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…

Processing Subject-Object Ambiguities in the L2: A Self-Paced Reading Study with German L2 Learners of Dutch

ERIC Educational Resources Information Center

Havik, Else; Roberts, Leah; van Hout, Roeland; Schreuder, Robert; Haverkort, Marco

2009-01-01

The results of two self-paced reading experiments are reported, which investigated the online processing of subject-object ambiguities in Dutch relative clause constructions like "Dat is de vrouw die de meisjes heeft/hebben gezien" by German advanced second language (L2) learners of Dutch. Native speakers of both Dutch and German have been shown…

Influence of Pacing by Periodic Auditory Stimuli on Movement Continuation: Comparison with Self-regulated Periodic Movement

PubMed Central

Ito, Masanori; Kado, Naoki; Suzuki, Toshiaki; Ando, Hiroshi

2013-01-01

[Purpose] The purpose of this study was to investigate the influence of external pacing with periodic auditory stimuli on the control of periodic movement. [Subjects and Methods] Eighteen healthy subjects performed self-paced, synchronization-continuation, and syncopation-continuation tapping. Inter-onset intervals were 1,000, 2,000 and 5,000 ms. The variability of inter-tap intervals was compared between the different pacing conditions and between self-paced tapping and each continuation phase. [Results] There were no significant differences in the mean and standard deviation of the inter-tap interval between pacing conditions. For the 1,000 and 5,000 ms tasks, there were significant differences in the mean inter-tap interval following auditory pacing compared with self-pacing. For the 2,000 ms syncopation condition and 5,000 ms task, there were significant differences from self-pacing in the standard deviation of the inter-tap interval following auditory pacing. [Conclusion] These results suggest that the accuracy of periodic movement with intervals of 1,000 and 5,000 ms can be improved by the use of auditory pacing. However, the consistency of periodic movement is mainly dependent on the inherent skill of the individual; thus, improvement of consistency based on pacing is unlikely. PMID:24259932

Self-Guided Reading: Touch-Based Measures of Syntactic Processing

ERIC Educational Resources Information Center

Hatfield, Hunter

2016-01-01

A novel online reading methodology termed Self-Guided Reading (SGR) is examined to determine if it can successfully detect well-studied syntactic processing behaviours. In SGR, a participant runs their finger under masked text in order to reveal a sentence. It is therefore similar to self-paced reading in presentation of stimuli, but different in…

Processing Tense/Aspect-Agreement Violations On-Line in the Second Language: A Self-Paced Reading Study with French and German L2 Learners of English

ERIC Educational Resources Information Center

Roberts, Leah; Liszka, Sarah Ann

2013-01-01

In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. *"Last week, James has…

Activation of the prefrontal cortex while performing a task at preferred slow pace and metronome slow pace: a functional near-infrared spectroscopy study.

PubMed

Shimoda, Kaori; Moriguchi, Yoshiya; Tsuchiya, Kenji; Katsuyama, Shiori; Tozato, Fusae

2014-01-01

Individuals have a preferred pace at which they perform voluntary repetitive movements. Previous studies have reported that greater activation of the prefrontal cortex was observed during self-initiated movements than during externally triggered movements. The purpose of the present study is to compare the activation of the prefrontal cortex induced when the subjects performed a peg-board task at their preferred slow pace (PSP, the self-initiated condition) with that induced when they performed the same task at metronome slow pace (MSP, the externally triggered condition) using functional near-infrared spectroscopy. Healthy subjects performed the task while sitting in a chair. By assessing the activated channels individually, we confirmed that all of the prefrontal regions of interest were activated by both tasks. In the second-level analyses, we found that the activation detected in the frontopolar cortex (FPPFC; Brodmann area 10) was higher during the PSP task than during the MSP task. The FPPFC is known to be at the top of prefrontal hierarchy, and specifically involved in evaluating self-generated information. In addition, the FPPFC plays a role in coordinating lateral prefrontal cortex. In the present study, the subjects evaluated and managed the internally generated PSP by coordinating the activity of other lower level prefrontal regions.

Fixation-related FMRI analysis in the domain of reading research: using self-paced eye movements as markers for hemodynamic brain responses during visual letter string processing.

PubMed

Richlan, Fabio; Gagl, Benjamin; Hawelka, Stefan; Braun, Mario; Schurz, Matthias; Kronbichler, Martin; Hutzler, Florian

2014-10-01

The present study investigated the feasibility of using self-paced eye movements during reading (measured by an eye tracker) as markers for calculating hemodynamic brain responses measured by functional magnetic resonance imaging (fMRI). Specifically, we were interested in whether the fixation-related fMRI analysis approach was sensitive enough to detect activation differences between reading material (words and pseudowords) and nonreading material (line and unfamiliar Hebrew strings). Reliable reading-related activation was identified in left hemisphere superior temporal, middle temporal, and occipito-temporal regions including the visual word form area (VWFA). The results of the present study are encouraging insofar as fixation-related analysis could be used in future fMRI studies to clarify some of the inconsistent findings in the literature regarding the VWFA. Our study is the first step in investigating specific visual word recognition processes during self-paced natural sentence reading via simultaneous eye tracking and fMRI, thus aiming at an ecologically valid measurement of reading processes. We provided the proof of concept and methodological framework for the analysis of fixation-related fMRI activation in the domain of reading research. © The Author 2013. Published by Oxford University Press.

Activation of the Prefrontal Cortex While Performing a Task at Preferred Slow Pace and Metronome Slow Pace: A Functional Near-Infrared Spectroscopy Study

PubMed Central

Moriguchi, Yoshiya

2014-01-01

Individuals have a preferred pace at which they perform voluntary repetitive movements. Previous studies have reported that greater activation of the prefrontal cortex was observed during self-initiated movements than during externally triggered movements. The purpose of the present study is to compare the activation of the prefrontal cortex induced when the subjects performed a peg-board task at their preferred slow pace (PSP, the self-initiated condition) with that induced when they performed the same task at metronome slow pace (MSP, the externally triggered condition) using functional near-infrared spectroscopy. Healthy subjects performed the task while sitting in a chair. By assessing the activated channels individually, we confirmed that all of the prefrontal regions of interest were activated by both tasks. In the second-level analyses, we found that the activation detected in the frontopolar cortex (FPPFC; Brodmann area 10) was higher during the PSP task than during the MSP task. The FPPFC is known to be at the top of prefrontal hierarchy, and specifically involved in evaluating self-generated information. In addition, the FPPFC plays a role in coordinating lateral prefrontal cortex. In the present study, the subjects evaluated and managed the internally generated PSP by coordinating the activity of other lower level prefrontal regions. PMID:25436155

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

PubMed Central

Wallot, Sebastian; Hollis, Geoff; van Rooij, Marieke

2013-01-01

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency. PMID:23977177

Gait performance is not influenced by working memory when walking at a self-selected pace.

PubMed

Grubaugh, Jordan; Rhea, Christopher K

2014-02-01

Gait performance exhibits patterns within the stride-to-stride variability that can be indexed using detrended fluctuation analysis (DFA). Previous work employing DFA has shown that gait patterns can be influenced by constraints, such as natural aging or disease, and they are informative regarding a person's functional ability. Many activities of daily living require concurrent performance in the cognitive and gait domains; specifically working memory is commonly engaged while walking, which is considered dual-tasking. It is unknown if taxing working memory while walking influences gait performance as assessed by DFA. This study used a dual-tasking paradigm to determine if performance decrements are observed in gait or working memory when performed concurrently. Healthy young participants (N = 16) performed a working memory task (automated operation span task) and a gait task (walking at a self-selected speed on a treadmill) in single- and dual-task conditions. A second dual-task condition (reading while walking) was included to control for visual attention, but also introduced a task that taxed working memory over the long term. All trials involving gait lasted at least 10 min. Performance in the working memory task was indexed using five dependent variables (absolute score, partial score, speed error, accuracy error, and math error), while gait performance was indexed by quantifying the mean, standard deviation, and DFA α of the stride interval time series. Two multivariate analyses of variance (one for gait and one for working memory) were used to examine performance in the single- and dual-task conditions. No differences were observed in any of the gait or working memory dependent variables as a function of task condition. The results suggest the locomotor system is adaptive enough to complete a working memory task without compromising gait performance when walking at a self-selected pace.

Situational Context Affects Definiteness Preferences: Accommodation of Presuppositions

PubMed Central

Clifton, Charles

2013-01-01

Four experiments used self-paced reading and eyetracking to demonstrate that readers are, under some conditions, sensitive to the presuppositions of definite vs. indefinite DPs (determiner phrases). Reading was faster when the context stereotypically provided a single possible referent for a definite DP or multiple possible referents for an indefinite DP than when context and DP definiteness were mismatched. This finding goes beyond previous evidence that definite DPs are processed more rapidly than indefinite DPs when there is a unique or familiar referent in the context, showing that readers are sensitive to the semantics and pragmatics of (in)definiteness. However, the finding was obtained only when readers had to perform a simple arithmetic task between reading a sentence and seeing a question about it. The intervening task may have encouraged them to process the sentence more deeply in order to form a representation that would persist while doing the arithmetic. The methodological implications of this observation are discussed. PMID:22732029

Differential Effects of Paced and Unpaced Responding on delayed Serial Order Recall in Schizophrenia

PubMed Central

Hill, S. Kristian; Griffin, Ginny B.; Houk, James C.; Sweeney, John A.

2011-01-01

Working memory for temporal order is a component of working memory that is especially dependent on striatal systems, but has not been extensively studied in schizophrenia. This study was designed to characterize serial order reproduction by adapting a spatial serial order task developed for nonhuman primate studies, while controlling for working memory load and whether responses were initiated freely (unpaced) or in an externally paced format. Clinically stable schizophrenia patients (n=27) and psychiatrically healthy individuals (n=25) were comparable on demographic variables and performance on standardized tests of immediate serial order recall (Digit Span, Spatial Span). No group differences were observed for serial order recall when read sequence reproduction was unpaced. However, schizophrenia patients exhibited significant impairments when responding was paced, regardless of sequence length or retention delay. Intact performance by schizophrenia patients during the unpaced condition indicates that prefrontal storage and striatal output systems are sufficiently intact to learn novel response sequences and hold them in working memory to perform serial order tasks. However, retention for newly learned response sequences was disrupted in schizophrenia patients by paced responding, when read-out of each element in the response sequence was externally controlled. The disruption of memory for serial order in paced read-out condition indicates a deficit in frontostriatal interaction characterized by an inability to update working memory stores and deconstruct ‘chunked’ information. PMID:21705197

A Comparison of Piagetian Conservation Concepts with Reading Achievement.

ERIC Educational Resources Information Center

Caballero, Jane Alexis

This study involved a comparison of first and second grade students' performance on the Piagetian Task Administration Instrument (PTAI), the Metropolitan Readiness Test (MRT), and the Stanford Achievement Test (SAT) with actual reading achievement measured by placement on the Indiviudally Paced Instruction (IPI) Tracking Card in Reading, which was…

The concomitant effects of phrase length and informational content in sentence comprehension.

PubMed

Thornton, R; MacDonald, M C; Arnold, J E

2000-03-01

Recent evidence suggests that phrase length plays a crucial role in modification ambiguities. Using a self-paced reading task, we extended these results by examining the additional pragmatic effects that length manipulations may exert. The results demonstrate that length not only modulates modification preferences directly, but that it also necessarily changes the informational content of a sentence, which itself affects modification preferences. Our findings suggest that the same length manipulation affects multiple sources of constraints, both structural and pragmatic, which can each exert differing effects on processing.

Reading time allocation strategies and working memory using rapid serial visual presentation.

PubMed

Busler, Jessica N; Lazarte, Alejandro A

2017-09-01

Rapid serial visual presentation (RSVP) is a useful method for controlling the timing of text presentations and studying how readers' characteristics, such as working memory (WM) and reading strategies for time allocation, influence text recall. In the current study, a modified version of RSVP (Moving Window RSVP [MW-RSVP]) was used to induce longer pauses at the ends of clauses and ends of sentences when reading texts with multiple embedded clauses. We studied if WM relates to allocation of time at end of clauses or sentences in a self-paced reading task and in 2 MW-RSVP reading conditions (Constant MW-RSVP and Paused MW-RSVP) in which the reading rate was kept constant or pauses were induced. Higher WM span readers were more affected by the restriction of time allocation in the MW-RSVP conditions. In addition, the recall of both higher and lower WM-span readers benefited from the paused MW-RSVP presentation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Reading Material's Lexical Accessibility on Text Fading Effects in Children's Reading Performance

ERIC Educational Resources Information Center

Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven

2014-01-01

The "acceleration phenomenon" (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce…

Electrophysiological and behavioral measures of the influence of literal and figurative contextual constraints on proverb comprehension.

PubMed

Ferretti, Todd R; Schwint, Christopher A; Katz, Albert N

2007-04-01

Proverbs tend to have meanings that are true both literally and figuratively (i.e., Lightning really doesn't strike the same place twice). Consequently, discourse contexts that invite a literal reading of a proverb should provide more conceptual overlap with the proverb, resulting in more rapid processing, than will contexts biased towards a non-literal reading. Despite this, previous research has failed to find the predicted processing advantage in reading times for familiar proverbs when presented in a literally biasing context. We investigate this issue further by employing both ERP methodology and a self-paced reading task and, second, by creating an item set that controls for problems with items employed in earlier studies. Our results indicate that although people do not take longer to read proverbs in the literally and proverbially biasing contexts, people have less difficulty integrating the statements in literal than figurative contexts, as shown by the ERP data. These differences emerge at the third word of the proverbs.

Engagement with Young Adult Literature: Outcomes and Processes

ERIC Educational Resources Information Center

Ivey, Gay; Johnston, Peter H.

2013-01-01

This study examines students' perceptions of the outcomes and processes of engaged reading in classrooms prioritizing engagement through self-selected, self-paced reading of compelling young adult literature. The primary data were 71 end-of-year student interviews, supported by end-of-year teacher interviews, biweekly observational data,…

Conservation law for self-paced movements.

PubMed

Huh, Dongsung; Sejnowski, Terrence J

2016-08-02

Optimal control models of biological movements introduce external task factors to specify the pace of movements. Here, we present the dual to the principle of optimality based on a conserved quantity, called "drive," that represents the influence of internal motivation level on movement pace. Optimal control and drive conservation provide equivalent descriptions for the regularities observed within individual movements. For regularities across movements, drive conservation predicts a previously unidentified scaling law between the overall size and speed of various self-paced hand movements in the absence of any external tasks, which we confirmed with psychophysical experiments. Drive can be interpreted as a high-level control variable that sets the overall pace of movements and may be represented in the brain as the tonic levels of neuromodulators that control the level of internal motivation, thus providing insights into how internal states affect biological motor control.

Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis.

PubMed

Ryan, Matthew; Jacobson, Lisa A; Hague, Cole; Bellows, Alison; Denckla, Martha B; Mahone, E Mark

2017-07-01

Children with ADHD demonstrate increased frequent "lapses" in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years-45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children-completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p < .05) on RAN letter naming mean response time as well as on oral and silent reading fluency. RAN response time distributions were also significantly more variable (SD, tau) in children with ADHD. Hierarchical regression revealed that the exponential component (tau) of the letter-naming response time distribution uniquely predicted reading fluency in children with ADHD (p < .001, ΔR 2  = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this "slowing" may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.

Reading and listening in people with aphasia: effects of syntactic complexity.

PubMed

DeDe, Gayle

2013-11-01

The purpose of this study was to compare online effects of syntactic complexity in written and spoken sentence comprehension in people with aphasia (PWA) and adults with no brain damage (NBD). The participants in Experiment 1 were NBD older and younger adults (n = 20 per group). The participants in Experiment 2 were 10 PWA. In both experiments, the participants read and listened to sentences in self-paced reading and listening tasks. The experimental materials consisted of object cleft sentences (e.g., It was the girl who the boy hugged.) and subject cleft sentences (e.g., It was the boy who hugged the girl.). The predicted effects of syntactic complexity were observed in both Experiments 1 and 2: Reading and listening times were longer for the verb in sentences with object compared to subject relative clauses. The NBD controls showed exaggerated effects of syntactic complexity in reading compared to listening. The PWA did not show different modality effects from the NBD participants. Although effects of syntactic complexity were somewhat exaggerated in reading compared with listening, both the PWA and the NBD controls showed similar effects in both modalities.

A learning perspective on individual differences in skilled reading: Exploring and exploiting orthographic and semantic discrimination cues.

PubMed

Milin, Petar; Divjak, Dagmar; Baayen, R Harald

2017-11-01

The goal of the present study is to understand the role orthographic and semantic information play in the behavior of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sublexical letter triplets (trigraphs) and top-down semantic generalizations, modeled using the Naive Discrimination Learner. The results reveal a complex interplay of bottom-up and top-down support from orthography and semantics to the target verbs, whereby activations from orthography only are modulated by individual differences. Using performance on a serial reaction time (SRT) task for a novel operationalization of the mental speed hypothesis, we explain the observed individual differences in reading behavior in terms of the exploration/exploitation hypothesis from reinforcement learning, where initially slower and more variable behavior leads to better performance overall. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

ERIC Educational Resources Information Center

Solheim, Oddny Judith

2011-01-01

It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…

Using Complexity Metrics to Assess Silent Reading Fluency: A Cross-Sectional Study Comparing Oral and Silent Reading

ERIC Educational Resources Information Center

O'Brien, Beth A.; Wallot, Sebastian; Haussmann, Anna; Kloos, Heidi

2014-01-01

Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children's silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with…

Engaged Reading as a Collaborative Transformative Practice

ERIC Educational Resources Information Center

Ivey, Gay; Johnston, Peter H.

2015-01-01

The context of this study is a voluntary modification in teaching focus by four eighth-grade teachers who shifted their instructional focus toward student engagement. They abandoned assigned readings in favor of student-selected, self-paced reading within a collection of high interest materials--primarily young adult fiction that students found…

Reactions. [Individualized Learning System (ILS) Chemistry Pac No. 5.

ERIC Educational Resources Information Center

Torop, William

This booklet is one of a set of eight designed to be used in a self-paced introductory chemistry course in conjunction with specified textbooks and computer-assisted instruction (CAI) modules. Each topic is introduced with a textbook reading assignment and additional readings are provided in the booklet. Also included are self-tests (and answers),…

Carbon. [Individualized Learning System (ILS) Chemistry Pac No. 7.

ERIC Educational Resources Information Center

Torop, William

This booklet is one of a set of eight designed to be used in a self-paced introductory chemistry course in conjunction with specified textbooks and computer-assisted instruction (CAI) modules. Each topic is introduced with a textbook reading assignment and additional readings are provided in the booklet. Also included are self-tests (and answers),…

Older Adults' Comprehension of Transformational and Deactivation Negation

ERIC Educational Resources Information Center

Margolin, Sara J.

2015-01-01

The present research aimed to examine young and older adults' comprehension of negated text to determine the locus of older adults' difficulty in understanding this text construction. Participants were asked to read short passages at their own pace, complete a lexical decision task, and answer a comprehension question about what they had read.…

Deficit-Lesion Correlations in Syntactic Comprehension in Aphasia

PubMed Central

Caplan, David; Michaud, Jennifer; Hufford, Rebecca; Makris, Nikos

2015-01-01

The effects of lesions on syntactic comprehension were studied in thirty one people with aphasia (PWA). Participants were tested for the ability to parse and interpret four types of syntactic structures and elements -- passives, object extracted relative clauses, reflexives and pronouns – in three tasks – object manipulation, sentence picture matching with full sentence presentation and sentence picture matching with self-paced listening presentation. Accuracy, end-of-sentence RT and self-paced listening times for each word were measured. MR scans were obtained and analyzed for total lesion volume and for lesion size in 48 cortical areas. Lesion size in several areas of the left hemisphere was related to accuracy in particular sentence types in particular tasks and to self-paced listening times for critical words in particular sentence types. The results support a model of brain organization that includes areas that are specialized for the combination of particular syntactic and interpretive operations and the use of the meanings produced by those operations to accomplish task-related operations. PMID:26688433

Deficit-lesion correlations in syntactic comprehension in aphasia.

PubMed

Caplan, David; Michaud, Jennifer; Hufford, Rebecca; Makris, Nikos

2016-01-01

The effects of lesions on syntactic comprehension were studied in thirty-one people with aphasia (PWA). Participants were tested for the ability to parse and interpret four types of syntactic structures and elements - passives, object extracted relative clauses, reflexives and pronouns - in three tasks - object manipulation, sentence picture matching with full sentence presentation and sentence picture matching with self-paced listening presentation. Accuracy, end-of-sentence RT and self-paced listening times for each word were measured. MR scans were obtained and analyzed for total lesion volume and for lesion size in 48 cortical areas. Lesion size in several areas of the left hemisphere was related to accuracy in particular sentence types in particular tasks and to self-paced listening times for critical words in particular sentence types. The results support a model of brain organization that includes areas that are specialized for the combination of particular syntactic and interpretive operations and the use of the meanings produced by those operations to accomplish task-related operations. Copyright © 2015 Elsevier Inc. All rights reserved.

Blueprint Reading. Courseware Evaluation for Vocational and Technical Education.

ERIC Educational Resources Information Center

Turner, Gordon; And Others

This courseware evaluation rates the Blueprint Reading program developed by the Iowa Department of Public Instruction. (The program--not contained in this document--is self-paced and contains review questions to supplement instruction in blueprint reading and mechanical drawing.) Part A describes the program in terms of subject area (fractions,…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by…

Use of Contextual Information and Prediction by Struggling Adult Readers: Evidence from Reading Times and Event-Related Potentials.

ERIC Educational Resources Information Center

Ng, Shukhan; Payne, Brennan R.; Steen, Allison A.; Stine-Morrow, Elizabeth A. L.; Federmeier, Kara D.

2017-01-01

We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unex- pected target words. Skilled readers showed N400s that were graded…

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking

PubMed Central

Knilans, Jessica

2015-01-01

Purpose There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Method Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. Results As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. Conclusions People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures. PMID:26383779

Online Sentence Reading in People With Aphasia: Evidence From Eye Tracking.

PubMed

Knilans, Jessica; DeDe, Gayle

2015-11-01

There is a lot of evidence that people with aphasia have more difficulty understanding structurally complex sentences (e.g., object clefts) than simpler sentences (subject clefts). However, subject clefts also occur more frequently in English than object clefts. Thus, it is possible that both structural complexity and frequency affect how people with aphasia understand these structures. Nine people with aphasia and 8 age-matched controls participated in the study. The stimuli consisted of 24 object cleft and 24 subject cleft sentences. The task was eye tracking during reading, which permits a more fine-grained analysis of reading performance than measures such as self-paced reading. As expected, controls had longer reading times for critical regions in object cleft sentences compared with subject cleft sentences. People with aphasia showed the predicted effects of structural frequency. Effects of structural complexity in people with aphasia did not emerge on their first pass through the sentence but were observed when they were rereading critical regions of complex sentences. People with aphasia are sensitive to both structural complexity and structural frequency when reading. However, people with aphasia may use different reading strategies than controls when confronted with relatively infrequent and complex sentence structures.

The processing and comprehension of wh-questions among L2 German speakers

PubMed Central

Jackson, Carrie N.; Bobb, Susan C.

2009-01-01

Using the self-paced-reading paradigm, the present study examines whether highly proficient second language (L2) speakers of German (English L1) use case-marking information during the on-line comprehension of unambiguous wh-extractions, even when task demands do not draw explicit attention to this morphosyntactic feature in German. Results support previous findings, in that both the native and the L2 German speakers exhibited an immediate subject-preference in the matrix clause, suggesting they were sensitive to case-marking information. However, only among the native speakers did this subject-preference carry over to reading times in the complement clause. The results from the present study are discussed in light of current debates regarding the ability of L2 speakers to attain native-like processing strategies in their L2. PMID:20161006

Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement

ERIC Educational Resources Information Center

de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter

2016-01-01

This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…

Introduction to Industry Services. Self-Paced Instructional Module. Module Number I-A.

ERIC Educational Resources Information Center

Brooks, Kent

One of 33 self-paced instructional modules categorized under 13 major headings, which have been prepared for training industry services leaders to provide guidance in the performance of industry service tasks, this module is an introduction for those who need basic information about the concepts and activities of industry services programs.…

Neural Correlates of Coherence-Break Detection during Reading of Narratives

ERIC Educational Resources Information Center

Helder, Anne; van den Broek, Paul; Karlsson, Josefine; Van Leijenhorst, Linda

2017-01-01

This functional magnetic resonance imaging study examined the neural correlates of coherence-break detection during reading in the context of a contradiction paradigm. Young adults (N = 31, ages 19-27) read short narratives (half contained a break in coherence) that were presented sentence by sentence in a self-paced, slow event-related design.…

Phonological Typicality Does Not Influence Fixation Durations in Normal Reading

ERIC Educational Resources Information Center

Staub, Adrian; Grant, Margaret; Clifton, Charles, Jr.; Rayner, Keith

2009-01-01

Using a word-by-word self-paced reading paradigm, T. A. Farmer, M. H. Christiansen, and P. Monaghan (2006) reported faster reading times for words that are phonologically typical for their syntactic category (i.e., noun or verb) than for words that are phonologically atypical. This result has been taken to suggest that language users are sensitive…

Exploring the Cause of English Pronoun Gender Errors by Chinese Learners of English: Evidence from the Self-paced Reading Paradigm.

PubMed

Dong, Yanping; Wen, Yun; Zeng, Xiaomeng; Ji, Yifei

2015-12-01

To locate the underlying cause of biological gender errors of oral English pronouns by proficient Chinese-English learners, two self-paced reading experiments were conducted to explore whether the reading time for each 'he' or 'she' that matched its antecedent was shorter than that in the corresponding mismatch situation, as with native speakers of English. The critical manipulation was to see whether highlighting the gender information of an antecedent with a human picture would make a difference. The results indicate that such manipulation did make a difference. Since oral Chinese does not distinguish 'he' and 'she', the findings suggest that Chinese speakers probably do not usually process biological gender for linguistic purposes and the mixed use of 'he' and 'she' is probably a result of deficient processing of gender information in the conceptualizer. Theoretical and pedagogical implications are discussed.

Plausibility assessment of a 2-state self-paced mental task-based BCI using the no-control performance analysis.

PubMed

Faradji, Farhad; Ward, Rabab K; Birch, Gary E

2009-06-15

The feasibility of having a self-paced brain-computer interface (BCI) based on mental tasks is investigated. The EEG signals of four subjects performing five mental tasks each are used in the design of a 2-state self-paced BCI. The output of the BCI should only be activated when the subject performs a specific mental task and should remain inactive otherwise. For each subject and each task, the feature coefficient and the classifier that yield the best performance are selected, using the autoregressive coefficients as the features. The classifier with a zero false positive rate and the highest true positive rate is selected as the best classifier. The classifiers tested include: linear discriminant analysis, quadratic discriminant analysis, Mahalanobis discriminant analysis, support vector machine, and radial basis function neural network. The results show that: (1) some classifiers obtained the desired zero false positive rate; (2) the linear discriminant analysis classifier does not yield acceptable performance; (3) the quadratic discriminant analysis classifier outperforms the Mahalanobis discriminant analysis classifier and performs almost as well as the radial basis function neural network; and (4) the support vector machine classifier has the highest true positive rates but unfortunately has nonzero false positive rates in most cases.

Slow-Learner, Average, and Gifted Third Graders: Strategy Analysis and Training for Learning

ERIC Educational Resources Information Center

Friedrich, Douglas

1974-01-01

Experimentally induced rehearsal and clustering strategies facilitated the performance of slow-learner, average, and gifted third graders on a visual short-term memory task. Self-pacing was superior to experimenter pacing of successive object presentation. (Author)

Effects of Reduced Strength on Self-Selected Pacing for Long-Duration Activities

NASA Technical Reports Server (NTRS)

Buxton, Roxanne E.; Ryder, Jeffrey W.; English, Kirk E.; Guined, Jamie R.; Ploutz-Snyder, Lori L.

2015-01-01

Strength and aerobic capacity are predictors of astronaut performance for extravehicular activities (EVA) during exploration missions. It is expected that astronauts will self-select a pace below their ventilatory threshold (VT). PURPOSE: To determine the percentage of VT that subjects self-select for prolonged occupational tasks. METHODS: Maximal aerobic capacity and a variety of lower-body strength and power variables were assessed in 17 subjects who climbed 480 rungs on a ladder ergometer and then completed 10 km on a treadmill as quickly as possible using a self-selected pace. The tasks were performed on 4 days, with a weighted suit providing 0% (suit fabric only), 40%, 60%, and 80% of additional bodyweight (BW), thereby altering the strength to BW ratio. Oxygen consumption and heart rate were continuously measured. Repeated measures ANOVA and post-hoc comparisons were performed on the percent of VT values under each suited condition. RESULTS: Subjects consistently self-paced at or below VT for both tasks and the pace was related to suit weight. At the midpoint for the ladder climb the 80% BW condition elicited the lowest metabolic cost (-19+/-14% below VT), significantly different than the 0% BW (-3+/-16%, P=0.002) and the 40% BW conditions (-5+/-22%, P=0.023). The 60% BW condition (-13+/-19%) was different than the 40% BW condition (P=0.034). Upon completion of the ladder task there were no differences among the conditions (0%BW: 3+/-18%; 40%BW: 3+/-21%; 60%BW: - 8+/-25%; 80%BW: -10+/-18%). All subjects failed to complete 5km at 80%BW. At the midpoint of the treadmill test the three remaining conditions were all significantly different (0%BW: -20+/-15%; 40%BW: - 33+/-15%; 60%BW: -41+/-19%). Upon completion of the treadmill test the 60% BW condition (-38+/-12%) was significantly different than the 40% BW (-28+/-15%, P=0.024). CONCLUSIONS: Decreasing relative strength results in progressive and disproportionate decreases (relative to VT) in self-selected pacing during long-duration activities. Thus, during prolonged, endurance-type activities, large reductions in strength cause notable performance decrements despite no changes in aerobic capacity. These data highlight the importance of both aerobic capacity and muscle strength to the performance of prolonged EVA in exploration mission scenarios.

A Learning Perspective on Individual Differences in Skilled Reading: Exploring and Exploiting Orthographic and Semantic Discrimination Cues

ERIC Educational Resources Information Center

Milin, Petar; Divjak, Dagmar; Baayen, R. Harald

2017-01-01

The goal of the present study is to understand the role orthographic and semantic information play in the behavior of skilled readers. Reading latencies from a self-paced sentence reading experiment in which Russian near-synonymous verbs were manipulated appear well-predicted by a combination of bottom-up sublexical letter triplets (trigraphs) and…

Effects of Lexical Features, Textual Properties, and Individual Differences on Word Processing Times during Second Language Reading Comprehension

ERIC Educational Resources Information Center

Kim, Minkyung; Crossley, Scott A.; Skalicky, Stephen

2018-01-01

This study examines whether lexical features and textual properties along with individual differences on the part of readers influence word processing times during second language (L2) reading comprehension. Forty-eight Spanish-speaking adolescent and adult learners of English read nine English passages in a self-paced word-by-word reading…

Situational Context Affects Definiteness Preferences: Accommodation of Presuppositions

ERIC Educational Resources Information Center

Clifton, Charles, Jr.

2013-01-01

In 4 experiments, we used self-paced reading and eye tracking to demonstrate that readers are, under some conditions, sensitive to the presuppositions of definite versus indefinite determiner phrases (DPs). Reading was faster when the context stereotypically provided a single possible referent for a definite DP or multiple possible referents for…

Processing Relative Clauses in Supportive Contexts

ERIC Educational Resources Information Center

Fedorenko, Evelina; Piantadosi, Steve; Gibson, Edward

2012-01-01

Results from two self-paced reading experiments in English are reported in which subject- and object-extracted relative clauses (SRCs and ORCs, respectively) were presented in contexts that support both types of relative clauses (RCs). Object-extracted versions were read more slowly than subject-extracted versions across both experiments. These…

Online Learning Self-Efficacy in Students with and without Online Learning Experience

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

2016-01-01

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

Altering Pace Control and Pace Regulation: Attentional Focus Effects during Running.

PubMed

Brick, Noel E; Campbell, Mark J; Metcalfe, Richard S; Mair, Jacqueline L; Macintyre, Tadhg E

2016-05-01

To date, there are no published studies directly comparing self-controlled (SC) and externally controlled (EC) pace endurance tasks. However, previous research suggests pace control may impact on cognitive strategy use and effort perceptions. The primary aim of this study was to investigate the effects of manipulating perception of pace control on attentional focus, physiological, and psychological outcomes during running. The secondary aim was to determine the reproducibility of self-paced running performance when regulated by effort perceptions. Twenty experienced endurance runners completed four 3-km time trials on a treadmill. Subjects completed two SC pace trials, one perceived exertion clamped (PE) trial, and one EC pace time trial. PE and EC were completed in a counterbalanced order. Pacing strategy for EC and perceived exertion instructions for PE replicated the subjects' fastest SC time trial. Subjects reported a greater focus on cognitive strategies such as relaxing and optimizing running action during EC than during SC. The mean HR was 2% lower during EC than that during SC despite an identical pacing strategy. Perceived exertion did not differ between the three conditions. However, increased internal sensory monitoring coincided with elevated effort perceptions in some subjects during EC and a 10% slower completion time for PE (13.0 ± 1.6 min) than that for SC (11.8 ± 1.2 min). Altering pace control and pace regulation impacted on attentional focus. External control over pacing may facilitate performance, particularly when runners engage attentional strategies conducive to improved running efficiency. However, regulating pace based on effort perceptions alone may result in excessive monitoring of bodily sensations and a slower running speed. Accordingly, attentional focus interventions may prove beneficial for some athletes to adopt task-appropriate attentional strategies to optimize performance.

Breaking off Engagement: Readers' Disengagement as a Function of Reader and Text Characteristics

ERIC Educational Resources Information Center

Goedecke, Patricia J.; Dong, Daqi; Shi, Genghu; Feng, Shi; Risko, Evan; Olney, Andrew M.; D'Mello, Sidney K.; Graesser, Arthur C.

2015-01-01

Engagement during reading can be measured by the amount of time readers invest in the reading process. It is hypothesized that disengagement is marked by a decrease in time investment as compared with the demands made on the reader by the text. In this study, self-paced reading times for screens of text were predicted by a text complexity score…

Text-fading based training leads to transfer effects on children's sentence reading fluency

PubMed Central

Nagler, Telse; Korinth, Sebastian P.; Linkersdörfer, Janosch; Lonnemann, Jan; Rump, Björn; Hasselhorn, Marcus; Lindberg, Sven

2015-01-01

Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. PMID:25713554

Using Reading Times and Eye-Movements to Measure Cognitive Engagement

ERIC Educational Resources Information Center

Miller, Brian W.

2015-01-01

Self-paced reading and eye-tracking can be used to measure microlevel student engagement during science instruction. These methods imply a definition of engagement as the quantity and quality of mental resources directed at an object and the emotions and behaviors entailed. This definition is theoretically supported by models of reading…

Rhythm production at school entry as a predictor of poor reading and spelling at the end of first grade.

PubMed

Lundetræ, Kjersti; Thomson, Jenny M

2018-01-01

Rhythm plays an organisational role in the prosody and phonology of language, and children with literacy difficulties have been found to demonstrate poor rhythmic perception. This study explored whether students' performance on a simple rhythm task at school entry could serve as a predictor of whether they would face difficulties in word reading and spelling at the end of grade 1. The participants were 479 Norwegian 6-year-old first graders randomized as controls in the longitudinal RCT on track (n = 1171). Rhythmic timing and pre-reading skills were tested individually at school entry on a digital tablet. On the rhythm task, the students were told to tap a drum appearing on the screen to two different rhythms (2 Hz paced and 1.5 Hz paced). Children's responses were recorded as they tapped on the screen with their index finger. Significant group differences were found in rhythm tapping ability measured at school entry, when groups were defined upon whether children went on to score above or below the 20th percentile reading and spelling thresholds in national assessment tests at the end of grade one. Inclusion of the school-entry rhythmic tapping measure into a model of classification accuracy for above or below threshold reading and spelling improved accuracy of classification by 6.2 and 9.2% respectively.

The Influence of Contextual Contrast on Syntactic Processing: Evidence for Strong-Interaction in Sentence Comprehension

ERIC Educational Resources Information Center

Grodner, D.; Gibson, E.; Watson, D.

2005-01-01

The present study compares the processing of unambiguous restrictive and non-restrictive relative clauses (RCs) within both a null context and a supportive discourse using a self-paced reading methodology. Individuals read restrictive RCs more slowly than non-restrictive RCs in a null context, but processed restrictive RCs faster than…

Emotion Inferences during Reading Comprehension: What Evidence Can the Self-Pace Reading Paradigm Provide?

ERIC Educational Resources Information Center

Gygax, Pascal; Tapiero, Isabelle; Carruzzo, Emanuelle

2007-01-01

This paper provides an explanation for the nonspecificity of emotion inferences found in previous research [e.g., Language and Cognitive Processes, 19(5), 613-638, 2004]. We first demonstrate that behavioral components of emotions, as opposed to emotions per se, are better markers of readers' mental representations of the main character's…

Logical Metonymy Resolution in a Words-as-Cues Framework: Evidence from Self-Paced Reading and Probe Recognition

ERIC Educational Resources Information Center

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-01-01

Logical metonymy resolution ("begin a book" ? "begin reading a book" or "begin writing a book") has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the…

Phrase Frequency, Proficiency and Grammaticality Interact in Non-Native Processing: Implications for Theories of SLA

ERIC Educational Resources Information Center

Shantz, Kailen

2017-01-01

This study reports on a self-paced reading experiment in which native and non-native speakers of English read sentences designed to evaluate the predictions of usage-based and rule-based approaches to second language acquisition (SLA). Critical stimuli were four-word sequences embedded into sentences in which phrase frequency and grammaticality…

Children's comprehension monitoring of multiple situational dimensions of a narrative.

PubMed

Wassenburg, Stephanie I; Beker, Katinka; van den Broek, Paul; van der Schoot, Menno

Narratives typically consist of information on multiple aspects of a situation. In order to successfully create a coherent representation of the described situation, readers are required to monitor all these situational dimensions during reading. However, little is known about whether these dimensions differ in the ease with which they can be monitored. In the present study, we examined whether children in Grades 4 and 6 monitor four different dimensions (i.e., emotion, causation, time, and space) during reading, using a self-paced reading task containing inconsistencies. Furthermore, to explore what causes failure in inconsistency detection, we differentiated between monitoring processes related to availability and validation of information by manipulating the distance between two pieces of conflicting information. The results indicated that the monitoring processes varied as a function of dimension. Children were able to validate emotional and causal information when it was still active in working memory, but this was not the case for temporal and spatial information. When context and target information were more distant from each other, only emotionally charged information remained available for further monitoring processes. These findings show that the influence of different situational dimensions should be taken into account when studying children's reading comprehension.

Self-Paced Preparation for a Task Switch Eliminates Attentional Inertia but Not the Performance Switch Cost

ERIC Educational Resources Information Center

Longman, Cai S.; Lavric, Aureliu; Monsell, Stephen

2017-01-01

The performance overhead associated with changing tasks (the "switch cost") usually diminishes when the task is specified in advance but is rarely eliminated by preparation. A popular account of the "residual" (asymptotic) switch cost is that it reflects "task-set inertia": carry-over of task-set parameters from the…

Culturally Familiar Tasks on Reading Performance and Self-Efficacy of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Kelley, Heather M.; Siwatu, Kamau Oginga; Tost, Jeremy R.; Martinez, James

2015-01-01

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted…

Marijuana alters the human cerebellar clock.

PubMed

O'Leary, Daniel S; Block, Robert I; Turner, Beth M; Koeppel, Julie; Magnotta, Vincent A; Ponto, Laura Boles; Watkins, G Leonard; Hichwa, Richard D; Andreasen, Nancy C

2003-06-11

The effects of marijuana on brain perfusion and internal timing were assessed using [15O] water PET in occasional and chronic users. Twelve volunteers who smoked marijuana recreationally about once weekly, and 12 volunteers who smoked daily for a number of years performed a self-paced counting task during PET imaging, before and after smoking marijuana and placebo cigarettes. Smoking marijuana increased rCBF in the ventral forebrain and cerebellar cortex in both groups, but resulted in significantly less frontal lobe activation in chronic users. Counting rate increased after smoking marijuana in both groups, as did a behavioral measure of self-paced tapping, and both increases correlated with rCBF in the cerebellum. Smoking marijuana appears to accelerate a cerebellar clock altering self-paced behaviors.

Communication Skills for OMRDD Direct Care Workers: Distance Learning Study Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

This self-directed, self-paced adult distance education program provides developmental aides and transitional employees with practice in job-related reading, writing, math, and problem solving. Participants use e-mail, print materials, and videotapes to do assignments. An introductory brochure precedes materials for 12 theme areas and 105 units…

A U-Shaped Relative Clause Attachment Preference in Japanese.

ERIC Educational Resources Information Center

Miyamoto, Edson T.; Gibson, Edward; Pearlmutter, Neal J.; Aikawa, Takako; Miyagawa, Shigeru

1999-01-01

Presents results from a self-paced reading experiment in Japanese investigating attachment preferences for relative clauses to three ensuing potential nominal heads. Results are discussed in light of two types of parsing models. (Author/VWL)

Paced respiration with end-expiration technique offers superior BOLD signal repeatability for breath-hold studies.

PubMed

Scouten, A; Schwarzbauer, C

2008-11-01

As a simple, non-invasive method of blood oxygenation level-dependent (BOLD) signal calibration, the breath-hold task offers considerable potential for the quantification of neuronal activity from functional magnetic resonance imaging (fMRI) measurements. With an aim to improve the precision of this calibration method, the impact of respiratory rate control on the BOLD signal achieved with the breath-hold task was investigated. In addition to self-paced breathing, three different computer-paced breathing rates were imposed during the periods between end-expiration breath-hold blocks. The resulting BOLD signal timecourses and statistical activation maps were compared in eleven healthy human subjects. Results indicate that computer-paced respiration produces a larger peak BOLD signal increase with breath-hold than self-paced breathing, in addition to lower variability between trials. This is due to the more significant post-breath-hold signal undershoot present in self-paced runs, a characteristic which confounds the definition of baseline and is difficult to accurately model. Interestingly, the specific respiratory rate imposed between breath-hold periods generally does not have a statistically significant impact on the BOLD signal change. This result can be explained by previous reports of humans adjusting their inhalation depth to compensate for changes in rate, with the end-goal of maintaining homeostatic ventilation. The advantage of using end-expiration relative to end-inspiration breath-hold is apparent in view of the high repeatability of the BOLD signal in the present study, which does not suffer from the previously reported high variability associated with uncontrolled inspiration depth when using the end-inspiration technique.

The impact of the perception of rhythmic music on self-paced oscillatory movements

PubMed Central

Peckel, Mathieu; Pozzo, Thierry; Bigand, Emmanuel

2014-01-01

Inspired by theories of perception-action coupling and embodied music cognition, we investigated how rhythmic music perception impacts self-paced oscillatory movements. In a pilot study, we examined the kinematic parameters of self-paced oscillatory movements, walking and finger tapping using optical motion capture. In accordance with biomechanical constraints accounts of motion, we found that movements followed a hierarchical organization depending on the proximal/distal characteristic of the limb used. Based on these findings, we were interested in knowing how and when the perception of rhythmic music could resonate with the motor system in the context of these constrained oscillatory movements. In order to test this, we conducted an experiment where participants performed four different effector-specific movements (lower leg, whole arm and forearm oscillation and finger tapping) while rhythmic music was playing in the background. Musical stimuli consisted of computer-generated MIDI musical pieces with a 4/4 metrical structure. The musical tempo of each song increased from 60 BPM to 120 BPM by 6 BPM increments. A specific tempo was maintained for 20 s before a 2 s transition to the higher tempo. The task of the participant was to maintain a comfortable pace for the four movements (self-paced) while not paying attention to the music. No instruction on whether to synchronize with the music was given. Results showed that participants were distinctively influenced by the background music depending on the movement used with the tapping task being consistently the most influenced. Furthermore, eight strategies put in place by participants to cope with the task were unveiled. Despite not instructed to do so, participants also occasionally synchronized with music. Results are discussed in terms of the link between perception and action (i.e., motor/perceptual resonance). In general, our results give support to the notion that rhythmic music is processed in a motoric fashion. PMID:25278924

Performance of an Additional Task During Level 2 Automated Driving: An On-Road Study Comparing Drivers With and Without Experience With Partial Automation.

PubMed

Solís-Marcos, Ignacio; Ahlström, Christer; Kircher, Katja

2018-05-01

To investigate the influence of prior experience with Level 2 automation on additional task performance during manual and Level 2 partially automated driving. Level 2 automation is now on the market, but its effects on driver behavior remain unclear. Based on previous studies, we could expect an increase in drivers' engagement in secondary tasks during Level 2 automated driving, but it is yet unknown how drivers will integrate all the ongoing demands in such situations. Twenty-one drivers (12 without, 9 with Level 2 automation experience) drove on a highway manually and with Level 2 automation (exemplified by Volvo Pilot Assist generation 2; PA2) while performing an additional task. In half of the conditions, the task could be interrupted (self-paced), and in the other half, it could not (system-paced). Drivers' visual attention, additional task performance, and other compensatory strategies were analyzed. Driving with PA2 led to decreased scores in the additional task and more visual attention to the dashboard. In the self-paced condition, all drivers looked more to the task and perceived a lower mental demand. The drivers experienced with PA2 used the system and the task more than the novice group and performed more overtakings. The additional task interfered more with Level 2 automation than with manual driving. The drivers, particularly the automation novice drivers, used some compensatory strategies. Automation designers need to consider these potential effects in the development of future automated systems.

The Interaction of Contextual and Syntactic Information in the Processing of Turkish Anaphors.

PubMed

Gračanin-Yuksek, Martina; Lago, Sol; Şafak, Duygu Fatma; Demir, Orhan; Kırkıcı, Bilal

2017-12-01

In contrast with languages where anaphors can be classified into pronouns and reflexives, Turkish has a tripartite system that consists of the anaphors o, kendi, and kendisi. The syntactic literature on these anaphors has proposed that whereas o behaves like a pronoun and kendi behaves like a reflexive, kendisi has a more flexible behavior and it can function as both a pronoun and a reflexive. Using acceptability judgments and a self-paced reading task, we examined how Turkish anaphors are processed in isolated sentences and within larger discourse contexts. We manipulated contextual information by creating passages where the context favored a local, long-distance or extra-sentential referent prior to the appearance of the anaphor. We measured the effect of the context on participants' reading times and their end-of-trial coreference assignments. Our results suggest that contextual information affects the interpretive possibilities associated with an anaphor, but that the influence of context depends on the degree to which the anaphor is syntactically constrained.

