency (low-saliency tasks that required perceptual learning vs. high-saliency tasks), and in feedback information (tasks with mid-information, moderately ambiguous feedback that increased attentional load, vs. tasks with high-information non-ambiguous feedback). We found that mid-information and high-information feedback were similarly effective for VCL in high-saliency tasks. This suggests that an increased attentional load, associated with the processing of moderately ambiguous feedback, has little effect on VCL when features are salient. In low-saliency tasks, VCL relied on slower perceptual learning; but when the feedback was highly informative participants were able to ultimately attain the same performance as during the high-saliency VCL tasks. However, VCL was significantly compromised in the low-saliency mid-information feedback task. We suggest that such low-saliency mid-information learning scenarios are characterized by a ‘cognitive loop paradox’ where two interdependent learning processes have to take place simultaneously. PMID:25745404

Increased reaction times and reduced response preparation already starts at middle age

PubMed Central

Wolkorte, Ria; Kamphuis, Janine; Zijdewind, Inge

2014-01-01

Generalized slowing characterizes aging and there is some evidence to suggest that this slowing already starts at midlife. This study aims to assess reaction time changes while performing a concurrent low-force and high-force motor task in young and middle-aged subjects. The high-force motor task is designed to induce muscle fatigue and thereby progressively increase the attentional demands. Twenty-five young (20–30 years, 12 males) and 16 middle-aged (35–55 years, 9 males) adults performed an auditory two-choice reaction time task (CRT) with and without a concurrent low- or high-force motor task. The CRT required subjects to respond to two different stimuli that occurred with a probability of 70 or 30%. The motor task consisted of index finger abduction, at either 10% (10%-dual-task) or 30% (30%-dual-task) of maximal voluntary force. Cognitive task performance was measured as percentage of correct responses and reaction times. Middle-aged subjects responded slower on the frequent but more accurately on the infrequent stimuli of CRT than young subjects. Both young and middle-aged subjects showed increased errors and reaction times while performing under dual-task conditions and both outcome measures increased further under fatiguing conditions. Only under 30%-dual-task demands, an age-effect on dual-task performance was present. Both single- and dual-task conditions showed that already at mid-life response preparation is seriously declined and that subjects implement different strategies to perform a CRT task. PMID:24808862

TASK FORCE REPORT ON ASSESSMENT AND EVALUATION.

ERIC Educational Resources Information Center

MORRIS, ROBERT

THE TASK FORCE ON ASSESSMENT AND EVALUATION HAS BEEN CHARGED TO RECOMMEND THE MOST EFFECTIVE MEANS FOR ASSESSING AND EVALUATING THE SHORT-TERM ACTIVITIES AND THE LONG-TERM ACHIEVEMENTS OF ACTION FOR BOSTON COMMUNITY DEVELOPMENT. THE GENERAL OBJECTIVES OF THE TASK FORCE ARE--THE ANALYSIS OF DATA RELEVANT FOR EVALUATING DAY-BY-DAY DECISION-MAKING,…

Inter-Association Task Force Report on Image.

ERIC Educational Resources Information Center

Special Libraries Association, Washington, DC.

In 1988, the Board of Directors of the Special Libraries Association provided funding to a task force to gather data which would determine how certain segments of society perceive librarians, how librarians view themselves and their colleagues, and to provide recommendations for addressing the issue of image. The task force project consisted of…

Report of the Social Studies Task Force.

ERIC Educational Resources Information Center

Gathman, John; And Others

In 1982 the Colorado Board of Education directed the State Board of Education to organize task forces to address a variety of state educational needs. This report, presented by the Social Studies Task Force, explains the group's purposes and concerns, provides a social studies definition, and outlines the Colorado grades K-12 social studies…

Human Health Effects, Task Force Assessment, Preliminary Report.

ERIC Educational Resources Information Center

Aronow, Wilbert S.; And Others

Presented in this preliminary report is one of seven assessments conducted by a special task force of Project Clean Air, the Human Health Effects Task Force. The reports summarize assessments of the state of knowledge on various air pollution problems, particularly in California, and make tentative recommendations as to what the University of…

Report of the Task Force on School Health.

ERIC Educational Resources Information Center

Maryland State Dept. of Health and Mental Hygiene, Baltimore.