Assessment of the perception of verticality and horizontality with self-paced saccades.

PubMed

Pettorossi, V E; Bambagioni, D; Bronstein, A M; Gresty, M A

1998-07-01

We investigated the ability of human subjects (Ss) to make self-paced saccades in the earth-vertical and horizontal directions (space-referenced task) and in the direction of the head-vertical and horizontal axis (self-referenced task) during whole body tilts of 0 degrees, 22.5 degrees, 45 degrees and 90 degrees in the frontal (roll) plane. Saccades were recorded in the dark with computerised video-oculography. During space-referenced tasks, the saccade vectors did not fully counter-rotate to compensate for larger angles of body tilt. This finding is in agreement with the 'A' effect reported for the visual vertical. The error was significantly larger for saccades intended to be space-horizontal than space-vertical. This vertico-horizontal dissociation implies greater difficulty in defining horizontality than verticality with the non-visual motor task employed. In contrast, normal Ss (and an alabyrinthine subject tested) were accurate in orienting saccades to their own (cranio-centric) vertical and horizontal axes regardless of tilt indicating that cranio-centric perception is robust and apparently not affected by gravitational influences.

Communication Skills for OMRDD Direct Care Workers Distance Learning Program. Video Guide.

ERIC Educational Resources Information Center

Denny, Verna Haskins

Adapted from a larger distance learning program, this video guide is designed for use by students who feel most comfortable working within the video modality. It contains self-study exercises for development of job-related reading, writing, problem-solving, and reasoning skills required of direct care workers. This independent, self-paced course…

[The role of animacy in European Portuguese relative clause attachment: evidence from production and comprehension tasks].

PubMed

Soares, Ana Paula; Fraga, Isabel; Comesaña, Montserrat; Piñeiro, Ana

2010-11-01

This work presents an analysis of the role of animacy in attachment preferences of relative clauses to complex noun phrases in European Portuguese (EP). The study of how the human parser solves this kind of syntactic ambiguities has been focus of extensive research. However, what is known about EP is both limited and puzzling. Additionally, as recent studies have stressed the importance of extra-syntactic variables in this process, two experiments were carried out to assess EP attachment preferences considering four animacy conditions: Study 1 used a sentence-completion-task, and Study 2 a self-paced reading task. Both studies indicate a significant preference for high attachment in EP. Furthermore, they showed that this preference was modulated by the animacy of the host NP: if the first host was inanimate and the second one was animate, the parser's preference changed to low attachment preference. These findings shed light on previous results regarding EP and strengthen the idea that, even in early stages of processing, the parser seems to be sensitive to extra-syntactic information.

Working memory differences in long-distance dependency resolution

PubMed Central

Nicenboim, Bruno; Vasishth, Shravan; Gattei, Carolina; Sigman, Mariano; Kliegl, Reinhold

2015-01-01

There is a wealth of evidence showing that increasing the distance between an argument and its head leads to more processing effort, namely, locality effects; these are usually associated with constraints in working memory (DLT: Gibson, 2000; activation-based model: Lewis and Vasishth, 2005). In SOV languages, however, the opposite effect has been found: antilocality (see discussion in Levy et al., 2013). Antilocality effects can be explained by the expectation-based approach as proposed by Levy (2008) or by the activation-based model of sentence processing as proposed by Lewis and Vasishth (2005). We report an eye-tracking and a self-paced reading study with sentences in Spanish together with measures of individual differences to examine the distinction between expectation- and memory-based accounts, and within memory-based accounts the further distinction between DLT and the activation-based model. The experiments show that (i) antilocality effects as predicted by the expectation account appear only for high-capacity readers; (ii) increasing dependency length by interposing material that modifies the head of the dependency (the verb) produces stronger facilitation than increasing dependency length with material that does not modify the head; this is in agreement with the activation-based model but not with the expectation account; and (iii) a possible outcome of memory load on low-capacity readers is the increase in regressive saccades (locality effects as predicted by memory-based accounts) or, surprisingly, a speedup in the self-paced reading task; the latter consistent with good-enough parsing (Ferreira et al., 2002). In sum, the study suggests that individual differences in working memory capacity play a role in dependency resolution, and that some of the aspects of dependency resolution can be best explained with the activation-based model together with a prediction component. PMID:25852623

Working memory differences in long-distance dependency resolution.

PubMed

Nicenboim, Bruno; Vasishth, Shravan; Gattei, Carolina; Sigman, Mariano; Kliegl, Reinhold

2015-01-01

There is a wealth of evidence showing that increasing the distance between an argument and its head leads to more processing effort, namely, locality effects; these are usually associated with constraints in working memory (DLT: Gibson, 2000; activation-based model: Lewis and Vasishth, 2005). In SOV languages, however, the opposite effect has been found: antilocality (see discussion in Levy et al., 2013). Antilocality effects can be explained by the expectation-based approach as proposed by Levy (2008) or by the activation-based model of sentence processing as proposed by Lewis and Vasishth (2005). We report an eye-tracking and a self-paced reading study with sentences in Spanish together with measures of individual differences to examine the distinction between expectation- and memory-based accounts, and within memory-based accounts the further distinction between DLT and the activation-based model. The experiments show that (i) antilocality effects as predicted by the expectation account appear only for high-capacity readers; (ii) increasing dependency length by interposing material that modifies the head of the dependency (the verb) produces stronger facilitation than increasing dependency length with material that does not modify the head; this is in agreement with the activation-based model but not with the expectation account; and (iii) a possible outcome of memory load on low-capacity readers is the increase in regressive saccades (locality effects as predicted by memory-based accounts) or, surprisingly, a speedup in the self-paced reading task; the latter consistent with good-enough parsing (Ferreira et al., 2002). In sum, the study suggests that individual differences in working memory capacity play a role in dependency resolution, and that some of the aspects of dependency resolution can be best explained with the activation-based model together with a prediction component.

Neural representation of cost-benefit selections in rat anterior cingulate cortex in self-paced decision making.

PubMed

Wang, Shuai; Shi, Yi; Li, Bao-Ming

2017-03-01

The anterior cingulate cortex (ACC) is crucial for decision making which involves the processing of cost-benefit information. Our previous study has shown that ACC is essential for self-paced decision making. However, it is unclear how ACC neurons represent cost-benefit selections during the decision-making process. In the present study, we trained rats on the same "Do More Get More" (DMGM) task as in our previous work. In each trial, the animals stand upright and perform a sustained nosepoke of their own will to earn a water reward, with the amount of reward positively correlated to the duration of the nosepoke (i.e., longer nosepokes earn larger rewards). We then recorded ACC neuronal activity on well-trained rats while they were performing the DMGM task. Our results show that (1) approximately 3/5 ACC neurons (296/496, 59.7%) exhibited changes in firing frequency that were temporally locked with the main events of the DMGM task; (2) about 1/5 ACC neurons (101/496, 20.4%) or 1/3 of the event-modulated neurons (101/296, 34.1%) showed differential firing rate changes for different cost-benefit selections; and (3) many ACC neurons exhibited linear encoding of the cost-benefit selections in the DMGM task events. These results suggest that ACC neurons are engaged in encoding cost-benefit information, thus represent the selections in self-paced decision making. Copyright © 2016 Elsevier Inc. All rights reserved.

Effect of aging on dynamic postural stability and variability during a multi-directional lean and reach object transportation task.

PubMed

Huntley, Andrew H; Zettel, John L; Vallis, Lori Ann

2016-01-01

A "reach and transport object" task that represents common activities of daily living may provide improved insight into dynamic postural stability and movement variability deficits in older adults compared to previous lean to reach and functional reach tests. Healthy young and older, community dwelling adults performed three same elevation object transport tasks and two multiple elevation object transport tasks under two self-selected speeds, self-paced and fast-paced. Dynamic postural stability and movement variability was quantified by whole-body center of mass motion. Older adults demonstrated significant decrements in frontal plane stability during the multiple elevation tasks while exhibiting the same movement variability as their younger counterparts, regardless of task speed. Interestingly, older adults did not exhibit a tradeoff in maneuverability in favour of maintaining stability throughout the tasks, as has previously been reported. In conclusion, the multi-planar, ecologically relevant tasks employed in the current study were specific enough to elucidate decrements in dynamic stability, and thus may be useful for assessing fall risk in older adults with suspected postural instability. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence teacher practice: even if teachers believe that reading instruction is important or even essential to science learning, they might avoid or resist providing reading instruction if they do not feel efficacious in helping students become stronger readers of science texts.

A developmental study of the effect of music training on timed movements.

PubMed

Braun Janzen, Thenille; Thompson, William F; Ranvaud, Ronald

2014-01-01

When people clap to music, sing, play a musical instrument, or dance, they engage in temporal entrainment. We examined the effect of music training on the precision of temporal entrainment in 57 children aged 10-14 years (31 musicians, 26 non-musicians). Performance was examined for two tasks: self-paced finger tapping (discrete movements) and circle drawing (continuous movements). For each task, participants synchronized their movements with a steady pacing signal and then continued the movement at the same rate in the absence of the pacing signal. Analysis of movements during the continuation phase revealed that musicians were more accurate than non-musicians at finger tapping and, to a lesser extent, circle drawing. Performance on the finger-tapping task was positively associated with the number of years of formal music training, whereas performance on the circle-drawing task was positively associated with the age of participants. These results indicate that music training and maturation of the motor system reinforce distinct skills of timed movement.

Holding Together a Multifunctional College Zoology Course.

ERIC Educational Resources Information Center

Snyder, John A.; Teska, William R.

1981-01-01

Describes an introductory zoology course which includes: (1) lectures organized on the basis of taxonomic relationships; (2) out-of-class reading assignments from nontraditional sources such as magazines; (3) laboratories for microscope analysis and dissection; and (4) a separate self-paced laboratory. (DS)

Post-KR Delay Intervals and Mental Practice: A Test of Adams' Closed Loop Theory

ERIC Educational Resources Information Center

Bole, Ronald

1976-01-01

The present study suggests that post-KR delay interval time or activity in the interval has little to do with learning on a self-paced positioning task, not ruling out that on ballistic tasks or more complex nonballistic tasks that a learner could make use of additional time or strategy. (MB)

Electrocardiograms with pacemakers: accuracy of computer reading.

PubMed

Guglin, Maya E; Datwani, Neeta

2007-04-01

We analyzed the accuracy with which a computer algorithm reads electrocardiograms (ECGs) with electronic pacemakers (PMs). Electrocardiograms were screened for the presence of electronic pacing spikes. Computer-derived interpretations were compared with cardiologists' readings. Computer-drawn interpretations required revision by cardiologists in 61.3% of cases. In 18.4% of cases, the ECG reading algorithm failed to recognize the presence of a PM. The misinterpretation of paced beats as intrinsic beats led to multiple secondary errors, including myocardial infarctions in varying localization. The most common error in computer reading was the failure to identify an underlying rhythm. This error caused frequent misidentification of the PM type, especially when the presence of normal sinus rhythm was not recognized in a tracing with a DDD PM tracking the atrial activity. The increasing number of pacing devices, and the resulting number of ECGs with pacing spikes, mandates the refining of ECG reading algorithms. Improvement is especially needed in the recognition of the underlying rhythm, pacing spikes, and mode of pacing.

Short Term Memory, Working Memory, and Syntactic Comprehension in Aphasia

PubMed Central

Caplan, David; Michaud, Jennifer; Hufford, Rebecca

2013-01-01

Sixty one people with aphasia were tested on ten tests of short term memory (STM) and for the ability to use syntactic structure to determine the meanings of eleven types of sentences in three tasks – object manipulation, picture matching and picture matching with self-paced listening. Multilevel models showed relationships between measures of the ability to retain and manipulate item and order information in STM and accuracy and RT, and a greater relationship between these STM measures and accuracy and RT for several more complex sentence types in individual tasks. There were no effects of measures of STM that reflect the use of phonological codes or rehearsal on comprehension. There was only one effect of STM measures on self-paced listening times. There were double dissociations between performance on STM and individual comprehension tasks, indicating that normal STM is not necessary to perform normally on these tasks. The results are most easily related to the view that STM plays a facilitatory role in supporting the use of the products of the comprehension process to accomplish operations related to tasks. PMID:23865692

Self-paced model learning for robust visual tracking

NASA Astrophysics Data System (ADS)

Huang, Wenhui; Gu, Jason; Ma, Xin; Li, Yibin

2017-01-01

In visual tracking, learning a robust and efficient appearance model is a challenging task. Model learning determines both the strategy and the frequency of model updating, which contains many details that could affect the tracking results. Self-paced learning (SPL) has recently been attracting considerable interest in the fields of machine learning and computer vision. SPL is inspired by the learning principle underlying the cognitive process of humans, whose learning process is generally from easier samples to more complex aspects of a task. We propose a tracking method that integrates the learning paradigm of SPL into visual tracking, so reliable samples can be automatically selected for model learning. In contrast to many existing model learning strategies in visual tracking, we discover the missing link between sample selection and model learning, which are combined into a single objective function in our approach. Sample weights and model parameters can be learned by minimizing this single objective function. Additionally, to solve the real-valued learning weight of samples, an error-tolerant self-paced function that considers the characteristics of visual tracking is proposed. We demonstrate the robustness and efficiency of our tracker on a recent tracking benchmark data set with 50 video sequences.

Resolving Number Ambiguities during Language Comprehension

ERIC Educational Resources Information Center

Bader, Markus; Haussler, Jana

2009-01-01

This paper investigates how readers process number ambiguous noun phrases in subject position. A speeded-grammaticality judgment experiment and two self-paced reading experiments were conducted involving number ambiguous subjects in German verb-end clauses. Number preferences for individual nouns were estimated by means of two questionnaire…

Context Strengthens Initial Misinterpretations of Text

ERIC Educational Resources Information Center

Christianson, Kiel; Luke, Steven G.

2011-01-01

Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not…

Making psycholinguistics musical: Self-paced reading time evidence for shared processing of linguistic and musical syntax

PubMed Central

Robert Slevc, L.; Rosenberg, Jason C.; Patel, Aniruddh D.

2009-01-01

Linguistic processing–especially syntactic processing–is often considered a hallmark of human cognition, thus the domain-specificity or domain-generality of syntactic processing has attracted considerable debate. These experiments address this issue by simultaneously manipulating syntactic processing demands in language and music. Participants performed self-paced reading of garden-path sentences in which structurally unexpected words cause temporary syntactic processing difficulty. A musical chord accompanied each sentence segment, with the resulting sequence forming a coherent chord progression. When structurally unexpected words were paired with harmonically unexpected chords, participants showed substantially enhanced garden-path effects. No such interaction was observed when the critical words violated semantic expectancy, nor when the critical chords violated timbral expectancy. These results support a prediction of the shared syntactic integration resource hypothesis (SSIRH, Patel, 2003), which suggests that music and language draw on a common pool of limited processing resources for integrating incoming elements into syntactic structures. PMID:19293110

Relationships between Spontaneous Note-Taking, Self-Reported Strategies and Comprehension When Reading Multiple Texts in Different Task Conditions

ERIC Educational Resources Information Center

Hagen, Åste M.; Braasch, Jason L. G.; Bråten, Ivar

2014-01-01

This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students' spontaneous note-taking during reading…

Processing Load Imposed by Line Breaks in English Temporal Wh-Questions

PubMed Central

Hirotani, Masako; Terry, J. Michael; Sadato, Norihiro

2016-01-01

Prosody plays an important role in online sentence processing both explicitly and implicitly. It has been shown that prosodically packaging together parts of a sentence that are interpreted together facilitates processing of the sentence. This applies not only to explicit prosody but also implicit prosody. The present work hypothesizes that a line break in a written text induces an implicit prosodic break, which, in turn, should result in a processing bias for interpreting English wh-questions. Two experiments—one self-paced reading study and one questionnaire study—are reported. Both supported the “line break” hypothesis mentioned above. The results of the self-paced reading experiment showed that unambiguous wh-questions were read faster when the location of line breaks (or frame breaks) matched the scope of a wh-phrase (main or embedded clause) than when they did not. The questionnaire tested sentences with an ambiguous wh-phrase, one that could attach either to the main or the embedded clause. These sentences were interpreted as attaching to the main clause more often than to the embedded clause when a line break appeared after the main verb, but not when it appeared after the embedded verb. PMID:27774072

Processing Load Imposed by Line Breaks in English Temporal Wh-Questions.

PubMed

Hirotani, Masako; Terry, J Michael; Sadato, Norihiro

2016-01-01

Prosody plays an important role in online sentence processing both explicitly and implicitly. It has been shown that prosodically packaging together parts of a sentence that are interpreted together facilitates processing of the sentence. This applies not only to explicit prosody but also implicit prosody. The present work hypothesizes that a line break in a written text induces an implicit prosodic break, which, in turn, should result in a processing bias for interpreting English wh-questions. Two experiments-one self-paced reading study and one questionnaire study-are reported. Both supported the "line break" hypothesis mentioned above. The results of the self-paced reading experiment showed that unambiguous wh-questions were read faster when the location of line breaks (or frame breaks) matched the scope of a wh-phrase (main or embedded clause) than when they did not. The questionnaire tested sentences with an ambiguous wh-phrase, one that could attach either to the main or the embedded clause. These sentences were interpreted as attaching to the main clause more often than to the embedded clause when a line break appeared after the main verb, but not when it appeared after the embedded verb.

Troubleshooting, Section Two, Boilers: Flame Reading. Part 4, Air Pollution Training Institute Self-Instructional Course SI-466.

ERIC Educational Resources Information Center

Environmental Protection Agency, Research Triangle Park, NC. Air Pollution Training Inst.

This workbook is part four of a self-instructional course prepared for the United States Environmental Protection Agency. The student proceeds at his own pace and when questions are asked, after answering, he either turns to the next page to check his response or refers to the previously covered material. The purpose of this course is to prepare…

Backwards and Forwards: Behavioral and Neurophysiological Investigations into Dependency Processing

ERIC Educational Resources Information Center

Witzel, Jeffrey D.

2010-01-01

This dissertation examines the processing of sentences involving long-distance linguistic dependencies, or sentences containing elements that must be linked across intervening words and phrases. Specifically, both behavioral (self-paced reading and eye tracking) and neurophysiological (electroencephalography) methods were used (a) to evaluate the…

Sentence Processing in an Artificial Language: Learning and Using Combinatorial Constraints

ERIC Educational Resources Information Center

Amato, Michael S.; MacDonald, Maryellen C.

2010-01-01

A study combining artificial grammar and sentence comprehension methods investigated the learning and online use of probabilistic, nonadjacent combinatorial constraints. Participants learned a small artificial language describing cartoon monsters acting on objects. Self-paced reading of sentences in the artificial language revealed comprehenders'…

A neural network for recognizing movement patterns during repetitive self-paced movements of the fingers in opposition to the thumb.

PubMed

Van Vaerenbergh, J; Vranken, R; Briers, L; Briers, H

2001-11-01

A data glove is a typical input device to control a virtual environment. At the same time it measures movements of wrist and fingers. The purposes of this investigation were to assess the ability of BrainMaker, a neural network, to recognize movement patterns during an opposition task that consisted of repetitive self-paced movements of the fingers in opposition to the thumb. The neural network contained 56 inputs, 3 hidden layers of 20 neurons, and one output. The 5th glove '95 (5DT), a commercial glove especially designed for virtual reality games, was used for finger motion capture. The training of the neural network was successful for recognizing the thumb, the index finger and the ring finger movements during the repetitive self-paced movements and neural network performed well during testing.

The postural control can be optimized by the first movement initiation condition encountered when submitted to muscle fatigue.

PubMed

Monjo, Florian; Forestier, Nicolas

2017-08-01

We investigated whether and how the movement initiation condition (IC) encountered during the early movements performed following focal muscle fatigue affects the postural control of discrete ballistic movements. For this purpose, subjects performed shoulder flexions in a standing posture at maximal velocity under two movement IC, i.e., in self-paced conditions and submitted to a Stroop-like task in which participants had to trigger fast shoulder flexions at the presentation of incongruent colors. Shoulder flexion kinematics, surface muscle activity of focal and postural muscles as well as center-of-pressure kinematics were recorded. The initial IC and the order in which subjects were submitted to these two conditions were varied within two separate experimental sessions. IC schedule was repeated before and after fatigue protocols involving shoulder flexors. The aim of this fatigue procedure was to affect acceleration-generating capacities of focal muscles. In such conditions, the postural muscle activity preceding and accompanying movement execution is expected to decrease. Following fatigue, when subjects initially moved in self-paced conditions, postural muscle activity decreased and scaled to the lower focal peak acceleration. This postural strategy then transferred to the Stroop-like task. In contrast, when subjects initially moved submitted to the Stroop-like task, postural muscle activity did not decrease and this transferred to self-paced movements. Regarding the center-of-pressure peak velocity, which is indicative of the efficiency of the postural actions generated in stabilizing posture, no difference appeared between the two sessions post-fatigue. This highlights an optimization of the postural actions when subjects first moved in self-paced conditions, smaller postural muscle activation levels resulting in similar postural consequences. In conclusion, the level of neuromuscular activity associated with the postural control is affected and can be optimized by the initial movement IC experienced post-fatigue. Beyond the fundamental contributions arising from these results, we point out potential applications for trainers and sports instructors. Copyright © 2017 Elsevier B.V. All rights reserved.

Effects of word frequency and modality on sentence comprehension impairments in people with aphasia.

PubMed

DeDe, Gayle

2012-05-01

It is well known that people with aphasia have sentence comprehension impairments. The present study investigated whether lexical factors contribute to sentence comprehension impairments in both the auditory and written modalities using online measures of sentence processing. People with aphasia and non brain-damaged controls participated in the experiment (n = 8 per group). Twenty-one sentence pairs containing high- and low-frequency words were presented in self-paced listening and reading tasks. The sentences were syntactically simple and differed only in the critical words. The dependent variables were response times for critical segments of the sentence and accuracy on the comprehension questions. The results showed that word frequency influences performance on measures of sentence comprehension in people with aphasia. The accuracy data on the comprehension questions suggested that people with aphasia have more difficulty understanding sentences containing low-frequency words in the written compared to auditory modality. Both group and single-case analyses of the response time data also indicated that people with aphasia experience more difficulty with reading than listening. Sentence comprehension in people with aphasia is influenced by word frequency and presentation modality.

On the Nature of Clitics and Their Sensitivity to Number Attraction Effects

PubMed Central

Santesteban, Mikel; Zawiszewski, Adam; Erdocia, Kepa; Laka, Itziar

2017-01-01

Pronominal dependencies have been shown to be more resilient to attraction effects than subject-verb agreement. We use this phenomenon to investigate whether antecedent-clitic dependencies in Spanish are computed like agreement or like pronominal dependencies. In Experiment 1, an acceptability judgment self-paced reading task was used. Accuracy data yielded reliable attraction effects in both grammatical and ungrammatical sentences, only in singular (but not plural) clitics. Reading times did not show reliable attraction effects. In Experiment 2, we measured electrophysiological responses to violations, which elicited a biphasic frontal negativity-P600 pattern. Number attraction modulated the frontal negativity but not the amplitude of the P600 component. This differs from ERP findings on subject-verb agreement, since when the baseline matching condition obtained a biphasic pattern, attraction effects only modulated the P600, not the preceding negativity. We argue that these findings support cue-retrieval accounts of dependency resolution and further suggest that the sensitivity to attraction effects shown by clitics resembles more the computation of pronominal dependencies than that of agreement. PMID:28928686

On the Nature of Clitics and Their Sensitivity to Number Attraction Effects.

PubMed

Santesteban, Mikel; Zawiszewski, Adam; Erdocia, Kepa; Laka, Itziar

2017-01-01

Pronominal dependencies have been shown to be more resilient to attraction effects than subject-verb agreement. We use this phenomenon to investigate whether antecedent-clitic dependencies in Spanish are computed like agreement or like pronominal dependencies. In Experiment 1, an acceptability judgment self-paced reading task was used. Accuracy data yielded reliable attraction effects in both grammatical and ungrammatical sentences, only in singular (but not plural) clitics. Reading times did not show reliable attraction effects. In Experiment 2, we measured electrophysiological responses to violations, which elicited a biphasic frontal negativity-P600 pattern. Number attraction modulated the frontal negativity but not the amplitude of the P600 component. This differs from ERP findings on subject-verb agreement, since when the baseline matching condition obtained a biphasic pattern, attraction effects only modulated the P600, not the preceding negativity. We argue that these findings support cue-retrieval accounts of dependency resolution and further suggest that the sensitivity to attraction effects shown by clitics resembles more the computation of pronominal dependencies than that of agreement.

Differential Effects of General Metacognition and Task-Specific Beliefs on Strategy Use and Recall.

ERIC Educational Resources Information Center

Weed, Keri; And Others

A self-paced free recall task was employed to assess the effects of motivational and metacognitive influences on active processing and recall. A total of 81 fourth-graders were randomly assigned to one of four instructional conditions: strategy instructions plus process monitoring instructions; strategy instructions only; process monitoring…

Effects of Noun Phrase Type on Sentence Complexity

ERIC Educational Resources Information Center

Gordon, Peter C.; Hendrick, Randall; Johnson, Marcus

2004-01-01

A series of self-paced reading time experiments was performed to assess how characteristics of noun phrases (NPs) contribute to the difference in processing difficulty between object- and subject-extracted relative clauses. Structural semantic characteristics of the NP in the embedded clause (definite vs. indefinite and definite vs. generic) did…

Computer-Assisted Instruction: One Aid for Teachers of Reading.

ERIC Educational Resources Information Center

Rauch, Margaret; Samojeden, Elizabeth

Computer assisted instruction (CAI), an instructional system with direct interaction between the student and the computer, can be a valuable aid for presenting new concepts, for reinforcing of selective skills, and for individualizing instruction. The advantages CAI provides include self-paced learning, more efficient allocation of classroom time,…

Computer-mediated communication and time pressure induce higher cardiovascular responses in the preparatory and execution phases of cooperative tasks.

PubMed

Costa Ferrer, Raquel; Serrano Rosa, Miguel Ángel; Zornoza Abad, Ana; Salvador Fernández-Montejo, Alicia

2010-11-01

The cardiovascular (CV) response to social challenge and stress is associated with the etiology of cardiovascular diseases. New ways of communication, time pressure and different types of information are common in our society. In this study, the cardiovascular response to two different tasks (open vs. closed information) was examined employing different communication channels (computer-mediated vs. face-to-face) and with different pace control (self vs. external). Our results indicate that there was a higher CV response in the computer-mediated condition, on the closed information task and in the externally paced condition. These role of these factors should be considered when studying the consequences of social stress and their underlying mechanisms.

Human problem solving performance in a fault diagnosis task

NASA Technical Reports Server (NTRS)

Rouse, W. B.

1978-01-01

It is proposed that humans in automated systems will be asked to assume the role of troubleshooter or problem solver and that the problems which they will be asked to solve in such systems will not be amenable to rote solution. The design of visual displays for problem solving in such situations is considered, and the results of two experimental investigations of human problem solving performance in the diagnosis of faults in graphically displayed network problems are discussed. The effects of problem size, forced-pacing, computer aiding, and training are considered. Results indicate that human performance deviates from optimality as problem size increases. Forced-pacing appears to cause the human to adopt fairly brute force strategies, as compared to those adopted in self-paced situations. Computer aiding substantially lessens the number of mistaken diagnoses by performing the bookkeeping portions of the task.

Degradation of cognitive timing mechanisms in behavioural variant frontotemporal dementia

PubMed Central

Henley, Susie M.D.; Downey, Laura E.; Nicholas, Jennifer M.; Kinnunen, Kirsi M.; Golden, Hannah L.; Buckley, Aisling; Mahoney, Colin J.; Crutch, Sebastian J.

2014-01-01

The current study examined motor timing in frontotemporal dementia (FTD), which manifests as progressive deterioration in social, behavioural and cognitive functions. Twenty-patients fulfilling consensus clinical criteria for behavioural variant FTD (bvFTD), 11 patients fulfilling consensus clinical criteria for semantic-variant primary progressive aphasia (svPPA), four patients fulfilling criteria for nonfluent/agrammatic primary progressive aphasia (naPPA), eight patients fulfilling criteria for Alzheimer׳s disease (AD), and 31 controls were assessed on both an externally- and self-paced finger-tapping task requiring maintenance of a regular, 1500 ms beat over 50 taps. Grey and white matter correlates of deficits in motor timing were examined using voxel-based morphometry (VBM) and diffusion tensor imaging (DTI). bvFTD patients exhibited significant deficits in aspects of both externally- and self-paced tapping. Increased mean inter-response interval (faster than target tap time) in the self-paced task was associated with reduced grey matter volume in the cerebellum bilaterally, right middle temporal gyrus, and with increased axial diffusivity in the right superior longitudinal fasciculus, regions and tracts which have been suggested to be involved in a subcortical–cortical network of structures underlying timing abilities. This suggests that such structures can be affected in bvFTD, and that impaired motor timing may underlie some characteristics of the bvFTD phenotype. PMID:25447066

Less efficient oculomotor performance is associated with increased incidence of head impacts in high school ice hockey.

PubMed

Kiefer, Adam W; DiCesare, Christopher; Nalepka, Patrick; Foss, Kim Barber; Thomas, Staci; Myer, Gregory D

2018-01-01

To evaluate associations between pre-season oculomotor performance on visual tracking tasks and in-season head impact incidence during high school boys ice hockey. Prospective observational study design. Fifteen healthy high school aged male hockey athletes (M=16.50±1.17years) performed two 30s blocks each of a prosaccade and self-paced saccade task, and two trials each of a slow, medium, and fast smooth pursuit task (90°s -1 ; 180°s -1 ; 360°s -1 ) during the pre-season. Regular season in-game collision data were collected via helmet-mounted accelerometers. Simple linear regressions were used to examine relations between oculomotor performance measures and collision incidence at various impact thresholds. The variability of prosaccade latency was positively related to total collisions for the 20g force cutoff (p=0.046, adjusted R 2 =0.28). The average self-paced saccade velocity (p=0.020, adjusted R 2 =0.37) and variability of smooth pursuit gaze velocity (p=0.012, adjusted R 2 =0.47) were also positively associated with total collisions for the 50g force cutoff. These results provide preliminary evidence that less efficient oculomotor performance on three different oculomotor tasks is associated with increased incidence of head impacts during a competitive ice hockey season. The variability of prosaccade latency, the average self-paced saccade velocity and the variability of gaze velocity during predictable smooth pursuit all related to increased head impacts. Future work is needed to further understand player initiated collisions, but this is an important first step toward understanding strategies to reduce incidence of injury risk in ice hockey, and potentially contact sports more generally. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Is Personalized Learning the Future of School?

ERIC Educational Resources Information Center

Paz-Albo, Jesús

2017-01-01

This article describes an innovative teaching approach that can offer the changes needed for school improvement. When entering an Education: Basic and Interactive (EBI) classroom, one will see students focused on accomplishing self-guided tasks and eager to move on to the next challenge in their self-paced learning. The EBI Project described here…

Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom

ERIC Educational Resources Information Center

Windingstad, Sunny; Skinner, Christopher H.; Rowland, Emily; Cardin, Elizabeth; Fearrington, Jamie Y.

2009-01-01

A multiple-baseline, across-tasks design was used to extend research on the taped-problems (TP) intervention with an intact, rural, second-grade classroom. During TP sessions an audio recording paced the class through a series of 15 or 16 addition facts four times. Problems and answers were read and students were instructed to attempt to provide…

Extended experience benefits spatial mental model development with route but not survey descriptions.

PubMed

Brunyé, Tad T; Taylor, Holly A

2008-02-01

Spatial descriptions symbolically represent environmental information through language and are written in two primary perspectives: survey, analogous to viewing a map, and route, analogous to navigation. Readers of survey or route descriptions form abstracted perspective flexible representations of the described environment, or spatial mental models. The present two experiments investigated the maintenance of perspective in spatial mental models as a function of description perspective and experience (operationalized through repetition), and as reflected in self-paced reading times. Experiment 1 involved studying survey and route descriptions either once or three times, then completing map drawing and true/false statement verification. Results demonstrated that spatial mental models are readily formed with survey descriptions, but require relatively more experience with route descriptions; further, some limited evidence suggests perspective dependence in spatial mental models, even following extended experience. Experiment 2 measured self-paced reading during three successive description presentations. Average reading times over the three presentations reduced more for survey relative to route descriptions, and there was no evidence for perspective specificity in resulting spatial mental models. This supports Experiment 1 findings demonstrating the relatively time-consuming nature of acquiring spatial mental models from route, but not survey descriptions. Results are discussed with regard to developmental, discourse processing, and spatial mental model theory.

Effects of Event Knowledge in Processing Verbal Arguments

ERIC Educational Resources Information Center

Bicknell, Klinton; Elman, Jeffrey L.; Hare, Mary; McRae, Ken; Kutas, Marta

2010-01-01

This research tests whether comprehenders use their knowledge of typical events in real time to process verbal arguments. In self-paced reading and event-related brain potential (ERP) experiments, we used materials in which the likelihood of a specific patient noun ("brakes" or "spelling") depended on the combination of an agent and verb…

The Role of "Only" in Contrasts in and out of Context

ERIC Educational Resources Information Center

Carlson, Katy

2013-01-01

Three self-paced reading experiments explored the processing of "only" and its interaction with context. In isolated sentences, the focus particle "only" predicts an upcoming contrast. Ambiguous replacive sentences (e.g., "The curator embarrassed the gallery owner in public, not the artist") with "only" on the subject or object showed faster…

Networked Learning in 70001 Programs.

ERIC Educational Resources Information Center

Fine, Marija Futchs

The 7000l Training and Employment Institute offers self-paced instruction through the use of computers and audiovisual materials to young people to improve opportunities for success in the work force. In 1988, four sites were equipped with Apple stand-alone software in an integrated learning system that included courses in reading and math, test…

Agreement Attraction in Comprehension: Representations and Processes

ERIC Educational Resources Information Center

Wagers, Matthew W.; Lau, Ellen F.; Phillips, Colin

2009-01-01

Much work has demonstrated so-called attraction errors in the production of subject-verb agreement (e.g., "The key to the cabinets are on the table", [Bock, J. K., & Miller, C. A. (1991). "Broken agreement." "Cognitive Psychology, 23", 45-93]), in which a verb erroneously agrees with an intervening noun. Six self-paced reading experiments examined…

An Active Reading Intervention for the Electronic Career Development Course (eCDC) Program

ERIC Educational Resources Information Center

Isreal, Kenith R.

2013-01-01

Electronic books have rapidly moved through the entertainment community and are rapidly making their way into the academic environment. Public and private schools, libraries and training organizations use eBooks for research and instruction. This study sought to enhance the learning habits of students taking self-paced correspondence courses…

The Acquisition of the Korean Honorific Affix "(u)si" by Advanced L2 Learners

ERIC Educational Resources Information Center

Mueller, Jeansue; Jiang, Nan

2013-01-01

An experiment investigated adult language learners' ability to develop fully integrated cognitive representations of a difficult second language (L2) morphosyntactic feature: the Korean honorific verbal affix "(u)si." Native speaker (NS) and nonnative speaker (NNS) latencies during a word-by-word self-paced reading comprehension task…

Making psycholinguistics musical: self-paced reading time evidence for shared processing of linguistic and musical syntax.

PubMed

Slevc, L Robert; Rosenberg, Jason C; Patel, Aniruddh D

2009-04-01

Linguistic processing, especially syntactic processing, is often considered a hallmark of human cognition; thus, the domain specificity or domain generality of syntactic processing has attracted considerable debate. The present experiments address this issue by simultaneously manipulating syntactic processing demands in language and music. Participants performed self-paced reading of garden path sentences, in which structurally unexpected words cause temporary syntactic processing difficulty. A musical chord accompanied each sentence segment, with the resulting sequence forming a coherent chord progression. When structurally unexpected words were paired with harmonically unexpected chords, participants showed substantially enhanced garden path effects. No such interaction was observed when the critical words violated semantic expectancy or when the critical chords violated timbral expectancy. These results support a prediction of the shared syntactic integration resource hypothesis (Patel, 2003), which suggests that music and language draw on a common pool of limited processing resources for integrating incoming elements into syntactic structures. Notations of the stimuli from this study may be downloaded from pbr.psychonomic-journals.org/content/supplemental.

Abstract knowledge versus direct experience in processing of binomial expressions

PubMed Central

Morgan, Emily; Levy, Roger

2016-01-01

We ask whether word order preferences for binomial expressions of the form A and B (e.g. bread and butter) are driven by abstract linguistic knowledge of ordering constraints referencing the semantic, phonological, and lexical properties of the constituent words, or by prior direct experience with the specific items in questions. Using forced-choice and self-paced reading tasks, we demonstrate that online processing of never-before-seen binomials is influenced by abstract knowledge of ordering constraints, which we estimate with a probabilistic model. In contrast, online processing of highly frequent binomials is primarily driven by direct experience, which we estimate from corpus frequency counts. We propose a trade-off wherein processing of novel expressions relies upon abstract knowledge, while reliance upon direct experience increases with increased exposure to an expression. Our findings support theories of language processing in which both compositional generation and direct, holistic reuse of multi-word expressions play crucial roles. PMID:27776281

Longitudinal assessment of reflexive and volitional saccades in Niemann-Pick Type C disease during treatment with miglustat.

PubMed

Abel, Larry A; Walterfang, Mark; Stainer, Matthew J; Bowman, Elizabeth A; Velakoulis, Dennis

2015-12-21

Niemann-Pick Type C disease (NPC), is an autosomal recessive neurovisceral disorder of lipid metabolism. One characteristic feature of NPC is a vertical supranuclear gaze palsy particularly affecting saccades. However, horizontal saccades are also impaired and as a consequence a parameter related to horizontal peak saccadic velocity was used as an outcome measure in the clinical trial of miglustat, the first drug approved in several jurisdictions for the treatment of NPC. As NPC-related neuropathology is widespread in the brain we examined a wider range of horizontal saccade parameters and to determine whether these showed treatment-related improvement and, if so, if this was maintained over time. Nine adult NPC patients participated in the study; 8 were treated with miglustat for periods between 33 and 61 months. Data were available for 2 patients before their treatment commenced and 1 patient was untreated. Tasks included reflexive saccades, antisaccades and self-paced saccades, with eye movements recorded by an infrared reflectance eye tracker. Parameters analysed were reflexive saccade gain and latency, asymptotic peak saccadic velocity, HSEM-α (the slope of the peak duration-amplitude regression line), antisaccade error percentage, self-paced saccade count and time between refixations on the self-paced task. Data were analysed by plotting the change from baseline as a proportion of the baseline value at each test time and, where multiple data values were available at each session, by linear mixed effects (LME) analysis. Examination of change plots suggested some modest sustained improvement in gain, no consistent changes in asymptotic peak velocity or HSEM-α, deterioration in the already poor antisaccade error rate and sustained improvement in self-paced saccade rate. LME analysis showed statistically significant improvement in gain and the interval between self-paced saccades, with differences over time between treated and untreated patients. Both qualitative examination of change scores and statistical evaluation with LME analysis support the idea that some saccadic parameters are robust indicators of efficacy, and that the variability observed across measures may indicate locally different effects of neurodegeneration and of drug actions.

Forms of work organization and associations with shoulder disorders: Results from a French working population.

PubMed

Bodin, Julie; Garlantézec, Ronan; Costet, Nathalie; Descatha, Alexis; Fouquet, Natacha; Caroly, Sandrine; Roquelaure, Yves

2017-03-01

The aim of this study was to identify forms of work organization in a French region and to study associations with the occurrence of symptomatic and clinically diagnosed shoulder disorders in workers. Workers were randomly included in this cross-sectional study from 2002 to 2005. Sixteen organizational variables were assessed by a self-administered questionnaire: i.e. shift work, job rotation, repetitiveness of tasks, paced work/automatic rate, work pace dependent on quantified targets, permanent controls or surveillance, colleagues' work and customer demand, and eight variables measuring decision latitude. Five forms of work organization were identified using hierarchical cluster analysis (HCA) of variables and HCA of workers: low decision latitude with pace constraints, medium decision latitude with pace constraints, low decision latitude with low pace constraints, high decision latitude with pace constraints and high decision latitude with low pace constraints. There were significant associations between forms of work organization and symptomatic and clinically-diagnosed shoulder disorders. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reading Time as Evidence for Mental Models in Understanding Physics

NASA Astrophysics Data System (ADS)

Brookes, David T.; Mestre, José; Stine-Morrow, Elizabeth A. L.

2007-11-01

We present results of a reading study that show the usefulness of probing physics students' cognitive processing by measuring reading time. According to contemporary discourse theory, when people read a text, a network of associated inferences is activated to create a mental model. If the reader encounters an idea in the text that conflicts with existing knowledge, the construction of a coherent mental model is disrupted and reading times are prolonged, as measured using a simple self-paced reading paradigm. We used this effect to study how "non-Newtonian" and "Newtonian" students create mental models of conceptual systems in physics as they read texts related to the ideas of Newton's third law, energy, and momentum. We found significant effects of prior knowledge state on patterns of reading time, suggesting that students attempt to actively integrate physics texts with their existing knowledge.

The Role of RAN and Reading Rate in Predicting Reading Self-Concept

ERIC Educational Resources Information Center

Kasperski, Ronen; Shany, Michal; Katzir, Tami

2016-01-01

Social identity theory states that a person's self-concept is created from comparison with others (Walsh & Gordon, 2008). In the case of reading, oral reading is a salient feature young children have to compare themselves on to their classroom peer group. The current study was set to explore the ability of oral reading tasks such as rapid…

Reading Text While Driving

PubMed Central

Horrey, William J.; Hoffman, Joshua D.

2015-01-01

Objective In this study, we investigated how drivers adapt secondary-task initiation and time-sharing behavior when faced with fluctuating driving demands. Background Reading text while driving is particularly detrimental; however, in real-world driving, drivers actively decide when to perform the task. Method In a test track experiment, participants were free to decide when to read messages while driving along a straight road consisting of an area with increased driving demands (demand zone) followed by an area with low demands. A message was made available shortly before the vehicle entered the demand zone. We manipulated the type of driving demands (baseline, narrow lane, pace clock, combined), message format (no message, paragraph, parsed), and the distance from the demand zone when the message was available (near, far). Results In all conditions, drivers started reading messages (drivers’ first glance to the display) before entering or before leaving the demand zone but tended to wait longer when faced with increased driving demands. While reading messages, drivers looked more or less off road, depending on types of driving demands. Conclusions For task initiation, drivers avoid transitions from low to high demands; however, they are not discouraged when driving demands are already elevated. Drivers adjust time-sharing behavior according to driving demands while performing secondary tasks. Nonetheless, such adjustment may be less effective when total demands are high. Application This study helps us to understand a driver’s role as an active controller in the context of distracted driving and provides insights for developing distraction interventions. PMID:25850162

Vocal Control: Is It Susceptible to the Negative Effects of Self-Regulatory Depletion?

PubMed

Vinney, Lisa A; van Mersbergen, Miriam; Connor, Nadine P; Turkstra, Lyn S

2016-09-01

Self-regulation (SR) relies on the capacity to modify behavior. This capacity may diminish with use and result in self-regulatory depletion (SRD), or the reduced ability to engage in future SR efforts. If the SRD effect applies to vocal behavior, it may hinder success during behavioral voice treatment. Thus, this proof-of-concept study sought to determine whether SRD affects vocal behavior change and if so, whether it can be repaired by an intervention meant to replete SR resources. One hundred four women without voice disorders were randomized into groups that performed either (1) a high-SR writing task followed by a high-SR voice task; (2) a low-SR writing task followed by a high-SR voice task; or (3) a high-SR writing task followed by a relaxation intervention and a high-SR voice task. The high-SR voice tasks in all groups involved suppression of the Lombard effect during reading and free speech. The low-SR group suppressed the Lombard effect to a greater extent than the high-SR group and high-SR-plus-relaxation group on the free speech task. There were no significant group differences on the reading task. Findings suggest that SRD may present challenges to vocal behavior modification during free speech but not reading. Furthermore, relaxation did not significantly replete self-regulatory resources for vocal modification during free speech. Findings may highlight potential considerations for voice treatment and assessment and support the need for future research focusing on effective methods to test self-regulatory capacity and replete self-regulatory resources in voice patients. Published by Elsevier Inc.

Saccadic Eye Movements in Anorexia Nervosa

PubMed Central

Phillipou, Andrea; Rossell, Susan Lee; Gurvich, Caroline; Hughes, Matthew Edward; Castle, David Jonathan; Nibbs, Richard Grant; Abel, Larry Allen

2016-01-01

Background Anorexia Nervosa (AN) has a mortality rate among the highest of any mental illness, though the factors involved in the condition remain unclear. Recently, the potential neurobiological underpinnings of the condition have become of increasing interest. Saccadic eye movement tasks have proven useful in our understanding of the neurobiology of some other psychiatric illnesses as they utilise known brain regions, but to date have not been examined in AN. The aim of this study was to investigate whether individuals with AN differ from healthy individuals in performance on a range of saccadic eye movements tasks. Methods 24 females with AN and 25 healthy individuals matched for age, gender and premorbid intelligence participated in the study. Participants were required to undergo memory-guided and self-paced saccade tasks, and an interleaved prosaccade/antisaccade/no-go saccade task while undergoing functional magnetic resonance imaging (fMRI). Results AN participants were found to make prosaccades of significantly shorter latency than healthy controls. AN participants also made an increased number of inhibitory errors on the memory-guided saccade task. Groups did not significantly differ in antisaccade, no-go saccade or self-paced saccade performance, or fMRI findings. Discussion The results suggest a potential role of GABA in the superior colliculus in the psychopathology of AN. PMID:27010196

The Processing of Subject-Object Ambiguities in Native and Near-Native Mexican Spanish

ERIC Educational Resources Information Center

Jegerski, Jill

2012-01-01

This self-paced reading study first tested the prediction that the garden path effect previously observed during the processing of subject-object ambiguities in native English would not obtain in a null subject language like Spanish. The investigation then further explored whether the effect would be evident among near-native readers of Spanish…

Cognitive coupling during reading.

PubMed

Mills, Caitlin; Graesser, Art; Risko, Evan F; D'Mello, Sidney K

2017-06-01

We hypothesize that cognitively engaged readers dynamically adjust their reading times with respect to text complexity (i.e., reading times should increase for difficult sections and decrease for easier ones) and failure to do so should impair comprehension. This hypothesis is consistent with theories of text comprehension but has surprisingly been untested. We tested this hypothesis by analyzing 4 datasets in which participants (N = 484) read expository texts using a self-paced reading paradigm. Participants self-reported mind wandering in response to pseudorandom thought-probes during reading and completed comprehension assessments after reading. We computed two measures of cognitive coupling by regressing each participant's paragraph-level reading times on two measures of text complexity: Flesch-Kincaid Grade Level and Word Concreteness scores. The two coupling measures yielded convergent findings: coupling was a negative predictor of mind wandering and a positive predictor of both text- and inference-level comprehension. Goodness-of-fit, measured with Akaike information criterion, also improved after adding coupling to the reading-time only models. Furthermore, cognitive coupling mediated the relationship between mind wandering and comprehension, supporting the hypothesis that mind wandering engenders a decoupling of attention from external stimuli. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults.

PubMed

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind's mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms.

Braille in the Sighted: Teaching Tactile Reading to Sighted Adults

PubMed Central

Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin

2016-01-01

Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind’s mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms. PMID:27187496

Language and Memory Improvements following tDCS of Left Lateral Prefrontal Cortex.

PubMed

Hussey, Erika K; Ward, Nathan; Christianson, Kiel; Kramer, Arthur F

2015-01-01

Recent research demonstrates that performance on executive-control measures can be enhanced through brain stimulation of lateral prefrontal regions. Separate psycholinguistic work emphasizes the importance of left lateral prefrontal cortex executive-control resources during sentence processing, especially when readers must override early, incorrect interpretations when faced with temporary ambiguity. Using transcranial direct current stimulation, we tested whether stimulation of left lateral prefrontal cortex had discriminate effects on language and memory conditions that rely on executive-control (versus cases with minimal executive-control demands, even in the face of task difficulty). Participants were randomly assigned to receive Anodal, Cathodal, or Sham stimulation of left lateral prefrontal cortex while they (1) processed ambiguous and unambiguous sentences in a word-by-word self-paced reading task and (2) performed an n-back memory task that, on some trials, contained interference lure items reputed to require executive-control. Across both tasks, we parametrically manipulated executive-control demands and task difficulty. Our results revealed that the Anodal group outperformed the remaining groups on (1) the sentence processing conditions requiring executive-control, and (2) only the most complex n-back conditions, regardless of executive-control demands. Together, these findings add to the mounting evidence for the selective causal role of left lateral prefrontal cortex for executive-control tasks in the language domain. Moreover, we provide the first evidence suggesting that brain stimulation is a promising method to mitigate processing demands encountered during online sentence processing.

Language and Memory Improvements following tDCS of Left Lateral Prefrontal Cortex

PubMed Central

Hussey, Erika K.; Ward, Nathan; Christianson, Kiel; Kramer, Arthur F.

2015-01-01

Recent research demonstrates that performance on executive-control measures can be enhanced through brain stimulation of lateral prefrontal regions. Separate psycholinguistic work emphasizes the importance of left lateral prefrontal cortex executive-control resources during sentence processing, especially when readers must override early, incorrect interpretations when faced with temporary ambiguity. Using transcranial direct current stimulation, we tested whether stimulation of left lateral prefrontal cortex had discriminate effects on language and memory conditions that rely on executive-control (versus cases with minimal executive-control demands, even in the face of task difficulty). Participants were randomly assigned to receive Anodal, Cathodal, or Sham stimulation of left lateral prefrontal cortex while they (1) processed ambiguous and unambiguous sentences in a word-by-word self-paced reading task and (2) performed an n-back memory task that, on some trials, contained interference lure items reputed to require executive-control. Across both tasks, we parametrically manipulated executive-control demands and task difficulty. Our results revealed that the Anodal group outperformed the remaining groups on (1) the sentence processing conditions requiring executive-control, and (2) only the most complex n-back conditions, regardless of executive-control demands. Together, these findings add to the mounting evidence for the selective causal role of left lateral prefrontal cortex for executive-control tasks in the language domain. Moreover, we provide the first evidence suggesting that brain stimulation is a promising method to mitigate processing demands encountered during online sentence processing. PMID:26528814

Examining Adolescents' Strategic Processing during Online Reading with a Question-Generating Task

ERIC Educational Resources Information Center

Cho, Byeong-Young; Woodward, Lindsay; Li, Dan; Barlow, Wendy

2017-01-01

Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants' concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with…

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

PubMed

Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

2012-07-01

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Effects of Word Frequency and Modality on Sentence Comprehension Impairments in People with Aphasia

PubMed Central

DeDe, Gayle

2014-01-01

Purpose It is well known that people with aphasia have sentence comprehension impairments. The present study investigated whether lexical factors contribute to sentence comprehension impairments in both the auditory and written modalities using on-line measures of sentence processing. Methods People with aphasia and non-brain-damaged controls participated in the experiment (n=8 per group). Twenty-one sentence pairs containing high and low frequency words were presented in self-paced listening and reading tasks. The sentences were syntactically simple and differed only in the critical words. The dependent variables were response times for critical segments of the sentence and accuracy on the comprehension questions. Results The results showed that word frequency influences performance on measures of sentence comprehension in people with aphasia. The accuracy data on the comprehension questions suggested that people with aphasia have more difficulty understanding sentences containing low frequency words in the written compared to auditory modality. Both group and single case analyses of the response time data also pointed to more difficulty with reading than listening. Conclusions The results show that sentence comprehension in people with aphasia is influenced by word frequency and presentation modality. PMID:22294411

Sleep restriction during simulated wildfire suppression: effect on physical task performance.

PubMed

Vincent, Grace; Ferguson, Sally A; Tran, Jacqueline; Larsen, Brianna; Wolkow, Alexander; Aisbett, Brad

2015-01-01

To examine the effects of sleep restriction on firefighters' physical task performance during simulated wildfire suppression. Thirty-five firefighters were matched and randomly allocated to either a control condition (8-hour sleep opportunity, n = 18) or a sleep restricted condition (4-hour sleep opportunity, n = 17). Performance on physical work tasks was evaluated across three days. In addition, heart rate, core temperature, and worker activity were measured continuously. Rate of perceived and exertion and effort sensation were evaluated during the physical work periods. There were no differences between the sleep-restricted and control groups in firefighters' task performance, heart rate, core temperature, or perceptual responses during self-paced simulated firefighting work tasks. However, the sleep-restricted group were less active during periods of non-physical work compared to the control group. Under self-paced work conditions, 4 h of sleep restriction did not adversely affect firefighters' performance on physical work tasks. However, the sleep-restricted group were less physically active throughout the simulation. This may indicate that sleep-restricted participants adapted their behaviour to conserve effort during rest periods, to subsequently ensure they were able to maintain performance during the firefighter work tasks. This work contributes new knowledge to inform fire agencies of firefighters' operational capabilities when their sleep is restricted during multi-day wildfire events. The work also highlights the need for further research to explore how sleep restriction affects physical performance during tasks of varying duration, intensity, and complexity.

Sleep Restriction during Simulated Wildfire Suppression: Effect on Physical Task Performance

PubMed Central

Vincent, Grace; Ferguson, Sally A.; Tran, Jacqueline; Larsen, Brianna; Wolkow, Alexander; Aisbett, Brad

2015-01-01

Objectives To examine the effects of sleep restriction on firefighters’ physical task performance during simulated wildfire suppression. Methods Thirty-five firefighters were matched and randomly allocated to either a control condition (8-hour sleep opportunity, n = 18) or a sleep restricted condition (4-hour sleep opportunity, n = 17). Performance on physical work tasks was evaluated across three days. In addition, heart rate, core temperature, and worker activity were measured continuously. Rate of perceived and exertion and effort sensation were evaluated during the physical work periods. Results There were no differences between the sleep-restricted and control groups in firefighters’ task performance, heart rate, core temperature, or perceptual responses during self-paced simulated firefighting work tasks. However, the sleep-restricted group were less active during periods of non-physical work compared to the control group. Conclusions Under self-paced work conditions, 4 h of sleep restriction did not adversely affect firefighters’ performance on physical work tasks. However, the sleep-restricted group were less physically active throughout the simulation. This may indicate that sleep-restricted participants adapted their behaviour to conserve effort during rest periods, to subsequently ensure they were able to maintain performance during the firefighter work tasks. This work contributes new knowledge to inform fire agencies of firefighters’ operational capabilities when their sleep is restricted during multi-day wildfire events. The work also highlights the need for further research to explore how sleep restriction affects physical performance during tasks of varying duration, intensity, and complexity. PMID:25615988

The roles of the anterior cingulate cortex and its dopamine receptors in self-paced cost-benefit decision making in rats.

PubMed

Wang, Shuai; Hu, Shan-Hu; Shi, Yi; Li, Bao-Ming

2017-03-01

It has been shown that the anterior cingulate cortex (ACC) and its dopamine system are crucial for decision making that requires physical/emotional effort, but not for all forms of cost-benefit decision making. Previous studies had mostly employed behavioral tasks with two competing cost-reward options that were preset by the experimenters. However, few studies have been conducted using scenarios in which the subjects have full control over the energy/time expenditure required to obtain a proportional reward. Here, we assessed the roles of the ACC and its dopamine system in cost-benefit decision making by utilizing a "do more get more" (DMGM) task and a time-reward trade-off (TRTO) task, wherein the animals were able to self-determine how much effort or time to expend at a nosepoke operandum for a proportional reward. Our results showed that (1) ACC inactivation severely impaired DMGM task performance, with a reduction in the rate of correct responses and a decrease in the effort expended, but did not affect the TRTO task; and (2) blocking ACC D2 receptors had no impact on DMGM task performance in the baseline cost-benefit scenario, but it significantly reduced the attempts to invest increased effort for a large reward when the benefit-cost ratio was reduced by half. In contrast, blocking ACC D1 receptors had no effect on DMGM task performance. These findings suggest that the ACC is required for self-paced effort-based but not for time-reward trade-off decision making. Furthermore, ACC dopamine D2 but not D1 receptors are involved in DMGM decision making.

On the Screen or Printed: A Case of EFL Learners' Online and Offline Reading the Press

ERIC Educational Resources Information Center

Rahimi, Ali; Behjat, Fatemeh

2011-01-01

A growing body of investigations on second language teaching and learning is now being devoted to the international use of network information and communication technology known as e-learning. Individualized self-paced e-learning offline and online are two of the common e-learning modalities used by language teachers and learners (Romiszowski…

Use of ratings of perceived exertion in sports.

PubMed

Eston, Roger

2012-06-01

The rating of perceived exertion (RPE) is a recognized marker of intensity and of homeostatic disturbance during exercise. It is typically monitored during exercise tests to complement other measures of intensity. The purpose of this commentary is to highlight the remarkable value of RPE as a psychophysiological integrator in adults. It can be used in such diverse fashions as to predict exercise capacity, assess changes in training status, and explain changes in pace and pacing strategy. In addition to using RPE to self-regulate exercise, a novel application of the intensity:RPE relationship is to clamp RPE at various levels to produce self-paced bouts of exercise, which can be used to assess maximal functional capacity. Research also shows that the rate of increase in RPE during self-paced competitive events of varying distance, or constant-load tasks where the participant exercises until volitional exhaustion, is proportional to the duration that remains. These findings suggest that the brain regulates RPE and performance in an anticipatory manner based on awareness of metabolic reserves at the start of an event and certainty of the anticipated end point. Changes in pace may be explained by a continuous internal negotiation of momentary RPE compared with a preplanned "ideal rate of RPE progression" template, which takes into account the portion of distance covered and the anticipated end point. These observations have led to the development of new techniques to analyze the complex relationship of RPE and pacing. The use of techniques to assess frontal-cortex activity will lead to further advances in understanding.

Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students

ERIC Educational Resources Information Center

Lipp, Ellen

2017-01-01

This pilot study examined multilingual university students' willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL…

Reading text while driving: understanding drivers' strategic and tactical adaptation to distraction.

PubMed

Liang, Yulan; Horrey, William J; Hoffman, Joshua D

2015-03-01

In this study, we investigated how drivers adapt secondary-task initiation and time-sharing behavior when faced with fluctuating driving demands. Reading text while driving is particularly detrimental; however, in real-world driving, drivers actively decide when to perform the task. In a test track experiment, participants were free to decide when to read messages while driving along a straight road consisting of an area with increased driving demands (demand zone) followed by an area with low demands. A message was made available shortly before the vehicle entered the demand zone. We manipulated the type of driving demands (baseline, narrow lane, pace clock, combined), message format (no message, paragraph, parsed), and the distance from the demand zone when the message was available (near, far). In all conditions, drivers started reading messages (drivers' first glance to the display) before entering or before leaving the demand zone but tended to wait longer when faced with increased driving demands. While reading messages, drivers looked more or less off road, depending on types of driving demands. For task initiation, drivers avoid transitions from low to high demands; however, they are not discouraged when driving demands are already elevated. Drivers adjust time-sharing behavior according to driving demands while performing secondary tasks. Nonetheless, such adjustment may be less effective when total demands are high. This study helps us to understand a driver's role as an active controller in the context of distracted driving and provides insights for developing distraction interventions. © 2014, Human Factors and Ergonomics Society.

Relating lab to life: Decrements in attention over time predict math productivity among children with ADHD.

PubMed

Fosco, Whitney D; Hawk, Larry W

2017-02-01

A child's ability to sustain attention over time (AOT) is critical in attention-deficit/hyperactivity disorder (ADHD), yet no prior work has examined the extent to which a child's decrement in AOT on laboratory tasks relates to clinically-relevant behavior. The goal of this study is to provide initial evidence for the criterion validity of laboratory assessments of AOT. A total of 20 children with ADHD (7-12 years of age) who were enrolled in a summer treatment program completed two lab attention tasks (a continuous performance task and a self-paced choice discrimination task) and math seatwork. Analyses focused on relations between attention task parameters and math productivity. Individual differences in overall attention (OA) measures (averaged across time) accounted for 23% of the variance in math productivity, supporting the criterion validity of lab measures of attention. The criterion validity was enhanced by consideration of changes in AOT. Performance on all laboratory attention measures deteriorated as time-on-task increased, and individual differences in the decrement in AOT accounted for 40% of the variance in math productivity. The only variable to uniquely predict math productivity was from the self-paced choice discrimination task. This study suggests that attention tasks in the lab do predict a clinically-relevant target behavior in children with ADHD, supporting their use as a means to study attention processes in a controlled environment. Furthermore, this prediction is improved when attention is examined as a function of time-on-task and when the attentional demands are consistent between lab and life contexts.

Logical metonymy resolution in a words-as-cues framework: evidence from self-paced reading and probe recognition.

PubMed

Zarcone, Alessandra; Padó, Sebastian; Lenci, Alessandro

2014-06-01

Logical metonymy resolution (begin a book → begin reading a book or begin writing a book) has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the words-as-cues paradigm can provide a more dynamic model of logical metonymy, accounting for early and dynamic integration of complex event information depending on previous contextual cues (agent and patient). We first present a self-paced reading experiment on German subordinate sentences, where metonymic sentences and their paraphrased version differ only in the presence or absence of the clause-final target verb (Der Konditor begann die Glasur → Der Konditor begann, die Glasur aufzutragen/The baker began the icing → The baker began spreading the icing). Longer reading times at the target verb position in a high-typicality condition (baker + icing → spread ) compared to a low-typicality (but still plausible) condition (child + icing → spread) suggest that we make use of knowledge activated by lexical cues to build expectations about events. The early and dynamic integration of event knowledge in metonymy interpretation is bolstered by further evidence from a second experiment using the probe recognition paradigm. Presenting covert events as probes following a high-typicality or a low-typicality metonymic sentence (Der Konditor begann die Glasur → AUFTRAGEN/The baker began the icing → SPREAD), we obtain an analogous effect of typicality at 100 ms interstimulus interval. © 2014 Cognitive Science Society, Inc.

RoboLeader: An Intelligent Agent for Enhancing Supervisory Control of Multiple Robots

DTIC Science & Technology

2010-07-01

TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) U.S. Army Research Laboratory ATTN: RDRL- HRM -AT Aberdeen...has been shown to have good 1 PowerPoint is a registered trademark of Microsoft Corporation, Redmond...training and practice on the tasks they would need to conduct. Training was self-paced and was delivered by PowerPoint slides, which showed the

Driving Performance After Self-Regulated Control Transitions in Highly Automated Vehicles.

PubMed

Eriksson, Alexander; Stanton, Neville A

2017-12-01

This study aims to explore whether driver-paced, noncritical transitions of control may counteract some of the aftereffects observed in the contemporary literature, resulting in higher levels of vehicle control. Research into control transitions in highly automated driving has focused on urgent scenarios where drivers are given a relatively short time span to respond to a request to resume manual control, resulting in seemingly scrambled control when manual control is resumed. Twenty-six drivers drove two scenarios with an automated driving feature activated. Drivers were asked to read a newspaper or monitor the system and relinquish or resume control from the automation when prompted by vehicle systems. Driving performance in terms of lane positioning and steering behavior was assessed for 20 seconds post resuming control to capture the resulting level of control. It was found that lane positioning was virtually unaffected for the duration of the 20-second time span in both automated conditions compared to the manual baseline when drivers resumed manual control; however, significant increases in the standard deviation of steering input were found for both automated conditions compared to baseline. No significant differences were found between the two automated conditions. The results indicate that when drivers self-paced the transfer back to manual control they exhibit less of the detrimental effects observed in system-paced conditions. It was shown that self-paced transitions could reduce the risk of accidents near the edge of the operational design domain. Vehicle manufacturers must consider these benefits when designing contemporary systems.

Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen; Alfano, Michael P

2005-12-01

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

Mind-wandering in Younger and Older Adults: Converging Evidence from the Sustained Attention to Response Task and Reading for Comprehension

PubMed Central

Jackson, Jonathan D.; Balota, David A.

2011-01-01

One mechanism that has been hypothesized to contribute to older adults’ changes in cognitive performance is goal neglect or impairment in maintaining task set across time. Mind-wandering and task-unrelated thought may underlie these potential age-related changes. The present study investigated age-related changes in mind-wandering in three different versions of the Sustained Attention to Response task (SART), along with self-reported mind-wandering during a reading for comprehension task. In the SART, both younger and older adults produced similar levels of faster reaction times before No-Go errors of commission, whereas, older adults produced disproportionate post-error slowing. Subjective self-reports of mind-wandering recorded during the SART and the reading task indicated that older adults were less likely to report mind-wandering than younger adults. Discussion focuses on cognitive and motivational mechanisms that may account for older adults’ relatively low levels of reported mind-wandering. PMID:21707183

Mind-wandering in younger and older adults: converging evidence from the Sustained Attention to Response Task and reading for comprehension.

PubMed

Jackson, Jonathan D; Balota, David A

2012-03-01

One mechanism that has been hypothesized to contribute to older adults' changes in cognitive performance is goal neglect or impairment in maintaining task set across time. Mind-wandering and task-unrelated thought may underlie these potential age-related changes. The present study investigated age-related changes in mind-wandering in three different versions of the Sustained Attention to Response Task (SART), along with self-reported mind-wandering during a reading for comprehension task. In the SART, both younger and older adults produced similar levels of faster reaction times before No-Go errors of commission, whereas, older adults produced disproportionate post-error slowing. Subjective self-reports of mind-wandering recorded during the SART and the reading task indicated that older adults were less likely to report mind-wandering than younger adults. Discussion focuses on cognitive and motivational mechanisms that may account for older adults' relatively low levels of reported mind-wandering.

New Directions in Apprentice Selection: Self-Perceived "On the Job" Literacy (Reading) Demands of Apprentices.

ERIC Educational Resources Information Center

Edwards, Peter; Gould, Warren

A study investigated the self-perceived, on-the-job literacy tasks of electrical mechanic apprentices in Victoria, Australia. A random sample of 401 apprentices from 19 locations representing all levels of apprenticeship training were questioned about their reading needs and the consequences of making a reading error in their work. Data were…

Working Memory Effects on L1 and L2 Processing of Ambiguous Relative Clauses by Korean L2 Learners of English

ERIC Educational Resources Information Center

Kim, Ji Hyon; Christianson, Kiel

2017-01-01

In this study, we report the results of two self-paced reading experiments that investigated working memory capacity effects on the processing of globally ambiguous relative clauses by advanced Korean second language (L2) learners of English. Consistent with previous monolingual literature on the processing of temporary ambiguity, we found that…

Processing of Regular and Irregular Past Tense Morphology in Highly Proficient Second Language Learners of English: A Self-Paced Reading Study

ERIC Educational Resources Information Center

Pliatsikas, Christos; Marinis, Theodoros

2013-01-01

Dual-system models suggest that English past tense morphology involves two processing routes: rule application for regular verbs and memory retrieval for irregular verbs. In second language (L2) processing research, Ullman suggested that both verb types are retrieved from memory, but more recently Clahsen and Felser and Ullman argued that past…

Evaluative Processing of Food Images: A Conditional Role for Viewing in Preference Formation

PubMed Central

Wolf, Alexandra; Ounjai, Kajornvut; Takahashi, Muneyoshi; Kobayashi, Shunsuke; Matsuda, Tetsuya; Lauwereyns, Johan

2018-01-01

Previous research suggested a role of gaze in preference formation, not merely as an expression of preference, but also as a causal influence. According to the gaze cascade hypothesis, the longer subjects look at an item, the more likely they are to develop a preference for it. However, to date the connection between viewing and liking has been investigated predominately with self-paced viewing conditions in which the subjects were required to select certain items from simultaneously presented stimuli on the basis of perceived visual attractiveness. Such conditions might promote a default, but non-mandatory connection between viewing and liking. To explore whether the connection is separable, we examined the evaluative processing of single naturalistic food images in a 2 × 2 design, conducted completely within subjects, in which we varied both the type of exposure (self-paced versus time-controlled) and the type of evaluation (non-exclusive versus exclusive). In the self-paced exclusive evaluation, longer viewing was associated with a higher likelihood of a positive evaluation. However, in the self-paced non-exclusive evaluation, the trend reversed such that longer viewing durations were associated with lesser ratings. Furthermore, in the time-controlled tasks, both with non-exclusive and exclusive evaluation, there was no significant relationship between the viewing duration and the evaluation. The overall pattern of results was consistent for viewing times measured in terms of exposure duration (i.e., the duration of stimulus presentation on the screen) and in terms of actual gaze duration (i.e., the amount of time the subject effectively gazed at the stimulus on the screen). The data indicated that viewing does not intrinsically lead to a higher evaluation when evaluating single food images; instead, the relationship between viewing duration and evaluation depends on the type of task. We suggest that self-determination of exposure duration may be a prerequisite for any influence from viewing time on evaluative processing, regardless of whether the influence is facilitative. Moreover, the purported facilitative link between viewing and liking appears to be limited to exclusive evaluation, when only a restricted number of items can be included in a chosen set. PMID:29942273

Evaluative Processing of Food Images: A Conditional Role for Viewing in Preference Formation.

PubMed

Wolf, Alexandra; Ounjai, Kajornvut; Takahashi, Muneyoshi; Kobayashi, Shunsuke; Matsuda, Tetsuya; Lauwereyns, Johan

2018-01-01

Previous research suggested a role of gaze in preference formation, not merely as an expression of preference, but also as a causal influence. According to the gaze cascade hypothesis, the longer subjects look at an item, the more likely they are to develop a preference for it. However, to date the connection between viewing and liking has been investigated predominately with self-paced viewing conditions in which the subjects were required to select certain items from simultaneously presented stimuli on the basis of perceived visual attractiveness. Such conditions might promote a default, but non-mandatory connection between viewing and liking. To explore whether the connection is separable, we examined the evaluative processing of single naturalistic food images in a 2 × 2 design, conducted completely within subjects, in which we varied both the type of exposure (self-paced versus time-controlled) and the type of evaluation (non-exclusive versus exclusive). In the self-paced exclusive evaluation, longer viewing was associated with a higher likelihood of a positive evaluation. However, in the self-paced non-exclusive evaluation, the trend reversed such that longer viewing durations were associated with lesser ratings. Furthermore, in the time-controlled tasks, both with non-exclusive and exclusive evaluation, there was no significant relationship between the viewing duration and the evaluation. The overall pattern of results was consistent for viewing times measured in terms of exposure duration (i.e., the duration of stimulus presentation on the screen) and in terms of actual gaze duration (i.e., the amount of time the subject effectively gazed at the stimulus on the screen). The data indicated that viewing does not intrinsically lead to a higher evaluation when evaluating single food images; instead, the relationship between viewing duration and evaluation depends on the type of task. We suggest that self-determination of exposure duration may be a prerequisite for any influence from viewing time on evaluative processing, regardless of whether the influence is facilitative. Moreover, the purported facilitative link between viewing and liking appears to be limited to exclusive evaluation, when only a restricted number of items can be included in a chosen set.

Self-Paced Calculus: A Case Study.

ERIC Educational Resources Information Center

Johnson, Guy, Jr.; Pascarella, Ernest T.

Increasingly higher education is confronted with the task of educating a population of students whose entry aptitudes and skills have grown more heterogeneous. Perhaps nowhere is this diversity of abilities more apparent, and at the same time more difficult to deal with, than in courses in introductory calculus. This paper outlines an experimental…

Implementing a Successful Laptop Programme.

ERIC Educational Resources Information Center

Westwood, Pete; Dobson, Lindsey

1999-01-01

Describes experiences in instituting a personal ownership laptop programme for 10 and 11 year-olds. Argues that learning with laptops captivates and empowers students, making them more self-motivated and task-oriented. There is increased risk-taking, as students work at their own pace, and in their own time. Furthermore, creativity is encouraged.…

Collecting Psycholinguistic Response Time Data Using Amazon Mechanical Turk

PubMed Central

Enochson, Kelly; Culbertson, Jennifer

2015-01-01

Researchers in linguistics and related fields have recently begun exploiting online crowd-sourcing tools, like Amazon Mechanical Turk (AMT), to gather behavioral data. While this method has been successfully validated for various offline measures—grammaticality judgment or other forced-choice tasks—its use for mainstream psycholinguistic research remains limited. This is because psycholinguistic effects are often dependent on relatively small differences in response times, and there remains some doubt as to whether precise timing measurements can be gathered over the web. Here we show that three classic psycholinguistic effects can in fact be replicated using AMT in combination with open-source software for gathering response times client-side. Specifically, we find reliable effects of subject definiteness, filler-gap dependency processing, and agreement attraction in self-paced reading tasks using approximately the same numbers of participants and/or trials as similar laboratory studies. Our results suggest that psycholinguists can and should be taking advantage of AMT and similar online crowd-sourcing marketplaces as a fast, low-resource alternative to traditional laboratory research. PMID:25822348

Self-paced preparation for a task switch eliminates attentional inertia but not the performance switch cost.

PubMed

Longman, Cai S; Lavric, Aureliu; Monsell, Stephen

2017-06-01

The performance overhead associated with changing tasks (the "switch cost") usually diminishes when the task is specified in advance but is rarely eliminated by preparation. A popular account of the "residual" (asymptotic) switch cost is that it reflects "task-set inertia": carry-over of task-set parameters from the preceding trial(s). New evidence for a component of "task-set inertia" comes from eye-tracking, where the location associated with the previously (but no longer) relevant task is fixated preferentially over other irrelevant locations, even when preparation intervals are generous. Might such limits in overcoming task-set inertia in general, and "attentional inertia" in particular, result from suboptimal scheduling of preparation when the time available is outside one's control? In the present study, the stimulus comprised 3 digits located at the points of an invisible triangle, preceded by a central verbal cue specifying which of 3 classification tasks to perform, each consistently applied to just 1 digit location. The digits were presented only when fixation moved away from the cue, thus giving the participant control over preparation time. In contrast to our previous research with experimenter-determined preparation intervals, we found no sign of attentional inertia for the long preparation intervals. Self-paced preparation reduced but did not eliminate the performance switch cost-leaving a clear residual component in both reaction time and error rates. That the scheduling of preparation accounts for some, but not all, components of the residual switch cost, challenges existing accounts of the switch cost, even those which distinguish between preparatory and poststimulus reconfiguration processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Application of Computer Assisted Colposcopy Education

DTIC Science & Technology

2001-05-29

Language, age , and a literacy level of seventh grade also limited the study. The comfort level of the participant with computer utilization was another...across the age continuum. Even patients with low literacy skills also benefited from the self- paced instruction and non-threatening learning environment...Inclusion criteria were that women had to be 18 years of age or older and eligible for military medical care. Additionally, participants had to read

Effects of a brisk walk on blood pressure responses to the Stroop, a speech task and a smoking cue among temporarily abstinent smokers.

PubMed

Taylor, Adrian; Katomeri, Magdalena

2006-01-01

A review and meta-analysis by Hamer et al. (2006) showed that a single session of exercise can attenuate post-exercise blood pressure (BP) responses to stress, but no studies examined the effects among smokers or with brisk walking. Healthy volunteers (n=60), averaging 28 years of age and smoking 15 cigarettes daily, abstained from smoking for 2 h before being randomly assigned to a 15-min brisk semi-self-paced walk or passive control condition. Subject characteristics, typical smoking cue-elicited cravings and BP were assessed at baseline. After each condition, BP was assessed before and after three psycho-social stressors were carried out: (1) computerised Stroop word-colour interference task, (2) speech task and (3) only handling a lit cigarette. A two-way mixed ANCOVA (controlling for baseline) revealed a significant overall interaction effect for time by condition for both systolic blood pressure (SBP) and diastolic blood pressure (DBP). Univariate ANCOVAs (to compare between-groups post-stressor BP, controlling for pre-stressor BP) revealed that exercise attenuated systolic BP and diastolic BP responses to the Stroop and speech tasks and SBP to the lit cigarette equivalent to an attenuated SBP and DBP of up to 3.8 mmHg. Post-exercise attenuation effects were moderated by resting blood pressure and self-reported smoking cue-elicited craving. Effects were strongest among those with higher blood pressure and smokers who reported typically stronger cravings when faced with smoking cues. Blood pressure responses to the lit cigarette were not associated with responses to the Stroop and speech task. A self-paced 15-min walk can reduce smokers' SBP and DBP responses to stress, of a magnitude similar on average to non-smokers.

Cognitive Constraints and Island Effects

PubMed Central

Hofmeister, Philip; Sag, Ivan A.

2012-01-01

Competence-based theories of island effects play a central role in generative grammar, yet the graded nature of many syntactic islands has never been properly accounted for. Categorical syntactic accounts of island effects have persisted in spite of a wealth of data suggesting that island effects are not categorical in nature and that non-structural manipulations that leave island structures intact can radically alter judgments of island violations. We argue here, building on work by Deane, Kluender, and others, that processing factors have the potential to account for this otherwise unexplained variation in acceptability judgments. We report the results of self-paced reading experiments and controlled acceptability studies which explore the relationship between processing costs and judgments of acceptability. In each of the three self-paced reading studies, the data indicate that the processing cost of different types of island violations can be significantly reduced to a degree comparable to that of non-island filler-gap constructions by manipulating a single non-structural factor. Moreover, this reduction in processing cost is accompanied by significant improvements in acceptability. This evidence favors the hypothesis that island-violating constructions involve numerous processing pressures that aggregate to drive processing difficulty above a threshold so that a perception of unacceptability ensues. We examine the implications of these findings for the grammar of filler-gap dependencies.* PMID:22661792

A two-class self-paced BCI to control a robot in four directions.

PubMed

Ron-Angevin, Ricardo; Velasco-Alvarez, Francisco; Sancha-Ros, Salvador; da Silva-Sauer, Leandro

2011-01-01

In this work, an electroencephalographic analysis-based, self-paced (asynchronous) brain-computer interface (BCI) is proposed to control a mobile robot using four different navigation commands: turn right, turn left, move forward and move back. In order to reduce the probability of misclassification, the BCI is to be controlled with only two mental tasks (relaxed state versus imagination of right hand movements), using an audio-cued interface. Four healthy subjects participated in the experiment. After two sessions controlling a simulated robot in a virtual environment (which allowed the user to become familiar with the interface), three subjects successfully moved the robot in a real environment. The obtained results show that the proposed interface enables control over the robot, even for subjects with low BCI performance. © 2011 IEEE

Faster Self-paced Rate of Drinking for Alcohol Mixed with Energy Drinks versus Alcohol Alone

PubMed Central

Marczinski, Cecile A.; Fillmore, Mark T.; Maloney, Sarah F.; Stamates, Amy L.

2016-01-01

The consumption of alcohol mixed with energy drinks (AmED) has been associated with higher rates of binge drinking and impaired driving when compared to alcohol alone. However, it remains unclear why the risks of use of AmED are heightened compared to alcohol alone even when the doses of alcohol consumed are similar. Therefore, the purpose of this laboratory study was to investigate if the rate of self-paced beverage consumption was faster for a dose of AmED versus alcohol alone using a double-blind, within-subjects, placebo-controlled study design. Participants (n = 16) of equal gender who were social drinkers attended 4 separate test sessions that involved consumption of alcohol (1.97 ml/kg vodka) and energy drinks, alone and in combination. On each test day, the dose assigned was divided into 10 cups. Participants were informed that they would have a two hour period to consume the 10 drinks. After the self-paced drinking period, participants completed a cued go/no-go reaction time task and subjective ratings of stimulation and sedation. The results indicated that participants consumed the AmED dose significantly faster (by approximately 16 minutes) than the alcohol dose. For the performance task, participants’ mean reaction times were slower in the alcohol conditions and faster in the energy drink conditions. In conclusion, alcohol consumers should be made aware that rapid drinking might occur for AmED beverages thus heightening alcohol-related safety risks. The fast rate of drinking may be related to the generalized speeding of responses following energy drink consumption. PMID:27819431

Adding sleep restriction to the equation: impact on wildland firefighters' work performance and physiology in hot conditions.

PubMed

Vincent, Grace E; Ferguson, Sally; Larsen, Brianna; Ridgers, Nicola D; Snow, Rod; Aisbett, Brad

2018-04-06

To examine the effects of sleep restriction on firefighters' physical task performance, physical activity, and physiological and perceived exertion during simulated hot wildfire conditions. 31 firefighters were randomly allocated to either the hot (n = 18, HOT; 33 °C, 8-h sleep opportunity) or hot and sleep restricted (n = 13, HOT + SR; 33 °C, 4-h sleep opportunity) condition. Intermittent, self-paced work circuits of six firefighting tasks were performed for 3 days. Firefighters self-reported ratings of perceived exertion. Heart rate, core temperature, and physical activity were measured continuously. Fluids were consumed ad libitum, and all food and fluids consumed were recorded. Urine volume and urine specific gravity (USG) were analysed and sleep was assessed using polysomnography (PSG). There were no differences between the HOT and HOT + SR groups in firefighters' physical task performance, heart rate, core temperature, USG, or fluid intake. Ratings of perceived exertion were higher (p < 0.05) in the HOT + SR group for two of the six firefighting tasks. The HOT group spent approximately 7 min more undertaking moderate physical activity throughout the 2-h work circuits compared to the HOT + SR group. Two nights of sleep restriction did not influence firefighters' physical task performance or physiological responses during 3 days of simulated wildfire suppression. Further research is needed to explore firefighters' pacing strategies during real wildfire suppression.

Children's On-Line Processing of Scrambling in Japanese

ERIC Educational Resources Information Center

Suzuki, Takaaki

2013-01-01

This study investigates the on-line processing of scrambled sentences in Japanese by preschool children and adults using a combination of self-paced listening and speeded picture selection tasks. The effects of a filler-gap dependency, reversibility, and case markers were examined. The results show that both children and adults had difficulty in…

The Admissions Profession: A Guide for Staff Development and Program Management.

ERIC Educational Resources Information Center

American Association of Collegiate Registrars and Admissions Officers, Washington, DC.

This guide is designed to assist in college admissions staff development and program management, but is also suggested for use in training and accrediting efforts, presentations on admissions tasks, internal or external evaluations, preparation of periodic reports, and as a self-paced workbook when preparing for the admission profession, or for…

Processing Efficiency in Preschoolers' Memory Span: Individual Differences Related to Age and Anxiety

ERIC Educational Resources Information Center

Visu-Petra, Laura; Miclea, Mircea; Cheie, Lavinia; Benga, Oana

2009-01-01

In self-paced auditory memory span tasks, the microanalysis of response timing measures represents a developmentally sensitive measure, providing insights into the development of distinct processing rates during recall performance. The current study first examined the effects of age and trait anxiety on span accuracy (effectiveness) and response…

Subsistence Specialist Handbook. Pamphlet No. P35101. Fourth Edition.

ERIC Educational Resources Information Center

Coast Guard Inst., Oklahoma City, OK.

This self-paced course is designed to present a basic, general overview of the duties of a Coast Guard Third Class Subsistence Specialist. The course provides basic information necessary to perform food preparation and food service tasks using various types of food service equipment and utensils. The course contains 16 illustrated reading…

The Instructional Effect of Color in Immediate and Delayed Retention.

ERIC Educational Resources Information Center

Lamberski, Richard J.

The effect of verbal and visual (color or black/white) coding strategies in self-paced instruction and test materials in facilitating student retention on different cognitive tasks was studied. The 176 college student subjects received instruction and testing using varied combinations of color or black/white materials. Instructional materials were…

Development and Initial Validation of the Activity Patterns Scale in Patients With Chronic Pain.

PubMed

Esteve, Rosa; Ramírez-Maestre, Carmen; Peters, Madelon L; Serrano-Ibáñez, Elena R; Ruíz-Párraga, Gema T; López-Martínez, Alicia E

2016-04-01

Several self-report measures were used to identify 6 activity patterns in chronic pain patients: pain avoidance, activity avoidance, task-contingent persistence, excessive persistence, pain-contingent persistence, and pacing. Instruments for assessing pacing should include 3 pacing behaviors (breaking tasks into smaller tasks, taking frequent short rests, slowing down), each of which relate to a single goal (increasing activity levels, conserving energy for valued activities, and reducing pain). This article presents the Activity Patterns Scale (APS), which assesses these 6 activity patterns. Study 1 included 291 participants with chronic pain, and tested 3 structures using confirmatory factor analyses. The structure with the best fit had 8 factors corresponding to the hypothesized scales. High correlations in the expected direction were found between the APS subscales and the "Patterns of Activity Measure-Pain." Study 2 included 111 patients with chronic pain, and aimed at examining the association between the APS subscales and adjustment to pain. It was found that that activity avoidance was associated with daily functioning and impairment. Negative affect was positively associated with activity avoidance and excessive persistence, and negatively associated with task-contingent persistence, which was also positively associated with positive affect. This study showed that the APS is a valid and reliable instrument for clinical practice and research. This article presents a valid and reliable instrument to assess activity patterns in patients with chronic pain. The findings suggest that avoidance, persistence, and pacing are multidimensional constructs. Distinguishing between these dimensions sheds light on previous contradictory results and has direct clinical implications regarding recommending the most advisable activity patterns. Copyright © 2016 American Pain Society. Published by Elsevier Inc. All rights reserved.

Toward brain-actuated car applications: Self-paced control with a motor imagery-based brain-computer interface.

PubMed

Yu, Yang; Zhou, Zongtan; Yin, Erwei; Jiang, Jun; Tang, Jingsheng; Liu, Yadong; Hu, Dewen

2016-10-01

This study presented a paradigm for controlling a car using an asynchronous electroencephalogram (EEG)-based brain-computer interface (BCI) and presented the experimental results of a simulation performed in an experimental environment outside the laboratory. This paradigm uses two distinct MI tasks, imaginary left- and right-hand movements, to generate a multi-task car control strategy consisting of starting the engine, moving forward, turning left, turning right, moving backward, and stopping the engine. Five healthy subjects participated in the online car control experiment, and all successfully controlled the car by following a previously outlined route. Subject S1 exhibited the most satisfactory BCI-based performance, which was comparable to the manual control-based performance. We hypothesize that the proposed self-paced car control paradigm based on EEG signals could potentially be used in car control applications, and we provide a complementary or alternative way for individuals with locked-in disorders to achieve more mobility in the future, as well as providing a supplementary car-driving strategy to assist healthy people in driving a car. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Co-Adaptive Brain-Computer Interface for End Users with Severe Motor Impairment

PubMed Central

Faller, Josef; Scherer, Reinhold; Costa, Ursula; Opisso, Eloy; Medina, Josep; Müller-Putz, Gernot R.

2014-01-01

Co-adaptive training paradigms for event-related desynchronization (ERD) based brain-computer interfaces (BCI) have proven effective for healthy users. As of yet, it is not clear whether co-adaptive training paradigms can also benefit users with severe motor impairment. The primary goal of our paper was to evaluate a novel cue-guided, co-adaptive BCI training paradigm with severely impaired volunteers. The co-adaptive BCI supports a non-control state, which is an important step toward intuitive, self-paced control. A secondary aim was to have the same participants operate a specifically designed self-paced BCI training paradigm based on the auto-calibrated classifier. The co-adaptive BCI analyzed the electroencephalogram from three bipolar derivations (C3, Cz, and C4) online, while the 22 end users alternately performed right hand movement imagery (MI), left hand MI and relax with eyes open (non-control state). After less than five minutes, the BCI auto-calibrated and proceeded to provide visual feedback for the MI task that could be classified better against the non-control state. The BCI continued to regularly recalibrate. In every calibration step, the system performed trial-based outlier rejection and trained a linear discriminant analysis classifier based on one auto-selected logarithmic band-power feature. In 24 minutes of training, the co-adaptive BCI worked significantly (p = 0.01) better than chance for 18 of 22 end users. The self-paced BCI training paradigm worked significantly (p = 0.01) better than chance in 11 of 20 end users. The presented co-adaptive BCI complements existing approaches in that it supports a non-control state, requires very little setup time, requires no BCI expert and works online based on only two electrodes. The preliminary results from the self-paced BCI paradigm compare favorably to previous studies and the collected data will allow to further improve self-paced BCI systems for disabled users. PMID:25014055

Factors influencing self-reported vision-related activity limitation in the visually impaired.

PubMed

Tabrett, Daryl R; Latham, Keziah

2011-07-15

The use of patient-reported outcome (PRO) measures to assess self-reported difficulty in visual activities is common in patients with impaired vision. This study determines the visual and psychosocial factors influencing patients' responses to self-report measures, to aid in understanding what is being measured. One hundred visually impaired participants completed the Activity Inventory (AI), which assesses self-reported, vision-related activity limitation (VRAL) in the task domains of reading, mobility, visual information, and visual motor tasks. Participants also completed clinical tests of visual function (distance visual acuity and near reading performance both with and without low vision aids [LVAs], contrast sensitivity, visual fields, and depth discrimination), and questionnaires assessing depressive symptoms, social support, adjustment to visual loss, and personality. Multiple regression analyses identified that an acuity measure (distance or near), and, to a lesser extent, near reading performance without LVAs, visual fields, and contrast sensitivity best explained self-reported VRAL (28%-50% variance explained). Significant psychosocial correlates were depression and adjustment, explaining an additional 6% to 19% unique variance. Dependent on task domain, the parameters assessed explained 59% to 71% of the variance in self-reported VRAL. Visual function, most notably acuity without LVAs, is the best predictor of self-reported VRAL assessed by the AI. Depression and adjustment to visual loss also significantly influence self-reported VRAL, largely independent of the severity of visual loss and most notably in the less vision-specific tasks. The results suggest that rehabilitation strategies addressing depression and adjustment could improve perceived visual disability.

The efficacy of self-paced study in multitrial learning.

PubMed

de Jonge, Mario; Tabbers, Huib K; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-05-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance. (c) 2015 APA, all rights reserved).

The Relationship between Mastery Orientation Goals, Student Self-Efficacy for Reading and Reading Achievement in Intermediate Level Learners in a Rural School District

ERIC Educational Resources Information Center

Waleff, Marci Lyn

2010-01-01

Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…

Understanding Performance Decrements in a Letter-Canceling Task: Overcoming Habits or Inhibition of Reading.

PubMed

Myers, Larry; Downie, Steven; Taylor, Grant; Marrington, Jessica; Tehan, Gerald; Ireland, Michael J

2018-01-01

The importance of self-regulation in human behavior is readily apparent and diverse theoretical accounts for explaining self-regulation failures have been proposed. Typically, these accounts are based on a sequential task methodology where an initial task is presented to deplete self-regulatory resources, and carryover effects are then examined on a second outcome task. In the aftermath of high profile replication failures using a popular letter-crossing task as a means of depleting self-regulatory resources and subsequent criticisms of that task, current research into self-control is currently at an impasse. This is largely due to the lack of empirical research that tests explicit assumptions regarding the initial task. One such untested assumption is that for resource depletion to occur, the initial task must first establish an habitual response and then this habitual response must be inhibited, with behavioral inhibition being the causal factor in inducing depletion. This study reports on four experiments exploring performance on a letter-canceling task, where the rules for target identification remained constant but the method of responding differed (Experiment 1) and the coherence of the text was manipulated (Experiments 1-4). Experiment 1 established that habit forming and behavioral inhibition did not produce any performance decrement when the targets were embedded in random letter strings. Experiments 2-4 established that target detection was sensitive to language characteristics and the coherence of the background text, suggesting that participants' automatic reading processes is a key driver of performance in the letter-e task.

Is Familiarity the All-Purpose Reading Tool? The Case of the Missing-Letter Effect for Self-Generated Texts

ERIC Educational Resources Information Center

Saint-Aubin, Jean; Roy-Charland, Annie

2012-01-01

Participants performed a letter detection task on a self-generated and on an unfamiliar text to address two questions: Will letter processing differ for self-generated and unfamiliar texts? Is the missing-letter effect immune from text familiarity? The 36 participants were asked to write an essay and then to read it along with an unfamiliar text…

Total sleep deprivation does not significantly degrade semantic encoding.

PubMed

Honn, K A; Grant, D A; Hinson, J M; Whitney, P; Van Dongen, Hpa

2018-01-17

Sleep deprivation impairs performance on cognitive tasks, but it is unclear which cognitive processes it degrades. We administered a semantic matching task with variable stimulus onset asynchrony (SOA) and both speeded and self-paced trial blocks. The task was administered at the baseline and 24 hours later after 30.8 hours of total sleep deprivation (TSD) or matching well-rested control. After sleep deprivation, the 20% slowest response times (RTs) were significantly increased. However, the semantic encoding time component of the RTs remained at baseline level. Thus, the performance impairment induced by sleep deprivation on this task occurred in cognitive processes downstream of semantic encoding.