The 1990 Report of the Task Force on School Health examines the current status of Maryland's school health programs and proposes 16 recommendations designed to implement a comprehensive school health (CSH) program to meet the needs of all students. The report describes the Task Force, which was appointed in 1989. After presenting a background on…

A Status Report from the Task Force on Marketing Research.

ERIC Educational Resources Information Center

Keim, William A.; And Others

Concerned with changes in enrollment and credit hour patterns, the chancellor of the Kansas City Metropolitan Community Colleges (MCC) created a special Task Force to consider recommendations for marketing strategies for the 1978-79 academic year. The Task Force reviewed regional and district demography, area population trends and density, age and…

Task Force on Education Funding Equity, Accountability, and Partnerships. Final Report.

ERIC Educational Resources Information Center

Maryland State Dept. of Legislative Services, Annapolis.

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships. The group made a comprehensive review of education funding and programs in grades K-12 to ensure that students throughout Maryland have an equal opportunity for academic success. The task force's final report features the membership roster, the…

75 FR 43943 - Defense Science Board; Task Force on Nuclear Treaty Monitoring and Verification

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-27

... DEPARTMENT OF DEFENSE Office of the Secretary Defense Science Board; Task Force on Nuclear Treaty... meetings. SUMMARY: The Defense Science Board Task Force on Nuclear Treaty Monitoring and Verification will... held September 13-14, and 25-26, 2010. ADDRESSES: The meetings will be held at Science Applications...

76 FR 69296 - Proposed Models for Plant-Specific Adoption of Technical Specifications Task Force Traveler TSTF...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-08

... Adoption of Technical Specifications Task Force Traveler TSTF-500, Revision 2, ``DC Electrical Rewrite... Technical Specifications Task Force (TSTF) Traveler TSTF-500, Revision 2, ``DC Electrical Rewrite--Update to... Reactor Systems Engineer, Technical Specifications Branch, Mail Stop: O-7 C2A, Division of Inspection and...

28 CFR 16.105 - Exemption of Foreign Terrorist Tracking Task Force System.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Exemption of Foreign Terrorist Tracking Task Force System. 16.105 Section 16.105 Judicial Administration DEPARTMENT OF JUSTICE PRODUCTION OR... of Foreign Terrorist Tracking Task Force System. (a) The following system of records is exempt from 5...

26 CFR 54.9815-2713T - Coverage of preventive health services (temporary).

Code of Federal Regulations, 2011 CFR

2011-04-01

... the current recommendations of the United States Preventive Services Task Force with respect to the... States Preventive Services Task Force with respect to the individual. The provider bills the plan for an... A or B in the current recommendations of the United States Preventive Services Task Force with...

National Task Force on Student Aid Problems. Final Report.

ERIC Educational Resources Information Center

1975

This document presents a full discussion of the activities, findings, and recommendations of the National Task Force on Student Aid Problems. The task force was a voluntary association of concerned and interested agencies and organizations. Its only standing came from the support of those directly concerned with student aid problems. By design and…

Task Force on Education Funding Equity, Accountability, and Partnerships. Preliminary Report.

ERIC Educational Resources Information Center

Maryland State Dept. of Legislative Services, Annapolis.

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships to ensure that students throughout Maryland have an equal opportunity for academic success. The Task Force's preliminary report features a comprehensive review of education funding and programs in grades K-12. The report presents membership and…

78 FR 44034 - Petition for Rulemaking Submitted by the Natural Resources Defense Council, Inc.

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-23

... the Fukushima Dai-ichi Accident,'' (Fukushima Task Force Report, ADAMS Accession No. ML111861807..., pages 43-46, of the Fukushima Task Force Report, which discusses the enhancement of spent fuel pool... Commission was still in the process of reviewing the Fukushima Task Force Report, and the NRC did not...

Initial Report of the Task Force on Cultural Competence Education in the Health Sciences

ERIC Educational Resources Information Center

New Mexico Higher Education Department, 2007

2007-01-01

This report summarizes the findings and recommendations of the Task Force on Cultural Competence Education and represents the distillation of the Task Force's efforts to fulfill its legislative charge. The report is intended to facilitate a statewide conversation about the health services provided to New Mexico's multicultural citizenry. It…

75 FR 30002 - Federal Advisory Committee; Defense Task Force on Sexual Assault in the Military Services

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-28

... DEPARTMENT OF DEFENSE Office of the Secretary Federal Advisory Committee; Defense Task Force on Sexual Assault in the Military Services AGENCY: Department of Defense (DoD). ACTION: Termination of... Department of Defense gives notice that it is terminating the Defense Task Force on Sexual Assault in the...