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

PubMed

Curran, V R; Hoekman, T; Gulliver, W; Landells, I; Hatcher, L

2000-01-01

Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Computerization in industry causes problems for people with reading and writing difficulties (dyslexia).

PubMed

Knutsson, A

1986-01-01

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

Distractions, distractions: does instant messaging affect college students' performance on a concurrent reading comprehension task?

PubMed

Fox, Annie Beth; Rosen, Jonathan; Crawford, Mary

2009-02-01

Instant messaging (IM) has become one of the most popular forms of computer-mediated communication (CMC) and is especially prevalent on college campuses. Previous research suggests that IM users often multitask while conversing online. To date, no one has yet examined the cognitive effect of concurrent IM use. Participants in the present study (N = 69) completed a reading comprehension task uninterrupted or while concurrently holding an IM conversation. Participants who IMed while performing the reading task took significantly longer to complete the task, indicating that concurrent IM use negatively affects efficiency. Concurrent IM use did not affect reading comprehension scores. Additional analyses revealed that the more time participants reported spending on IM, the lower their reading comprehension scores. Finally, we found that the more time participants reported spending on IM, the lower their self-reported GPA. Implications and future directions are discussed.

Teacher Perceptions Affect Boys' and Girls' Reading Motivation Differently

ERIC Educational Resources Information Center

Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle

2016-01-01

The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys,…

Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

Parsing the Passive: Comparing Children with Specific Language Impairment to Sequential Bilingual Children

ERIC Educational Resources Information Center

Marinis, Theodoros; Saddy, Douglas

2013-01-01

Twenty-five monolingual (L1) children with specific language impairment (SLI), 32 sequential bilingual (L2) children, and 29 L1 controls completed the Test of Active & Passive Sentences-Revised (van der Lely 1996) and the Self-Paced Listening Task with Picture Verification for actives and passives (Marinis 2007). These revealed important…

A Continuity Principle for Calibration of Scores within Mastery Assessment Systems.

ERIC Educational Resources Information Center

Tucker, Ledyard R.

A continuity principle is suggested for scaling of assessment scores from different levels of a multilevel mastery training program. In such training programs students are self-paced and work at levels of tasks appropriate for their levels of performance. The problem addressed in this report concerns the scaling of assessment scores at different…

Faster self-paced rate of drinking for alcohol mixed with energy drinks versus alcohol alone.

PubMed

Marczinski, Cecile A; Fillmore, Mark T; Maloney, Sarah F; Stamates, Amy L

2017-03-01

The consumption of alcohol mixed with energy drinks (AmED) has been associated with higher rates of binge drinking and impaired driving when compared with alcohol alone. However, it remains unclear why the risks of use of AmED are heightened compared with alcohol alone even when the doses of alcohol consumed are similar. Therefore, the purpose of this laboratory study was to investigate if the rate of self-paced beverage consumption was faster for a dose of AmED versus alcohol alone using a double-blind, within-subjects, placebo-controlled study design. Participants (n = 16) of equal gender who were social drinkers attended 4 separate test sessions that involved consumption of alcohol (1.97 ml/kg vodka) and energy drinks, alone and in combination. On each test day, the dose assigned was divided into 10 cups. Participants were informed that they would have a 2-h period to consume the 10 drinks. After the self-paced drinking period, participants completed a cued go/no-go reaction time (RT) task and subjective ratings of stimulation and sedation. The results indicated that participants consumed the AmED dose significantly faster (by ∼16 min) than the alcohol dose. For the performance task, participants' mean RTs were slower in the alcohol conditions and faster in the energy-drink conditions. In conclusion, alcohol consumers should be made aware that rapid drinking might occur for AmED beverages, thus heightening alcohol-related safety risks. The fast rate of drinking may be related to the generalized speeding of responses after energy-drink consumption. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

An automated behavioral measure of mind wandering during computerized reading.

PubMed

Faber, Myrthe; Bixler, Robert; D'Mello, Sidney K

2018-02-01

Mind wandering is a ubiquitous phenomenon in which attention shifts from task-related to task-unrelated thoughts. The last decade has witnessed an explosion of interest in mind wandering, but research has been stymied by a lack of objective measures, leading to a near-exclusive reliance on self-reports. We addressed this issue by developing an eye-gaze-based, machine-learned model of mind wandering during computerized reading. Data were collected in a study in which 132 participants reported self-caught mind wandering while reading excerpts from a book on a computer screen. A remote Tobii TX300 or T60 eyetracker recorded their gaze during reading. The data were used to train supervised classification models to discriminate between mind wandering and normal reading in a manner that would generalize to new participants. We found that at the point of maximal agreement between the model-based and self-reported mind-wandering means (smallest difference between the group-level means: M model = .310, M self = .319), the participant-level mind-wandering proportional distributions were similar and were significantly correlated (r = .400). The model-based estimates were internally consistent (r = .751) and predicted text comprehension more strongly than did self-reported mind wandering (r model = -.374, r self = -.208). Our results also indicate that a robust strategy of probabilistically predicting mind wandering in cases with poor or missing gaze data led to improved performance on all metrics, as compared to simply discarding these data. Our findings demonstrate that an automated objective measure might be available for laboratory studies of mind wandering during reading, providing an appealing alternative or complement to self-reports.

The Effects of Migration to a Blended Self-Paced Format for a Remedial Pre-College Algebra Mathematics Course

ERIC Educational Resources Information Center

Deshler, Jessica; Fuller, Edgar

2016-01-01

Approximately 30% of students entering West Virginia University (WVU) are not ready for college mathematics. The WVU Department of Mathematics has been tasked with remediating these students and has worked over the last decade to find the most efficient way to teach the Pre-College Algebra Workshop; the prerequisite course students must complete…

The Print and Computer Enlargement System--PACE. Final Report.

ERIC Educational Resources Information Center

Morford, Ronald A.

The Print and Computer Enlargement (PACE) System is being designed as a portable computerized reading and writing system that enables a low-vision person to read regular print and then create and edit text using large-print computerized output. The design goal was to develop a system that: weighed no more than 12 pounds so it could be easily…

An Examination of the Relationships between Self-Efficacy, Course Task Value, and Demographic Factors of Remedial Reading Students at Community Colleges

ERIC Educational Resources Information Center

Wilson, Jennifer G.

2017-01-01

Many students are being identified as needing remedial reading as they seek a postsecondary education. Most universities are not offering remedial coursework and thus leaving community colleges that offer remedial reading coursework as the only option for underprepared students. The goal of remedial reading instruction is to teach new literacy…

Perception of Self-Motion and Regulation of Walking Speed in Young-Old Adults.

PubMed

Lalonde-Parsi, Marie-Jasmine; Lamontagne, Anouk

2015-07-01

Whether a reduced perception of self-motion contributes to poor walking speed adaptations in older adults is unknown. In this study, speed discrimination thresholds (perceptual task) and walking speed adaptations (walking task) were compared between young (19-27 years) and young-old individuals (63-74 years), and the relationship between the performance on the two tasks was examined. Participants were evaluated while viewing a virtual corridor in a helmet-mounted display. Speed discrimination thresholds were determined using a staircase procedure. Walking speed modulation was assessed on a self-paced treadmill while exposed to different self-motion speeds ranging from 0.25 to 2 times the participants' comfortable speed. For each speed, participants were instructed to match the self-motion speed described by the moving corridor. On the walking task, participants displayed smaller walking speed errors at comfortable walking speeds compared with slower of faster speeds. The young-old adults presented larger speed discrimination thresholds (perceptual experiment) and larger walking speed errors (walking experiment) compared with young adults. Larger walking speed errors were associated with higher discrimination thresholds. The enhanced performance on the walking task at comfortable speed suggests that intersensory calibration processes are influenced by experience, hence optimized for frequently encountered conditions. The altered performance of the young-old adults on the perceptual and walking tasks, as well as the relationship observed between the two tasks, suggest that a poor perception of visual motion information may contribute to the poor walking speed adaptations that arise with aging.

Reading Self-Perceived Ability, Enjoyment and Achievement: A Genetically Informative Study of Their Reciprocal Links Over Time

PubMed Central

2017-01-01

Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation–achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9–10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9–10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9–10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors. PMID:28333527

Mind wandering while reading easy and difficult texts.

PubMed

Feng, Shi; D'Mello, Sidney; Graesser, Arthur C

2013-06-01

Mind wandering is a phenomenon in which attention drifts away from the primary task to task-unrelated thoughts. Previous studies have used self-report methods to measure the frequency of mind wandering and its effects on task performance. Many of these studies have investigated mind wandering in simple perceptual and memory tasks, such as recognition memory, sustained attention, and choice reaction time tasks. Manipulations of task difficulty have revealed that mind wandering occurs more frequently in easy than in difficult conditions, but that it has a greater negative impact on performance in the difficult conditions. The goal of this study was to examine the relation between mind wandering and task difficulty in a high-level cognitive task, namely reading comprehension of standardized texts. We hypothesized that reading comprehension may yield a different relation between mind wandering and task difficulty than has been observed previously. Participants read easy or difficult versions of eight passages and then answered comprehension questions after reading each of the passages. Mind wandering was reported using the probe-caught method from several previous studies. In contrast to the previous results, but consistent with our hypothesis, mind wandering occurred more frequently when participants read difficult rather than easy texts. However, mind wandering had a more negative influence on comprehension for the difficult texts, which is consistent with the previous data. The results are interpreted from the perspectives of the executive-resources and control-failure theories of mind wandering, as well as with regard to situation models of text comprehension.

Pro-environmental actions, climate change, and defensiveness: do self-affirmations make a difference to people's motives and beliefs about making a difference?

PubMed

Sparks, Paul; Jessop, Donna C; Chapman, James; Holmes, Katherine

2010-09-01

Social concerns with the imperative of environmentally sustainable life-styles sit rather awkwardly with ideas about the widespread denial of global environmental problems. Given the very obvious threat and denial dimensions to these issues, we conducted two studies assessing the impact of self-affirmation manipulations on people's beliefs and motives regarding pro-environmental actions. In Study 1, participants (N=125) completed a self-affirmation task and read information on the threat of climate change. Results showed that the self-affirmation manipulation resulted in lower levels of denial and greater perceptions of personal involvement in relation to climate change. In Study 2, participants (N=90) completed a self-affirmation task and read some information on recycling. Findings showed a beneficial effect of a self-affirmation manipulation on intentions to increase recycling behaviour (among lower recyclers). The results are discussed in relation to the potential benefits of self-affirmation manipulations for promoting pro-environmental actions.

Evoked potentials in final epoch of self-initiated hand movement: A study in patients with depth electrodes.

PubMed

Kukleta, Miloslav; Damborská, Alena; Turak, Baris; Louvel, Jacques

2017-07-01

Comparison between the intended and performed motor action can be expected to occur in the final epoch of a voluntary movement. In search for electrophysiological correlates of this mental process the purpose of the current study was to identify intracerebral sites activated in final epoch of self-paced voluntary movement. Intracerebral EEG was recorded from 235 brain regions of 42 epileptic patients who performed self-paced voluntary movement task. Evoked potentials starting at 0 to 243ms after the peak of averaged, rectified electromyogram were identified in 21 regions of 13 subjects. The mean amplitude value of these late movement potentials (LMP) was 56.4±27.5μV. LMPs were observed in remote regions of mesiotemporal structures, cingulate, frontal, temporal, parietal, and occipital cortices. Closely before the LMP onset, a significant increase of phase synchronization was observed in all EEG record pairs in 9 of 10 examined subjects; p<0.001, Mann-Whitney U test. In conclusion, mesiotemporal structures, cingulate, frontal, temporal, parietal, and occipital cortices seem to represent integral functionally linked parts of network activated in final epoch of self-paced voluntary movement. Activation of this large-scale neuronal network was suggested to reflect a comparison process between the intended and actually performed motor action. Our results contribute to better understanding of neural mechanisms underlying goal-directed behavior crucial for creation of agentive experience. Copyright © 2017 Elsevier B.V. All rights reserved.

Stimulus rate increases lateralisation in linguistic and non-linguistic tasks measured by functional transcranial Doppler sonography

PubMed Central

Payne, Heather; Gutierrez-Sigut, Eva; Subik, Joanna; Woll, Bencie; MacSweeney, Mairéad

2016-01-01

Studies to date that have used fTCD to examine language lateralisation have predominantly used word or sentence generation tasks. Here we sought to further assess the sensitivity of fTCD to language lateralisation by using a metalinguistic task which does not involve novel speech generation: rhyme judgement in response to written words. Line array judgement was included as a non-linguistic visuospatial task to examine the relative strength of left and right hemisphere lateralisation within the same individuals when output requirements of the tasks are matched. These externally paced tasks allowed us to manipulate the number of stimuli presented to participants and thus assess the influence of pace on the strength of lateralisation. In Experiment 1, 28 right-handed adults participated in rhyme and line array judgement tasks and showed reliable left and right lateralisation at the group level for each task, respectively. In Experiment 2 we increased the pace of the tasks, presenting more stimuli per trial. We measured laterality indices (LIs) from 18 participants who performed both linguistic and non-linguistic judgement tasks during the original ‘slow’ presentation rate (5 judgements per trial) and a fast presentation rate (10 judgements per trial). The increase in pace led to increased strength of lateralisation in both the rhyme and line conditions. Our results demonstrate for the first time that fTCD is sensitive to the left lateralised processes involved in metalinguistic judgements. Our data also suggest that changes in the strength of language lateralisation, as measured by fTCD, are not driven by articulatory demands alone. The current results suggest that at least one aspect of task difficulty, the pace of stimulus presentation, influences the strength of lateralisation during both linguistic and non-linguistic tasks. PMID:25908491

Is Self-Paced Instruction Really Worth It?

ERIC Educational Resources Information Center

Roberson, J. A.; Crowe, C. T.

1975-01-01

Describes a self-paced, learning-for-mastery course in undergraduate fluid mechanics. Includes the method of course assessment, method of student evaluation, and a description of the instructor's role and work load. Summarizes aspects of self-paced instruction considered favorable and unfavorable. (GS)

Does the walking task matter? Influence of different walking conditions on dual-task performances in young and older persons.

PubMed

Beurskens, Rainer; Bock, Otmar

2013-12-01

Previous literature suggests that age-related deficits of dual-task walking are particularly pronounced with second tasks that require continuous visual processing. Here we evaluate whether the difficulty of the walking task matters as well. To this end, participants were asked to walk along a straight pathway of 20m length in four different walking conditions: (a) wide path and preferred pace; (b) narrow path and preferred pace, (c) wide path and fast pace, (d) obstacled wide path and preferred pace. Each condition was performed concurrently with a task requiring visual processing or fine motor control, and all tasks were also performed alone which allowed us to calculate the dual-task costs (DTC). Results showed that the age-related increase of DTC is substantially larger with the visually demanding than with the motor-demanding task, more so when walking on a narrow or obstacled path. We attribute these observations to the fact that visual scanning of the environment becomes more crucial when walking in difficult terrains: the higher visual demand of those conditions accentuates the age-related deficits in coordinating them with a visual non-walking task. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

The effects of self-controlled feedback on learning of a "relaxed phonation task".

PubMed

Ma, Estella P-M; Yiu, Gigi K-Y; Yiu, Edwin M-L

2013-11-01

This study examined the effects of self-controlled feedback paradigm on motor learning of a relaxed phonation task. It investigated whether providing the learner with more control over practice condition has positive influences on the performance and learning of "relaxed phonation" skill. Vocally healthy individuals were randomly assigned into either self-controlled feedback group (SELF) or clinician-controlled feedback group (YOKED). All participants were engaged in a reading aloud task. Throughout the task, their perilaryngeal muscle activities were measured at thyrohyoid (TH) and orofacial (OF) sites using surface electromyography (EMG). The EMG values measured at the TH site were provided to participants as terminal biofeedback. Participants were required to minimize the EMG values. The SELF group received EMG biofeedback whenever they requested it, whereas the YOKED group received the same feedback schedule as chosen by their self-controlled counterparts. The pooled data for all participants revealed that there was a significant reduction of muscle tension across baseline, training, and retention phases. Generalization was shown to reading of untrained passage. Interestingly, significant reduction of muscle tension across training and retention tests was found in the control OF site but not in the target TH site. The results failed to demonstrate significant differences between SELF and YOKED groups. It provided no clear evidence to conclude that self-controlled feedback paradigm was beneficial to learning of relaxed phonation. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning.

PubMed

Richards, Todd L; Abbott, Robert D; Yagle, Kevin; Peterson, Dan; Raskind, Wendy; Berninger, Virginia W

2017-01-01

To understand mental self-government of the developing reading and writing brain, correlations of clustering coefficients on fMRI reading or writing tasks with BASC 2 Adaptivity ratings (time 1 only) or working memory components (time 1 before and time 2 after instruction previously shown to improve achievement and change magnitude of fMRI connectivity) were investigated in 39 students in grades 4 to 9 who varied along a continuum of reading and writing skills. A Philips 3T scanner measured connectivity during six leveled fMRI reading tasks (subword-letters and sounds, word-word-specific spellings or affixed words, syntax comprehension-with and without homonym foils or with and without affix foils, and text comprehension) and three fMRI writing tasks-writing next letter in alphabet, adding missing letter in word spelling, and planning for composing. The Brain Connectivity Toolbox generated clustering coefficients based on the cingulo-opercular (CO) network; after controlling for multiple comparisons and movement, significant fMRI connectivity clustering coefficients for CO were identified in 8 brain regions bilaterally (cingulate gyrus, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, superior temporal gyrus, insula, cingulum-cingulate gyrus, and cingulum-hippocampus). BASC2 Parent Ratings for Adaptivity were correlated with CO clustering coefficients on three reading tasks (letter-sound, word affix judgments and sentence comprehension) and one writing task (writing next letter in alphabet). Before instruction, each behavioral working memory measure (phonology, orthography, morphology, and syntax coding, phonological and orthographic loops for integrating internal language and output codes, and supervisory focused and switching attention) correlated significantly with at least one CO clustering coefficient. After instruction, the patterning of correlations changed with new correlations emerging. Results show that the reading and writing brain's mental government, supported by both CO Adaptive Control and multiple working memory components, had changed in response to instruction during middle childhood/early adolescence.

Let's face the music: a behavioral and electrophysiological exploration of score reading.

PubMed

Gunter, Thomas C; Schmidt, Björn-Helmer; Besson, Mireille

2003-09-01

This experiment was carried out to determine whether reading diatonic violations in a musical score elicits similar endogenous ERP components when hearing such violations in the auditory modality. In the behavioral study, musicians were visually presented with 120 scores of familiar musical pieces, half of which contained a diatonic violation. The score was presented in a measure-by-measure manner. Self-paced reading was significantly delayed for measures containing a violation, indicating that sight reading a violation requires additional effort. In the ERP study, the musical phrases were presented in a "RSVP"-like manner. We predicted that diatonic violations would elicit a late positive component. However, the ERP associated with the measure where a violation was presented showed a negativity instead. The negativity started around 100 ms and lasted for the entire recording period. This long-lasting negativity encompassed at least three distinct effects that were possibly related to violation detection, working memory processing, and a further integration/interpretation process.

A self-paced brain-computer interface for controlling a robot simulator: an online event labelling paradigm and an extended Kalman filter based algorithm for online training.

PubMed

Tsui, Chun Sing Louis; Gan, John Q; Roberts, Stephen J

2009-03-01

Due to the non-stationarity of EEG signals, online training and adaptation are essential to EEG based brain-computer interface (BCI) systems. Self-paced BCIs offer more natural human-machine interaction than synchronous BCIs, but it is a great challenge to train and adapt a self-paced BCI online because the user's control intention and timing are usually unknown. This paper proposes a novel motor imagery based self-paced BCI paradigm for controlling a simulated robot in a specifically designed environment which is able to provide user's control intention and timing during online experiments, so that online training and adaptation of the motor imagery based self-paced BCI can be effectively investigated. We demonstrate the usefulness of the proposed paradigm with an extended Kalman filter based method to adapt the BCI classifier parameters, with experimental results of online self-paced BCI training with four subjects.

Noun-phrase anaphors and focus: the informational load hypothesis.

PubMed

Almor, A

1999-10-01

The processing of noun-phrase (NP) anaphors in discourse is argued to reflect constraints on the activation and processing of semantic information in working memory. The proposed theory views NP anaphor processing as an optimization process that is based on the principle that processing cost, defined in terms of activating semantic information, should serve some discourse function--identifying the antecedent, adding new information, or both. In a series of 5 self-paced reading experiments, anaphors' functionality was manipulated by changing the discourse focus, and their cost was manipulated by changing the semantic relation between the anaphors and their antecedents. The results show that reading times of NP anaphors reflect their functional justification: Anaphors were read faster when their cost had a better functional justification. These results are incompatible with any theory that treats NP anaphors as one homogeneous class regardless of discourse function and processing cost.

Agreement processing and attraction errors in aging: evidence from subject-verb agreement in German.

PubMed

Reifegerste, Jana; Hauer, Franziska; Felser, Claudia

2017-11-01

Effects of aging on lexical processing are well attested, but the picture is less clear for grammatical processing. Where age differences emerge, these are usually ascribed to working-memory (WM) decline. Previous studies on the influence of WM on agreement computation have yielded inconclusive results, and work on aging and subject-verb agreement processing is lacking. In two experiments (Experiment 1: timed grammaticality judgment, Experiment 2: self-paced reading + WM test), we investigated older (OA) and younger (YA) adults' susceptibility to agreement attraction errors. We found longer reading latencies and judgment reaction times (RTs) for OAs. Further, OAs, particularly those with low WM scores, were more accepting of sentences with attraction errors than YAs. OAs showed longer reading latencies for ungrammatical sentences, again modulated by WM, than YAs. Our results indicate that OAs have greater difficulty blocking intervening nouns from interfering with the computation of agreement dependencies. WM can modulate this effect.

Self-Paced Economics Instruction: A Large-Scale Disaggregated Evaluation

ERIC Educational Resources Information Center

Soper, John C.; Thorton, Richard M.

1976-01-01

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

Self-Publishing Indigenous Language Materials.

ERIC Educational Resources Information Center

St. Clair, Robert N.; Busch, John; Webb, B. Joanne

Indigenous language programs that have a literacy component require reading materials. Recent advances in computer technology and certain legal changes in the publishing industry have made self-publishing such materials an easier task. This paper describes some of the steps necessary to self-publish indigenous language materials. Suggestions are…

Studies Related to Computer-Assisted Instruction. Semi-Annual Progress Report on Contract Nonr-624(18) October 1, 1968 through March 31, 1969.

ERIC Educational Resources Information Center

Glaser, Robert

A study of response latency in a drill-and-practice task showed that variability in latency measures could be reduced by the use of self-pacing procedures, but not by the detailed analysis of latency into separate components. Experiments carried out on instructional history variables in teaching a mirror image, oblique line discrimination, showed…

Reading and School Achievement--Cognitive and Affective Influences; Selected Readings from the 8th Annual Spring Reading Conference at Rutgers University.

ERIC Educational Resources Information Center

Kling, Martin, Ed.

This conference report contains the following papers: "Ability versus Knowledge in Testing Educational Achievement" and "Knowledge vs. Ability in Achievement Testing," by Robert L. Ebel; "A Four-Domain Taxonomy for Classifying Educational Tasks and Objectives," by Bruce W. Tuckman; "On the Social Psychology of the Self-Fulfilling Prophecy: Further…

A self-paced motor imagery based brain-computer interface for robotic wheelchair control.

PubMed

Tsui, Chun Sing Louis; Gan, John Q; Hu, Huosheng

2011-10-01

This paper presents a simple self-paced motor imagery based brain-computer interface (BCI) to control a robotic wheelchair. An innovative control protocol is proposed to enable a 2-class self-paced BCI for wheelchair control, in which the user makes path planning and fully controls the wheelchair except for the automatic obstacle avoidance based on a laser range finder when necessary. In order for the users to train their motor imagery control online safely and easily, simulated robot navigation in a specially designed environment was developed. This allowed the users to practice motor imagery control with the core self-paced BCI system in a simulated scenario before controlling the wheelchair. The self-paced BCI can then be applied to control a real robotic wheelchair using a protocol similar to that controlling the simulated robot. Our emphasis is on allowing more potential users to use the BCI controlled wheelchair with minimal training; a simple 2-class self paced system is adequate with the novel control protocol, resulting in a better transition from offline training to online control. Experimental results have demonstrated the usefulness of the online practice under the simulated scenario, and the effectiveness of the proposed self-paced BCI for robotic wheelchair control.

Influencing the occurrence of mind wandering while reading.

PubMed

Kopp, Kristopher; D'Mello, Sidney; Mills, Caitlin

2015-07-01

The current concerns hypothesis suggests that directing attention towards unfulfilled plans of the individual prior to a task would result in more off-task thoughts (or mind wandering). In this experiment, participants were asked to read a scientific text and self-report instances of mind wandering by indicating when they were experiencing task-unrelated thoughts (TUTs) or task-related interferences (TRIs). Prior to reading, participants in the individual plans experimental condition were asked to reflect upon their short-term plans by making a "to do" list while participants in a control condition were asked to make a list of the components of an automobile. In support of the current concerns hypothesis, directing attention towards the short-term plans resulted in significantly more TUTs, but not TRIs. Furthermore, participants in the individual plans condition had significantly lower scores on an assessment of reading comprehension, and this relationship was mediated by the frequency of TUTs. Copyright © 2015 Elsevier Inc. All rights reserved.

Task Values and Ability Beliefs as Predictors of High School Literacy Choices: A Developmental Analysis

ERIC Educational Resources Information Center

Durik, Amanda M.; Vida, Mina; Eccles, Jacquelynne S.

2005-01-01

This study examines how competence beliefs and task values predict high school achievement choices related to literacy. Students' task beliefs (self-concept of ability, intrinsic value, and importance) about reading in the 4th grade and English in the 10th grade were tracked over time. Task beliefs, school performance, and gender were used to…

Complement Coercion: The Joint Effects of Type and Typicality.

PubMed

Zarcone, Alessandra; McRae, Ken; Lenci, Alessandro; Padó, Sebastian

2017-01-01

Complement coercion ( begin a book → reading ) involves a type clash between an event-selecting verb and an entity-denoting object, triggering a covert event ( reading ). Two main factors involved in complement coercion have been investigated: the semantic type of the object (event vs. entity), and the typicality of the covert event ( the author began a book → writing ). In previous research, reading times have been measured at the object. However, the influence of the typicality of the subject-object combination on processing an aspectual verb such as begin has not been studied. Using a self-paced reading study, we manipulated semantic type and subject-object typicality, exploiting German word order to measure reading times at the aspectual verb. These variables interacted at the target verb. We conclude that both type and typicality probabilistically guide expectations about upcoming input. These results are compatible with an expectation-based view of complement coercion and language comprehension more generally in which there is rapid interaction between what is typically viewed as linguistic knowledge, and what is typically viewed as domain general knowledge about how the world works.

Complement Coercion: The Joint Effects of Type and Typicality

PubMed Central

Zarcone, Alessandra; McRae, Ken; Lenci, Alessandro; Padó, Sebastian

2017-01-01

Complement coercion (begin a book →reading) involves a type clash between an event-selecting verb and an entity-denoting object, triggering a covert event (reading). Two main factors involved in complement coercion have been investigated: the semantic type of the object (event vs. entity), and the typicality of the covert event (the author began a book →writing). In previous research, reading times have been measured at the object. However, the influence of the typicality of the subject–object combination on processing an aspectual verb such as begin has not been studied. Using a self-paced reading study, we manipulated semantic type and subject–object typicality, exploiting German word order to measure reading times at the aspectual verb. These variables interacted at the target verb. We conclude that both type and typicality probabilistically guide expectations about upcoming input. These results are compatible with an expectation-based view of complement coercion and language comprehension more generally in which there is rapid interaction between what is typically viewed as linguistic knowledge, and what is typically viewed as domain general knowledge about how the world works. PMID:29225585

Taking a Stand: The Effects of Standing Desks on Task Performance and Engagement

PubMed Central

Tomiyama, A. Janet; Ward, Andrew

2017-01-01

Time spent sitting is associated with negative health outcomes, motivating some individuals to adopt standing desk workstations. This study represents the first investigation of the effects of standing desk use on reading comprehension and creativity. In a counterbalanced, within-subjects design, 96 participants completed reading comprehension and creativity tasks while both sitting and standing. Participants self-reported their mood during the tasks and also responded to measures of expended effort and task difficulty. In addition, participants indicated whether they expected that they would perform better on work-relevant tasks while sitting or standing. Despite participants’ beliefs that they would perform worse on most tasks while standing, body position did not affect reading comprehension or creativity performance, nor did it affect perceptions of effort or difficulty. Mood was also unaffected by position, with a few exceptions: Participants exhibited greater task engagement (i.e., interest, enthusiasm, and alertness) and less comfort while standing rather than sitting. In sum, performance and psychological experience as related to task completion were nearly entirely uninfluenced by acute (~30-min) standing desk use. PMID:28825655

Vocal impact of a prolonged reading task in dysphonic versus normophonic female teachers.

PubMed

Remacle, Angélique; Morsomme, Dominique; Berrué, Elise; Finck, Camille

2012-11-01

This study evaluates the effect of a 2-hour reading task between 70 and 75 dB(A) in 16 normophonic and 16 dysphonic female teachers with vocal nodules. Objective measurements (acoustic analysis, voice range measurements, and aerodynamic measurements) and subjective self-ratings were collected before and every 30 minutes during the reading to determine the voice evolution in both groups. Fundamental frequency, lowest frequency, highest frequency (F-High), highest intensity, and intensity range increase through the reading, whereas shimmer decreases. Maximum phonation time decreases after 30 minutes. Estimated subglottal pressure (ESP) and sound pressure level increase during the first hour. Afterward, ESP decreases. Self-ratings worsen through time. When comparing the normophonic and the dysphonic teachers, self-ratings reveal more complaints in the dysphonic group. Few differences in objective measurements are found between both groups: normophonic teachers show lower ESP, higher F-High, and greater frequency range. Frequency modifications from acoustic analysis and voice range measurements suggest an increased laryngeal tension during vocal load, while subjects perceive a worsening of voice. Aerodynamic parameters depict first a deterioration of voice efficiency and then an adaptation to the prolonged reading. The comparison between both groups shows a discrepancy between objective measurements and self-ratings, suggesting that both approaches are necessary to have a complete view of vocal load effects. Surprisingly, both groups behave similarly through vocal load, without more or quicker deterioration of voice in the dysphonic group. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Increased cardiac output elicits higher V̇O2max in response to self-paced exercise.

PubMed

Astorino, Todd Anthony; McMillan, David William; Edmunds, Ross Montgomery; Sanchez, Eduardo

2015-03-01

Recently, a self-paced protocol demonstrated higher maximal oxygen uptake versus the traditional ramp protocol. The primary aim of the current study was to further explore potential differences in maximal oxygen uptake between the ramp and self-paced protocols using simultaneous measurement of cardiac output. Active men and women of various fitness levels (N = 30, mean age = 26.0 ± 5.0 years) completed 3 graded exercise tests separated by a minimum of 48 h. Participants initially completed progressive ramp exercise to exhaustion to determine maximal oxygen uptake followed by a verification test to confirm maximal oxygen uptake attainment. Over the next 2 sessions, they performed a self-paced and an additional ramp protocol. During exercise, gas exchange data were obtained using indirect calorimetry, and thoracic impedance was utilized to estimate hemodynamic function (stroke volume and cardiac output). One-way ANOVA with repeated measures was used to determine differences in maximal oxygen uptake and cardiac output between ramp and self-paced testing. Results demonstrated lower (p < 0.001) maximal oxygen uptake via the ramp (47.2 ± 10.2 mL·kg(-1)·min(-1)) versus the self-paced (50.2 ± 9.6 mL·kg(-1)·min(-1)) protocol, with no interaction (p = 0.06) seen for fitness level. Maximal heart rate and cardiac output (p = 0.02) were higher in the self-paced protocol versus ramp exercise. In conclusion, data show that the traditional ramp protocol may underestimate maximal oxygen uptake compared with a newly developed self-paced protocol, with a greater cardiac output potentially responsible for this outcome.

Social Interaction in Self-Paced Distance Education

ERIC Educational Resources Information Center

Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi; Poelhuber, Bruno

2015-01-01

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions…

77 FR 74197 - Neurological Devices Panel of the Medical Devices Advisory Committee; Notice of Meeting; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-13

... section entitled ``Agenda'', the product name ``NeuroPace Responsive Neurostimulation (RNS) System'' is corrected to read ``NeuroPace RNS System''. Dated: December 7, 2012. Jill Hartzler Warner, Acting Associate...

Measuring Strategic Processing when Students Read Multiple Texts

ERIC Educational Resources Information Center

Braten, Ivar; Stromso, Helge I.

2011-01-01

This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were…

Transfer of learned perception of sensorimotor simultaneity.

PubMed

Pesavento, Michael J; Schlag, John

2006-10-01

Synchronizing a motor response to a predictable sensory stimulus, like a periodic flash or click, relies on feedback (somesthetic, auditory, visual, or other) from the motor response. Practically, this results in a small (<50 ms) asynchrony in which the motor response leads the sensory event. Here we show that the perceived simultaneity in a coincidence-anticipation task (line crossing) is affected by changing the perceived simultaneity in a different task (pacing). In the pace task, human subjects were instructed to press a key in perfect synchrony with a red square flashed every second. In training sessions, feedback was provided by flashing a blue square with each key press, below the red square. There were two types of training pace sessions: one in which the feedback was provided with no delay, the other (adapting), in which the feedback was progressively delayed (up to 100 ms). Subjects' asynchrony was unchanged in the first case, but it was significantly increased in the pace task with delay. In the coincidence-anticipation task, a horizontally moving vertical bar crossed a vertical line in the middle of a screen. Subjects were instructed to press a key exactly when the bar crossed the line. They were given no feedback on their performance. Asynchrony on the line-crossing task was tested after the training pace task with feedback. We found that this asynchrony to be significantly increased even though there never was any feedback on the coincidence-anticipation task itself. Subjects were not aware that their sensorimotor asynchrony had been lengthened (sometimes doubled). We conclude that perception of simultaneity in a sensorimotor task is learned. If this perception is caused by coincidence of signals in the brain, the timing of these signals depends on something-acquired by experience-more adaptable than physiological latencies.

Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards

ERIC Educational Resources Information Center

Sage, Kara; Rausch, Joseph; Quirk, Abigail; Halladay, Lauren

2016-01-01

The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate…

The Binding Problem for Syntax, Semantics, and Prosody: H.M.'s Selective Sentence-Reading Deficits under the Theoretical-Syndrome Approach.

ERIC Educational Resources Information Center

MacKay, Donald G.; James, Lori E.

2001-01-01

A "hippocampal amnesiac" (H.M.) and memory-normal controls of similar age, background, intelligence, and education read novel sentences aloud in tasks where fast and accurate reading was or was not the primary goal. H.M produced more misreadings than normal and cerebellar controls, usually without self-correction. Results support a theoretical…

An Early Reader Two Decades Later: A Follow-Up Case Study on the Metacognitive Reading Strategies of "Jan"

ERIC Educational Resources Information Center

Brenna, Beverley A.

2011-01-01

This is a follow-up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in "Reading", 29 (2), 30-33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six-year-old…

Speech Perception Deficits in Mandarin-Speaking School-Aged Children with Poor Reading Comprehension

PubMed Central

Liu, Huei-Mei; Tsao, Feng-Ming

2017-01-01

Previous studies have shown that children learning alphabetic writing systems who have language impairment or dyslexia exhibit speech perception deficits. However, whether such deficits exist in children learning logographic writing systems who have poor reading comprehension remains uncertain. To further explore this issue, the present study examined speech perception deficits in Mandarin-speaking children with poor reading comprehension. Two self-designed tasks, consonant categorical perception task and lexical tone discrimination task were used to compare speech perception performance in children (n = 31, age range = 7;4–10;2) with poor reading comprehension and an age-matched typically developing group (n = 31, age range = 7;7–9;10). Results showed that the children with poor reading comprehension were less accurate in consonant and lexical tone discrimination tasks and perceived speech contrasts less categorically than the matched group. The correlations between speech perception skills (i.e., consonant and lexical tone discrimination sensitivities and slope of consonant identification curve) and individuals’ oral language and reading comprehension were stronger than the correlations between speech perception ability and word recognition ability. In conclusion, the results revealed that Mandarin-speaking children with poor reading comprehension exhibit less-categorized speech perception, suggesting that imprecise speech perception, especially lexical tone perception, is essential to account for reading learning difficulties in Mandarin-speaking children. PMID:29312031

Effects of event knowledge in processing verbal arguments

PubMed Central

Bicknell, Klinton; Elman, Jeffrey L.; Hare, Mary; McRae, Ken; Kutas, Marta

2010-01-01

This research tests whether comprehenders use their knowledge of typical events in real time to process verbal arguments. In self-paced reading and event-related brain potential (ERP) experiments, we used materials in which the likelihood of a specific patient noun (brakes or spelling) depended on the combination of an agent and verb (mechanic checked vs. journalist checked). Reading times were shorter at the word directly following the patient for the congruent than the incongruent items. Differential N400s were found earlier, immediately at the patient. Norming studies ruled out any account of these results based on direct relations between the agent and patient. Thus, comprehenders dynamically combine information about real-world events based on intrasentential agents and verbs, and this combination then rapidly influences online sentence interpretation. PMID:21076629

Working Memory and the Revision of Syntactic and Discourse Ambiguities

PubMed Central

Evans, William S.; Caplan, David; Ostrowski, Adam; Michaud, Jennifer; Guarino, Anthony; Waters, Gloria

2015-01-01

Two hundred participants, 50 in each of four age ranges (19 – 29; 30 – 49, 50 – 69, 70 – 90) were tested for short term working memory, speed of processing and on-line processing of three types of sentences in which an initially assigned syntactic structure and/or semantic interpretation had to be revised. Self-paced reading times were longer for the segments which signaled the need for revision, and there were interactions of age and sentence type and of speed of processing and sentence type, but not of working memory and sentence type, on reading times for these segments. The results provide evidence that working memory does not support the processes that revise the structure and interpretation of sentences and discourse. PMID:25485458

Two-year-olds' understanding of self-symbols.

PubMed

Herold, Katherine; Akhtar, Nameera

2014-09-01

This study investigated 48 2.5-year-olds' ability to map from their own body to a two-dimensional self-representation and also examined relations between parents' talk about body representations and their children's understanding of self-symbols. Children participated in two dual-representation tasks in which they were asked to match body parts between a symbol and its referent. In one task, they used a self-symbol and in the other they used a symbol for a doll. Participants were also read a book about body parts by a parent. As a group, children found the self-symbol task more difficult than the doll-task; however, those whose parents explicitly pointed out the relation between their children's bodies and the symbols in the book performed better on the self-symbol task. The findings demonstrate that 2-year-old children have difficulty comprehending a self-symbol, even when it is two-dimensional and approximately the same size as them, and suggest that parents' talk about self-symbols may facilitate their understanding. © 2014 The British Psychological Society.

Challenge of Engaging All Students via Self-Paced Interactive Electronic Learning Tutorials for Introductory Physics

ERIC Educational Resources Information Center

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-01-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar…

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

ERIC Educational Resources Information Center

Rhode, Jason F.

2009-01-01

This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction…

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related…

Young children pause on phrase boundaries in self-paced music listening: The role of harmonic cues.

PubMed

Kragness, Haley E; Trainor, Laurel J

2018-05-01

Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether dwell times index young children's musical phrase grouping and, if so, (2) whether children dwell longer on phrase boundaries defined by harmonic cues specifically. In Experiment 1, we asked 3-year-old children to self-pace through chord progressions from Bach chorales (sequences in which metrical, harmonic, and melodic contour grouping cues aligned) by pressing a computer key to present each chord in the sequence. Participants dwelled longer on chords in the 8th position, which corresponded to phrase endings. In Experiment 2, we tested 3-, 4-, and 7-year-old children's sensitivity to harmonic cues to phrase grouping when metrical regularity cues and melodic contour cues were misaligned with the harmonic phrase boundaries. In this case, 7 and 4 year olds but not 3 year olds dwelled longer on harmonic phrase boundaries, suggesting that the influence of harmonic cues on phrase boundary perception develops substantially between 3 and 4 years of age in Western children. Overall, we show that the musical dwell time method is child-friendly and can be used to investigate various aspects of young children's musical understanding, including phrase grouping and harmonic knowledge. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

An investigation of the "jumping to conclusions" data-gathering bias and paranoid thoughts in Asperger syndrome.

PubMed

Jänsch, Claire; Hare, Dougal Julian

2014-01-01

The existence of a data-gathering bias, in the form of jumping to conclusions, and links to paranoid ideation was investigated in Asperger syndrome (AS). People with AS (N = 30) were compared to a neurotypical control group (N = 30) on the Reading the Mind in the Eyes and the Beads tasks, with self-report measures of depression, general anxiety, social anxiety, self-consciousness and paranoid ideation. The AS group performed less well than the control group on the Reading the Mind in the Eyes Task with regard to accuracy but responded more quickly and tended to make decisions on the basis of less evidence on the Beads Task with 50 % demonstrating a clear 'jumping to conclusions bias', whereas none of the control group showed such a bias. Depression and general anxiety were associated with paranoid ideation but not data-gathering style, which was contrary to expectation.

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

The Attentional Demand of Automobile Driving Revisited: Occlusion Distance as a Function of Task-Relevant Event Density in Realistic Driving Scenarios.

PubMed

Kujala, Tuomo; Mäkelä, Jakke; Kotilainen, Ilkka; Tokkonen, Timo

2016-02-01

We studied the utility of occlusion distance as a function of task-relevant event density in realistic traffic scenarios with self-controlled speed. The visual occlusion technique is an established method for assessing visual demands of driving. However, occlusion time is not a highly informative measure of environmental task-relevant event density in self-paced driving scenarios because it partials out the effects of changes in driving speed. Self-determined occlusion times and distances of 97 drivers with varying backgrounds were analyzed in driving scenarios simulating real Finnish suburban and highway traffic environments with self-determined vehicle speed. Occlusion distances varied systematically with the expected environmental demands of the manipulated driving scenarios whereas the distributions of occlusion times remained more static across the scenarios. Systematic individual differences in the preferred occlusion distances were observed. More experienced drivers achieved better lane-keeping accuracy than inexperienced drivers with similar occlusion distances; however, driving experience was unexpectedly not a major factor for the preferred occlusion distances. Occlusion distance seems to be an informative measure for assessing task-relevant event density in realistic traffic scenarios with self-controlled speed. Occlusion time measures the visual demand of driving as the task-relevant event rate in time intervals, whereas occlusion distance measures the experienced task-relevant event density in distance intervals. The findings can be utilized in context-aware distraction mitigation systems, human-automated vehicle interaction, road speed prediction and design, as well as in the testing of visual in-vehicle tasks for inappropriate in-vehicle glancing behaviors in any dynamic traffic scenario for which appropriate individual occlusion distances can be defined. © 2015, Human Factors and Ergonomics Society.

A Closer Look at Split Visual Attention in System- and Self-Paced Instruction in Multimedia Learning

ERIC Educational Resources Information Center

Schmidt-Weigand, Florian; Kohnert, Alfred; Glowalla, Ulrich

2010-01-01

Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N=90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N=31). In both experiments the text modality was…

What Pace Is Best? Assessing Adults' Learning from Slideshows and Video

ERIC Educational Resources Information Center

Sage, Kara

2014-01-01

When acquiring information from a 2D platform, self-control and/or optimal pacing may help reduce cognitive load and enhance learning outcomes. In the present research, adults viewed novel action sequences via one of four learning media: (1) self-paced slideshows, where viewers advanced through slides at their own pace by clicking a mouse, (2)…

The role of reading time complexity and reading speed in text comprehension.

PubMed

Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

2014-11-01

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PsycINFO Database Record (c) 2014 APA, all rights reserved.

MATRIS Indexing and Retrieval Thesaurus (MIRT): Keyword Out of Context (KWOC)

DTIC Science & Technology

1994-08-01

ESTEEM Self ESTEEM ... esteem Fiqcq SELF -ASSESSMENT SELF -ASSESSMENT Geqc SELF -ASSESSMENT tests Vqq SELF -PACED SELF -PACED instruction Ehga I SELF -STUDY SELF -STUDY aids Elm...AIDS Mh Self -study AIDS Elm Skill development AIDS Elk Retrieval AIDS Yc Visual AIDS Yg Training AIDS / materials effectiveness Ewkm Training

Virtual Reality Training System for Anytime/Anywhere Acquisition of Surgical Skills: A Pilot Study.

PubMed

Zahiri, Mohsen; Booton, Ryan; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun

2018-03-01

This article presents a hardware/software simulation environment suitable for anytime/anywhere surgical skills training. It blends the advantages of physical hardware and task analogs with the flexibility of virtual environments. This is further enhanced by a web-based implementation of training feedback accessible to both trainees and trainers. Our training system provides a self-paced and interactive means to attain proficiency in basic tasks that could potentially be applied across a spectrum of trainees from first responder field medical personnel to physicians. This results in a powerful training tool for surgical skills acquisition relevant to helping injured warfighters.

A Multi-faceted Approach to Promote Comprehension of Online Health Information Among Older Adults.

PubMed

Chin, Jessie; Moeller, Darcie D; Johnson, Jessica; Duwe, Elise A G; Graumlich, James F; Murray, Michael D; Morrow, Daniel G

2017-03-10

Older adults' self-care often depends on understanding and utilizing health information. Inadequate health literacy among older adults poses a barrier to self-care because it hampers comprehension of this information, particularly when the information is not well-designed. Our goal was to improve comprehension of online health information among older adults with hypertension who varied in health literacy abilities. We identified passages about hypertension self-care from credible websites (typical passages). We used a multi-faceted approach to redesign these passages, revising their content, language, organization and format (revised passages). Older participants read both versions of the passages at their own pace. After each passage, they summarized the passage and then answered questions about the passage. Participants better remembered the revised than the typical passages, summarizing the passages more accurately and uptaking information more efficiently (less reading time needed per unit of information remembered). The benefits for reading efficiency were greater for older adults with more health knowledge, suggesting knowledge facilitated comprehension of information in the revised passages. A systematic, multi-faceted approach to designing health documents can promote online learning among older adults with diverse health literacy abilities. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Self-Determination Theory and Day and Bamford's Principles for Extensive Reading

ERIC Educational Resources Information Center

Türkdogan, Gönül; Sivell, John

2016-01-01

Day and Bamford's ten principles for promoting second-language (L2) extensive reading (ER) have been commended for their highly applicable practicality. However, for various reasons, assuring successful ER instruction can remain a challenging task. This surprising contrast may in part be clarified by examining the relationship between Day and…

How High- and Low-Challenge Tasks Affect Motivation and Learning: Implications for Struggling Learners.

ERIC Educational Resources Information Center

Miller, Samuel D.

2003-01-01

Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new…

Representing number in the real-time processing of agreement: self-paced reading evidence from Arabic

PubMed Central

Tucker, Matthew A.; Idrissi, Ali; Almeida, Diogo

2015-01-01

In the processing of subject-verb agreement, non-subject plural nouns following a singular subject sometimes “attract” the agreement with the verb, despite not being grammatically licensed to do so. This phenomenon generates agreement errors in production and an increased tendency to fail to notice such errors in comprehension, thereby providing a window into the representation of grammatical number in working memory during sentence processing. Research in this topic, however, is primarily done in related languages with similar agreement systems. In order to increase the cross-linguistic coverage of the processing of agreement, we conducted a self-paced reading study in Modern Standard Arabic. We report robust agreement attraction errors in relative clauses, a configuration not particularly conducive to the generation of such errors for all possible lexicalizations. In particular, we examined the speed with which readers retrieve a subject controller for both grammatical and ungrammatical agreeing verbs in sentences where verbs are preceded by two NPs, one of which is a local non-subject NP that can act as a distractor for the successful resolution of subject-verb agreement. Our results suggest that the frequency of errors is modulated by the kind of plural formation strategy used on the attractor noun: nouns which form plurals by suffixation condition high rates of attraction, whereas nouns which form their plurals by internal vowel change (ablaut) generate lower rates of errors and reading-time attraction effects of smaller magnitudes. Furthermore, we show some evidence that these agreement attraction effects are mostly contained in the right tail of reaction time distributions. We also present modeling data in the ACT-R framework which supports a view of these ablauting patterns wherein they are differentially specified for number and evaluate the consequences of possible representations for theories of grammar and parsing. PMID:25914651

Syntactic Constraints and Individual Differences in Native and Non-Native Processing of Wh-Movement

PubMed Central

Johnson, Adrienne; Fiorentino, Robert; Gabriele, Alison

2016-01-01

There is a debate as to whether second language (L2) learners show qualitatively similar processing profiles as native speakers or whether L2 learners are restricted in their ability to use syntactic information during online processing. In the realm of wh-dependency resolution, research has examined whether learners, similar to native speakers, attempt to resolve wh-dependencies in grammatically licensed contexts but avoid positing gaps in illicit contexts such as islands. Also at issue is whether the avoidance of gap filling in islands is due to adherence to syntactic constraints or whether islands simply present processing bottlenecks. One approach has been to examine the relationship between processing abilities and the establishment of wh-dependencies in islands. Grammatical accounts of islands do not predict such a relationship as the parser should simply not predict gaps in illicit contexts. In contrast, a pattern of results showing that individuals with more processing resources are better able to establish wh-dependencies in islands could conceivably be compatible with certain processing accounts. In a self-paced reading experiment which examines the processing of wh-dependencies, we address both questions, examining whether native English speakers and Korean learners of English show qualitatively similar patterns and whether there is a relationship between working memory, as measured by counting span and reading span, and processing in both island and non-island contexts. The results of the self-paced reading experiment suggest that learners can use syntactic information on the same timecourse as native speakers, showing qualitative similarity between the two groups. Results of regression analyses did not reveal a significant relationship between working memory and the establishment of wh-dependencies in islands but we did observe significant relationships between working memory and the processing of licit wh-dependencies. As the contexts in which these relationships emerged differed for learners and native speakers, our results call for further research examining individual differences in dependency resolution in both populations. PMID:27148152

Syntactic Constraints and Individual Differences in Native and Non-Native Processing of Wh-Movement.

PubMed

Johnson, Adrienne; Fiorentino, Robert; Gabriele, Alison

2016-01-01

There is a debate as to whether second language (L2) learners show qualitatively similar processing profiles as native speakers or whether L2 learners are restricted in their ability to use syntactic information during online processing. In the realm of wh-dependency resolution, research has examined whether learners, similar to native speakers, attempt to resolve wh-dependencies in grammatically licensed contexts but avoid positing gaps in illicit contexts such as islands. Also at issue is whether the avoidance of gap filling in islands is due to adherence to syntactic constraints or whether islands simply present processing bottlenecks. One approach has been to examine the relationship between processing abilities and the establishment of wh-dependencies in islands. Grammatical accounts of islands do not predict such a relationship as the parser should simply not predict gaps in illicit contexts. In contrast, a pattern of results showing that individuals with more processing resources are better able to establish wh-dependencies in islands could conceivably be compatible with certain processing accounts. In a self-paced reading experiment which examines the processing of wh-dependencies, we address both questions, examining whether native English speakers and Korean learners of English show qualitatively similar patterns and whether there is a relationship between working memory, as measured by counting span and reading span, and processing in both island and non-island contexts. The results of the self-paced reading experiment suggest that learners can use syntactic information on the same timecourse as native speakers, showing qualitative similarity between the two groups. Results of regression analyses did not reveal a significant relationship between working memory and the establishment of wh-dependencies in islands but we did observe significant relationships between working memory and the processing of licit wh-dependencies. As the contexts in which these relationships emerged differed for learners and native speakers, our results call for further research examining individual differences in dependency resolution in both populations.

Activity in primary motor cortex during action observation covaries with subsequent behavioral changes in execution.

PubMed

Aridan, Nadav; Mukamel, Roy

2016-11-01

Observing someone else perform a movement facilitates motor planning, execution, and motor memory formation. Rate, an important feature in the execution of repeated movements, has been shown to vary following movement observation although the underlying neural mechanisms are unclear. In the current study, we examined how the rate of self-paced index finger pressing is implicitly modified following passive observation of a similar action performed at a different rate. Fifty subjects performed a finger pressing sequence with their right hand at their own pace before and after passive observation of either a 1-min video depicting the task performed at 3 Hz by someone else or a black screen. An additional set of 15 subjects performed the task in an MRI scanner. Across all 50 subjects, the spontaneous execution rate prior to video observation had a bimodal distribution with modes around 2 and 4 Hz. Following video observation, the slower subjects performed the task at an increased rate. In the 15 subjects who performed the task in the MRI scanner, we found positive correlation between fMRI signal in the left primary motor strip during passive video observation and subsequent behavioral changes in task performance rate. We conclude that observing someone else perform an action at a higher rate implicitly increases the spontaneous rate of execution, and that this implicit induction is mediated by activity in the contralateral primary motor cortex.

Pacing and Self-regulation: Important Skills for Talent Development in Endurance Sports.

PubMed

Elferink-Gemser, Marije T; Hettinga, Florentina J

2017-07-01

Pacing has been characterized as a multifaceted goal-directed process of decision making in which athletes need to decide how and when to invest their energy during the race, a process essential for optimal performance. Both physiological and psychological characteristics associated with adequate pacing and performance are known to develop with age. Consequently, the multifaceted skill of pacing might be under construction throughout adolescence, as well. Therefore, the authors propose that the complex skill of pacing is a potential important performance characteristic for talented youth athletes that needs to be developed throughout adolescence. To explore whether pacing is a marker for talent and how talented athletes develop this skill in middle-distance and endurance sports, they aim to bring together literature on pacing and literature on talent development and self-regulation of learning. Subsequently, by applying the cyclical process of self-regulation to pacing, they propose a practical model for the development of performance in endurance sports in youth athletes. Not only is self-regulation essential throughout the process of reaching the long-term goal of athletic excellence, but it also seems crucial for the development of pacing skills within a race and the development of a refined performance template based on previous experiences. Coaches and trainers are advised to incorporate pacing as a performance characteristic in their talent-development programs by stimulating their athletes to reflect, plan, monitor, and evaluate their races on a regular basis to build performance templates and, as such, improve their performance.

[Effects of punctuation on the processing of syntactically ambiguous Japanese sentences with a semantic bias].

PubMed

Niikuni, Keiyu; Muramoto, Toshiaki

2014-06-01

This study explored the effects of a comma on the processing of structurally ambiguous Japanese sentences with a semantic bias. A previous study has shown that a comma which is incompatible with an ambiguous sentence's semantic bias affects the processing of the sentence, but the effects of a comma that is compatible with the bias are unclear. In the present study, we examined the role of a comma compatible with the sentence's semantic bias using the self-paced reading method, which enabled us to determine the reading times for the region of the sentence where readers would be expected to solve the ambiguity using semantic information (the "target region"). The results show that a comma significantly increases the reading time of the punctuated word but decreases the reading time in the target region. We concluded that even if the semantic information provided might be sufficient for disambiguation, the insertion of a comma would affect the processing cost of the ambiguity, indicating that readers use both the comma and semantic information in parallel for sentence processing.

Reduced Physical Fidelity Training Device Concepts for Army Maintenance Training.

DTIC Science & Technology

1978-09-01

rapidly. In addition, the task- orientet ’ nature of self-pacee training is creating a need f~r even more equipment to support this newer method of...substitution for AET devices might be considered, to specify the conceptual form for such RPF devices, and to provide proceduial guidance for the future ...describe the RPF alternatives that can be considered for future development by the Army, and to set forth a procedure for their evaluation. The

A Working Memory Workout: How to Expand the Focus of Serial Attention From One to Four Items in 10 Hours or Less

ERIC Educational Resources Information Center

Verhaeghen, Paul; Cerella, John; Basak, Chandramallika

2004-01-01

Five individuals participated in an extensive practice study (10 1-hr sessions, 11,000 trials total) on a self-paced identity-judgment ?n-back task (n ranging from 1 to 5). Within Session 1, response time increased abruptly by about 300 ms in passing from n = 1 to n > 1, suggesting that the focus of attention can accommodate only a single item (H.…

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.

Job strain, blood pressure and response to uncontrollable stress.

PubMed

Steptoe, A; Cropley, M; Joekes, K

1999-02-01

The association between cardiovascular disease risk and job strain (high-demand, low-control work) may be mediated by heightened physiological stress responsivity. We hypothesized that high levels of job strain lead to increased cardiovascular responses to uncontrollable but not controllable stressors. Associations between job strain and blood pressure reductions after the working day (unwinding) were also assessed. Assessment of cardiovascular responses to standardized behavioral tasks, and ambulatory monitoring of blood pressure and heart rate during a working day and evening. We studied 162 school teachers (60 men, 102 women) selected from a larger survey as experiencing high or low job strain. Blood pressure, heart rate and electrodermal responses to an externally paced (uncontrollable) task and a self-paced (controllable) task were assessed. Blood pressure was monitored using ambulatory apparatus from 0900 to 2230 h on a working day. The groups of subjects with high and low job strain did not differ in demographic factors, body mass or resting cardiovascular activity. Blood pressure reactions to the uncontrollable task were greater in high than low job-strain groups, but responses to the controllable task were not significantly different between groups. Systolic and diastolic blood pressure did not differ between groups over the working day, but decreased to a greater extent in the evening in subjects with low job strain. Job strain is associated with a heightened blood pressure response to uncontrollable but not controllable tasks. The failure of subjects with high job strain to show reduced blood pressure in the evening may be a manifestation of chronic allostatic load.

Can I get me out of my head? Exploring strategies for controlling the self-referential aspects of the mind-wandering state during reading.

PubMed

Sanders, Jet G; Wang, Hao-Ting; Schooler, Jonathan; Smallwood, Jonathan

2017-06-01

Trying to focus on a piece of text and keep unrelated thoughts at bay can be a surprisingly futile experience. The current study explored the effects of different instructions on participants' capacity to control their mind-wandering and maximize reading comprehension, while reading. Participants were instructed to (a) enhance focus on what was read (external) or (b) enhance meta-awareness of mind-wandering (internal). To understand when these strategies were important, we induced a state of self-focus in half of our participants at the beginning of the experiment. Results replicated the negative association between mind-wandering and comprehension and demonstrated that both internal and external instructions impacted on the efficiency of reading following a period of induced self-focus. Techniques that foster meta-awareness improved task focus but did so at the detriment of reading comprehension, while promoting a deeper engagement while reading improved comprehension with no changes in reported mind-wandering. These data provide insight into how we can control mind-wandering and improve comprehension, and they underline that a state of self-focus is a condition under which they should be employed. Furthermore, these data support component process models that propose that the self-referent mental contents that arise during mind-wandering are distinguishable from those processes that interfere with comprehension.

Balance training with multi-task exercises improves fall-related self-efficacy, gait, balance performance and physical function in older adults with osteoporosis: a randomized controlled trial.

PubMed

Halvarsson, Alexandra; Franzén, Erika; Ståhle, Agneta

2015-04-01

To evaluate the effects of a balance training program including dual- and multi-task exercises on fall-related self-efficacy, fear of falling, gait and balance performance, and physical function in older adults with osteoporosis with an increased risk of falling and to evaluate whether additional physical activity would further improve the effects. Randomized controlled trial, including three groups: two intervention groups (Training, or Training+Physical activity) and one Control group, with a 12-week follow-up. Stockholm County, Sweden. Ninety-six older adults, aged 66-87, with verified osteoporosis. A specific and progressive balance training program including dual- and multi-task three times/week for 12 weeks, and physical activity for 30 minutes, three times/week. Fall-related self-efficacy (Falls Efficacy Scale-International), fear of falling (single-item question - 'In general, are you afraid of falling?'), gait speed with and without a cognitive dual-task at preferred pace and fast walking (GAITRite®), balance performance tests (one-leg stance, and modified figure of eight), and physical function (Late-Life Function and Disability Instrument). Both intervention groups significantly improved their fall-related self-efficacy as compared to the controls (p ≤ 0.034, 4 points) and improved their balance performance. Significant differences over time and between groups in favour of the intervention groups were found for walking speed with a dual-task (p=0.003), at fast walking speed (p=0.008), and for advanced lower extremity physical function (p=0.034). This balance training program, including dual- and multi-task, improves fall-related self-efficacy, gait speed, balance performance, and physical function in older adults with osteoporosis. © The Author(s) 2014.

Decreased Number of Self-Paced Saccades in Post-Concussion Syndrome Associated with Higher Symptom Burden and Reduced White Matter Integrity.

PubMed

Taghdiri, Foad; Chung, Jonathan; Irwin, Samantha; Multani, Namita; Tarazi, Apameh; Ebraheem, Ahmed; Khodadadi, Mozghan; Goswami, Ruma; Wennberg, Richard; Mikulis, David; Green, Robin; Davis, Karen; Tator, Charles; Eizenman, Moshe; Tartaglia, Maria Carmela

2018-03-01

The aim of this study was to examine the potential utility of a self-paced saccadic eye movement as a marker of post-concussion syndrome (PCS) and monitoring the recovery from PCS. Fifty-nine persistently symptomatic participants with at least two concussions performed the self-paced saccade (SPS) task. We evaluated the relationships between the number of SPSs and 1) number of self-reported concussion symptoms, and 2) integrity of major white matter (WM) tracts (as measured by fractional anisotropy [FA] and mean diffusivity) that are directly or indirectly involved in saccadic eye movements and often affected by concussion. These tracts included the uncinate fasciculus (UF), cingulum (Cg) and its three subcomponents (subgenual, retrosplenial, and parahippocampal), superior longitudinal fasciculus, and corpus callosum. Mediation analyses were carried out to examine whether specific WM tracts (left UF and left subgenual Cg) mediated the relationship between the number of SPSs and 1) interval from last concussion or 2) total number of self-reported symptoms. The number of SPSs was negatively correlated with the total number of self-reported symptoms (r = -0.419, p = 0.026). The number of SPSs were positively correlated with FA of left UF and left Cg (r = 0.421, p = 0.013 and r = 0.452, p = 0.008; respectively). FA of the subgenual subcomponent of the left Cg partially mediated the relationship between the total number of symptoms and the number of SPSs, while FA of the left UF mediated the relationship between interval from last concussion and the number of SPSs. In conclusion, SPS testing as a fast and objective assessment may reflect symptom burden in patients with PCS. In addition, since the number of SPSs is associated with the integrity of some WM tracts, it may be useful as a diagnostic biomarker in patients with PCS.

Can exposure variation be promoted in the shoulder girdle muscles by modifying work pace and inserting pauses during simulated assembly work?

PubMed

Januario, Leticia Bergamin; Madeleine, Pascal; Cid, Marina Machado; Samani, Afshin; Oliveira, Ana Beatriz

2018-01-01

This study investigated the acute effects of changing the work pace and implementing two pause types during an assembly task. Eighteen healthy women performed a simulated task in four different conditions: 1) slow or 2) fast work pace with 3) passive or 4) active pauses every two minutes. The root mean square (RMS) and exposure variation analysis (EVA) from the trapezius and serratus anterior muscles, as well as the rate of perceived exertion (RPE) from the neck-shoulder region, were observed. Decreased RMS and RPE as well as more variable muscle activity (EVA) were observed in the slow work pace compared with the fast one. The pause types had a limited effect, but active pauses resulted in increased RMS of the clavicular trapezius. The findings revealed the importance of work pace in the reduction of perceived exertion and promotion of variation in muscle activation during assembly tasks. However, the pause types had no important effect on the evaluated outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Exploring the Potential of the Massive, Open, Online Astronomy Course

NASA Astrophysics Data System (ADS)

Austin, Carmen; Impey, C. D.; Wenger, M.

2014-01-01

Astronomy: State of the Art is a massive, open, online course (MOOC) in astronomy. Course content was released weekly, over 7 weeks, in the spring of 2013. More than 10 hours of video lectures were produced and deployed along with supplementary readings, podcasts, and realtime Q&A sessions with professor Chris Impey. All content is still available online as a self-paced course. Over 5,000 students have enrolled in the course through the online course platform Udemy. This poster presents student engagement data, and a discussion of lessons learned and opportunities for future improvement.

The Efficacy of Self-Paced Study in Multitrial Learning

ERIC Educational Resources Information Center

de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-01-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for…

The Monkey game: A computerized verbal working memory task for self-reliant administration in primary school children.

PubMed

Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Jolani, Shahab; Van Luit, Johannes E H

2016-06-01

In two studies, the psychometric properties of an online self-reliant verbal working memory task (the Monkey game) for primary school children (6-12 years of age) were examined. In Study 1, children (n = 5,203) from 31 primary schools participated. The participants completed computerized verbal and visual-spatial working memory tasks (i.e., the Monkey game and the Lion game) and a paper-and-pencil version of Raven's Standard Progressive Matrices. Reading comprehension and math achievement test scores were obtained from the schools. First, the internal consistency of the Monkey game was examined. Second, multilevel modeling was used to examine the effects of classroom membership. Multilevel multivariate regression analysis was used to examine the Monkey game's concurrent relationship with the Lion game and its predictive relationships with reading comprehension and math achievement. Also, age-related differences in performance were examined. In Study 2, the concurrent relationships between the Monkey game and two tester-led computerized working memory tasks were further examined (n = 140). Also, the 1- and 2-year stability of the Monkey game was investigated. The Monkey game showed excellent internal consistency, good concurrent relationships with the other working memory measures, and significant age differences in performance. Performance on the Monkey game was also predictive of subsequent reading comprehension and mathematics performance, even after controlling for individual differences in intelligence. Performance on the Monkey game was influenced by classroom membership. The Monkey game is a reliable and suitable instrument for the online computerized and self-reliant assessment of verbal working memory in primary school children.

Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading.

PubMed

Rathé, Sanne; Torbeyns, Joke; De Smedt, Bert; Hannula-Sormunen, Minna M; Verschaffel, Lieven

2017-11-20

Young children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed association provided inconsistent findings. We aimed to address this issue by investigating the association between kindergartners' SFON as measured by two different experimental tasks and the frequency of their number-related utterances during a typical picture book reading activity. Participants were 65 4- to 6-year-olds in kindergarten (before the start of formal education). Kindergartners individually participated in two sessions. First, they completed an action-based SFON Imitation task and a verbal SFON Picture task, with a short visuo-motor task in between. Next, children were invited to spontaneously comment on the pictures of a picture book during a typical picture book reading activity. Results revealed a positive association between children's SFON as measured by the Picture task and the frequency of their number-related utterances during typical picture book reading, but no such association for the Imitation task. Our findings indicate that children with higher SFON as measured by a verbal experimental task also tend to focus more frequently on number during verbal everyday activities, such as picture book reading. In view of the divergent associations between our SFON measures under study with everyday number activities, the current data suggest that SFON may not be a unitary construct and/or might be task-dependent. © 2017 The British Psychological Society.

Motor adaptation capacity as a function of age in carrying out a repetitive assembly task at imposed work paces.

PubMed

Gilles, Martine Annie; Guélin, Jean-Charles; Desbrosses, Kévin; Wild, Pascal

2017-10-01

The working population is getting older. Workers must adapt to changing conditions to respond to the efforts required by the tasks they have to perform. In this laboratory-based study, we investigated the capacities of motor adaptation as a function of age and work pace. Two phases were identified in the task performed: a collection phase, involving dominant use of the lower limbs; and an assembly phase, involving bi-manual motor skills. Results showed that senior workers were mainly limited during the collection phase, whereas they had less difficulty completing the assembly phase. However, senior workers did increase the vertical force applied while assembling parts, whatever the work pace. In younger and middle-aged subjects, vertical force was increased only for the faster pace. Older workers could adapt to perform repetitive tasks under different time constraints, but adaptation required greater effort than for younger workers. These results point towards a higher risk of developing musculoskeletal disorders among seniors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

Integrating self-management and exercise for people living with arthritis.

PubMed

Mendelson, A D; McCullough, C; Chan, A

2011-02-01

The Program for Arthritis Control through Education and Exercise, PACE-Ex™, is an arthritis self-management program incorporating principles and practice of self-management, goal setting and warm water exercise. The purpose of this program review is to examine the impact of PACE-Ex on participants' self-efficacy for condition management, self-management behaviors, goal achievement levels and self-reported disability, pain and health status. A retrospective review was conducted on participants who completed PACE-Ex from 1998 to 2006. A total of 347 participants completed 24 PACE-Ex programs [mean age 69.9 (±12.2) years, living with arthritis mean of 14.1 (±13.2) years]. Participants showed statistically significant improvements in their self-efficacy to manage their condition (Program for Rheumatic Independent Self-Management Questionnaire) (P < 0.001) and performance of self-management behaviors (Self-Management Behavior Questionnaire) (P < 0.01). Self-reported health status, disability and pain levels improved post-program (P < 0.01) despite reporting statistically significant increase in the total swollen and tender joint counts (Health Assessment Questionnaire) (P < 0.05). Sixty-eight percent of participants achieved or exceeded their long-term goal as measured by Goal Attainment Scaling. These findings remain to be proven with a more rigorous method yet they suggest that PACE-Ex is a promising intervention that supports healthy living for individuals with arthritis.

The neural basis of audiomotor entrainment: an ALE meta-analysis

PubMed Central

Chauvigné, Léa A. S.; Gitau, Kevin M.; Brown, Steven

2014-01-01

Synchronization of body movement to an acoustic rhythm is a major form of entrainment, such as occurs in dance. This is exemplified in experimental studies of finger tapping. Entrainment to a beat is contrasted with movement that is internally driven and is therefore self-paced. In order to examine brain areas important for entrainment to an acoustic beat, we meta-analyzed the functional neuroimaging literature on finger tapping (43 studies) using activation likelihood estimation (ALE) meta-analysis with a focus on the contrast between externally-paced and self-paced tapping. The results demonstrated a dissociation between two subcortical systems involved in timing, namely the cerebellum and the basal ganglia. Externally-paced tapping highlighted the importance of the spinocerebellum, most especially the vermis, which was not activated at all by self-paced tapping. In contrast, the basal ganglia, including the putamen and globus pallidus, were active during both types of tapping, but preferentially during self-paced tapping. These results suggest a central role for the spinocerebellum in audiomotor entrainment. We conclude with a theoretical discussion about the various forms of entrainment in humans and other animals. PMID:25324765

Predictive classification of self-paced upper-limb analytical movements with EEG.

PubMed

Ibáñez, Jaime; Serrano, J I; del Castillo, M D; Minguez, J; Pons, J L

2015-11-01

The extent to which the electroencephalographic activity allows the characterization of movements with the upper limb is an open question. This paper describes the design and validation of a classifier of upper-limb analytical movements based on electroencephalographic activity extracted from intervals preceding self-initiated movement tasks. Features selected for the classification are subject specific and associated with the movement tasks. Further tests are performed to reject the hypothesis that other information different from the task-related cortical activity is being used by the classifiers. Six healthy subjects were measured performing self-initiated upper-limb analytical movements. A Bayesian classifier was used to classify among seven different kinds of movements. Features considered covered the alpha and beta bands. A genetic algorithm was used to optimally select a subset of features for the classification. An average accuracy of 62.9 ± 7.5% was reached, which was above the baseline level observed with the proposed methodology (30.2 ± 4.3%). The study shows how the electroencephalography carries information about the type of analytical movement performed with the upper limb and how it can be decoded before the movement begins. In neurorehabilitation environments, this information could be used for monitoring and assisting purposes.

Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments

ERIC Educational Resources Information Center

Kocdar, Serpil; Karadeniz, Abdulkadir; Bozkurt, Aras; Buyuk, Koksal

2018-01-01

Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in selfpaced open and distance learning…

Brief Report: Reduction of Inappropriate Vocalizations for a Child with Autism Using a Self-Management Treatment Program.

ERIC Educational Resources Information Center

Mancina, Catherine; Tankersley, Melody; Kamps, Debra; Kravits, Tammy; Parrett, Jean

2000-01-01

A study examined the effects of a self-management program used to reduce high rates of inappropriate vocalizations (e.g., humming, tongue clucking, perseveration, and echolalic words/phases) in a 12-year-old girl with autism. When self-management was applied to inappropriate vocalizations during leisure, prevocational, and reading tasks, the…

Self-pacing study of faces of different races: metacognitive control over study does not eliminate the cross-race recognition effect.

PubMed

Tullis, Jonathan G; Benjamin, Aaron S; Liu, Xiping

2014-08-01

People often recognize same-race faces better than other-race faces. This cross-race effect (CRE) has been proposed to arise in part because learners devote fewer cognitive resources to encode faces of social out-groups. In three experiments, we evaluated whether learners' other-race mnemonic deficits are due to "cognitive disregard" during study and whether this disregard is under metacognitive control. Learners studied each face either for as long as they wanted (the self-paced condition) or for the average time taken by a self-paced learner (the fixed-rate condition). Self-paced learners allocated equal amounts of study time to same-race and other-race faces, and having control over study time did not change the size of the CRE. In the second and third experiments, both self-paced and fixed-rate learners were given instructions to "individuate" other-race faces. Individuation instructions caused self-paced learners to allocate more study time to other-race faces, but this did not significantly reduce the size of the CRE, even for learners who reported extensive contact with other races. We propose that the differential processing that people apply to faces of different races and the subsequent other-race mnemonic deficit are not due to learners' strategic cognitive disregard of other-race faces.

Making Their Voices Count: Using Students' Perspectives to Inform Literacy Instruction for Striving Middle Grade Readers with Academic Difficulties

ERIC Educational Resources Information Center

Groff, Carolyn

2014-01-01

The consequences of lack of reading and poor reading skills are problematic for all students, regardless of background; however, for middle grade striving readers with academic difficulties these problems can lead to lower self-efficacy and motivation to engage in literacy tasks. Using the perspectives of urban, middle grade special education…

Patterns of problem-solving in children's literacy and arithmetic.

PubMed

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-11-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.

Single trial prediction of self-paced reaching directions from EEG signals.

PubMed

Lew, Eileen Y L; Chavarriaga, Ricardo; Silvoni, Stefano; Millán, José Del R

2014-01-01

Early detection of movement intention could possibly minimize the delays in the activation of neuroprosthetic devices. As yet, single trial analysis using non-invasive approaches for understanding such movement preparation remains a challenging task. We studied the feasibility of predicting movement directions in self-paced upper limb center-out reaching tasks, i.e., spontaneous movements executed without an external cue that can better reflect natural motor behavior in humans. We reported results of non-invasive electroencephalography (EEG) recorded from mild stroke patients and able-bodied participants. Previous studies have shown that low frequency EEG oscillations are modulated by the intent to move and therefore, can be decoded prior to the movement execution. Motivated by these results, we investigated whether slow cortical potentials (SCPs) preceding movement onset can be used to classify reaching directions and evaluated the performance using 5-fold cross-validation. For able-bodied subjects, we obtained an average decoding accuracy of 76% (chance level of 25%) at 62.5 ms before onset using the amplitude of on-going SCPs with above chance level performances between 875 to 437.5 ms prior to onset. The decoding accuracy for the stroke patients was on average 47% with their paretic arms. Comparison of the decoding accuracy across different frequency ranges (i.e., SCPs, delta, theta, alpha, and gamma) yielded the best accuracy using SCPs filtered between 0.1 to 1 Hz. Across all the subjects, including stroke subjects, the best selected features were obtained mostly from the fronto-parietal regions, hence consistent with previous neurophysiological studies on arm reaching tasks. In summary, we concluded that SCPs allow the possibility of single trial decoding of reaching directions at least 312.5 ms before onset of reach.

Reading Ability and Reading Engagement in Older Adults With Glaucoma

PubMed Central

Nguyen, Angeline M.; van Landingham, Suzanne W.; Massof, Robert W.; Rubin, Gary S.; Ramulu, Pradeep Y.

2014-01-01

Purpose. We evaluated the impact of glaucoma-related vision loss on reading ability and reading engagement in 10 reading activities. Methods. A total of 63 glaucoma patients and 59 glaucoma suspect controls self-rated their level of reading difficulty for 10 reading items, and responses were analyzed using Rasch analysis to determine reading ability. Reading engagement was assessed by asking subjects to report the number of days per week they engaged in each reading activity. Reading restriction was determined as a decrement in engagement. Results. Glaucoma subjects more often described greater reading difficulty than controls for all tasks except puzzles (P < 0.05). The most difficult reading tasks involved puzzles, books, and finances, while the least difficult reading tasks involved notes, bills, and mail. In multivariable weighted least squares regression models of Rasch-estimated person measures of reading ability, less reading ability was found for glaucoma patients compared to controls (β = −1.60 logits, P < 0.001). Among glaucoma patients, less reading ability was associated with more severe visual field (VF) loss (β = −0.68 logits per 5-dB decrement in better-eye VF mean deviation [MD], P < 0.001) and contrast sensitivity (β = −0.76 logits per 0.1-unit lower log CS, P < 0.001). Each 5-dB decrement in the better-eye VF MD was associated with book reading on 18% fewer days (P = 0.003) and newspaper reading on 10% fewer days (P = 0.008). No statistically significant reading restriction was observed for other reading activities (P > 0.05). Conclusions. Glaucoma patients have less reading ability and engage less in a variety of different reading activities, particularly those requiring sustained reading. Future work should evaluate the mechanisms underlying reading disability in glaucoma to determine how patients can maintain reading ability and engagement. PMID:25052992

Comparison of lumbo-pelvic kinematics during trunk forward bending and backward return between patients with acute low back pain and asymptomatic controls.

PubMed

Shojaei, Iman; Salt, Elizabeth G; Hooker, Quenten; Van Dillen, Linda R; Bazrgari, Babak

2017-01-01

Prior studies have reported differences in lumbo-pelvic kinematics during a trunk forward bending and backward return task between individuals with and without chronic low back pain; yet, the literature on lumbo-pelvic kinematics of patients with acute low back pain is scant. Therefore, the purpose of this study was set to investigate lumbo-pelvic kinematics in this cohort. A case-control study was conducted to investigate the differences in pelvic and thoracic rotation along with lumbar flexion as well as their first and second time derivatives between females with and without acute low back pain. Participants in each group completed one experimental session wherein they performed trunk forward bending and backward return at self-selected and fast paces. Compared to controls, individuals with acute low back pain had larger pelvic range of rotations and smaller lumbar range of flexions. Patients with acute low back pain also adopted a slower pace compared to asymptomatic controls which was reflected in smaller maximum values for angular velocity, deceleration and acceleration of lumbar flexion. Irrespective of participant group, smaller pelvic range of rotation and larger lumbar range of flexion were observed in younger vs. older participants. Reduced lumbar range of flexion and slower task pace, observed in patients with acute low back pain, may be the result of a neuromuscular adaptation to reduce the forces and deformation in the lower back tissues and avoid pain aggravation. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effectiveness of self-compassion and self-esteem writing tasks in reducing body image concerns.

PubMed

Seekis, Veya; Bradley, Graham L; Duffy, Amanda

2017-12-01

This study investigated whether single-session self-compassion and self-esteem writing tasks ameliorate the body image concerns evoked by a negative body image induction. Ninety-six female university students aged 17-25 years (M age =19.45, SD=1.84) were randomly assigned to one of three writing treatment groups: self-compassion, self-esteem, or control. After reading a negative body image scenario, participants completed scales measuring state body appreciation, body satisfaction, and appearance anxiety. They then undertook the assigned writing task, and completed the three measures again, both immediately post-treatment and at 2-week follow-up. The self-compassion writing group showed higher post-treatment body appreciation than the self-esteem and control groups, and higher body appreciation than the control group at follow-up. At post-treatment and follow-up, self-compassion and self-esteem writing showed higher body satisfaction than the control. The groups did not differ on appearance anxiety. Writing-based interventions, especially those that enhance self-compassion, may help alleviate certain body image concerns. Copyright © 2017 Elsevier Ltd. All rights reserved.

Neuroimaging self-esteem: a fMRI study of individual differences in women

PubMed Central

Lundberg, Erica; Brimson-Théberge, Melanie; Théberge, Jean

2013-01-01

Although neuroimaging studies strongly implicate the medial prefrontal cortex (ventral and dorsal), cingulate gyrus (anterior and posterior), precuneus and temporoparietal cortex in mediating self-referential processing (SRP), little is known about the neural bases mediating individual differences in valenced SRP, that is, processes intrinsic to self-esteem. This study investigated the neural correlates of experimentally engendered valenced SRP via the Visual–Verbal Self-Other Referential Processing Task in 20 women with fMRI. Participants viewed pictures of themselves or unknown other women during separate trials while covertly rehearsing ‘I am’ or ‘She is’, followed by reading valenced trait adjectives, thus variably associating the self/other with positivity/negativity. Response within dorsal and ventral medial prefrontal cortex, cingulate cortex and left temporoparietal cortex varied with individual differences in both pre-task rated self-descriptiveness of the words, as well as task-induced affective responses. Results are discussed as they relate to a social cognitive and affective neuroscience view of self-esteem. PMID:22403154

Integrating Self-Management and Exercise for People Living with Arthritis

ERIC Educational Resources Information Center

Mendelson, A. D.; McCullough, C.; Chan, A.

2011-01-01

The Program for Arthritis Control through Education and Exercise, PACE-Ex[TM}, is an arthritis self-management program incorporating principles and practice of self-management, goal setting and warm water exercise. The purpose of this program review is to examine the impact of PACE-Ex on participants' self-efficacy for condition management,…

The syntactic complexity of Russian relative clauses

PubMed Central

Fedorenko, Evelina; Gibson, Edward

2012-01-01

Although syntactic complexity has been investigated across dozens of studies, the available data still greatly underdetermine relevant theories of processing difficulty. Memory-based and expectation-based theories make opposite predictions regarding fine-grained time course of processing difficulty in syntactically constrained contexts, and each class of theory receives support from results on some constructions in some languages. Here we report four self-paced reading experiments on the online comprehension of Russian relative clauses together with related corpus studies, taking advantage of Russian’s flexible word order to disentangle predictions of competing theories. We find support for key predictions of memory-based theories in reading times at RC verbs, and for key predictions of expectation-based theories in processing difficulty at RC-initial accusative noun phrase (NP) objects, which corpus data suggest should be highly unexpected. These results suggest that a complete theory of syntactic complexity must integrate insights from both expectation-based and memory-based theories. PMID:24711687

Self-Paced Instruction in a Cognitively Oriented Skills Course: Supplyman, MOS 76Y10. Technical Report No. 75-20.

ERIC Educational Resources Information Center

Hungerland, Jacklyn E.; Taylor, John E.

As part of the Army's adoption of performance-oriented instruction in Army Training centers, a study was conducted to determine the feasibility of using sefl-paced instruction without programed texts in a clerical and computational skills course. Course organization, course management, and effective instructional techniques for self-paced training…

The Soft Start of the Danish Schools: Learning to Read--Slowly.

ERIC Educational Resources Information Center

Low, Anni

Although a recent study shows that school children in Denmark are acquiring initial reading proficiencies at a slower pace than in previous years, that there were more very good readers and more very poor readers in 1972-73 than in 1966, that the average reading performance was lower in 1972-73 than in 1966, and that children in 1972-73 read more…

Minimum Required Attention: A Human-Centered Approach to Driver Inattention.

PubMed

Kircher, Katja; Ahlstrom, Christer

2017-05-01

To propose a driver attention theory based on the notion of driving as a satisficing and partially self-paced task and, within this framework, present a definition for driver inattention. Many definitions of driver inattention and distraction have been proposed, but they are difficult to operationalize, and they are either unreasonably strict and inflexible or suffer from hindsight bias. Existing definitions of driver distraction are reviewed and their shortcomings identified. We then present the minimum required attention (MiRA) theory to overcome these shortcomings. Suggestions on how to operationalize MiRA are also presented. MiRA describes which role the attention of the driver plays in the shared "situation awareness of the traffic system." A driver is considered attentive when sampling sufficient information to meet the demands of the system, namely, that he or she fulfills the preconditions to be able to form and maintain a good enough mental representation of the situation. A driver should only be considered inattentive when information sampling is not sufficient, regardless of whether the driver is concurrently executing an additional task or not. The MiRA theory builds on well-established driver attention theories. It goes beyond available driver distraction definitions by first defining what a driver needs to be attentive to, being free from hindsight bias, and allowing the driver to adapt to the current demands of the traffic situation through satisficing and self-pacing. MiRA has the potential to provide the stepping stone for unbiased and operationalizable inattention detection and classification.

Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-lagged Panel Design and Population-based Sample

PubMed Central

Lin, Yu-Chu; Morgan, Paul L.; Farkas, George; Hillemeier, Marianne; Cook, Michael

2015-01-01

We examined three questions. First, do reading difficulties increase children’s risk of behavior difficulties? Second, do behavioral difficulties increase children’s risk of reading difficulties? Third, do mathematics difficulties increase children’s risk of reading or behavioral difficulties? We investigated these questions using a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, conducting multilevel logistic regression modeling and including statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1.30 – 1.57). Statistically controlling for a prior history of reading difficulties, children with poor mathematics skills in third grade were also significantly more likely to display poor task management, poor interpersonal skills, internalizing behavior problems, and reading difficulties in fifth grade (OR range = 1.38 – 5.14). In contrast, only those children exhibiting poor task management, but not other types of problem behaviors, in third grade were more likely to be poor readers in fifth grade (OR = 1.49). PMID:26097274

Assessing randomness and complexity in human motion trajectories through analysis of symbolic sequences

PubMed Central

Peng, Zhen; Genewein, Tim; Braun, Daniel A.

2014-01-01

Complexity is a hallmark of intelligent behavior consisting both of regular patterns and random variation. To quantitatively assess the complexity and randomness of human motion, we designed a motor task in which we translated subjects' motion trajectories into strings of symbol sequences. In the first part of the experiment participants were asked to perform self-paced movements to create repetitive patterns, copy pre-specified letter sequences, and generate random movements. To investigate whether the degree of randomness can be manipulated, in the second part of the experiment participants were asked to perform unpredictable movements in the context of a pursuit game, where they received feedback from an online Bayesian predictor guessing their next move. We analyzed symbol sequences representing subjects' motion trajectories with five common complexity measures: predictability, compressibility, approximate entropy, Lempel-Ziv complexity, as well as effective measure complexity. We found that subjects' self-created patterns were the most complex, followed by drawing movements of letters and self-paced random motion. We also found that participants could change the randomness of their behavior depending on context and feedback. Our results suggest that humans can adjust both complexity and regularity in different movement types and contexts and that this can be assessed with information-theoretic measures of the symbolic sequences generated from movement trajectories. PMID:24744716

Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics

NASA Astrophysics Data System (ADS)

DeVore, Seth; Marshman, Emily; Singh, Chandralekha

2017-06-01

As research-based, self-paced electronic learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we first discuss the effectiveness of electronic learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses and then propose a framework for helping students engage effectively with the learning tools. The tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students in the courses in which these interactive electronic learning tutorials were assigned as a self-study tool performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. The significantly lower overall performance on paired problems administered as an in-class quiz compared to the performance of student volunteers who used the research-based tutorials in one-on-one implementation suggests that many students enrolled in introductory physics courses did not effectively engage with the tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-paced learning tools.

Distress tolerance: Associations with trauma and substance cue reactivity in low-income, inner-city adults with substance use disorders and posttraumatic stress.

PubMed

Vujanovic, Anka A; Wardle, Margaret C; Bakhshaie, Jafar; Smith, Lia J; Green, Charles E; Lane, Scott D; Schmitz, Joy M

2018-05-01

Cue reactivity has great potential to advance our understanding of posttraumatic stress disorder (PTSD), substance use disorder (SUD), and PTSD/SUD comorbidity. The present investigation examined distress tolerance (DT) with regard to trauma and substance cue reactivity. Participants included 58 low-income, inner-city adults (49.1% women; M age = 45.73, SD = 10.00) with substance dependence and at least 4 symptoms of PTSD. A script-driven cue reactivity paradigm was utilized. Four DT measures were administered, including the Distress Tolerance Scale (DTS), Mirror-Tracing Persistence Task (MTPT), Breath-Holding Task (BH), and Paced Auditory Serial Addition Task (PASAT). Lower DT, as indexed by MTPT duration, was significantly predictive of greater levels of self-reported substance cravings/urges in response to trauma cues, above and beyond covariates. Lower DTS scores predicted lower levels of self-reported control/safety ratings in response to substance cues. None of the DT indices was significantly predictive of heart rate variability. Clinical and research implications are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Impaired anticipatory control of grasp during obstacle crossing in Parkinson's disease.

PubMed

McIsaac, Tara L; Diermayr, Gudrun; Albert, Frederic

2012-05-16

During self-paced walking, people with Parkinson's disease maintain anticipatory control during object grasping. However, common functional tasks often include carrying an object while changing step patterns mid-path and maneuvering over obstacles, increasing task complexity and attentional demands. Thus, the present study investigated the effect of Parkinson's disease on the modulation of grasping force changes as a function of gait-related inertial forces. Subjects with Parkinson's disease maintained the ability to scale and to couple over time their grip and inertial forces while walking at irregular step lengths, but were unable to maintain the temporal coupling of grasping forces compared to controls during obstacle crossing. We suggest that this deterioration in anticipatory control is associated with the increased demands of task complexity and attention during obstacle crossing. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Relationships between job organisational factors, biomechanical and psychosocial exposures.

PubMed

Bao, Stephen S; Kapellusch, Jay M; Merryweather, Andrew S; Thiese, Matthew S; Garg, Arun; Hegmann, Kurt T; Silverstein, Barbara A

2016-01-01

The relationships between work organisational, biomechanical and psychosocial factors were studied using cross-sectional data from a pooled dataset of 1834 participants. The work organisational factors included: job rotation, overtime work, having second jobs and work pace. Task and job level biomechanical variables were obtained through sub-task data collected in the field or analysed in the laboratory. Psychosocial variables were collected based on responses to 10 questions. The results showed that job rotations had significant effects on all biomechanical and most psychosocial measures. Those with job rotations generally had higher job biomechanical stressors, and lower job satisfaction. Overtime work was associated with higher job biomechanical stressors, and possibly self-reported physical exhaustion. Those having second jobs reported getting along with co-workers well. Work pace had significant influences on all biomechanical stressors, but its impact on job biomechanical stressors and psychosocial effects are complicated. The findings are based on a large number of subjects collected by three research teams in diverse US workplaces. Job rotation practices used in many workplaces may not be effective in reducing job biomechanical stressors for work-related musculoskeletal disorders. Overtime work is also associated with higher biomechanical stressors.

Mind wandering during attention performance: Effects of ADHD-inattention symptomatology, negative mood, ruminative response style and working memory capacity.

PubMed

Jonkman, Lisa M; Markus, C Rob; Franklin, Michael S; van Dalfsen, Jens H

2017-01-01

In adulthood, depressive mood is often comorbid with ADHD, but its role in ADHD-inattentiveness and especially relations with mind wandering remains to be elucidated. This study investigated the effects of laboratory-induced dysphoric mood on task-unrelated mind wandering and its consequences on cognitive task performance in college students with high (n = 46) or low (n = 44) ADHD-Inattention symptomatology and Hyperactivity/Impulsivity symptoms in the normal range. These non-clinical high/low ADHD-Inattention symptom groups underwent negative or positive mood induction after which mind wandering frequency was measured in a sustained attention (SART), and a reading task. Effects of ruminative response style and working memory capacity on mind wandering frequency were also investigated. Significantly higher frequencies of self -reported mind wandering in daily life, in the SART and reading task were reported in the ADHD-Inattention symptom group, with detrimental effects on text comprehension in the reading task. Induced dysphoric mood did specifically enhance the frequency of mind wandering in the ADHD-Inattention symptom group only during the SART, and was related to their higher self-reported intrusive ruminative response styles. Working memory capacity did not differ between high/low attention groups and did not influence any of the reported effects. These combined results suggest that in a non-clinical sample with high ADHD-inattention symptoms, dysphoric mood and a ruminative response style seem to be more important determinants of dysfunctional mind wandering than a failure in working memory capacity/executive control, and perhaps need other ways of remediation, like cognitive behavioral therapy or mindfulness training.

Filling the Silence: Reactivation, not Reconstruction

PubMed Central

Paape, Dario L. J. F.