Convergence, Competition, Cooperation: The Report of the Governor's Blue Ribbon Telecommunications Infrastructure Task Force. Volume One.

ERIC Educational Resources Information Center

Wisconsin Governor's Office, Madison.

This report by the Blue Ribbon Task Force on Wisconsin's Telecommunications Infrastructure considers infrastructure to be the common network that connects individual residences, businesses, and agencies, rather than the individual systems and equipment themselves. The task force recognizes that advances in telecommunications technologies and…

The Washington State Task Force on Student Transportation Safety. Final Report.

ERIC Educational Resources Information Center

Washington State Legislature, Olympia.

Findings of a study conducted by the Washington State Task Force on Student Transportation Safety are presented in this report. The data-collection process involved four phases: meetings with experts in student transportation and pedestrian safety; public meetings, informational work sessions, and tours of problems areas; task force meetings; and…

Youth Employment. Final Recommendations of the State Superintendent's Task Force.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This report contains the final recommendations of the task force on youth employment for the state of Wisconsin. The task force was specifically charged with studying issues related to working teenagers, reviewing existing laws and regulations on child labor, and developing recommendations to ensure that when teenagers work, their jobs do not…

78 FR 10636 - Task Force on Research on Violence Against American Indian and Alaska Native Women; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-14

... DEPARTMENT OF JUSTICE Task Force on Research on Violence Against American Indian and Alaska Native Women; Meeting AGENCY: Office on Violence Against Women, United States Department of Justice. ACTION... public meeting of the Task Force on Research on Violence Against American Indian and Alaska Native Women...

32 CFR 700.1053 - Commander of a task force.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 5 2011-07-01 2011-07-01 false Commander of a task force. 700.1053 Section 700.1053 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY UNITED STATES NAVY... Command Detail to Duty § 700.1053 Commander of a task force. (a) A geographic fleet commander, and any...

32 CFR 700.1053 - Commander of a task force.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 5 2012-07-01 2012-07-01 false Commander of a task force. 700.1053 Section 700.1053 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY UNITED STATES NAVY... Command Detail to Duty § 700.1053 Commander of a task force. (a) A geographic fleet commander, and any...

32 CFR 700.1053 - Commander of a task force.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 5 2013-07-01 2013-07-01 false Commander of a task force. 700.1053 Section 700.1053 National Defense Department of Defense (Continued) DEPARTMENT OF THE NAVY UNITED STATES NAVY... Command Detail to Duty § 700.1053 Commander of a task force. (a) A geographic fleet commander, and any...

77 FR 59627 - Homeland Security Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-28

... purpose of reviewing and deliberating on recommendations by the HSAC's Cyber Skills Task Force. DATES: The.... The HSAC will meet to review and deliberate on the Cyber Skills Task Force report of findings and... details and the Cyber Skills Task Force report will be provided to interested members of the public at the...

Report of the Task Force on Declining Enrollment. Third Revision.

ERIC Educational Resources Information Center

Highline Public Schools, Seattle, WA.

The purpose of this task force was to study the program, facilities, and alternatives of the Highline School District as they relate to enrollment decline. Specifically, the task force was to establish criteria for identifying facilities where changes should be considered; identify and prioritize alternatives for use of excess classroom space; and…

77 FR 1913 - Notice of Meeting of the Agricultural Air Quality Task Force

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-12

... Conservation Service Notice of Meeting of the Agricultural Air Quality Task Force AGENCY: Natural Resources...), Agricultural Air Quality Task Force (AAQTF) will meet to continue discussions on critical air quality issues... relationship between agricultural production and air quality. The meeting is open to the public, and a draft...

Does Learning a Complex Task Have To Be Complex?: A Study in Learning Decomposition.

ERIC Educational Resources Information Center

Lee, Frank J.; Anderson, John R.