2016-01-01

In a self-paced reading experiment, we investigated the processing of sluicing constructions (“sluices”) whose antecedent contained a known garden-path structure in German. Results showed decreased processing times for sluices with garden-path antecedents as well as a disadvantage for antecedents with non-canonical word order downstream from the ellipsis site. A post-hoc analysis showed the garden-path advantage also to be present in the region right before the ellipsis site. While no existing account of ellipsis processing explicitly predicted the results, we argue that they are best captured by combining a local antecedent mismatch effect with memory trace reactivation through reanalysis. PMID:26858674

Manic thinking: independent effects of thought speed and thought content on mood.

PubMed

Pronin, Emily; Wegner, Daniel M

2006-09-01

This experiment found that the speed of thought affects mood. Thought speed was manipulated via participants' paced reading of statements designed to induce either an elated or a depressed mood. Participants not only experienced more positive mood in response to elation than in response to depression statements, but also experienced an independent increase in positive mood when they had been thinking fast rather than slow--for both elation and depression statements. This effect of thought speed extended beyond mood to other experiences often associated with mania (i.e., feelings of power, feelings of creativity, a heightened sense of energy, and inflated self-esteem or grandiosity).

The Repeated Name Penalty, the Overt Pronoun Penalty, and Topic in Japanese.

PubMed

Shoji, Shinichi; Dubinsky, Stanley; Almor, Amit

2017-02-01

When reading sentences with an anaphoric reference to a subject antecedent, repeated-name anaphors result in slower reading times relative to pronouns (the Repeated Name Penalty: RNP), and overt pronouns are read slower than null pronouns (the Overt Pronoun Penalty: OPP). Because in most languages previously tested, the grammatical subject is typically also the discourse topic it remains unclear whether these effects reflect anaphors' subject-hood or their topic-hood. To address this question we conducted a self-paced reading experiment in Japanese, a language which morphologically marks both subjects and topics overtly. Our results show that both repeated-name topic-subject anaphors and repeated-name non-topic-subject anaphors exhibit the RNP and that both overt-pronoun topic-subject and overt-pronoun non-topic-subject anaphors show the OPP. However, a detailed examination of performance revealed an interaction between the anaphor topic marking, reference form, and the antecedent's grammatical status, indicating that the effect of the antecedent's grammatical status is strongest for null pronoun and repeated name subject anaphors and that the overt form most similar to null pronouns is the repeated name topic anaphor. We discuss the implications of these findings for theories of anaphor processing.

How to Sync to the Beat of a Persistent Fractal Metronome without Falling Off the Treadmill?

PubMed Central

Roerdink, Melvyn; Daffertshofer, Andreas; Marmelat, Vivien; Beek, Peter J.

2015-01-01

In rehabilitation, rhythmic acoustic cues are often used to improve gait. However, stride-time fluctuations become anti-persistent with such pacing, thereby deviating from the characteristic persistent long-range correlations in stride times of self-paced walking healthy adults. Recent studies therefore experimented with metronomes with persistence in interbeat intervals and successfully evoked persistent stride-time fluctuations. The objective of this study was to examine how participants couple their gait to a persistent metronome, evoking persistently longer or shorter stride times over multiple consecutive strides, without wandering off the treadmill. Twelve healthy participants walked on a treadmill in self-paced, isochronously paced and non-isochronously paced conditions, the latter with anti-persistent, uncorrelated and persistent correlations in interbeat intervals. Stride-to-stride fluctuations of stride times, stride lengths and stride speeds were assessed with detrended fluctuation analysis, in conjunction with an examination of the coupling between stride times and stride lengths. Stride-speed fluctuations were anti-persistent for all conditions. Stride-time and stride-length fluctuations were persistent for self-paced walking and anti-persistent for isochronous pacing. Both stride times and stride lengths changed from anti-persistence to persistence over the four non-isochronous metronome conditions, accompanied by an increasingly stronger coupling between these gait parameters, with peak values for the persistent metronomes. These results revealed that participants were able to follow the beat of a persistent metronome without falling off the treadmill by strongly coupling stride-length fluctuations to the stride-time fluctuations elicited by persistent metronomes, so as to prevent large positional displacements along the treadmill. For self-paced walking, in contrast, this coupling was very weak. In combination, these results challenge the premise that persistent metronomes in gait rehabilitation would evoke stride-to-stride dynamics reminiscent of self-paced walking healthy adults. Future studies are recommended to include an analysis of the interrelation between stride times and stride lengths in addition to the correlational structure of either one in isolation. PMID:26230254

How to Sync to the Beat of a Persistent Fractal Metronome without Falling Off the Treadmill?

PubMed

Roerdink, Melvyn; Daffertshofer, Andreas; Marmelat, Vivien; Beek, Peter J

2015-01-01

In rehabilitation, rhythmic acoustic cues are often used to improve gait. However, stride-time fluctuations become anti-persistent with such pacing, thereby deviating from the characteristic persistent long-range correlations in stride times of self-paced walking healthy adults. Recent studies therefore experimented with metronomes with persistence in interbeat intervals and successfully evoked persistent stride-time fluctuations. The objective of this study was to examine how participants couple their gait to a persistent metronome, evoking persistently longer or shorter stride times over multiple consecutive strides, without wandering off the treadmill. Twelve healthy participants walked on a treadmill in self-paced, isochronously paced and non-isochronously paced conditions, the latter with anti-persistent, uncorrelated and persistent correlations in interbeat intervals. Stride-to-stride fluctuations of stride times, stride lengths and stride speeds were assessed with detrended fluctuation analysis, in conjunction with an examination of the coupling between stride times and stride lengths. Stride-speed fluctuations were anti-persistent for all conditions. Stride-time and stride-length fluctuations were persistent for self-paced walking and anti-persistent for isochronous pacing. Both stride times and stride lengths changed from anti-persistence to persistence over the four non-isochronous metronome conditions, accompanied by an increasingly stronger coupling between these gait parameters, with peak values for the persistent metronomes. These results revealed that participants were able to follow the beat of a persistent metronome without falling off the treadmill by strongly coupling stride-length fluctuations to the stride-time fluctuations elicited by persistent metronomes, so as to prevent large positional displacements along the treadmill. For self-paced walking, in contrast, this coupling was very weak. In combination, these results challenge the premise that persistent metronomes in gait rehabilitation would evoke stride-to-stride dynamics reminiscent of self-paced walking healthy adults. Future studies are recommended to include an analysis of the interrelation between stride times and stride lengths in addition to the correlational structure of either one in isolation.

Self-paced brain-computer interface control of ambulation in a virtual reality environment.

PubMed

Wang, Po T; King, Christine E; Chui, Luis A; Do, An H; Nenadic, Zoran

2012-10-01

Spinal cord injury (SCI) often leaves affected individuals unable to ambulate. Electroencephalogram (EEG) based brain-computer interface (BCI) controlled lower extremity prostheses may restore intuitive and able-body-like ambulation after SCI. To test its feasibility, the authors developed and tested a novel EEG-based, data-driven BCI system for intuitive and self-paced control of the ambulation of an avatar within a virtual reality environment (VRE). Eight able-bodied subjects and one with SCI underwent the following 10-min training session: subjects alternated between idling and walking kinaesthetic motor imageries (KMI) while their EEG were recorded and analysed to generate subject-specific decoding models. Subjects then performed a goal-oriented online task, repeated over five sessions, in which they utilized the KMI to control the linear ambulation of an avatar and make ten sequential stops at designated points within the VRE. The average offline training performance across subjects was 77.2 ± 11.0%, ranging from 64.3% (p = 0.001 76) to 94.5% (p = 6.26 × 10(-23)), with chance performance being 50%. The average online performance was 8.5 ± 1.1 (out of 10) successful stops and 303 ± 53 s completion time (perfect = 211 s). All subjects achieved performances significantly different than those of random walk (p < 0.05) in 44 of the 45 online sessions. By using a data-driven machine learning approach to decode users' KMI, this BCI-VRE system enabled intuitive and purposeful self-paced control of ambulation after only 10 minutes training. The ability to achieve such BCI control with minimal training indicates that the implementation of future BCI-lower extremity prosthesis systems may be feasible.

Short Term Auditory Pacing Changes Dual Motor Task Coordination in Children with and without Dyslexia

ERIC Educational Resources Information Center

Getchell, Nancy; Mackenzie, Samuel J.; Marmon, Adam R.

2010-01-01

This study examined the effect of short-term auditory pacing practice on dual motor task performance in children with and without dyslexia. Groups included dyslexic with Movement Assessment Battery for Children (MABC) scores greater than 15th percentile (D_HIGH, n = 18; mean age 9.89 [plus or minus] 2.0 years), dyslexic with MABC [less than or…

Self-Paced Physics, Segments 37-40.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this eighth problems and solutions book used as a part of course assignments. The content is related to magnetic induction, Faraday's law, induced currents, Lenz's law, induced electromotive forces, time-varying magnetic fields, self-inductance, inductors,…

Design Recommendations for Self-Paced Online Faculty Development Courses

ERIC Educational Resources Information Center

Rizzuto, Melissa

2017-01-01

An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

A Flexible Self-Paced Course in Process Control.

ERIC Educational Resources Information Center

King, Franklin G.

1979-01-01

Describes an undergraduate chemical engineering course which has been taught by a self-paced instructional method at Howard University, Washington, D.C. The instructional method, course description, and students' grades are also discussed. (HM)

Physiological and psychological effects of delivering medical news using a simulated physician-patient scenario.

PubMed

Cohen, Lorenzo; Baile, Walter F; Henninger, Evelyn; Agarwal, Sandeep K; Kudelka, Andrzej P; Lenzi, Renato; Sterner, Janet; Marshall, Gailen D

2003-10-01

We examined the acute stress response associated with having to deliver either bad or good medical news using a simulated physician-patient scenario. Twenty-five healthy medical students were randomly assigned to a bad medical news (BN), a good medical news (GN), or a control group that read magazines during the session. Self-report measures were obtained before and after the task. Blood pressure and heart rate were measured throughout the task period. Four blood samples were obtained across the task period. The BN and GN tasks produced significant increases in self-reported distress and cardiovascular responses compared with the control group. There was also a significant increase in natural killer cell function 10 min into the task in the BN group compared with the control group. The BN task was also somewhat more stressful than the GN task, as shown by the self-report and cardiovascular data. These findings suggest that a simulated physician-patient scenario produces an acute stress response in the "physician," with the delivery of bad medical news more stressful than the delivery of good medical news.

Are Individual Differences in Reading Speed Related to Extrafoveal Visual Acuity and Crowding?

PubMed Central

Frömer, Romy; Dimigen, Olaf; Niefind, Florian; Krause, Niels; Kliegl, Reinhold; Sommer, Werner

2015-01-01

Readers differ considerably in their speed of self-paced reading. One factor known to influence fixation durations in reading is the preprocessing of words in parafoveal vision. Here we investigated whether individual differences in reading speed or the amount of information extracted from upcoming words (the preview benefit) can be explained by basic differences in extrafoveal vision—i.e., the ability to recognize peripheral letters with or without the presence of flanking letters. Forty participants were given an adaptive test to determine their eccentricity thresholds for the identification of letters presented either in isolation (extrafoveal acuity) or flanked by other letters (crowded letter recognition). In a separate eye-tracking experiment, the same participants read lists of words from left to right, while the preview of the upcoming words was manipulated with the gaze-contingent moving window technique. Relationships between dependent measures were analyzed on the observational level and with linear mixed models. We obtained highly reliable estimates both for extrafoveal letter identification (acuity and crowding) and measures of reading speed (overall reading speed, size of preview benefit). Reading speed was higher in participants with larger uncrowded windows. However, the strength of this relationship was moderate and it was only observed if other sources of variance in reading speed (e.g., the occurrence of regressive saccades) were eliminated. Moreover, the size of the preview benefit—an important factor in normal reading—was larger in participants with better extrafoveal acuity. Together, these results indicate a significant albeit moderate contribution of extrafoveal vision to individual differences in reading speed. PMID:25789812

Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time.

PubMed

Payne, Brennan R; Stine-Morrow, Elizabeth A L

2014-06-01

We report a secondary data analysis investigating age differences in the effects of clause and sentence wrap-up on reading time distributions during sentence comprehension. Residual word-by-word self-paced reading times were fit to the ex-Gaussian distribution to examine age differences in the effects of clause and sentence wrap-up on both the location and shape of participants' reaction time (RT) distributions. The ex-Gaussian distribution showed good fit to the data in both younger and older adults. Sentence wrap-up increased the central tendency, the variability, and the tail of the distribution, and these effects were exaggerated among the old. In contrast, clause wrap-up influenced the tail of the distribution only, and did so differentially for older adults. Effects were confirmed via nonparametric vincentile plots. Individual differences in visual acuity, working memory, speed of processing, and verbal ability were differentially related to ex-Gaussian parameters reflecting wrap-up effects on underlying reading time distributions. These findings argue against simple pause mechanisms to explain end-of-clause and end-of-sentence reading time patterns; rather, the findings are consistent with a cognitively effortful view of wrap-up and suggest that age and individual differences in attentional allocation to semantic integration during reading, as revealed by RT distribution analyses, play an important role in sentence understanding. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain.

PubMed

Berninger, Virginia W; Richards, Todd L; Abbott, Robert D

2017-11-01

This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language-subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain.

Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain

PubMed Central

Berninger, Virginia W.; Richards, Todd L.; Abbott, Robert D.

2017-01-01

This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language—subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain. PMID:29104930

Self-Paced Instruction: Hello, Education

ERIC Educational Resources Information Center

Leuba, Richard J.; Flammer, Gordon H.

1975-01-01

Answers criticisms of self-paced instruction (SPI) by citing advantages of SPI over lecture methods. Concludes that criticisms of SPI are useful since they indicate in which areas further research should be conducted to improve this method of instruction. (MLH)

Glaucoma and disability: which tasks are affected, and at what stage of disease?

PubMed

Ramulu, Pradeep

2009-03-01

To summarize recent work from clinical and epidemiological studies that describe how, and at what stage, glaucoma affects the performance of important vision-related activities. Difficulties with the extremes of lighting are the most frequent complaint in glaucoma. Individuals with bilateral glaucoma also self-report difficulty with a broad array of tasks, including reading, walking, and driving. Bilateral glaucoma is associated with driving cessation and limitation, bumping into objects, slower walking, and falls. Some, but not all, studies also demonstrate higher accident rates in glaucoma. Measurable effects on reading speed have only been observed with field damage severe enough to affect binocular central acuity. Glaucoma with bilateral visual field loss is associated with increased symptoms and a measurable decline in mobility and driving. Further work is necessary to establish whether unilateral glaucoma has a significant impact on patients, to determine whether reading difficulty is common in patients with bilateral glaucoma, and to establish the effects of lighting conditions on task performance in glaucoma.

Time perception, pacing and exercise intensity: maximal exercise distorts the perception of time.

PubMed

Edwards, A M; McCormick, A

2017-10-15

Currently there are no data examining the impact of exercise on the perception of time, which is surprising as optimal competitive performance is dependent on accurate pacing using knowledge of time elapsed. With institutional ethics approval, 12 recreationally active adult participants (f=7, m=5) undertook both 30s Wingate cycles and 20min (1200s) rowing ergometer bouts as short and long duration self-paced exercise trials, in each of three conditions on separate occasions: 1) light exertion: RPE 11, 2) heavy exertion: RPE 15, 3) maximal exertion: RPE 20. Participants were unaware of exercise duration and were required to verbally indicate when they perceived (subjective time) 1) 25%, 2) 50%, 3) 75% and 4) 100% of each bout's measured (chronological) time had elapsed. In response to the Wingate task, there was no difference between durations of subjective time at the 25%, nor at the 50% interval. However, at the 75% and 100% intervals, the estimate for the RPE 20 condition was shortest (P<0.01). In response to rowing, there were no differences at the 25% interval, but there was some evidence that the RPE 20 condition was perceived shorter at 50%. At 75% and 100%, the RPE 20 condition was perceived to be shorter than both RPE 15 (P=0.04) and RPE 11 (P=0.008) conditions. This study is the first to empirically demonstrate that exercise intensity distorts time perception, particularly during maximal exercise. Consequently external feedback of chronological time may be an important factor for athletes undertaking maximal effort tasks or competitions. Copyright © 2017 Elsevier Inc. All rights reserved.

Reading and reading instruction for children from low-income and non-English-speaking households.

PubMed

Lesaux, Nonie K

2012-01-01

Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for teaching the conceptual and knowledge-based reading competencies that are critical for academic success, particularly for academically vulnerable populations.

The cost of thinking about false beliefs: evidence from adults' performance on a non-inferential theory of mind task.

PubMed

Apperly, Ian A; Back, Elisa; Samson, Dana; France, Lisa

2008-03-01

Much of what we know about other people's beliefs comes non-inferentially from what people tell us. Developmental research suggests that 3-year-olds have difficulty processing such information: they suffer interference from their own knowledge of reality when told about someone's false belief (e.g., [Wellman, H. M., & Bartsch, K. (1988). Young children's reasoning about beliefs. Cognition, 30, 239-277.]). The current studies examined for the first time whether similar interference occurs in adult participants. In two experiments participants read sentences describing the real colour of an object and a man's false belief about the colour of the object, then judged the accuracy of a picture probe depicting either reality or the man's belief. Processing costs for picture probes depicting reality were consistently greater in this false belief condition than in a matched control condition in which the sentences described the real colour of one object and a man's unrelated belief about the colour of another object. A similar pattern was observed for picture probes depicting the man's belief in most cases. Processing costs were not sensitive to the time available for encoding the information presented in the sentences: costs were observed when participants read the sentences at their own pace (Experiment 1) or at a faster or a slower pace (Experiment 2). This suggests that adults' difficulty was not with encoding information about reality and a conflicting false belief, but with holding this information in mind and using it to inform a subsequent judgement.

Interrelating Behavioral Measures of Distress Tolerance with Self-Reported Experiential Avoidance.

PubMed

Schloss, Heather M; Haaga, David A F

2011-03-01

Experiential avoidance and distress intolerance play a central role in novel behavior therapies, yet they appear to overlap considerably the REBT concept of low frustration tolerance. Using baseline data from 100 adult cigarette smokers enrolled in a clinical trial of smoking cessation therapies, the present study evaluated the convergent validity of common questionnaire measures of experiential avoidance (Acceptance and Action Questionnaire; AAQ; Hayes et al. 2004, and Avoidance and Inflexibility Scale: AIS; Gifford et al. 2004) and behavioral measures of distress tolerance (computerized Mirror Tracing Persistence Task: MTPT-C: Strong et al. 2003; computerized Paced Auditory Serial Addition Task; PASAT-C; Lejuez et al. 2003). The distress tolerance measures correlated significantly (r = .29) with one another. However, the questionnaire measures of experiential avoidance did not correlate with each other, nor with the behavioral measures. Further research is needed on the validity of measuring experiential avoidance by self-report and of the overlap versus distinctiveness of seemingly similar constructs such as experiential avoidance, distress tolerance, and frustration tolerance.

Interrelating Behavioral Measures of Distress Tolerance with Self-Reported Experiential Avoidance

PubMed Central

Schloss, Heather M.

2011-01-01

Experiential avoidance and distress intolerance play a central role in novel behavior therapies, yet they appear to overlap considerably the REBT concept of low frustration tolerance. Using baseline data from 100 adult cigarette smokers enrolled in a clinical trial of smoking cessation therapies, the present study evaluated the convergent validity of common questionnaire measures of experiential avoidance (Acceptance and Action Questionnaire; AAQ; Hayes et al. 2004, and Avoidance and Inflexibility Scale: AIS; Gifford et al. 2004) and behavioral measures of distress tolerance (computerized Mirror Tracing Persistence Task: MTPT-C: Strong et al. 2003; computerized Paced Auditory Serial Addition Task; PASAT-C; Lejuez et al. 2003). The distress tolerance measures correlated significantly (r = .29) with one another. However, the questionnaire measures of experiential avoidance did not correlate with each other, nor with the behavioral measures. Further research is needed on the validity of measuring experiential avoidance by self-report and of the overlap versus distinctiveness of seemingly similar constructs such as experiential avoidance, distress tolerance, and frustration tolerance. PMID:21448252

A delivery mode study: The effect of self-paced video learning on first-year college students' achievement in calculus

NASA Astrophysics Data System (ADS)

Oktaviyanthi, Rina; Herman, Tatang

2016-10-01

In this paper, the effect of two different modes of deliver are proposed. The use of self-paced video learning and conventional learning methods in mathematics are compared. The research design classified as a quasi-experiment. The participants were 80 students in the first-year college and divided into two groups. One group as an experiment class received self-paced video learning method and the other group as a control group taught by conventional learning method. Pre and posttest were employed to measure the students' achievement, while questionnaire and interviews were applied to support the pre and posttest data. Statistical analysis included the independent samples t-test showed differences (p < 0.05) in posttest between the experimental and control groups, it means that the use of self-paced video contributed on students' achievement and students' attitudes. In addition, related to corresponding to the students' answer, there are five positive gains in using self-paced video in learning Calculus, such as appropriate learning for both audio and visual of students' characteristics, useful to learn Calculus, assisting students to be more engaging and paying attention in learning, helping students in making the concepts of Calculus are visible, interesting media and motivating students to learn independently.

Mind wandering during attention performance: Effects of ADHD-inattention symptomatology, negative mood, ruminative response style and working memory capacity

PubMed Central

Markus, C. Rob.; Franklin, Michael S.; van Dalfsen, Jens H.

2017-01-01

Objective In adulthood, depressive mood is often comorbid with ADHD, but its role in ADHD-inattentiveness and especially relations with mind wandering remains to be elucidated. This study investigated the effects of laboratory-induced dysphoric mood on task-unrelated mind wandering and its consequences on cognitive task performance in college students with high (n = 46) or low (n = 44) ADHD-Inattention symptomatology and Hyperactivity/Impulsivity symptoms in the normal range. Methods These non-clinical high/low ADHD-Inattention symptom groups underwent negative or positive mood induction after which mind wandering frequency was measured in a sustained attention (SART), and a reading task. Effects of ruminative response style and working memory capacity on mind wandering frequency were also investigated. Results Significantly higher frequencies of self -reported mind wandering in daily life, in the SART and reading task were reported in the ADHD-Inattention symptom group, with detrimental effects on text comprehension in the reading task. Induced dysphoric mood did specifically enhance the frequency of mind wandering in the ADHD-Inattention symptom group only during the SART, and was related to their higher self-reported intrusive ruminative response styles. Working memory capacity did not differ between high/low attention groups and did not influence any of the reported effects. Conclusions These combined results suggest that in a non-clinical sample with high ADHD-inattention symptoms, dysphoric mood and a ruminative response style seem to be more important determinants of dysfunctional mind wandering than a failure in working memory capacity/executive control, and perhaps need other ways of remediation, like cognitive behavioral therapy or mindfulness training. PMID:28742115

Perceptions of a computer-based instruction system in special education: high school teachers and students views.

PubMed

Chiang, Hsin-Yu Ariel; Jacobs, Karen

2010-01-01

Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

Age differences in high frequency phasic heart rate variability and performance response to increased executive function load in three executive function tasks

PubMed Central

Byrd, Dana L.; Reuther, Erin T.; McNamara, Joseph P. H.; DeLucca, Teri L.; Berg, William K.

2015-01-01

The current study examines similarity or disparity of a frontally mediated physiological response of mental effort among multiple executive functioning tasks between children and adults. Task performance and phasic heart rate variability (HRV) were recorded in children (6 to 10 years old) and adults in an examination of age differences in executive functioning skills during periods of increased demand. Executive load levels were varied by increasing the difficulty levels of three executive functioning tasks: inhibition (IN), working memory (WM), and planning/problem solving (PL). Behavioral performance decreased in all tasks with increased executive demand in both children and adults. Adults’ phasic high frequency HRV was suppressed during the management of increased IN and WM load. Children’s phasic HRV was suppressed during the management of moderate WM load. HRV was not suppressed during either children’s or adults’ increasing load during the PL task. High frequency phasic HRV may be most sensitive to executive function tasks that have a time-response pressure, and simply requiring performance on a self-paced task requiring frontal lobe activation may not be enough to generate HRV responsitivity to increasing demand. PMID:25798113

Transient human auditory cortex activation during volitional attention shifting

PubMed Central

Uhlig, Christian Harm; Gutschalk, Alexander

2017-01-01

While strong activation of auditory cortex is generally found for exogenous orienting of attention, endogenous, intra-modal shifting of auditory attention has not yet been demonstrated to evoke transient activation of the auditory cortex. Here, we used fMRI to test if endogenous shifting of attention is also associated with transient activation of the auditory cortex. In contrast to previous studies, attention shifts were completely self-initiated and not cued by transient auditory or visual stimuli. Stimuli were two dichotic, continuous streams of tones, whose perceptual grouping was not ambiguous. Participants were instructed to continuously focus on one of the streams and switch between the two after a while, indicating the time and direction of each attentional shift by pressing one of two response buttons. The BOLD response around the time of the button presses revealed robust activation of the auditory cortex, along with activation of a distributed task network. To test if the transient auditory cortex activation was specifically related to auditory orienting, a self-paced motor task was added, where participants were instructed to ignore the auditory stimulation while they pressed the response buttons in alternation and at a similar pace. Results showed that attentional orienting produced stronger activity in auditory cortex, but auditory cortex activation was also observed for button presses without focused attention to the auditory stimulus. The response related to attention shifting was stronger contralateral to the side where attention was shifted to. Contralateral-dominant activation was also observed in dorsal parietal cortex areas, confirming previous observations for auditory attention shifting in studies that used auditory cues. PMID:28273110

Dynamic Effects of Self-Relevance and Task on the Neural Processing of Emotional Words in Context

PubMed Central

Fields, Eric C.; Kuperberg, Gina R.

2016-01-01

We used event-related potentials (ERPs) to examine the interactions between task, emotion, and contextual self-relevance on processing words in social vignettes. Participants read scenarios that were in either third person (other-relevant) or second person (self-relevant) and we recorded ERPs to a neutral, pleasant, or unpleasant critical word. In a previously reported study (Fields and Kuperberg, 2012) with these stimuli, participants were tasked with producing a third sentence continuing the scenario. We observed a larger LPC to emotional words than neutral words in both the self-relevant and other-relevant scenarios, but this effect was smaller in the self-relevant scenarios because the LPC was larger on the neutral words (i.e., a larger LPC to self-relevant than other-relevant neutral words). In the present work, participants simply answered comprehension questions that did not refer to the emotional aspects of the scenario. Here we observed quite a different pattern of interaction between self-relevance and emotion: the LPC was larger to emotional vs. neutral words in the self-relevant scenarios only, and there was no effect of self-relevance on neutral words. Taken together, these findings suggest that the LPC reflects a dynamic interaction between specific task demands, the emotional properties of a stimulus, and contextual self-relevance. We conclude by discussing implications and future directions for a functional theory of the emotional LPC. PMID:26793138

Auditory short-term memory activation during score reading.

PubMed

Simoens, Veerle L; Tervaniemi, Mari

2013-01-01

Performing music on the basis of reading a score requires reading ahead of what is being played in order to anticipate the necessary actions to produce the notes. Score reading thus not only involves the decoding of a visual score and the comparison to the auditory feedback, but also short-term storage of the musical information due to the delay of the auditory feedback during reading ahead. This study investigates the mechanisms of encoding of musical information in short-term memory during such a complicated procedure. There were three parts in this study. First, professional musicians participated in an electroencephalographic (EEG) experiment to study the slow wave potentials during a time interval of short-term memory storage in a situation that requires cross-modal translation and short-term storage of visual material to be compared with delayed auditory material, as it is the case in music score reading. This delayed visual-to-auditory matching task was compared with delayed visual-visual and auditory-auditory matching tasks in terms of EEG topography and voltage amplitudes. Second, an additional behavioural experiment was performed to determine which type of distractor would be the most interfering with the score reading-like task. Third, the self-reported strategies of the participants were also analyzed. All three parts of this study point towards the same conclusion according to which during music score reading, the musician most likely first translates the visual score into an auditory cue, probably starting around 700 or 1300 ms, ready for storage and delayed comparison with the auditory feedback.

Auditory Short-Term Memory Activation during Score Reading

PubMed Central

Simoens, Veerle L.; Tervaniemi, Mari

2013-01-01

Performing music on the basis of reading a score requires reading ahead of what is being played in order to anticipate the necessary actions to produce the notes. Score reading thus not only involves the decoding of a visual score and the comparison to the auditory feedback, but also short-term storage of the musical information due to the delay of the auditory feedback during reading ahead. This study investigates the mechanisms of encoding of musical information in short-term memory during such a complicated procedure. There were three parts in this study. First, professional musicians participated in an electroencephalographic (EEG) experiment to study the slow wave potentials during a time interval of short-term memory storage in a situation that requires cross-modal translation and short-term storage of visual material to be compared with delayed auditory material, as it is the case in music score reading. This delayed visual-to-auditory matching task was compared with delayed visual-visual and auditory-auditory matching tasks in terms of EEG topography and voltage amplitudes. Second, an additional behavioural experiment was performed to determine which type of distractor would be the most interfering with the score reading-like task. Third, the self-reported strategies of the participants were also analyzed. All three parts of this study point towards the same conclusion according to which during music score reading, the musician most likely first translates the visual score into an auditory cue, probably starting around 700 or 1300 ms, ready for storage and delayed comparison with the auditory feedback. PMID:23326487

Towards Development of a 3-State Self-Paced Brain-Computer Interface

PubMed Central

Bashashati, Ali; Ward, Rabab K.; Birch, Gary E.

2007-01-01

Most existing brain-computer interfaces (BCIs) detect specific mental activity in a so-called synchronous paradigm. Unlike synchronous systems which are operational at specific system-defined periods, self-paced (asynchronous) interfaces have the advantage of being operational at all times. The low-frequency asynchronous switch design (LF-ASD) is a 2-state self-paced BCI that detects the presence of a specific finger movement in the ongoing EEG. Recent evaluations of the 2-state LF-ASD show an average true positive rate of 41% at the fixed false positive rate of 1%. This paper proposes two designs for a 3-state self-paced BCI that is capable of handling idle brain state. The two proposed designs aim at detecting right- and left-hand extensions from the ongoing EEG. They are formed of two consecutive detectors. The first detects the presence of a right- or a left-hand movement and the second classifies the detected movement as a right or a left one. In an offline analysis of the EEG data collected from four able-bodied individuals, the 3-state brain-computer interface shows a comparable performance with a 2-state system and significant performance improvement if used as a 2-state BCI, that is, in detecting the presence of a right- or a left-hand movement (regardless of the type of movement). It has an average true positive rate of 37.5% and 42.8% (at false positives rate of 1%) in detecting right- and left-hand extensions, respectively, in the context of a 3-state self-paced BCI and average detection rate of 58.1% (at false positive rate of 1%) in the context of a 2-state self-paced BCI. PMID:18288260

Evaluating the Efficacy of Remediation for Struggling Readers in High School

ERIC Educational Resources Information Center

Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Frijters, Jan C.

2012-01-01

Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…

The downside of downtime: The prevalence and work pacing consequences of idle time at work.

PubMed

Brodsky, Andrew; Amabile, Teresa M

2018-05-01

Although both media commentary and academic research have focused much attention on the dilemma of employees being too busy, this paper presents evidence of the opposite phenomenon, in which employees do not have enough work to fill their time and are left with hours of meaningless idle time each week. We conducted six studies that examine the prevalence and work pacing consequences of involuntary idle time. In a nationally representative cross-occupational survey (Study 1), we found that idle time occurs frequently across all occupational categories; we estimate that employers in the United States pay roughly $100 billion in wages for time that employees spend idle. Studies 2a-3b experimentally demonstrate that there are also collateral consequences of idle time; when workers expect idle time following a task, their work pace declines and their task completion time increases. This decline reverses the well-documented deadline effect, producing a deadtime effect, whereby workers slow down as a task progresses. Our analyses of work pace patterns provide evidence for a time discounting mechanism: workers discount idle time when it is relatively distant, but act to avoid it increasingly as it becomes more proximate. Finally, Study 4 demonstrates that the expectation of being able to engage in leisure activities during posttask free time (e.g., surfing the Internet) can mitigate the collateral work pace losses due to idle time. Through examination and discussion of the effects of idle time at work, we broaden theory on work pacing. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

[Developmental changes in reading ability of Japanese elementary school children--analysis of 4 kana reading tasks].

PubMed

Kobayashi, Tomoka; Inagaki, Masumi; Gunji, Atsuko; Yatabe, Kiyomi; Kaga, Makiko; Goto, Takaaki; Koike, Toshihide; Wakamiya, Eiji; Koeda, Tatsuya

2010-01-01

Five hundred and twenty-eight Japanese elementary school children aged from 6 (Grade 1) to 12 (Grade 6) were tested for their abilities to read Hiragana characters, words, and short sentences. They were typically developing children whom the classroom teachers judged to have no problems with reading and writing in Japanese. Each child was asked to read four tasks which were written in Hiragana script: single mora reading task, four syllable non-word reading task, four syllable word reading task, and short sentence reading task. The total articulation time for reading and performance in terms of accuracy were measured for each task. Developmental changes in these variables were evaluated. The articulation time was significantly longer for the first graders, and it gradually shortened as they moved through to the upper grades in all tasks. The articulation time reached a plateau in the 4th grade for the four syllable word and short sentence reading tasks, while it did so for the single mora and four syllable non-word reading tasks in the 5th grade. The articulation times for the four syllable word and short sentence reading tasks correlated strongly. There were very few clear errors for all tasks, and the number of such errors significantly changed between the school grades only for the single mora and four syllable word reading tasks. It was noted that more than half of the children read the beginning portion of the word or phrase twice or more, in order to read it accurately, and developmental changes were also seen in this pattern of reading. This study revealed that the combination of these reading tasks may function as a screening test for reading disorders such as developmental dyslexia in children below the age of ten or eleven years old.

A Self-Paced Physical Geology Laboratory.

ERIC Educational Resources Information Center

Watson, Donald W.

1983-01-01

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Self-Paced Studies.

ERIC Educational Resources Information Center

Faust, Norma Jean

1995-01-01

Discusses the use of self-paced units. Development suggestions include determining the form of the units, including goals, responsibilities, and definitions of terms; keeping them short; including a variety of activities; and requiring that all lessons be completed at school. Contains sample units on climatology and meteorology, the sun, and…

The Examination of Exposures of Pleistocene Sediments in the Field: A Self-Paced Exercise.

ERIC Educational Resources Information Center

Keene, Peter

1982-01-01

Describes a self-paced field exercise which takes college geomorphology students through a step-by-step study of the origin and environment of pleistocene deposits. The exercise could also be adapted for use at the secondary level. (AM)

Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?

ERIC Educational Resources Information Center

Sage, Kara D.; Baldwin, Dare

2015-01-01

Past research has established that children typically learn better from live demonstrations than from two-dimensional (2D) media. In the present set of experiments, we investigated the efficacy of a new 2D learning medium-the self-paced slideshow. A primary goal was to determine whether the "video deficit effect" extended to self-paced…

Self-paced cycling performance and recovery under a hot and highly humid environment after cooling.

PubMed

Gonzales, B R; Hagin, V; Guillot, R; Placet, V; Monnier-Benoit, P; Groslambert, A

2014-02-01

This study investigated the effects of pre- and post-cooling on self-paced time-trial cycling performance and recovery of cyclists exercising under a hot and highly humid environment (29.92 °C-78.52% RH). Ten male cyclists performed a self-paced 20-min time trial test (TT20) on a cyclo-ergometer while being cooled by a cooling vest and a refrigerating headband during the warm-up and the recovery period. Heart rate, power output, perceived exertion, thermal comfort, skin and rectal temperatures were recorded. Compared to control condition (222.78 ± 47 W), a significant increase (P<0.05) in the mean power output during the TT20 (239.07 ± 45 W; +7.31%) was recorded with a significant (P<0.05) decrease in skin temperature without affecting perceived exertion, heart rate, or rectal temperature at the end of the TT20. However, pace changes occurred independently of skin or rectal temperatures variations but a significant difference (P<0.05) in the body's heat storage was observed between both conditions. This result suggests that a central programmer using body's heat storage as an input may influence self-paced time-trial performance. During the recovery period, post-cooling significantly decreased heart rate, skin and rectal temperatures, and improved significantly (P<0.05) thermal comfort. Therefore, in hot and humid environments, wearing a cooling vest and a refrigerating headband during warm-up improves self-paced performance, and appears to be an effective mean of reaching skin rest temperatures more rapidly during recovery.

Effect of an 8-week practice of externally triggered speech on basal ganglia activity of stuttering and fluent speakers.

PubMed

Toyomura, Akira; Fujii, Tetsunoshin; Kuriki, Shinya

2015-04-01

The neural mechanisms underlying stuttering are not well understood. It is known that stuttering appears when persons who stutter speak in a self-paced manner, but speech fluency is temporarily increased when they speak in unison with external trigger such as a metronome. This phenomenon is very similar to the behavioral improvement by external pacing in patients with Parkinson's disease. Recent imaging studies have also suggested that the basal ganglia are involved in the etiology of stuttering. In addition, previous studies have shown that the basal ganglia are involved in self-paced movement. Then, the present study focused on the basal ganglia and explored whether long-term speech-practice using external triggers can induce modification of the basal ganglia activity of stuttering speakers. Our study of functional magnetic resonance imaging revealed that stuttering speakers possessed significantly lower activity in the basal ganglia than fluent speakers before practice, especially when their speech was self-paced. After an 8-week speech practice of externally triggered speech using a metronome, the significant difference in activity between the two groups disappeared. The cerebellar vermis of stuttering speakers showed significantly decreased activity during the self-paced speech in the second compared to the first experiment. The speech fluency and naturalness of the stuttering speakers were also improved. These results suggest that stuttering is associated with defective motor control during self-paced speech, and that the basal ganglia and the cerebellum are involved in an improvement of speech fluency of stuttering by the use of external trigger. Copyright © 2015 Elsevier Inc. All rights reserved.

Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects

NASA Astrophysics Data System (ADS)

Yang, Eun-Mi

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4--12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects. The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6--8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.

Retrieval and Encoding Interference: Cross-Linguistic Evidence from Anaphor Processing

PubMed Central

Laurinavichyute, Anna; Jäger, Lena A.; Akinina, Yulia; Roß, Jennifer; Dragoy, Olga

2017-01-01

The main goal of this paper was to disentangle encoding and retrieval interference effects in anaphor processing and thus to evaluate the hypothesis predicting that structurally inaccessible nouns (distractors) are not considered to be potential anaphor antecedents during language processing (Nicol and Swinney, 1989). Three self-paced reading experiments were conducted: one in German, comparing gender-unmarked reflexives and gender-marked pronouns, and two in Russian, comparing gender-marked and -unmarked reflexives. In the German experiment, no interference effects were found. In the first experiment in Russian, an unexpected reading times pattern emerged: in the condition where the distractor matched the gender of the reflexive's antecedent, reading of the gender-unmarked, but not the gender-marked reflexives was slowed down. The same reading times pattern was replicated in a second experiment in Russian where the order of the reflexive and the main verb was inverted. We conclude that the results of the two experiments in Russian are inconsistent with the retrieval interference account, but can be explained by encoding interference and additional semantic processing efforts associated with the processing of gender-marked reflexives. In sum, we found no evidence that would allow us to reject the syntax as an early filer account (Nicol and Swinney, 1989). PMID:28649216

The effect of selected "desirable difficulties" on the ability to recall anatomy information.

PubMed

Dobson, John L; Linderholm, Tracy

2015-01-01

"Desirable difficulties" is a theory from cognitive science used to promote learning in a variety of contexts. The basic premise is that creating a cognitively challenging environment at the learning acquisition phase, by actively engaging learners in the retrieval of to-be-learned materials, promotes long-term retention. In this study, the degree of desirable difficulties was varied to identify how cognitively challenging the learning acquisition phase must be to benefit university-level students' learning of anatomy concepts. This is important to investigate as applied studies of desirable difficulties are less frequent than laboratory-based studies and the implementation of this principle may need to be tailored to the specific field of study, such as anatomy. As such, a read-read-read-read (R-R-R-R) condition was compared to read-generate-read-generate (R-G-R-G) and read-test-read-test (R-T-R-T) conditions. The three conditions varied in terms of how effortful the retrieval task was during the learning acquisition phase. R-R-R-R required little effort because participants passively read the materials four times. R-G-R-G required some effort to generate a response as participants completed a word fragment task during the learning acquisition phase. R-T-R-T was thought to be most demanding as participants performed a free recall task twice during the learning phase. With regard to the absolute amount of anatomy information recalled, the R-T-R-T condition was superior at both immediate and delayed (one week) assessment points. Thus, instructors and learners of anatomy would benefit from embedding more free recall components, or self-testing, into university-level course work or study practices. © 2014 American Association of Anatomists.

PACE: Pharmacists use the power of communication in paediatric asthma.

PubMed

Elaro, Amanda; Shah, Smita; Pomare, Luca N; L Armour, Carol; Z Bosnic-Anticevich, Sinthia

2014-10-01

Paediatric asthma is a public health burden in Australia despite the availability of national asthma guidelines. Community pharmacy interventions focusing on paediatric asthma are scarce. Practitioner Asthma Communication and Education (PACE) is an evidence-based program, developed in the USA for general practice physicians, aimed at addressing the issues of poor clinician-patient communication in the management of paediatric asthma. This program has been shown to improve paediatric asthma management practices of general practitioners in the USA and Australia. The development of a PACE program for community pharmacists will fill a void in the current armamentarium for pharmacist-patient care. To adapt the educational program, PACE, to the community pharmacy setting. To test the feasibility of the new program for pharmacy and to explore its potential impact on pharmacists' communication skills and asthma related practices. Community pharmacies located within the Sydney metropolitan. The PACE framework was reviewed by the research team and amended in order to ensure its relevance within the pharmacy context, thereby developing PACE for Pharmacy. Forty-four pharmacists were recruited and trained in small groups in the PACE for Pharmacy workshops. Pharmacists' satisfaction and acceptability of the workshops, confidence in using communication strategies pre- and post-workshop and self-reported behaviour change post workshop were evaluated. Pharmacist self-reported changes in communication and teaching behaviours during a paediatric asthma consultation. All 44 pharmacists attended both workshops, completed pre- and post-workshop questionnaires and provided feedback on the workshops (100 % retention). The participants reported a high level of satisfaction and valued the interactive nature of the workshops. Following the PACE for Pharmacy program, pharmacists reported significantly higher levels in using the communication strategies, confidence in their application and their helpfulness. Pharmacists checked for written asthma self-management plan possession and inhaler device technique more regularly, and provided verbal instructions more frequently to paediatric asthma patients/carers at the initiation of a new medication. This study provides preliminary evidence that the PACE program can be translated into community pharmacy. PACE for Pharmacy positively affected self-reported communication and education behaviours of pharmacists. The high response rate shows that pharmacists are eager to expand on their clinical role in primary healthcare.

How Long Does It Take to Describe What One Sees? A Logarithmic Speed-Difficulty Trade-off in Speech Production

PubMed Central

Latash, Mark L.; Mikaelian, Irina L.

2010-01-01

We explored the relations between task difficulty and speech time in picture description tasks. Six native speakers of Mandarin Chinese (CH group) and six native speakers or Indo-European languages (IE group) produced quick and accurate verbal descriptions of pictures in a self-paced manner. The pictures always involved two objects, a plate and one of the three objects (a stick, a fork, or a knife) located and oriented differently with respect to the plate in different trials. An index of difficulty was assigned to each picture. CH group showed lower reaction time and much lower speech time. Speech time scaled linearly with the log-transformed index of difficulty in all subjects. The results suggest generality of Fitts’ law for movement and speech tasks, and possibly for other cognitive tasks as well. The differences between the CH and IE groups may be due to specific task features, differences in the grammatical rules of CH and IE languages, and possible use of tone for information transmission. PMID:21339514

Predicting the reading skill of Japanese children.

PubMed

Ogino, Tatsuya; Hanafusa, Kaoru; Morooka, Teruko; Takeuchi, Akihito; Oka, Makio; Ohtsuka, Yoko

2017-02-01

To clarify cognitive processes underlining the development of reading in children speaking Japanese as their first language, we examined relationships between performances of cognitive tasks in the preschool period and later reading abilities. Ninety-one normally developing preschoolers (41 girls and 50 boys; 5years 4months to 6years 4months, mean 5years 10months) participated as subjects. We conducted seven cognitive tasks including phonological awareness tasks, naming tasks, and working memory tasks in the preschool period. In terms of reading tasks, the hiragana naming task was administered in the preschool period; the reading times, which is a composite score of the monomoraic syllable reading task, the word and the non-word reading tasks, and the single sentence reading task, was evaluated in first and second grade; and the kanji reading task (naming task) was tested in second grade. Raven's colored progressive matrices and picture vocabulary test revised were also conducted in first grade. Correlation analyses between task scores and stepwise multiple regression analyses were implemented. Tasks tapping phonological awareness, lexical access, and verbal working memory showed significant correlations with reading tasks. In the multiple regression analyses the performances in the verbal working memory task played a key role in predicting character naming task scores (the hiragana naming task and the kanji reading task) while the digit naming task was an important predictor of reading times. Unexpectedly, the role of phonological (mora) awareness was modest among children speaking Japanese. Cognitive functions including phonological awareness, digit naming, and verbal working memory (especially the latter two) were involved in the development of reading skills of children speaking Japanese. Copyright © 2016 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Redundancy, Self-Motion, and Motor Control

PubMed Central

Martin, V.; Scholz, J. P.; Schöner, G.

2011-01-01

Outside the laboratory, human movement typically involves redundant effector systems. How the nervous system selects among the task-equivalent solutions may provide insights into how movement is controlled. We propose a process model of movement generation that accounts for the kinematics of goal-directed pointing movements performed with a redundant arm. The key element is a neuronal dynamics that generates a virtual joint trajectory. This dynamics receives input from a neuronal timer that paces end-effector motion along its path. Within this dynamics, virtual joint velocity vectors that move the end effector are dynamically decoupled from velocity vectors that do not. Moreover, the sensed real joint configuration is coupled back into this neuronal dynamics, updating the virtual trajectory so that it yields to task-equivalent deviations from the dynamic movement plan. Experimental data from participants who perform in the same task setting as the model are compared in detail to the model predictions. We discover that joint velocities contain a substantial amount of self-motion that does not move the end effector. This is caused by the low impedance of muscle joint systems and by coupling among muscle joint systems due to multiarticulatory muscles. Back-coupling amplifies the induced control errors. We establish a link between the amount of self-motion and how curved the end-effector path is. We show that models in which an inverse dynamics cancels interaction torques predict too little self-motion and too straight end-effector paths. PMID:19718817

The effects of husbandry training on stereotypic pacing in captive African wild dogs (Lycaon pictus).

PubMed

Shyne, Amanda; Block, Martin

2010-01-01

To examine the effects of operant conditioning on stereotypic pacing in 3 female African wild dogs located at the Franklin Park Zoo in Boston, this study made recordings of pacing behavior immediately following individual sessions of husbandry training and 2 no-training conditions. The study found significant differences in the percentage of observations spent in stereotypic pacing behaviors for all 3 dogs among the 3 different conditions. The authors discuss the data in terms of the contribution of motivated tasks to the effects and the role of food deprivation in the expression of stereotypic pacing. The study suggests that even short periods of training may improve the African wild dogs' welfare by reducing stereotypic pacing following the conditioning sessions.

A hybrid NIRS-EEG system for self-paced brain computer interface with online motor imagery.

PubMed

Koo, Bonkon; Lee, Hwan-Gon; Nam, Yunjun; Kang, Hyohyeong; Koh, Chin Su; Shin, Hyung-Cheul; Choi, Seungjin

2015-04-15

For a self-paced motor imagery based brain-computer interface (BCI), the system should be able to recognize the occurrence of a motor imagery, as well as the type of the motor imagery. However, because of the difficulty of detecting the occurrence of a motor imagery, general motor imagery based BCI studies have been focusing on the cued motor imagery paradigm. In this paper, we present a novel hybrid BCI system that uses near infrared spectroscopy (NIRS) and electroencephalography (EEG) systems together to achieve online self-paced motor imagery based BCI. We designed a unique sensor frame that records NIRS and EEG simultaneously for the realization of our system. Based on this hybrid system, we proposed a novel analysis method that detects the occurrence of a motor imagery with the NIRS system, and classifies its type with the EEG system. An online experiment demonstrated that our hybrid system had a true positive rate of about 88%, a false positive rate of 7% with an average response time of 10.36 s. As far as we know, there is no report that explored hemodynamic brain switch for self-paced motor imagery based BCI with hybrid EEG and NIRS system. From our experimental results, our hybrid system showed enough reliability for using in a practical self-paced motor imagery based BCI. Copyright © 2014 Elsevier B.V. All rights reserved.

Gardening promotes neuroendocrine and affective restoration from stress.

PubMed

Van Den Berg, Agnes E; Custers, Mariëtte H G

2011-01-01

Stress-relieving effects of gardening were hypothesized and tested in a field experiment. Thirty allotment gardeners performed a stressful Stroop task and were then randomly assigned to 30 minutes of outdoor gardening or indoor reading on their own allotment plot. Salivary cortisol levels and self-reported mood were repeatedly measured. Gardening and reading each led to decreases in cortisol during the recovery period, but decreases were significantly stronger in the gardening group. Positive mood was fully restored after gardening, but further deteriorated during reading. These findings provide the first experimental evidence that gardening can promote relief from acute stress.

Pacing behaviour of players in team sports: Influence of match status manipulation and task duration knowledge

PubMed Central

Ferraz, Ricardo; Gonçalves, Bruno; Marinho, Daniel A.; Sampaio, Jaime; Marques, Mário C.

2018-01-01

The study aimed to identify the influence of prior knowledge of exercise duration associated with initial information about momentary match status (losing or winning) on the pacing behaviour displayed during soccer game-based activities. Twenty semi-professional male players participated in four game scenarios divided in two sessions. In the first game scenario, players were not informed about the time duration or initial match status. In the second, players were only informed they would be required to play a small-sided game for 12 minutes. In the third, players were told they would play a small-sided game for 12 minutes and that one of the teams was winning 2 to 0. Finally, in the fourth game scenario, players were instructed they would play a small-sided game for 12 minutes and the score lines used at the start of the previous game scenario were reversed. The results showed a tendency for the unknown task duration to elicit greater physical responses in all studied variables, compared with knowing the task duration. Knowing the task duration and starting the game winning or losing did not affect the players’ activity profile between the two conditions. Thus, during small-sided soccer games, knowledge (or not) about the exercise duration alters the pacing behaviour of the players. Moreover, short and undisclosed-length exercise durations resulted in the adoption of more aggressive pacing strategies, characterised by higher initial exercise intensities. Furthermore, previous information on match status does not seem to interfere with pacing patterns if the players are aware of the exercise duration. Coaches may use knowledge of exercise duration to manipulate the small-sided games’ demands. PMID:29401476

Interpreting Quantifier Scope Ambiguity: Evidence of Heuristic First, Algorithmic Second Processing

PubMed Central

Dwivedi, Veena D.

2013-01-01

The present work suggests that sentence processing requires both heuristic and algorithmic processing streams, where the heuristic processing strategy precedes the algorithmic phase. This conclusion is based on three self-paced reading experiments in which the processing of two-sentence discourses was investigated, where context sentences exhibited quantifier scope ambiguity. Experiment 1 demonstrates that such sentences are processed in a shallow manner. Experiment 2 uses the same stimuli as Experiment 1 but adds questions to ensure deeper processing. Results indicate that reading times are consistent with a lexical-pragmatic interpretation of number associated with context sentences, but responses to questions are consistent with the algorithmic computation of quantifier scope. Experiment 3 shows the same pattern of results as Experiment 2, despite using stimuli with different lexical-pragmatic biases. These effects suggest that language processing can be superficial, and that deeper processing, which is sensitive to structure, only occurs if required. Implications for recent studies of quantifier scope ambiguity are discussed. PMID:24278439

Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task

PubMed Central

Chia, Jingyi S.; Burns, Stephen F.; Barrett, Laura A.; Chow, Jia Y.

2017-01-01

The badminton serve is an important shot for winning a rally in a match. It combines good technique with the ability to accurately integrate visual information from the shuttle, racket, opponent, and intended landing point. Despite its importance and repercussive nature, to date no study has looked at the visual search behaviors during badminton service in the singles discipline. Unlike anticipatory tasks (e.g., shot returns), the serve presents an opportunity to explore the role of visual search behaviors in movement control for self-paced tasks. Accordingly, this study examined skill-related differences in visual behavior during the badminton singles serve. Skilled (n = 12) and less skilled (n = 12) participants performed 30 serves to a live opponent, while real-time eye movements were captured using a mobile gaze registration system. Frame-by-frame analyses of 662 serves were made and the skilled players took a longer preparatory time before serving. Visual behavior of the skilled players was characterized by significantly greater number of fixations on more areas of interest per trial than the less skilled. In addition, the skilled players spent a significantly longer time fixating on the court and net, whereas the less skilled players found the shuttle to be more informative. Quiet eye (QE) duration (indicative of superior sports performance) however, did not differ significantly between groups which has implications on the perceived importance of QE in the badminton serve. Moreover, while visual behavior differed by skill level, considerable individual differences were also observed especially within the skilled players. This augments the need for not just group-level analyses, but individualized analysis for a more accurate representation of visual behavior. Findings from this study thus provide an insight to the possible visual search strategies as players serve in net-barrier games. Moreover, this study highlighted an important aspect of badminton relating to deception and the implications of interpreting visual behavior of players. PMID:28659850

Increased Complexities in Visual Search Behavior in Skilled Players for a Self-Paced Aiming Task.

PubMed

Chia, Jingyi S; Burns, Stephen F; Barrett, Laura A; Chow, Jia Y

2017-01-01

The badminton serve is an important shot for winning a rally in a match. It combines good technique with the ability to accurately integrate visual information from the shuttle, racket, opponent, and intended landing point. Despite its importance and repercussive nature, to date no study has looked at the visual search behaviors during badminton service in the singles discipline. Unlike anticipatory tasks (e.g., shot returns), the serve presents an opportunity to explore the role of visual search behaviors in movement control for self-paced tasks. Accordingly, this study examined skill-related differences in visual behavior during the badminton singles serve. Skilled ( n = 12) and less skilled ( n = 12) participants performed 30 serves to a live opponent, while real-time eye movements were captured using a mobile gaze registration system. Frame-by-frame analyses of 662 serves were made and the skilled players took a longer preparatory time before serving. Visual behavior of the skilled players was characterized by significantly greater number of fixations on more areas of interest per trial than the less skilled. In addition, the skilled players spent a significantly longer time fixating on the court and net, whereas the less skilled players found the shuttle to be more informative. Quiet eye (QE) duration (indicative of superior sports performance) however, did not differ significantly between groups which has implications on the perceived importance of QE in the badminton serve. Moreover, while visual behavior differed by skill level, considerable individual differences were also observed especially within the skilled players. This augments the need for not just group-level analyses, but individualized analysis for a more accurate representation of visual behavior. Findings from this study thus provide an insight to the possible visual search strategies as players serve in net-barrier games. Moreover, this study highlighted an important aspect of badminton relating to deception and the implications of interpreting visual behavior of players.

A novel onset detection technique for brain-computer interfaces using sound-production related cognitive tasks in simulated-online system

NASA Astrophysics Data System (ADS)

Song, YoungJae; Sepulveda, Francisco

2017-02-01

Objective. Self-paced EEG-based BCIs (SP-BCIs) have traditionally been avoided due to two sources of uncertainty: (1) precisely when an intentional command is sent by the brain, i.e., the command onset detection problem, and (2) how different the intentional command is when compared to non-specific (or idle) states. Performance evaluation is also a problem and there are no suitable standard metrics available. In this paper we attempted to tackle these issues. Approach. Self-paced covert sound-production cognitive tasks (i.e., high pitch and siren-like sounds) were used to distinguish between intentional commands (IC) and idle states. The IC states were chosen for their ease of execution and negligible overlap with common cognitive states. Band power and a digital wavelet transform were used for feature extraction, and the Davies-Bouldin index was used for feature selection. Classification was performed using linear discriminant analysis. Main results. Performance was evaluated under offline and simulated-online conditions. For the latter, a performance score called true-false-positive (TFP) rate, ranging from 0 (poor) to 100 (perfect), was created to take into account both classification performance and onset timing errors. Averaging the results from the best performing IC task for all seven participants, an 77.7% true-positive (TP) rate was achieved in offline testing. For simulated-online analysis the best IC average TFP score was 76.67% (87.61% TP rate, 4.05% false-positive rate). Significance. Results were promising when compared to previous IC onset detection studies using motor imagery, in which best TP rates were reported as 72.0% and 79.7%, and which, crucially, did not take timing errors into account. Moreover, based on our literature review, there is no previous covert sound-production onset detection system for spBCIs. Results showed that the proposed onset detection technique and TFP performance metric have good potential for use in SP-BCIs.

Dependency-dependent interference: NPI interference, agreement attraction, and global pragmatic inferences.

PubMed

Xiang, Ming; Grove, Julian; Giannakidou, Anastasia

2013-01-01

Previous psycholinguistics studies have shown that when forming a long distance dependency in online processing, the parser sometimes accepts a sentence even though the required grammatical constraints are only partially met. A mechanistic account of how such errors arise sheds light on both the underlying linguistic representations involved and the processing mechanisms that put such representations together. In the current study, we contrast the negative polarity items (NPI) interference effect, as shown by the acceptance of an ungrammatical sentence like "The bills that democratic senators have voted for will ever become law," with the well-known phenomenon of agreement attraction ("The key to the cabinets are … "). On the surface, these two types of errors look alike and thereby can be explained as being driven by the same source: similarity based memory interference. However, we argue that the linguistic representations involved in NPI licensing are substantially different from those of subject-verb agreement, and therefore the interference effects in each domain potentially arise from distinct sources. In particular, we show that NPI interference at least partially arises from pragmatic inferences. In a self-paced reading study with an acceptability judgment task, we showed NPI interference was modulated by participants' general pragmatic communicative skills, as quantified by the Autism-Spectrum Quotient (AQ, Baron-Cohen et al., 2001), especially in offline tasks. Participants with more autistic traits were actually less prone to the NPI interference effect than those with fewer autistic traits. This result contrasted with agreement attraction conditions, which were not influenced by individual pragmatic skill differences. We also show that different NPI licensors seem to have distinct interference profiles. We discuss two kinds of interference effects for NPI licensing: memory-retrieval based and pragmatically triggered.

Dependency-dependent interference: NPI interference, agreement attraction, and global pragmatic inferences

PubMed Central

Xiang, Ming; Grove, Julian; Giannakidou, Anastasia

2013-01-01

Previous psycholinguistics studies have shown that when forming a long distance dependency in online processing, the parser sometimes accepts a sentence even though the required grammatical constraints are only partially met. A mechanistic account of how such errors arise sheds light on both the underlying linguistic representations involved and the processing mechanisms that put such representations together. In the current study, we contrast the negative polarity items (NPI) interference effect, as shown by the acceptance of an ungrammatical sentence like “The bills that democratic senators have voted for will ever become law,” with the well-known phenomenon of agreement attraction (“The key to the cabinets are … ”). On the surface, these two types of errors look alike and thereby can be explained as being driven by the same source: similarity based memory interference. However, we argue that the linguistic representations involved in NPI licensing are substantially different from those of subject-verb agreement, and therefore the interference effects in each domain potentially arise from distinct sources. In particular, we show that NPI interference at least partially arises from pragmatic inferences. In a self-paced reading study with an acceptability judgment task, we showed NPI interference was modulated by participants' general pragmatic communicative skills, as quantified by the Autism-Spectrum Quotient (AQ, Baron-Cohen et al., 2001), especially in offline tasks. Participants with more autistic traits were actually less prone to the NPI interference effect than those with fewer autistic traits. This result contrasted with agreement attraction conditions, which were not influenced by individual pragmatic skill differences. We also show that different NPI licensors seem to have distinct interference profiles. We discuss two kinds of interference effects for NPI licensing: memory-retrieval based and pragmatically triggered. PMID:24109468

Self-Paced Physics, Segments 6-10.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five segments of the Self-Paced Physics Course materials are presented in this problems and solutions book for use as the second part of student course work. The subject-matter topics are related to circular motion, work, power, kinetic energy, potential energy, conservative forces, conservation of energy, spring problems, center of mass, and…

Self-Paced Physics, Segments 24-27.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this fifth problems and solutions book used as a part of student course work. The subject matter is related to work in electric fields, potential differences, parallel plates, electric potential energies, potential gradients, capacitances, and capacitor circuits.…

Self-Paced Physics, Course Materials.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by…

Basic Library Skills: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Tierney, Judith

This self-paced workbook is designed to introduce college students to the resources and facilities of the library and to providing the knowledge and skills necessary to do basic library research. Two introductory chapters include a library-specific tour with floor plans (the D. Leonard Corgan Library, Wilkes-Barre, Pennsylvania) and information…

Self-Paced Physics, Segments 11-14.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four segments of the Self-Paced Physics Course materials are presented in this problems and solutions book for use as the third part of student course work. The subject-matter topics are related to impulses, inelastic and elastic collisions, two-dimensional collision problems, universal constant of gravitation, gravitational acceleration and…

Self-Paced Physics, Segments 28-31.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Four study segments of the Self-Paced Physics Course materials are presented in this sixth problems and solutions book used as a part of student course work. The subject matter is related to electric currents, current densities, resistances, Ohm's law, voltages, Joule heating, electromotive forces, single loop circuits, series and parallel…

Microcomputers in Education: A Self-Paced Orientation.

ERIC Educational Resources Information Center

Carey, Doris; Carey, Regan

Designed to serve as a self-paced computer course for education students with no experience using microcomputers, this manual contains instructions for operating an Apple IIe microcomputer, its introductory software, and Bank Street Writer, using the DOS 3.3 System Master. The lessons, which contain illustrations and sample screens, include…

Self-Paced Physics, Segments 32-36.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five study segments of the Self-Paced Physics Course materials are presented in this seventh problems and solutions book used as a part of student course work. The content is related to magnetic fields, magnetic moments, forces on charged particles in magnetic fields, electron volts, cyclotron, electronic charge to mass ratio, current-carrying…

On Beyond Veatch.

ERIC Educational Resources Information Center

Blatt, Gloria T.

This paper discusses the thematic unit as a series of activities including reading, discussions, drama sessions, art workshops, games, writing, and movies, all revolving around a single topic. Students are free to seek and select their own books or stories within the topic and to read at their own pace. The thematic unit also includes a heightened…

Differential effects of constraints in the processing of Russian cataphora.

PubMed

Kazanina, Nina; Phillips, Colin

2010-02-01

Anaphoric relations between pronouns and their antecedents are subject to a number of different linguistic constraints, which exclude the possibility of coreference in specific syntactic or discourse contexts. Constraints on anaphora may, in principle, impact online sentence processing in a couple of different ways. They may act as constraints on the generation of interpretations, preventing illicit anaphoric relations from ever being considered. Alternatively, they may act as later filters on interpretations, rejecting candidate interpretations after initial consideration. A number of previous studies have sought to determine which of these mechanisms accurately describes the online impact of constraints on anaphora. The current studies present evidence that there is no uniform answer to this question, and that the two mechanisms are both used, for different constraints. Evidence for this is drawn from studies on the processing of two constraints on backwards anaphora or cataphora in Russian that apply in superficially similar contexts but that differ in a number of respects. One self-paced reading study and two judgement studies are reported. The self-paced reading study manipulates the gender congruency between a pronoun and a following name in three pairs of conditions. In conditions where the pronoun-name configuration violates no constraints on anaphora a gender mismatch effect was observed following the name, as in previous studies, suggesting that comprehenders actively search for an antecedent following a cataphoric pronoun. In conditions where the pronoun-name configuration violates Principle C of the classical binding theory no effect of the gender manipulation was observed, suggesting that comprehenders do not even consider the possibility of interpretations that violate this constraint. In conditions where the pronoun-name configuration violates a Russian-specific constraint on cataphora a gender match effect was observed following the name, the reverse of the finding in the no-constraint conditions, suggesting that the constraint applies as a filter on candidate interpretations.

Coronal View Ultrasound Imaging of Movement in Different Segments of the Tongue during Paced Recital: Findings from Four Normal Speakers and a Speaker with Partial Glossectomy

ERIC Educational Resources Information Center

Bressmann, Tim; Flowers, Heather; Wong, Willy; Irish, Jonathan C.

2010-01-01

The goal of this study was to quantitatively describe aspects of coronal tongue movement in different anatomical regions of the tongue. Four normal speakers and a speaker with partial glossectomy read four repetitions of a metronome-paced poem. Their tongue movement was recorded in four coronal planes using two-dimensional B-mode ultrasound…

The Relationship between Instructional Variables and Problem Behavior: A Review.

ERIC Educational Resources Information Center

Munk, Dennis D.; Repp, Alan C.

1994-01-01

This paper reviews studies that have used instructional variables as nonaversive interventions for problem behaviors of individuals with severe disabilities. These include student choice of task, task variation, pace of instruction, interspersal of high probability tasks, partial versus whole task training, decreasing task difficulty, and a…

Differential effects of film on preschool children's behaviour dependent on editing pace.

PubMed

Kostyrka-Allchorne, Katarzyna; Cooper, Nicholas R; Gossmann, Anna Maria; Barber, Katy J; Simpson, Andrew

2017-05-01

Evidence on how the pace of television and film editing affects children's behaviour and attention is inconclusive. We examined whether a fast-paced film affected how preschool-aged children interacted with toys. The study comprised 70 children (36 girls) aged two to four-and-a-half years who attended preschools in Essex, United Kingdom. The children were paired up and tested with either a fast- or a slow-paced film of a narrator reading a children's story. The fast-paced version had 102 camera cuts and 16 still images, and the slow-paced version had 22 camera cuts and four still images. Each dyad took part in two video-recorded free-play sessions, before and after they watched one of the specially edited four-minute films. The number of toys the children played with before and after the film sessions was recorded. Before they watched the films, the children's behaviour did not differ between the groups. However, after watching the film, the children in the fast-paced group shifted their attention between toys more frequently than the children who watched the slow-paced film. Even a brief exposure to differently paced films had an immediate effect on how the children interacted with their toys. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Engaging in paced mating, but neither exploratory, anti-anxiety, nor social behavior, increases 5α-reduced progestin concentrations in midbrain, hippocampus, striatum, and cortex

PubMed Central

Frye, Cheryl A; Paris, Jason J; Rhodes, Madeline E

2010-01-01

Sequential actions of 17β-estradiol (E2) and progesterone (P4) in the hypothalamus and the P4 metabolite, 5α-pregnan-3α-ol-20-one (3α,5α-THP), in the midbrain ventral tegmental area (VTA) respectively mediate the initiation and intensity of lordosis of female rats and mayalso modulate anxiety and social behaviors, through actions in these, and/or other brain regions. Biosynthesis of E2, P4, and 3α,5α-THP can also occur in brain, independent of peripheral gland secretion, in response to environmental/behavioral stimuli. The extent to which engaging in tasks related to reproductive behaviors and/or mating increased E2 or progestin concentrations in brain was investigated. In Experiment 1, proestrous rats were randomly assigned to be tested in individual tasks, including the open field, elevated plus maze, partner preference, social interaction, or no test control, in conjunction with paced mating or no mating. Engaging in paced mating, but not other behaviors, significantly increased dihydroprogesterone (DHP) and 3α,5α-THP levels in midbrain, hippocampus, striatum, and cortex. In Experiment 2, proestrous rats were tested in the combinations of the above tasks (open field and elevated plus maze, partner preference, and social interaction) with or without paced mating. As in Experiment 1, only engaging in paced mating increased DHP and 3α,5α-THP concentrations in midbrain, hippocampus, striatum, and cortex. Thus, paced mating enhances concentrations of 5α-reduced progestins in brain areas associated with reproduction (midbrain), as well as exploration/anxiety (hippocampus and striatum) and social behavior (cortex). PMID:17379660

Thematic orders and the comprehension of subject-extracted relative clauses in Mandarin Chinese

PubMed Central

Lin, Chien-Jer Charles

2015-01-01

This study investigates the comprehension of three kinds of subject-extracted relative clauses (SRs) in Mandarin Chinese: standard SRs, relative clauses involving the disposal ba construction (“disposal SRs”), and relative clauses involving the long passive bei constructions (“passive SRs”). In a self-paced reading experiment, the regions before the relativizer (where the sentential fragments are temporarily ambiguous) showed reading patterns consistent with expectation-based incremental processing: standard SRs, with the highest constructional frequency and the least complex syntactic structure, were processed faster than the other two variants. However, in the regions after the relativizer and the head noun where the existence of a relative clause is unambiguously indicated, a top-down global effect of thematic ordering was observed: passive SRs, whose thematic role order conforms to the canonical thematic order of Chinese, were read faster than both the standard SRs and the disposal SRs. Taken together, these results suggest that two expectation-based processing factors are involved in the comprehension of Chinese relative clauses, including both the structural probabilities of pre-relativizer constituents and the overall surface thematic orders in the relative clauses. PMID:26441697

Working memory training and transfer in older adults.

PubMed

Richmond, Lauren L; Morrison, Alexandra B; Chein, Jason M; Olson, Ingrid R

2011-12-01

There has been a great deal of interest, both privately and commercially, in using working memory training exercises to improve general cognitive function. However, many of the laboratory findings for older adults, a group in which this training is of utmost interest, are discouraging due to the lack of transfer to other tasks and skills. Importantly, improvements in everyday functioning remain largely unexamined in relation to WM training. We trained working memory in older adults using a task that encourages transfer in young adults (Chein & Morrison, 2010). We tested transfer to measures of working memory (e.g., Reading Span), everyday cognitive functioning [the Test of Everyday Attention (TEA) and the California Verbal Learning Test (CVLT)], and other tasks of interest. Relative to controls, trained participants showed transfer improvements in Reading Span and the number of repetitions on the CVLT. Training group participants were also significantly more likely to self-report improvements in everyday attention. Our findings support the use of ecological tasks as a measure of transfer in an older adult population.

Visual and skill effects on soccer passing performance, kinematics, and outcome estimations

PubMed Central

Basevitch, Itay; Tenenbaum, Gershon; Land, William M.; Ward, Paul

2015-01-01

The role of visual information and action representations in executing a motor task was examined from a mental representations approach. High-skill (n = 20) and low-skill (n = 20) soccer players performed a passing task to two targets at distances of 9.14 and 18.29 m, under three visual conditions: normal, occluded, and distorted vision (i.e., +4.0 corrective lenses, a visual acuity of approximately 6/75) without knowledge of results. Following each pass, participants estimated the relative horizontal distance from the target as the ball crossed the target plane. Kinematic data during each pass were also recorded for the shorter distance. Results revealed that performance on the motor task decreased as a function of visual information and task complexity (i.e., distance from target) regardless of skill level. High-skill players performed significantly better than low-skill players on both the actual passing and estimation tasks, at each target distance and visual condition. In addition, kinematic data indicated that high-skill participants were more consistent and had different kinematic movement patterns than low-skill participants. Findings contribute to the understanding of the underlying mechanisms required for successful performance in a self-paced, discrete and closed motor task. PMID:25784886

Attendance at Lectures and Films in Self-Paced Courses.

ERIC Educational Resources Information Center

Edwards, K. Anthony

Attendance at guest lectures, instructor lectures, and films in self-paced introductory psychology courses was examined in two experiments with 180 students in an introductory psychology class at Utah State University. In the first experiment, students were given no points, one point credit toward interviews, or one point credit toward the final…

Self-Paced Physics, Segments 19-23.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Five study segments of the Self-Paced Physics Course materials are presented in this fourth problems and solutions book used as a part of student course work. The subject matter is related to electric charges, insulators, Coulomb's law, electric fields, lines of force, solid angles, conductors, motion of charged particles, dipoles, electric flux,…

Optimizing Classroom Instruction through Self-Paced Learning Prototype

ERIC Educational Resources Information Center

Bautista, Romiro G.

2015-01-01

This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

Health Information System Simulation. Curriculum Improvement Project. Region II.

ERIC Educational Resources Information Center

Anderson, Beth H.; Lacobie, Kevin

This volume is one of three in a self-paced computer literacy course that gives allied health students a firm base of knowledge concerning computer usage in the hospital environment. It also develops skill in several applications software packages. This volume contains five self-paced modules that allow students to interact with a health…

Tools and Trends in Self-Paced Language Instruction

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2007-01-01

Ever since the PLATO system of the 1960's, CALL (computer assisted language learning) has had a major focus on providing self-paced, auto-correcting exercises for language learners to practice their skills and improve their knowledge of discrete areas of language learning. The computer has been recognized from the beginning as a patient and…

Self-Paced Tutorial Courses for Mineral Science - Metallurgy Departments. Final Progress Report (July 1975-August 1980).

ERIC Educational Resources Information Center

Twidwell, L. G.

Four courses in extractive metallurgy (Pyrometallurgy, Hydrometallurgy, Electrometallurgy; and Physical Chemistry of Iron and Steel) were prepared in a modular, self-paced format. Development of the course materials included: (1) preparation of course outlines by unit coordinators and advisory committees; (2) approval of course outlines (included…

Library Skills for Teachers: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Mech, Terrence

Designed to introduce education students to the basic library resources in the field, this self-paced workbook assumes a basic knowledge of the library and its resources. Each section in the eight-chapter workbook discusses a particular type of reference material and sample entries are provided when appropriate. Eleven assignments (two multiple…

Investigation of Interactive Online Visual Tools for the Learning of Mathematics

ERIC Educational Resources Information Center

Jacobs, K. L.

2005-01-01

For many years, educators have been discussing benefits of educational practices such as the use of real-world examples, visualisation, interactivity, constructivism, self-paced learning and self-paced testing. Macromedia Flash MX has been used to develop online modules for the course Differential Equations offered at the University of South…

The Prediction of Achievement and Time Spent in Instruction in a Self-Paced Individualized Course.

ERIC Educational Resources Information Center

Franklin, Thomas E.

Multiple linear regressions were employed to determine the relative contributions of cognitive and affective variables accounting for variance in college students' achievement and amount of time taken to complete a self-paced, individualized course. Study habits and attitudes (SSHA) made greater relative contributions to explaining total course…

The Concept of the Directed Program.

ERIC Educational Resources Information Center

Ellert, Ernest E.

The author discusses the testing of the validity of self-pacing in a two-year programed German course at Colorado State University. Two teaching situations were set up for the programed materials. The first group, 24 students who met in a room "equipped somewhat like a language laboratory," were "self-paced," using books, tapes, and a tape…

Understanding the Cranial Nerves: Evaluation of a Self-Paced Online Module in Optometric Education

ERIC Educational Resources Information Center

Taylor, Daniel Arnett

2016-01-01

Among the faculty of Southern College of Optometry in Memphis, Tennessee, it is perceived that optometry students often enter their clinical assignments with poor clinical judgment. To address this, "Understanding the Cranial Nerves"--an online-self paced instructional intervention of approximately two hours' duration--was developed. In…

The Effects of Self-Paced Blended Learning of Mathematics

ERIC Educational Resources Information Center

Balentyne, Phoebe; Varga, Mary Alice

2016-01-01

As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship…

Effects of aging on control of timing and force of finger tapping.

PubMed

Sasaki, Hirokazu; Masumoto, Junya; Inui, Nobuyuki

2011-04-01

The present study examined whether the elderly produced a hastened or delayed tap with a negative or positive constant intertap interval error more frequently in self-paced tapping than in the stimulus-synchronized tapping for the 2 N target force at 2 or 4 Hz frequency. The analysis showed that, at both frequencies, the percentage of the delayed tap was larger in the self-paced tapping than in the stimulus-synchronized tapping, whereas the hastened tap showed the opposite result. At the 4 Hz frequency, all age groups had more variable intertap intervals during the self-paced tapping than during the stimulus-synchronized tapping, and the variability of the intertap intervals increased with age. Thus, although the increase in the frequency of delayed taps and variable intertap intervals in the self-paced tapping perhaps resulted from a dysfunction of movement timing in the basal ganglia with age, the decline in timing accuracy was somewhat improved by an auditory cue. The force variability of tapping at 4 Hz further increased with age, indicating an effect of aging on the control of force.

Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

PubMed

Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

2018-06-01

In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

Effects of sequential and discrete rapid naming on reading in Japanese children with reading difficulty.

PubMed

Wakamiya, Eiji; Okumura, Tomohito; Nakanishi, Makoto; Takeshita, Takashi; Mizuta, Mekumi; Kurimoto, Naoko; Tamai, Hiroshi

2011-06-01

To clarify whether rapid naming ability itself is a main underpinning factor of rapid automatized naming tests (RAN) and how deep an influence the discrete decoding process has on reading, we performed discrete naming tasks and discrete hiragana reading tasks as well as sequential naming tasks and sequential hiragana reading tasks with 38 Japanese schoolchildren with reading difficulty. There were high correlations between both discrete and sequential hiragana reading and sentence reading, suggesting that some mechanism which automatizes hiragana reading makes sentence reading fluent. In object and color tasks, there were moderate correlations between sentence reading and sequential naming, and between sequential naming and discrete naming. But no correlation was found between reading tasks and discrete naming tasks. The influence of rapid naming ability of objects and colors upon reading seemed relatively small, and multi-item processing may work in relation to these. In contrast, in the digit naming task there was moderate correlation between sentence reading and discrete naming, while no correlation was seen between sequential naming and discrete naming. There was moderate correlation between reading tasks and sequential digit naming tasks. Digit rapid naming ability has more direct effect on reading while its effect on RAN is relatively limited. The ratio of how rapid naming ability influences RAN and reading seems to vary according to kind of the stimuli used. An assumption about components in RAN which influence reading is discussed in the context of both sequential processing and discrete naming speed. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

The effects of interaction with the device described by procedural text on recall, true/false, and task performance.

PubMed

Diehl, V A; Mills, C B

1995-11-01

In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures. While reading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imagined doing the task (read and imagine), looked at the device while reading (read and see), or only read (read only). Van Dijk and Kintsch's (1983) text representation theory led to the prediction that exposure to the task device (in the read-and-do, read-and-see, and read-and-see-experimenter-do conditions) would lead to the development of a stronger situation model and therefore faster task performance, whereas the read-only and read-and-see conditions would lead to a better textbase, and therefore better performance on the true/false and recall tasks. Paivio's (1991) dual coding theory led to the opposite prediction for recall. The results supported the text representation theory with task performance and recall. The read-and-see condition produced consistently good performance on the true/false measure. Amount of text study time contributed to recall performance. These findings support the notion that information available while reading leads to differential development of representations in memory, which, in turn, causes differences in performance on various measures.

New and updated tests of print exposure and reading abilities in college students

PubMed Central

Acheson, Daniel J.; Wells, Justine B.; MacDonald, Maryellen C.

2010-01-01

The relationship between print exposure and measures of reading skill was examined in college students (N = 99, 58 female; mean age = 20.3 years). Print exposure was measured with several new self-reports of reading and writing habits, as well as updated versions of the Author Recognition Test and the Magazine Recognition Test (Stanovich & West, 1989). Participants completed a sentence comprehension task with syntactically complex sentences, and reading times and comprehension accuracy were measured. An additional measure of reading skill was provided by participants’ scores on the verbal portions of the ACT, a standardized achievement test. Higher levels of print exposure were associated with higher sentence processing abilities and superior verbal ACT performance. The relative merits of different print exposure assessments are discussed. PMID:18411551

Ruminative and mindful self-focused attention in borderline personality disorder.

PubMed

Sauer, Shannon E; Baer, Ruth A

2012-10-01

The current study investigated the short-term effects of mindful and ruminative forms of self-focused attention on a behavioral measure of distress tolerance in individuals with borderline personality disorder (BPD) who had completed an angry mood induction. Participants included 40 individuals who met criteria for BPD and were currently involved in mental health treatment. Each completed an individual 1-hr session. Following an angry mood induction, each participant was randomly assigned to engage in ruminative or mindful self-focus for several minutes. All participants then completed the computerized Paced Auditory Serial Addition Test (PASAT-C), a behavioral measure of willingness to tolerate distress in the service of goal-directed behavior. The mindfulness group persisted significantly longer than the rumination group on the distress tolerance task and reported significantly lower levels of anger following the self-focus period. Results are consistent with previous studies in suggesting that distinct forms of self-focused attention have distinct outcomes and that, for people with BPD, mindful self-observation is an adaptive alternative to rumination when feeling angry. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Variability in Reading Ability Gains as a Function of Computer-Assisted Instruction Method of Presentation

ERIC Educational Resources Information Center

Johnson, Erin Phinney; Perry, Justin; Shamir, Haya

2010-01-01

This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based…

Digital Games and Libraries

ERIC Educational Resources Information Center

Gee, James Paul

2012-01-01

People live in the midst of high-risk complex systems like global warming, a global economy, and global conflicts among civilizations and religions. The pace of change is faster than it has ever been. To succeed in this world children need 21st-century skills. Reading is most certainly one of these. But today reading keeps new company as it sits…

Pilot trial of an age-paced parenting newsletter.

PubMed

Keane, Brigid; Waterston, Tony; McConachie, Helen; Towner, Elizabeth; Cook, Margaret; Birks, Eileen

2005-10-01

Supporting parents in the first three years of a child's life has the potential to produce successful outcomes. Present government initiatives such as Sure Start focus on this age group. An American educational intervention, in the style of a monthly newsletter, was adapted for use in the UK for parents of young children. Topics were presented in an easy-to-read format and focused on infant emotional development, parent interaction and play. Newsletters, called Baby Express were posted at monthly intervals to the family home providing age-paced information which could meet the specific needs of parents at that stage of their child's life. The aim of the study was to determine the applicability of the newsletter to UK parents and evaluate their satisfaction. Sixty home-based interviews were conducted and 95 per cent of mothers reported reading all or part of the newsletter. Changes in parenting style were spontaneously reported by 28 per cent of mothers. This study found that an aged-paced parenting newsletter was an acceptable and useful method of supporting parents in the early months of a child's life and promotes positive changes in parenting behaviour.

Motor Transport Operator Training: An Approach to Preparing Training Managers and Instructors to Design, Conduct, and Evaluate Performance Oriented Training

DTIC Science & Technology

1977-09-01

the needed knowledge and skills must be provided. Ideally, these programs should be self- contained , capable of easy administration within...type of vehicle, duplicate cards were prepared. In effect, a task file was prepared, the file containing cards which described the task and...test situation contains a description of the situation. (If the operator does not actually encounter the situation, the situation is read to him by

Deception studies manipulating centrally acting performance modifiers: a review.

PubMed

Williams, Emily L; Jones, Hollie S; Sparks, Sandy; Marchant, David C; Micklewright, Dominic; McNaughton, Lars R

2014-07-01

Athletes anticipatorily set and continuously adjust pacing strategies before and during events to produce optimal performance. Self-regulation ensures maximal effort is exerted in correspondence with the end point of exercise, while preventing physiological changes that are detrimental and disruptive to homeostatic control. The integration of feedforward and feedback information, together with the proposed brain's performance modifiers is said to be fundamental to this anticipatory and continuous regulation of exercise. The manipulation of central, regulatory internal and external stimuli has been a key focus within deception research, attempting to influence the self-regulation of exercise and induce improvements in performance. Methods of manipulating performance modifiers such as unknown task end point, deceived duration or intensity feedback, self-belief, or previous experience create a challenge within research, as although they contextualize theoretical propositions, there are few ecological and practical approaches which integrate theory with practice. In addition, the different methods and measures demonstrated in manipulation studies have produced inconsistent results. This review examines and critically evaluates the current methods of how specific centrally controlled performance modifiers have been manipulated, within previous deception studies. From the 31 studies reviewed, 10 reported positive effects on performance, encouraging future investigations to explore the mechanisms responsible for influencing pacing and consequently how deceptive approaches can further facilitate performance. The review acts to discuss the use of expectation manipulation not only to examine which methods of deception are successful in facilitating performance but also to understand further the key components used in the regulation of exercise and performance.

Foods and Nutrition. Student Modules and Instructor's Guide.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

These 64 performance-based instructional modules are for the home economics content area of food and nutrition. Each module is composed of an introduction for the student, a performance objective, a variety of learning activities (reading assignments, tasks, written assignments), content information, a student self-check, recommended references,…

Automated Guidance from Physiological Sensing to Reduce Thermal-Work Strain Levels on a Novel Task

USDA-ARS?s Scientific Manuscript database

This experiment demonstrated that automated pace guidance generated from real-time physiological monitoring allowed least stressful completion of a timed (60 minute limit) 5 mile treadmill exercise. An optimal pacing policy was estimated from a Markov decision process that balanced the goals of the...

An Evaluation of a Self-Paced Approach to Elementary Chemistry Instruction.

ERIC Educational Resources Information Center

Schaumburg, Gary F.

The objectives of this study were: (1) to compare retention rates between self-paced (SP) and classical lecture (CL) chemistry students as measured by the proportion of students who received a withdrawal or unofficial withdrawal grade; (2) as indicated by the distribution of final grades, to compare student achievement between SP and CL students;…

Technical Writing: Library Resources for Engineers. A Self-Paced Workbook for the University of Arkansas Libraries. Revised.

ERIC Educational Resources Information Center

Dew, Stephen H.

This self-paced library workbook is a course requirement of all "technical writing" freshman English classes at the University of Arkansas. The technical writing course is required of all engineering students, and its major focus is on writing a term paper containing a bibliography produced through library research. The workbook…

Library Resources: A Self-Paced Workbook for the University of Arkansas Libraries. [Revised].

ERIC Educational Resources Information Center

Dew, Stephen H.

Successful completion of this self-paced library workbook is a course requirement of all second semester freshman English students at the University of Arkansas. The workbook contains 18 chapters. A brief introduction and instructions for using the workbook precede the library tour in Chapter 1, and the remaining 17 chapters discuss specific…

Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

ERIC Educational Resources Information Center

King, Sylvester; Brooks, Kent

One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

Leveraging Technology to Alleviate Student Bottlenecks: The Self-Paced Online Tutorial--Writing (SPOT)

ERIC Educational Resources Information Center

Moore, Scott D.; Sanchez, Rudolph J.; Inoue, Asao B.; Statham, Russel D.; Zelezny, Lynnette; Covino, William A.

2014-01-01

The Self-Paced Online Tutorial (SPOT) represents the best kind of innovation because it uses digital technologies wisely and because it is based on well-established theory, research, and practice. Extended education plays a pivotal role in the attainment of the California State University's (CSU) vision of providing a high-quality, affordable, and…

Comparative Analysis of Nursing Students' Perspectives toward Avatar Learning Modality: Gain Pre-Clinical Experience via Self-Paced Cognitive Tool

ERIC Educational Resources Information Center

Commendador, Kathleen; Chi, Robert

2013-01-01

This study was undertaken to better understand the nature of nursing students' perspectives toward simulative learning modality for gaining pre-clinical experience via self-paced cognitive tool--Avatar. Findings indicates that participants engaged in synchronous Avatar learning environment had higher levels of appreciation toward Avatar learning…

PACE Act

THOMAS, 113th Congress

Sen. Murray, Patty [D-WA

2014-09-18

Senate - 09/18/2014 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Writing-Reading Relationships: Effectiveness of Writing Activities as Pre-Reading Tasks to Enhance L2 Inferential Reading Comprehension

ERIC Educational Resources Information Center

Wickramaarachchi, Thilina Indrajie

2014-01-01

The study examines the interaction between reading and writing processes in general and more specifically the impact of pre-reading tasks incorporating writing tasks (referred to as "prw tasks") in helping the development of inferential reading comprehension. A sample of 70 first year ESL students of the University of Kelaniya were…

[Differences in anticipatory postural adjustments between self-generated and triggered gait initiation in 20 healthy subjects].

PubMed

Delval, A; Krystkowiak, P; Blatt, J-L; Labyt, E; Destée, A; Derambure, P; Defebvre, L

2005-01-01

Preparation of upper-limb movements differs between self-paced and triggered conditions. This study analyzed the anticipatory postural adjustments (APAs) of gait initiation in normal subjects in 2 conditions: self-generated and triggered by a "beep" sound. We recorded kinematic, spatiotemporal parameters of the first two steps by means of video motion analysis (6 infrared cameras), and kinetic parameters (using a force platform and the optoelectronic system) in 20 normal subjects. Two conditions: 1) self-generated initiation; and 2) initiation triggered by a "beep" sound were studied to evaluate the APA phase, by recording kinetic data (duration of the APAs, trajectory of the center of pressure, speed and trajectory of the center of mass). Kinematic data (first and second step speed, length and duration) were also recorded. First step speed and length were increased in self-paced gait initiation compared to triggered gait initiation in controls. We found no difference between the 2 conditions in terms of second step kinematic data. It was caused by a significant difference between the 2 conditions for the temporal characteristics of anticipatory postural adjustments (APAs) in the initiation of the first step, which was longer when normal subjects performed self-generated gait initiation. The trajectory of center of pressure and center of mass remained the same in the 2 conditions. APAs of gait initiation process are delayed under self-paced condition, although they do not differ qualitatively between reaction time and self-paced condition. Neuphysiological support of self-generated movement could explain these differences.

The influence of sense-contingent argument structure frequencies on ambiguity resolution in aphasia.

PubMed

Huck, Anneline; Thompson, Robin L; Cruice, Madeline; Marshall, Jane

2017-06-01

Verbs with multiple senses can show varying argument structure frequencies, depending on the underlying sense. When acknowledge is used to mean 'recognise', it takes a direct object (DO), but when it is used to mean 'admit' it prefers a sentence complement (SC). The purpose of this study was to investigate whether people with aphasia (PWA) can exploit such meaning-structure probabilities during the reading of temporarily ambiguous sentences, as demonstrated for neurologically healthy individuals (NHI) in a self-paced reading study (Hare et al., 2003). Eleven people with mild or moderate aphasia and eleven neurologically healthy control participants read sentences while their eyes were tracked. Using adapted materials from the study by Hare et al. target sentences containing an SC structure (e.g. He acknowledged (that) his friends would probably help him a lot) were presented following a context prime that biased either a direct object (DO-bias) or sentence complement (SC-bias) reading of the verbs. Half of the stimuli sentences did not contain that so made the post verbal noun phrase (his friends) structurally ambiguous. Both groups of participants were influenced by structural ambiguity as well as by the context bias, indicating that PWA can, like NHI, use their knowledge of a verb's sense-based argument structure frequency during online sentence reading. However, the individuals with aphasia showed delayed reading patterns and some individual differences in their sensitivity to context and ambiguity cues. These differences compared to the NHI may contribute to difficulties in sentence comprehension in aphasia. Copyright © 2017 Elsevier Ltd. All rights reserved.

Music in the exercise domain: a review and synthesis (Part I)

PubMed Central

Karageorghis, Costas I.; Priest, David-Lee

2011-01-01

Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners. PMID:22577472

Music in the exercise domain: a review and synthesis (Part II)

PubMed Central

Karageorghis, Costas I.; Priest, David-Lee

2011-01-01

Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners. PMID:22577473

Narrative theory: II. Self-generated and experimenter-provided negative income shock narratives increase delay discounting.

PubMed

Mellis, Alexandra M; Snider, Sarah E; Bickel, Warren K

2018-04-01

Reading experimenter-provided narratives of negative income shock has been previously demonstrated to increase impulsivity, as measured by discounting of delayed rewards. We hypothesized that writing these narratives would potentiate their effects of negative income shock on decision-making more than simply reading them. In the current study, 193 cigarette-smoking individuals from Amazon Mechanical Turk were assigned to either read an experimenter-provided narrative or self-generate a narrative describing either the negative income shock of job loss or a neutral condition of job transfer. Individuals then completed a task of delay discounting and measures of affective response to narratives, as well as rating various narrative qualities such as personal relevance and vividness. Consistent with past research, narratives of negative income shock increased delay discounting compared to control narratives. No significant differences existed in delay discounting after self-generating compared to reading experimenter-provided narratives. Positive affect was lower and negative affect was higher in response to narratives of job loss, but affect measures did not differ based on whether narratives were experimenter-provided or self-generated. All narratives were rated as equally realistic, but self-generated narratives (whether negative or neutral) were rated as more vivid and relevant than experimenter-provided narratives. These results indicate that the content of negative income shock narratives, regardless of source, consistently drives short-term choices. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Keeping PACE Act

THOMAS, 111th Congress

Sen. Kennedy, Edward M. [D-MA

2009-07-08

Senate - 07/08/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Self-paced exercise program for office workers: impact on productivity and health outcomes.