2001-01-01

Decomposed the learning in the Kanfer-Ackerman Air-Traffic Controller Task (P. Ackerman, 1988) down to learning at the keyboard level. Reanalyzed the Ackerman data to show that learning in this complex task reflects learning at the keystroke level. Conducted an eye-tracking experiment with 10 adults that showed that learning at the key stroke…

Task Characteristics and Learning Potentials--Empirical Results of Three Diary Studies on Workplace Learning

ERIC Educational Resources Information Center

Rausch, Andreas

2013-01-01

Most learning in the workplace occurs while pursuing working rather than learning goals. The studies at hand aimed to identify task characteristics that foster learning in the workplace. Task characteristics are supposed to exert a major effect on the learning potential. However, the fact that learning is more often than not a rather unconscious…

Implicit learning and emotional responses in nine-month-old infants.

PubMed

Angulo-Barroso, Rosa M; Peciña, Susana; Lin, Xu; Li, Mingyan; Sturza, Julia; Shao, Jie; Lozoff, Betsy

2017-08-01

To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy.

The baby or the bath water? Lessons learned from the National Action Alliance for Suicide Prevention Research Prioritization Task Force literature review.

PubMed

Davis Molock, Sherry; Heekin, Janet M; Matlin, Samantha G; Barksdale, Crystal L; Gray, Ekwenzi; Booth, Chelsea L

2014-09-01

The Research Prioritization Task Force of the National Action Alliance for Suicide Prevention conducted a comprehensive literature review of suicide prevention/intervention trials to assess the quality of the scientific evidence. A literature "review of reviews" was conducted by searching the most widely used databases for mental health and public health research. The quality of the reviews was evaluated using the Revised Assessment of Multiple Systematic Reviews system; the quality of the scientific evidence for the suicide preventions/interventions was assessed using U.S. Preventive Services Task Force criteria. The reviews were limited to peer-reviewed publications with human subjects published in English. Ninety-eight systematic reviews and 45 primary sources on suicide prevention/interventions published between January 2000 and September 2012 were evaluated. The results suggest that the quality of both the systematic reviews and the scientific evidence for suicide preventions/interventions were mixed. The majority of the systematic reviews and prevention/interventions were evaluated as fair to poor in quality. There are many promising suicide prevention/intervention trials, but research findings are often inconclusive because of methodologic problems. Methodologic problems across systematic reviews include not conducting hand searches, not surveying gray literature, and being unable to aggregate data across studies. Methodologic problems with the scientific quality of the prevention/intervention trials include paucity of information on sample demographic characteristics, poorly defined outcomes, and excluding actively suicidal participants. Suggestions for ways to improve the quality of the systematic reviews and suicide preventions/interventions are provided. Copyright © 2014 American Journal of Preventive Medicine. All rights reserved.

Learning in a Virtual Environment Using Haptic Systems for Movement Re-Education: Can This Medium Be Used for Remodeling Other Behaviors and Actions?

PubMed Central

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Lafond, Ian; Adamovich, Sergei V

2011-01-01

Robotic systems that are interfaced with virtual reality gaming and task simulations are increasingly being developed to provide repetitive intensive practice to promote increased compliance and facilitate better outcomes in rehabilitation post-stroke. A major development in the use of virtual environments (VEs) has been to incorporate tactile information and interaction forces into what was previously an essentially visual experience. Robots of varying complexity are being interfaced with more traditional virtual presentations to provide haptic feedback that enriches the sensory experience and adds physical task parameters. This provides forces that produce biomechanical and neuromuscular interactions with the VE that approximate real-world movement more accurately than visual-only VEs, simulating the weight and force found in upper extremity tasks. The purpose of this article is to present an overview of several systems that are commercially available for ambulation training and for training movement of the upper extremity. We will also report on the system that we have developed (NJIT-RAVR system) that incorporates motivating and challenging haptic feedback effects into VE simulations to facilitate motor recovery of the upper extremity post-stroke. The NJIT-RAVR system trains both the upper arm and the hand. The robotic arm acts as an interface between the participants and the VEs, enabling multiplanar movements against gravity in a three-dimensional workspace. The ultimate question is whether this medium can provide a motivating, challenging, gaming experience with dramatically decreased physical difficulty levels, which would allow for participation by an obese person and facilitate greater adherence to exercise regimes. PMID:21527097

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

ERIC Educational Resources Information Center

Lidor, Ronnie

2004-01-01

Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was…

Fifth Report of the NASA Advisory Council Task Force on the Shuttle-Mir Rendezvous and Docking Missions

NASA Technical Reports Server (NTRS)

1995-01-01

The NASA Advisory Council Task Force on the Shuttle-Mir rendezvous and docking missions examine a number of specific issues related to the Shuttle-Mir program. Three teams composed of Task Force members and technical advisors were formed to address the follow issues: preliminary results from STS-71 and the status of preparations for STS-74; NASA's presence in Russia; and NASA's automated data processing and telecommunications (ADP/T) infrastructure in Russia. The three review team reports have been included in the fifth report of the Task Force.

Learning and transfer of category knowledge in an indirect categorization task.

PubMed

Helie, Sebastien; Ashby, F Gregory

2012-05-01

Knowledge representations acquired during category learning experiments are 'tuned' to the task goal. A useful paradigm to study category representations is indirect category learning. In the present article, we propose a new indirect categorization task called the "same"-"different" categorization task. The same-different categorization task is a regular same-different task, but the question asked to the participants is about the stimulus category membership instead of stimulus identity. Experiment 1 explores the possibility of indirectly learning rule-based and information-integration category structures using the new paradigm. The results suggest that there is little learning about the category structures resulting from an indirect categorization task unless the categories can be separated by a one-dimensional rule. Experiment 2 explores whether a category representation learned indirectly can be used in a direct classification task (and vice versa). The results suggest that previous categorical knowledge acquired during a direct classification task can be expressed in the same-different categorization task only when the categories can be separated by a rule that is easily verbalized. Implications of these results for categorization research are discussed.

Enhanced Training by a Systemic Governance of Force Capabilities, Tasks, and Processes

DTIC Science & Technology

2013-06-01

18th ICCRTS “C2 in Underdeveloped, Degraded and Denied Operational Environments” Enhanced Training by a Systemic Governance of Force Capabilities...TITLE AND SUBTITLE Enhanced Training by a Systemic Governance of Force Capabilities, Tasks, and Processes 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c...assess, evaluate and accredit the Swedish forces. This paper presents a Systemic Governance of Capabilities, Tasks, and Processes applied to the

INDIVIDUAL DIFFERENCES IN TASK-SPECIFIC PAIRED ASSOCIATES LEARNING IN OLDER ADULTS: THE ROLE OF PROCESSING SPEED AND WORKING MEMORY

PubMed Central

Kurtz, Tanja; Mogle, Jacqueline; Sliwinski, Martin J.; Hofer, Scott M.

2013-01-01

Background The role of processing speed and working memory was investigated in terms of individual differences in task-specific paired associates learning in a sample of older adults. Task-specific learning, as distinct from content-oriented item-specific learning, refers to gains in performance due to repeated practice on a learning task in which the to-be-learned material changes over trials. Methods Learning trajectories were modeled within an intensive repeated-measures design based on participants obtained from an opt-in internet-based sampling service (Mage = 65.3, SD = 4.81). Participants completed an eight-item paired associates task daily over a seven-day period. Results Results indicated that a three-parameter hyperbolic model (i.e., initial level, learning rate, and asymptotic performance) best described learning trajectory. After controlling for age-related effects, both higher working memory and higher processing speed had a positive effect on all three learning parameters. Conclusion These results emphasize the role of cognitive abilities for individual differences in task-specific learning of older adults. PMID:24151913

Task complexity, student perceptions of vocabulary learning in EFL, and task performance.

PubMed

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2013-03-01

The study deepened our understanding of how students' self-efficacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a fine-tuned task-specific level. The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. This experiment had two conditions (simple/complex). A vocabulary level test was first conducted to measure participants' prior knowledge of English vocabulary. Participants were then randomly assigned to one of the learning tasks. Participants were administered task booklets together with the self-efficacy scales, measures of learning strategy use, and post-tests. Data obtained were submitted to multivariate analysis of variance (MANOVA) and path analysis. Results from the MANOVA model showed a significant effect of vocabulary level on self-efficacy beliefs, learning strategy use, and task performance. Task complexity showed no significant effect; however, an interaction effect between vocabulary level and task complexity emerged. Results from the path analysis showed self-efficacy beliefs had an indirect effect on performance. Our results highlighted the mediating role of self-efficacy beliefs and learning strategy use. Our findings indicate that students' prior knowledge plays a crucial role on both self-efficacy beliefs and task performance, and the predictive power of self-efficacy on task performance may lie in its association with learning strategy use. © 2011 The British Psychological Society.