PubMed

Low, David; Gramlich, Martha; Engram, Barbara Wright

2007-03-01

The impact of a self-paced exercise program on productivity and health outcomes of 32 adult workers in a large federal office complex was investigated during 3 months. Walking was the sole form of exercise. The first month, during which no walking occurred, was the control period. The second and third months were the experimental period. Participants were divided into three levels based on initial weight and self-determined walking distance goals. Productivity (using the Endicott Work Productivity Scale), walking distance (using a pedometer), and health outcomes (blood pressure, weight, pulse rate, and body fat percentage) were measured weekly. Results from this study, based on a paired t test analysis, suggest that although the self-paced exercise program had no impact on productivity, it lowered blood pressure and promoted weight loss. Further study using a larger sample and a controlled experimental design is recommended to provide conclusive evidence.

Pacing: a concept analysis of the chronic pain intervention.

PubMed

Jamieson-Lega, Kathryn; Berry, Robyn; Brown, Cary A

2013-01-01

The intervention of pacing is regularly recommended for chronic pain patients. However, pacing is poorly defined and appears to be interpreted in varying, potentially contradictory manners within the field of chronic pain. This conceptual lack of clarity has implications for effective service delivery and for researchers' ability to conduct rigorous study. An examination of the background literature demonstrates that while pacing is often one part of a multidisciplinary pain management program, outcome research is hindered by a lack of a clear and shared definition of this currently ill-defined construct. To conduct a formal concept analysis of the term 'pacing'. A standardized concept analysis process (including literature scoping to identify all uses of the concept, analysis to determine defining attributes of the concept and identification of model, borderline and contrary cases) was used to determine what the concept of pacing does and does not represent within the current evidence base. A conceptual model including the core attributes of action, time, balance, learning and self-management emerged. From these attributes, an evidence-based definition for pacing was composed and distributed to stakeholders for review. After consideration of stakeholder feedback, the emergent definition of pacing was finalized as follows: "Pacing is an active self-management strategy whereby individuals learn to balance time spent on activity and rest for the purpose of achieving increased function and participation in meaningful activities". The findings of the present concept analysis will help to standardize the use and definition of the term pacing across disciplines for the purposes of both pain management and research.

Comparing the Effectiveness of Self-Paced and Collaborative Frame-of-Reference Training on Rater Accuracy in a Large-Scale Writing Assessment

ERIC Educational Resources Information Center

Raczynski, Kevin R.; Cohen, Allan S.; Engelhard, George, Jr.; Lu, Zhenqiu

2015-01-01

There is a large body of research on the effectiveness of rater training methods in the industrial and organizational psychology literature. Less has been reported in the measurement literature on large-scale writing assessments. This study compared the effectiveness of two widely used rater training methods--self-paced and collaborative…

Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence

ERIC Educational Resources Information Center

Hibbard, Lisa; Sung, Shannon; Wells, Breche´

2016-01-01

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…

Multimedia Approach to Self-Paced Individualized Instruction in Air Conditioning, Refrigeration and Heating and Other Vocational Programs. Final Report.

ERIC Educational Resources Information Center

Oil Belt Vocational Technical School, El Dorado, AR.

A multimedia, self-paced, individualized instructional program was designed to meet the needs of students in air conditioning, refrigeration, and heating programs at Oil Belt Vocational Technical School (Arkansas). The multimedia approach provided for video-based presentations to meet the needs for visual contact with the classroom and for…

Strategies for Searching. A Self-Paced Workbook for Basic Library Skills. Second Edition.

ERIC Educational Resources Information Center

Hales, Celia; And Others

This self-paced workbook is designed to help students at the University of North Carolina-Charlotte acquire basic skills in using a university library. The workbook, which is used in conjuction with course assignments, is divided into six sections: (l) Introduction; (2) How to Locate Background Information; (3) How to Locate Books; (4) How to…

Self-Paced Exercise, Affective Response, and Exercise Adherence: A Preliminary Investigation Using Ecological Momentary Assessment.

PubMed

Williams, David M; Dunsiger, Shira; Emerson, Jessica A; Gwaltney, Chad J; Monti, Peter M; Miranda, Robert

2016-06-01

Affective response to exercise may mediate the effects of self-paced exercise on exercise adherence. Fiftynine low-active (exercise <60 min/week), overweight (body mass index: 25.0-39.9) adults (ages 18-65) were randomly assigned to self-paced (but not to exceed 76% maximum heart rate) or prescribed moderate intensity exercise (64-76% maximum heart rate) in the context of otherwise identical 6-month print-based exercise promotion programs. Frequency and duration of exercise sessions and affective responses (good/bad) to exercise were assessed via ecological momentary assessment throughout the 6-month program. A regression-based mediation model was used to estimate (a) effects of experimental condition on affective response to exercise (path a = 0.20, SE = 0.28, f 2 = 0.02); (b) effects of affective response on duration/latency of the next exercise session (path b = 0.47, SE = 0.25, f 2 = 0.04); and (c) indirect effects of experimental condition on exercise outcomes via affective response (path ab = 0.11, SE = 0.06, f 2 = 0.10). Results provide modest preliminary support for a mediational pathway linking self-paced exercise, affective response, and exercise adherence.

Development of a Student-Paced Course in General Pathology Utilizing a Computer Managed Evaluation System.

ERIC Educational Resources Information Center

Kent, Thomas H.; And Others

The advantages, feasibility and problems associated with a student-paced course were investigated, and a computer managed evaluation system compared to paper and pencil testing mode. The development of a self-paced course was facilitated by explicit behavior objectives, a variety of learning materials referenced to the objectives and a large pool…

Recommendations for pacemaker implantation for the treatment of atrial tachyarrhythmias and resynchronisation therapy for heart failure: A report from the task force on pacemaker indications of the Dutch Working Group on Cardiac Pacing.

PubMed

van Hemel, N M; Dijkman, B; de Voogt, W G; Beukema, W P; Bosker, H A; de Cock, C C; Jordaens, L J L M; van Gelder, I C; van Gelder, L M; van Mechelen, R; Ruiter, J H; Sedney, M I; Slegers, L C

2004-01-01

Today, new pacing algorithms and stimulation methods for the prevention and interruption of atrial tachyarrhythmias can be applied on patients who need bradycardia pacing for conventional reasons. In addition, biventricular pacing as additive treatment for patients with severe congestive heart failure due to ventricular systolic dysfunction and prolonged intraventricular conduction has shown to improve symptoms and reduce hospital admissions. These new pacing technologies and the optimising of the pacing programmes are complex, expensive and time-consuming. Based on many clinical studies the indications for these devices are beginning to emerge. To support the cardiologist's decision-making and to prevent waste of effort and resources, the 'ad hoc committee' has provided preliminary recommendations for implantable devices to treat atrial tachyarrhythmias and to extend the treatment of congestive heart failure respectively.

Absent without leave; a neuroenergetic theory of mind wandering

PubMed Central

Killeen, Peter R.

2013-01-01

Absent minded people are not under the control of task-relevant stimuli. According to the Neuroenergetics Theory of attention (NeT), this lack of control is often due to fatigue of the relevant processing units in the brain caused by insufficient resupply of the neuron's preferred fuel, lactate, from nearby astrocytes. A simple drift model of information processing accounts for response-time statistics in a paradigm often used to study inattention, the Sustained Attention to Response Task (SART). It is suggested that errors and slowing in this fast-paced, response-engaging task may have little to due with inattention. Slower-paced and less response-demanding tasks give greater license for inattention—aka absent-mindedness, mind-wandering. The basic NeT is therefore extended with an ancillary model of attentional drift and recapture. This Markov model, called NEMA, assumes probability λ of lapses of attention from 1 s to the next, and probability α of drifting back to the attentional state. These parameters measure the strength of attraction back to the task (α), or away to competing mental states or action patterns (λ); their proportion determines the probability of the individual being inattentive at any point in time over the long run. Their values are affected by the fatigue of the brain units they traffic between. The deployment of the model is demonstrated with a data set involving paced responding. PMID:23847559

Exercise, Affect, and Adherence: An Integrated Model and a Case for Self-Paced Exercise

PubMed Central

Williams, David M.

2014-01-01

This paper reviews research relevant to a proposed conceptual model of exercise adherence that integrates the dual mode model and hedonic theory. Exercise intensity is posited to influence affective response to exercise via interoceptive (e.g., ventilatory drive) and cognitive (e.g., perceived autonomy) pathways; affective response to exercise is posited to influence exercise adherence via anticipated affective response to future exercise. The potential for self-paced exercise to enhance exercise adherence is examined in the context of the proposed model and suggestions are given for future research. Further evidence in support of self-paced exercise could have implications for exercise prescription, especially among overweight, sedentary adults, who are most in need of interventions that enhance adherence to exercise programs. PMID:18971508

The Neural Substrates for Letter String Readings in The Normal and Reverse Directions: An fMRI Study

NASA Astrophysics Data System (ADS)

Ge, Sheng; Saito, Takashi; Wu, Jing-Long; Ogasawara, Jun-Ichi; Yamauchi, Shuichi; Matsunaga, Naofumi; Iramina, Keiji

In order to investigate the difference in cortical activations between reading letter strings in the normal direction and the reverse direction, an fMRI study was conducted. In this study, the cortical activations elicited by Japanese letter string reading and Chinese letter string reading were investigated. The subjects performed the normal direction reading task (read letter strings from left to right), and the reverse direction reading task (read letter strings from right to left). According to the experimental results, the activated brain regions during the normal and the reverse direction reading tasks were compared. It was found that visuospatial transformation was involved in the reverse direction reading task, while this function was not significant during the normal direction reading task. Furthermore, we found that there was no significant difference in cortical activation between Japanese and Chinese letter string readings.

To Read You Must Write: Children in Language Acquisition.

ERIC Educational Resources Information Center

Hayes, Curtis W.; And Others

Approaches that were used to teach English to fifth grade children of Mexican-American migrant farm laborers are described. The students were categorized as limited in English language proficiency. The children's academic self-concept was so low that they perceived learning as involving impossible tasks, and they believed that they were the source…

Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training.

PubMed

Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U

2016-01-01

What do I expect when stating that "I am going to be a teacher"? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced "illegitimate tasks" as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement.

Problem Solving and Learning

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2009-07-01

One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. In order to help students, it is crucial to consider the difficulty of a problem from the perspective of students. We are developing and evaluating interactive problem-solving tutorials to help students in the introductory physics courses learn effective problem-solving strategies while solidifying physics concepts. The self-paced tutorials can provide guidance and support for a variety of problem solving techniques, and opportunity for knowledge and skill acquisition.

Face recognition in age related macular degeneration: perceived disability, measured disability, and performance with a bioptic device.

PubMed

Tejeria, L; Harper, R A; Artes, P H; Dickinson, C M

2002-09-01

(1) To explore the relation between performance on tasks of familiar face recognition (FFR) and face expression difference discrimination (FED) with both perceived disability in face recognition and clinical measures of visual function in subjects with age related macular degeneration (AMD). (2) To quantify the gain in performance for face recognition tasks when subjects use a bioptic telescopic low vision device. 30 subjects with AMD (age range 66-90 years; visual acuity 0.4-1.4 logMAR) were recruited for the study. Perceived (self rated) disability in face recognition was assessed by an eight item questionnaire covering a range of issues relating to face recognition. Visual functions measured were distance visual acuity (ETDRS logMAR charts), continuous text reading acuity (MNRead charts), contrast sensitivity (Pelli-Robson chart), and colour vision (large panel D-15). In the FFR task, images of famous people had to be identified. FED was assessed by a forced choice test where subjects had to decide which one of four images showed a different facial expression. These tasks were repeated with subjects using a bioptic device. Overall perceived disability in face recognition did not correlate with performance on either task, although a specific item on difficulty recognising familiar faces did correlate with FFR (r = 0.49, p<0.05). FFR performance was most closely related to distance acuity (r = -0.69, p<0.001), while FED performance was most closely related to continuous text reading acuity (r = -0.79, p<0.001). In multiple regression, neither contrast sensitivity nor colour vision significantly increased the explained variance. When using a bioptic telescope, FFR performance improved in 86% of subjects (median gain = 49%; p<0.001), while FED performance increased in 79% of subjects (median gain = 50%; p<0.01). Distance and reading visual acuity are closely associated with measured task performance in FFR and FED. A bioptic low vision device can offer a significant improvement in performance for face recognition tasks, and may be useful in reducing the handicap associated with this disability. There is, however, little evidence for a correlation between self rated difficulty in face recognition and measured performance for either task. Further work is needed to explore the complex relation between the perception of disability and measured performance.

Face recognition in age related macular degeneration: perceived disability, measured disability, and performance with a bioptic device

PubMed Central

Tejeria, L; Harper, R A; Artes, P H; Dickinson, C M

2002-01-01

Aims: (1) To explore the relation between performance on tasks of familiar face recognition (FFR) and face expression difference discrimination (FED) with both perceived disability in face recognition and clinical measures of visual function in subjects with age related macular degeneration (AMD). (2) To quantify the gain in performance for face recognition tasks when subjects use a bioptic telescopic low vision device. Methods: 30 subjects with AMD (age range 66–90 years; visual acuity 0.4–1.4 logMAR) were recruited for the study. Perceived (self rated) disability in face recognition was assessed by an eight item questionnaire covering a range of issues relating to face recognition. Visual functions measured were distance visual acuity (ETDRS logMAR charts), continuous text reading acuity (MNRead charts), contrast sensitivity (Pelli-Robson chart), and colour vision (large panel D-15). In the FFR task, images of famous people had to be identified. FED was assessed by a forced choice test where subjects had to decide which one of four images showed a different facial expression. These tasks were repeated with subjects using a bioptic device. Results: Overall perceived disability in face recognition did not correlate with performance on either task, although a specific item on difficulty recognising familiar faces did correlate with FFR (r = 0.49, p<0.05). FFR performance was most closely related to distance acuity (r = −0.69, p<0.001), while FED performance was most closely related to continuous text reading acuity (r = −0.79, p<0.001). In multiple regression, neither contrast sensitivity nor colour vision significantly increased the explained variance. When using a bioptic telescope, FFR performance improved in 86% of subjects (median gain = 49%; p<0.001), while FED performance increased in 79% of subjects (median gain = 50%; p<0.01). Conclusion: Distance and reading visual acuity are closely associated with measured task performance in FFR and FED. A bioptic low vision device can offer a significant improvement in performance for face recognition tasks, and may be useful in reducing the handicap associated with this disability. There is, however, little evidence for a correlation between self rated difficulty in face recognition and measured performance for either task. Further work is needed to explore the complex relation between the perception of disability and measured performance. PMID:12185131

Reading Rate, Readability, and Variations in Task-Induced Processing

ERIC Educational Resources Information Center

Coke, Esther U.

1976-01-01

This study explored the hypothesis that task variables account for previous findings that reading rate is unaffected by readability. The findings suggest that when appropriate reading tasks are chosen, reading rate can be used to infer underlying processes in reading. (Author/DEP)

Program Characteristics and Enrollees' Outcomes in the Program of All-Inclusive Care for the Elderly (PACE)

PubMed Central

Mukamel, Dana B; Peterson, Derick R; Temkin-Greener, Helena; Delavan, Rachel; Gross, Diane; Kunitz, Stephen J; Williams, T Franklin

2007-01-01

The Program of All-Inclusive Care for the Elderly (PACE) is a unique program providing a full spectrum of health care services, from primary to acute to long-term care for frail elderly individuals certified to require nursing home care. The objective of this article is to identify program characteristics associated with better risk-adjusted health outcomes: mortality, functional status, and self-assessed health. The article examines statistical analyses of information combining DataPACE (individual-level clinical data), a survey of direct care staff about team performance, and interviews with management in twenty-three PACE programs. Several program characteristics were associated with better functional outcomes. Fewer were associated with long-term self-assessed health, and only one with mortality. These findings offer strategies that may lead to better care. PMID:17718666

PACE Assessment Protection Act of 2010

THOMAS, 111th Congress

Sen. Boxer, Barbara [D-CA

2010-07-22

Senate - 07/22/2010 Read twice and referred to the Committee on Banking, Housing, and Urban Affairs. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Self-Paced Segmentation of Written Words on a Touchscreen Tablet Promotes the Oral Production of Nonverbal and Minimally Verbal Children with Autism

ERIC Educational Resources Information Center

Vernay, Frédérique; Kahina, Harma; Thierry, Marrone; Jean-Yves, Roussey

2017-01-01

We investigated in a pilot study the effects of various types of visual mediation (photos, written words and self-paced syllabic segmentation of written words displayed on a touchscreen tablet) that are thought to facilitate the oral production of nonverbal and minimally verbal children with autism, according to the participants' level of oral…

The Role of Perceived User-Interface Design in Continued Usage Intention of Self-Paced E-Learning Tools

ERIC Educational Resources Information Center

Cho, Vincent; Cheng, T. C. Edwin; Lai, W. M. Jennifer

2009-01-01

While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two…

Can SPOC (Self-Paced Online Course) Live Long and Prosper? A Comparison Study of a New Species of Online Course Delivery

ERIC Educational Resources Information Center

Southard, Sheryne; Meddaugh, Joshua; France-Harris, Antoinette

2015-01-01

Numerous formats exist for online course delivery: pure online, blended or hybrid, flipped and web-enhanced. The literature is replete with comparison studies on the efficacy of online, hybrid and traditional format courses. However, the self-paced online course, a relatively new and rare variation, has received very little coverage in the body of…

The thematic hierarchy in sentence comprehension: A study on the interaction between verb class and word order in Spanish.

PubMed

Gattei, Carolina A; Dickey, Michael W; Wainselboim, Alejandro J; París, Luis

2015-01-01

Linking is the theory that captures the mapping of the semantic roles of lexical arguments to the syntactic functions of the phrases that realize them. At the sentence level, linking allows us to understand "who did what to whom" in an event. In Spanish, linking has been shown to interact with word order, verb class, and case marking. The current study aims to provide the first piece of experimental evidence about the interplay between word order and verb type in Spanish. We achieve this by adopting role and reference grammar and the extended argument dependency model. Two different types of clauses were examined in a self-paced reading task: clauses with object-experiencer psychological verbs and activity verbs. These types of verbs differ in the way that their syntactic and semantic structures are linked, and thus they provide interesting evidence on how information that belongs to the syntax-semantics interface might influence the predictive and integrative processes of sentence comprehension with alternative word orders. Results indicate that in Spanish, comprehension and processing speed is enhanced when the order of the constituents in the sentence mirrors their ranking on a semantic hierarchy that encodes a verb's lexical semantics. Moreover, results show that during online comprehension, predictive mechanisms based on argument hierarchization are used rapidly to inform the processing system. Our findings corroborate already existing cross-linguistic evidence on the issue and are briefly discussed in the light of other sentence-processing models.

Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training

PubMed Central

Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U.

2016-01-01

What do I expect when stating that “I am going to be a teacher”? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced “illegitimate tasks” as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement. PMID:27683572

Poorer positive affect in response to self-paced exercise among the obese.

PubMed

Elsangedy, Hassan M; Nascimento, Paulo H D; Machado, Daniel G S; Krinski, Kleverton; Hardcastle, Sarah J; DaSilva, Sérgio G

2018-05-15

We aimed to investigate the association between body mass index (BMI) and affective response, ratings of perceived exertion (RPE), and physiological responses during self-paced exercise. Sixty-six women were divided into three groups accordingly with the BMI: obese (n = 22: 33.5 ± 8.5 yr; 34.9 ± 4.1 kg∙m -2 ), overweight (n = 22: 34.8 ± 8.6 yr; 26.4 ± 1.3 kg∙m -2 ), and normal-weight (n = 22: 30.8 ± 9.3 yr; 22.0 ± 1.6 kg∙m -2 ). They underwent a graded exercise test and a 20-min self-paced walking session on a treadmill. Affective responses, RPE, heart rate (HR), and oxygen uptake (VO 2 ) were recorded every 5 min. The women with obesity experienced the lowest affective rates (p < .001), despite similar RPE, HR, and VO 2 to the other normal weight and overweight groups. In addition, a multiple regression model indicated that BMI was a significant predictor of affective responses (p < .001). In conclusion, the results of the present study suggest that obesity is associated with poorer affective responses to exercise even at self-paced intensity, with the same physiological responses and perceived exertion. Therefore, techniques that aim directly to increase pleasure and/or reduce attentional focus and perception of effort in this population are required, such as affect-regulated prescription, shorter bouts of self-paced exercise throughout the day, distraction away from internal cues (e.g. music, group exercise), etc. Copyright © 2018 Elsevier Inc. All rights reserved.

Effects of wind application on thermal perception and self-paced performance.

PubMed

Teunissen, L P J; de Haan, A; de Koning, J J; Daanen, H A M

2013-07-01

Physiological and perceptual effects of wind cooling are often intertwined and have scarcely been studied in self-paced exercise. Therefore, we aimed to investigate (1) the independent perceptual effect of wind cooling and its impact on performance and (2) the responses to temporary wind cooling during self-paced exercise. Ten male subjects completed four trials involving 15 min standardized incremental intensity cycling, followed by a 15-km self-paced cycling time trial. Three trials were performed in different climates inducing equivalent thermal strain: hot humid with wind (WIND) and warm humid (HUMID) and hot dry (DRY) without wind. The fourth trial (W3-12) was equal to HUMID, except that wind cooling was unexpectedly provided during kilometers 3-12. Physiological, perceptual and performance parameters were measured. Subjects felt generally cooler during the WIND than the HUMID and DRY trials, despite similar heart rate, rectal and skin temperatures and a WBGT of ~4 °C higher. The cooler thermal sensation was not reflected in differences in thermal comfort or performance. Comparing W3-12 to HUMID, skin temperature was 1.47 ± 0.43 °C lower during the wind interval, leading to more favorable ratings of perceived exertion, thermal sensation and thermal comfort. Overall, power output was higher in the W3-12 than the HUMID-trial (256 ± 29 vs. 246 ± 22 W), leading to a 67 ± 48 s faster finish time. In conclusion, during self-paced exercise in the heat, wind provides immediate and constant benefits in physiological strain, thermal perception and performance. Independent of physiological changes, wind still provides a greater sensation of coolness, but does not impact thermal comfort or performance.

Pacing: A concept analysis of a chronic pain intervention

PubMed Central

Jamieson-Lega, Kathryn; Berry, Robyn; Brown, Cary A

2013-01-01

BACKGROUND: The intervention of pacing is regularly recommended for chronic pain patients. However, pacing is poorly defined and appears to be interpreted in varying, potentially contradictory manners within the field of chronic pain. This conceptual lack of clarity has implications for effective service delivery and for researchers’ ability to conduct rigorous study. An examination of the background literature demonstrates that while pacing is often one part of a multidisciplinary pain management program, outcome research is hindered by a lack of a clear and shared definition of this currently ill-defined construct. OBJECTIVES: To conduct a formal concept analysis of the term ‘pacing’. METHODS: A standardized concept analysis process (including literature scoping to identify all uses of the concept, analysis to determine defining attributes of the concept and identification of model, borderline and contrary cases) was used to determine what the concept of pacing does and does not represent within the current evidence base. RESULTS: A conceptual model including the core attributes of action, time, balance, learning and self-management emerged. From these attributes, an evidence-based definition for pacing was composed and distributed to stakeholders for review. After consideration of stakeholder feedback, the emergent definition of pacing was finalized as follows: “Pacing is an active self-management strategy whereby individuals learn to balance time spent on activity and rest for the purpose of achieving increased function and participation in meaningful activities”. CONCLUSION: The findings of the present concept analysis will help to standardize the use and definition of the term pacing across disciplines for the purposes of both pain management and research. PMID:23717825

Reading comprehension in Parkinson's disease.

PubMed

Murray, Laura L; Rutledge, Stefanie

2014-05-01

Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

"When Will Your Program Be Available in Spanish?" Adapting an Early Parenting Intervention for Latino Families

ERIC Educational Resources Information Center

Dumas, Jean E.; Arriaga, Ximena; Begle, Angela Moreland; Longoria, Zayra

2010-01-01

This paper describes the Spanish adaptation of PACE--"Parenting Our Children to Excellence." Successfully offered in preschools and daycare centers since 2002, PACE is a research-based preventive intervention to support families in their parenting task through discussions and activities that address practical childrearing issues and promote child…

Distress tolerance across self-report, behavioral and psychophysiological domains in women with eating disorders, and healthy controls.

PubMed

Yiu, Angelina; Christensen, Kara; Arlt, Jean M; Chen, Eunice Y

2018-05-29

The tendency to engage in impulsive behaviors when distressed is linked to disordered eating. The current study comprehensively examines emotional responses to a distress tolerance task by utilizing self-report, psychophysiological measures (respiratory sinus arrhythmia [RSA], skin conductance responses [SCRs] and tonic skin conductance levels [SCLs]), and behavioral measures (i.e., termination of task, latency to quit task). 26 healthy controls (HCs) and a sample of treatment-seeking women with Bulimia Nervosa (BN), Binge Eating Disorder (BED) and Anorexia Nervosa (AN) (N = 106) completed the Paced Auditory Serial Addition Task- Computerized (PASAT-C). Psychophysiological measurements were collected during baseline, PASAT-C, and recovery, then averaged for each time period. Self-reported emotions were collected at baseline, post-PASAT-C and post-recovery. Overall, we found an effect of Time, with all participants reporting greater negative emotions, less happiness, lower RSA, more SCRs and higher tonic SCLs after completion of the PASAT-C relative to baseline. There were no differences in PASAT-C performance between groups. There was an effect of Group for negative emotions, with women with BN, BED and AN reporting overall higher levels of negative emotions relative to HCs. Furthermore, we found an effect of Group for greater urges to binge eat and lower RSA values among BED, relative to individuals with BN, AN and HCs. This study is cross-sectional and lacked an overweight healthy control group. During the PASAT-C, individuals with eating disorders (EDs) compared to HCs report higher levels of negative emotions, despite similar physiological and behavioral manifestations of distress. Copyright © 2018 Elsevier Ltd. All rights reserved.

Self-referenced memory, social cognition, and symptom presentation in autism.

PubMed

Henderson, Heather A; Zahka, Nicole E; Kojkowski, Nicole M; Inge, Anne P; Schwartz, Caley B; Hileman, Camilla M; Coman, Drew C; Mundy, Peter C

2009-07-01

We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Sixty-two children (31 HFA, 31 comparison; 8-16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self-d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism.

Depth of processing in the stroop task: evidence from a novel forced-reading condition.

PubMed

Eidels, Ami; Ryan, Kathryn; Williams, Paul; Algom, Daniel

2014-01-01

The presence of the Stroop effect betrays the fact that the carrier words were read in the face of instructions to ignore them and to respond to the target ink colors. In this study, we probed the nature of this involuntary reading by comparing color performance with that in a new forced-reading Stroop task in which responding is strictly contingent on reading each and every word. We found larger Stroop effects in the forced-reading task than in the classic Stroop task and concluded that words are processed to a shallower level in the Stroop task than they are in routine voluntary reading. The results show that the two modes of word processing differ in systematic ways and are conductive to qualitatively different representations. These results can pose a challenge to the strongly automatic view of word reading in the Stroop task.

Emergent Literacy in Thai Preschoolers: A Preliminary Study.

PubMed

Yampratoom, Ramorn; Aroonyadech, Nawarat; Ruangdaraganon, Nichara; Roongpraiwan, Rawiwan; Kositprapa, Jariya

To investigate emergent literacy skills, including phonological awareness when presented with an initial phoneme-matching task and letter knowledge when presented with a letter-naming task in Thai preschoolers, and to identify key factors associated with those skills. Four hundred twelve typically developing children in their final kindergarten year were enrolled in this study. Their emergent reading skills were measured by initial phoneme-matching and letter-naming tasks. Determinant variables, such as parents' education and teachers' perception, were collected by self-report questionnaires. The mean score of the initial phoneme-matching task was 4.5 (45% of a total of 10 scores). The mean score of the letter-naming task without a picture representing the target letter name was 30.2 (68.6% of a total of 44 scores), which increased to 38.8 (88.2% of a total of 44 scores) in the letter-naming task when a picture representing the target letter name was provided. Both initial phoneme-matching and letter-naming abilities were associated with the mother's education and household income. Letter-naming ability was also influenced by home reading activities and gender. This was a preliminary study into emergent literacy skills of Thai preschoolers. The findings supported the importance of focusing on phonological awareness and phonics, especially in the socioeconomic disadvantaged group.

The Value in Rushing: Memory and Selectivity when Short on Time

PubMed Central

Middlebrooks, Catherine D.; Murayama, Kou; Castel, Alan D.

2016-01-01

While being short on time can certainly limit what one remembers, are there always such costs? The current study investigates the impact of time constraints on selective memory and the self-regulated study of valuable information. Participants studied lists of words ranging in value from 1-10 points, with the goal being to maximize their score during recall. Half of the participants studied these words at a constant presentation rate of either 1 or 5 seconds. The other half of participants studied under both rates, either fast (1sec) during the first several lists and then slow (5sec) during later lists, or vice versa. Study was then self-paced during a final segment of lists for all participants to determine how people regulate their study time after experiencing different presentation rates during study. While participants recalled more words overall when studying at a 5-second rate, there were no significant differences in terms of value-based recall, with all participants demonstrating better recall for higher-valued words and similar patterns of selectivity, regardless of study time or prior timing experience. Self-paced study was also value-based, with participants spending more time studying high-value words than low-value. Thus, while being short on time may have impaired memory overall, participants’ attention to item value during study was not differentially impacted by the fast and slow timing rates. Overall, these findings offer further insight regarding the influence that timing schedules and task experience have on how people selectively focus on valuable information. PMID:27305652

A technique to train new oculomotor behavior in patients with central macular scotomas during reading related tasks using scanning laser ophthalmoscopy: immediate functional benefits and gains retention.

PubMed

Déruaz, Anouk; Goldschmidt, Mira; Whatham, Andrew R; Mermoud, Christophe; Lorincz, Erika N; Schnider, Armin; Safran, Avinoam B

2006-11-23

Reading with a central scotoma involves the use of preferred retinal loci (PRLs) that enable both letter resolution and global viewing of word. Spontaneously developed PRLs however often privilege spatial resolution and, as a result, visual span is commonly limited by the position of the scotoma. In this study we designed and performed the pilot trial of a training procedure aimed at modifying oculomotor behavior in subjects with central field loss. We use an additional fixation point which, when combined with the initial PRL, allows the fulfillment of both letter resolution and global viewing of words. The training procedure comprises ten training sessions conducted with the scanning laser ophthalmoscope (SLO). Subjects have to read single letters and isolated words varying in length, by combining the use of their initial PRL with the one of an examiner's selected trained retinal locus (TRL). We enrolled five subjects to test for the feasibility of the training technique. They showed stable maculopathy and persisting major reading difficulties despite previous orthoptic rehabilitation. We evaluated ETDRS visual acuity, threshold character size for single letters and isolated words, accuracy for paragraphed text reading and reading strategies before, immediately after SLO training, and three months later. Training the use of multiple PRLs in patients with central field loss is feasible and contributes to adapt oculomotor strategies during reading related tasks. Immediately after SLO training subjects used in combination with their initial PRL the examiner's selected TRL and other newly self-selected PRLs. Training gains were also reflected in ETDRS acuity, threshold character size for words of different lengths and in paragraphed text reading. Interestingly, subjects benefited variously from the training procedure and gains were retained differently as a function of word length. We designed a new procedure for training patients with central field loss using scanning laser ophthalmoscopy. Our initial results on the acquisition of newly self-selected PRLs and the development of new oculomotor behaviors suggest that the procedure aiming primarily at developing an examiner's selected TRL might have initiated a more global functional adaptation process.

Superior Self-Paced Memorization of Digits in Spite of a Normal Digit Span: The Structure of a Memorist's Skill

ERIC Educational Resources Information Center

Hu, Yi; Ericsson, K. Anders; Yang, Dan; Lu, Chao

2009-01-01

Over the last century many individuals with exceptional memory have been studied and tested in the laboratory. This article studies Chao Lu, who set a Guinness World Record by memorizing 67,890 decimals of pi. Chao Lu's superior self-paced memorization of digits is shown through analyses of study times and verbal reports to be mediated by mnemonic…

Reading between the Lines: Implicit Assessment of the Association of Parental Attributions and Empathy with Abuse Risk

ERIC Educational Resources Information Center

Rodriguez, Christina M.; Cook, Anne E.; Jedrziewski, Chezlie T.

2012-01-01

Objective: Researchers in the child maltreatment field have traditionally relied on explicit self-reports to study factors that may exacerbate physical child abuse risk. The current investigation evaluated an implicit analog task utilizing eye tracking technology to assess both parental attributions of child misbehavior and empathy. Method: Based…

Patterns of Problem-Solving in Children's Literacy and Arithmetic

ERIC Educational Resources Information Center

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-01-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the…

Implementing Courseware as the Primary Mode of Task-Based ESP Instruction: A Case Study of EFL Students

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2015-01-01

The study reports on implementing self-developed English for specific purposes (ESP) courseware for technology industries in an elective course, "English reading for technology," offered to junior students of English as a foreign language in a technical university in southern Taiwan. Courseware implementation was combined with a…

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

PubMed Central

Zhao, Jing; Kwok, Rosa K. W.; Liu, Menglian; Liu, Hanlong; Huang, Chen

2017-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency. PMID:28119663

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.

PubMed

Zhao, Jing; Kwok, Rosa K W; Liu, Menglian; Liu, Hanlong; Huang, Chen

2016-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

Let's Walk Outdoors! Self-Paced Walking Outdoors Improves Future Intention to Exercise in Women With Obesity.

PubMed

Krinski, Kleverton; Machado, Daniel G S; Lirani, Luciana S; DaSilva, Sergio G; Costa, Eduardo C; Hardcastle, Sarah J; Elsangedy, Hassan M

2017-04-01

In order to examine whether environmental settings influence psychological and physiological responses of women with obesity during self-paced walking, 38 women performed two exercise sessions (treadmill and outdoors) for 30 min, where oxygen uptake, heart rate, ratings of perceived exertion, affect, attentional focus, enjoyment, and future intentions to walk were analyzed. Physiological responses were similar during both sessions. However, during outdoor exercise, participants displayed higher externally focused attention, positive affect, and lower ratings of perceived exertion, followed by greater enjoyment and future intention to participate in outdoor walking. The more externally focused attention predicted greater future intentions to participate in walking. Therefore, women with obesity self-selected an appropriate exercise intensity to improve fitness and health in both environmental settings. Also, self-paced outdoor walking presented improved psychological responses. Health care professionals should consider promoting outdoor forms of exercise to maximize psychological benefits and promote long-term adherence to a physically active lifestyle.

Processing Coordinate Subject-Verb Agreement in L1 and L2 Greek

PubMed Central

Kaltsa, Maria; Tsimpli, Ianthi M.; Marinis, Theodoros; Stavrou, Melita

2016-01-01

The present study examines the processing of subject-verb (SV) number agreement with coordinate subjects in pre-verbal and post-verbal positions in Greek. Greek is a language with morphological number marked on nominal and verbal elements. Coordinate SV agreement, however, is special in Greek as it is sensitive to the coordinate subject's position: when pre-verbal, the verb is marked for plural while when post-verbal the verb can be in the singular. We conducted two experiments, an acceptability judgment task with adult monolinguals as a pre-study (Experiment 1) and a self-paced reading task as the main study (Experiment 2) in order to obtain acceptance as well as processing data. Forty adult monolingual speakers of Greek participated in Experiment 1 and a hundred and forty one in Experiment 2. Seventy one children participated in Experiment 2: 30 Albanian-Greek sequential bilingual children and 41 Greek monolingual children aged 10–12 years. The adult data in Experiment 1 establish the difference in acceptability between singular VPs in SV and VS constructions reaffirming our hypothesis. Meanwhile, the adult data in Experiment 2 show that plural verbs accelerate processing regardless of subject position. The child online data show that sequential bilingual children have longer reading times (RTs) compared to the age-matched monolingual control group. However, both child groups follow a similar processing pattern in both pre-verbal and post-verbal constructions showing longer RTs immediately after a singular verb when the subject was pre-verbal indicating a grammaticality effect. In the post-verbal coordinate subject sentences, both child groups showed longer RTs on the first subject following the plural verb due to the temporary number mismatch between the verb and the first subject. This effect was resolved in monolingual children but was still present at the end of the sentence for bilingual children indicating difficulties to reanalyze and integrate information. Taken together, these findings demonstrate that (a) 10–12 year-old sequential bilingual children are sensitive to number agreement in SV coordinate constructions parsing sentences in the same way as monolingual children even though their vocabulary abilities are lower than that of age-matched monolingual peers and (b) bilinguals are slower in processing overall. PMID:27242577

Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

ERIC Educational Resources Information Center

Demir-Lira, Özlem Ece; Levine, Susan C.

2016-01-01

Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children…

Rewards-driven control of robot arm by decoding EEG signals.

PubMed

Tanwani, Ajay Kumar; del R Millan, Jose; Billard, Aude

2014-01-01

Decoding the user intention from non-invasive EEG signals is a challenging problem. In this paper, we study the feasibility of predicting the goal for controlling the robot arm in self-paced reaching movements, i.e., spontaneous movements that do not require an external cue. Our proposed system continuously estimates the goal throughout a trial starting before the movement onset by online classification and generates optimal trajectories for driving the robot arm to the estimated goal. Experiments using EEG signals of one healthy subject (right arm) yield smooth reaching movements of the simulated 7 degrees of freedom KUKA robot arm in planar center-out reaching task with approximately 80% accuracy of reaching the actual goal.

The effect of new technologies in the training and utilization of dental auxiliaries in the US armed forces--Navy.

PubMed

Pebley, H C

1976-06-01

The dental health care requirements of Navy and Marine Corps personnel exceed the treatment capabilities of the Navy Dental Corps. Through the effective training and efficient utilization of the various categories of auxiliaries, members of the naval service have all essential care completed. The staff of the Dental Technicians School has developed a task-based/self-paced curriculum for the basic dental assisting course. In the task-based curriculum instruction is limited to the psychomotor domain. Background knowledge from the cognitive domain is included only to the extent that the information is needed to perform designated tasks. There are 229 tasks in the inventory of the 12 week basic dental assisting course. These are organized into 17 instructional modules covering all aspects of chairside dental assisting. Student evaluation is based on demonstrated performance of the tasks and is graded on a pass/fail standard. The new curriculum is believed to be unique in dental auxiliary education. Because of the highly successful results in improving the quality of graduates, the positive student enthusiasm and acceptance of task-based instruction and the overall revitalization of every dimension of the basic dental assistant training program, development teams have begun to convert the other three courses of instruction conducted at the Dental Technicians School to the task-based curriculum format.

Task set persistence modulates word reading following resolution of picture-word interference.

PubMed

Masson, Michael E J; Bub, Daniel N; Ishigami, Yoko

2007-12-01

We extend the finding that word reading slows following successful responses to a color-word Stroop interference task (Masson, Bub, Woodward, & Chan, 2003). Word reading was assessed in a picture-word interference task in which subjects alternated between naming a picture (with either a word or a row of Xs superimposed on it) and reading a word. For the word-reading task, words were presented either in isolation or superimposed on a picture. Word reading was slower after subjects responded to a bivalent stimulus that required resolution of conflict (naming a picture with a word superimposed on it) than after they responded to a stimulus that involved no conflict (naming a picture with Xs superimposed on it), indicating modulation of dominant task performance. This effect was found when word-reading targets were superimposed on pictures but not when those targets were presented in isolation. Modulation of word reading, therefore, appears to be the result of interference from a persistent picture-naming task set, cued by a stimulus configuration that invites execution of both competing tasks.

Beyond the initial 140 ms, lexical decision and reading aloud are different tasks: An ERP study with topographic analysis.

PubMed

Mahé, Gwendoline; Zesiger, Pascal; Laganaro, Marina

2015-11-15

Most of our knowledge on the time-course of the mechanisms involved in reading derived from electrophysiological studies is based on lexical decision tasks. By contrast, very few ERP studies investigated the processes involved in reading aloud. It has been suggested that the lexical decision task provides a good index of the processes occurring during reading aloud, with only late processing differences related to task response modalities. However, some behavioral studies reported different sensitivity to psycholinguistic factors between the two tasks, suggesting that print processing could differ at earlier processing stages. The aim of the present study was thus to carry out an ERP comparison between lexical decision and reading aloud in order to determine when print processing differs between these two tasks. Twenty native French speakers performed a lexical decision task and a reading aloud task with the same written stimuli. Results revealed different electrophysiological patterns on both waveform amplitudes and global topography between lexical decision and reading aloud from about 140 ms after stimulus presentation for both words and pseudowords, i.e., as early as the N170 component. These results suggest that only very early, low-level visual processes are common to the two tasks which differ in core processes. Taken together, our main finding questions the use of the lexical decision task as an appropriate paradigm to investigate reading processes and warns against generalizing its results to word reading. Copyright © 2015 Elsevier Inc. All rights reserved.

Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory

ERIC Educational Resources Information Center

Bohn-Gettler, Catherine M.; McCrudden, Matthew T.

2018-01-01

This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…

BCI Competition IV – Data Set I: Learning Discriminative Patterns for Self-Paced EEG-Based Motor Imagery Detection

PubMed Central

Zhang, Haihong; Guan, Cuntai; Ang, Kai Keng; Wang, Chuanchu

2012-01-01

Detecting motor imagery activities versus non-control in brain signals is the basis of self-paced brain-computer interfaces (BCIs), but also poses a considerable challenge to signal processing due to the complex and non-stationary characteristics of motor imagery as well as non-control. This paper presents a self-paced BCI based on a robust learning mechanism that extracts and selects spatio-spectral features for differentiating multiple EEG classes. It also employs a non-linear regression and post-processing technique for predicting the time-series of class labels from the spatio-spectral features. The method was validated in the BCI Competition IV on Dataset I where it produced the lowest prediction error of class labels continuously. This report also presents and discusses analysis of the method using the competition data set. PMID:22347153

Visual aided pacing in respiratory maneuvers

NASA Astrophysics Data System (ADS)

Rambaudi, L. R.; Rossi, E.; Mántaras, M. C.; Perrone, M. S.; Siri, L. Nicola

2007-11-01

A visual aid to pace self-controlled respiratory cycles in humans is presented. Respiratory manoeuvres need to be accomplished in several clinic and research procedures, among others, the studies on Heart Rate Variability. Free running respiration turns to be difficult to correlate with other physiologic variables. Because of this fact, voluntary self-control is asked from the individuals under study. Currently, an acoustic metronome is used to pace respiratory frequency, its main limitation being the impossibility to induce predetermined timing in the stages within the respiratory cycle. In the present work, visual driven self-control was provided, with separate timing for the four stages of a normal respiratory cycle. This visual metronome (ViMet) was based on a microcontroller which power-ON and -OFF an eight-LED bar, in a four-stage respiratory cycle time series handset by the operator. The precise timing is also exhibited on an alphanumeric display.

Eye movements and postural control in dyslexic children performing different visual tasks.

PubMed

Razuk, Milena; Barela, José Angelo; Peyre, Hugo; Gerard, Christophe Loic; Bucci, Maria Pia

2018-01-01

The aim of this study was to examine eye movements and postural control performance among dyslexic children while reading a text and performing the Landolt reading task. Fifteen dyslexic and 15 non-dyslexic children were asked to stand upright while performing two experimental visual tasks: text reading and Landolt reading. In the text reading task, children were asked to silently read a text displayed on a monitor, while in the Landolt reading task, the letters in the text were replaced by closed circles and Landolt rings, and children were asked to scan each circle/ring in a reading-like fashion, from left to right, and to count the number of Landolt rings. Eye movements (Mobile T2®, SuriCog) and center of pressure excursions (Framiral®, Grasse, France) were recorded. Visual performance variables were total reading time, mean duration of fixation, number of pro- and retro-saccades, and amplitude of pro-saccades. Postural performance variable was the center of pressure area. The results showed that dyslexic children spent more time reading the text and had a longer duration of fixation than non-dyslexic children. However, no difference was observed between dyslexic and non-dyslexic children in the Landolt reading task. Dyslexic children performed a higher number of pro- and retro-saccades than non-dyslexic children in both text reading and Landolt reading tasks. Dyslexic children had smaller pro-saccade amplitude than non-dyslexic children in the text reading task. Finally, postural performance was poorer in dyslexic children than in non-dyslexic children. Reading difficulties in dyslexic children are related to eye movement strategies required to scan and obtain lexical and semantic meaning. However, postural control performance, which was poor in dyslexic children, is not related to lexical and semantic reading requirements and might not also be related to different eye movement behavior.

Influence of music on maximal self-paced running performance and passive post-exercise recovery rate.

PubMed

Lee, Sam; Kimmerly, Derek S

2016-01-01

The purpose of this study was to examine the influence of fast tempo music (FM) on self-paced running performance (heart rate, running speed, ratings of perceived exertion), and slow tempo music (SM) on post-exercise heart rate and blood lactate recovery rates. Twelve participants (5 women) completed three randomly assigned conditions: static noise (control), FM and SM. Each condition consisted of self-paced treadmill running, and supine postexercise recovery periods (20 min each). Average running speed, heart rate (HR) and ratings of perceived exertion (RPE) were measured during the treadmill running period, while HR and blood lactate were measured during the recovery period. Listening to FM during exercise resulted in a faster self-selected running speed (10.8±1.7 vs. 9.9±1.4 km•hour-1, P<0.001) and higher peak HR (184±12 vs. 177±17 beats•min-1, P<0.01) without a corresponding difference in peak RPE (FM, 16.8±1.8 vs. SM 15.7±1.9, P=0.10). Listening to SM during the post-exercise period resulted in faster HR recovery throughout (main effect P<0.001) and blood lactate at the end of recovery (2.8±0.4 vs. 4.7±0.8 mmol•L-1, P<0.05). Listening to FM during exercise can increase self-paced intensity without altering perceived exertion levels while listening to SM after exercise can accelerate the recovery rate back to resting levels.

Influence of music on maximal self-paced running performance and passive post-exercise recovery rate.

PubMed

Lee, S; Kimmerly, D

2014-10-30

The purpose of this study was to examine the influence of fast tempo music (FM) on self--paced running performance (heart rate, running speed, ratings of perceived exertion), and slow tempo music (SM) on post--exercise heart rate and blood lactate recovery rates. Twelve participants (5 Women) completed three randomly assigned conditions: static noise (control), FM and SM. Each condition consisted of self--paced treadmill running, and supine post--exercise recovery periods (20 min each). Average running speed, heart rate (HR) and ratings of perceived exertion (RPE) were measured during the treadmill running period, while HR and blood lactate were measured during the recovery period. Listening to FM during exercise resulted in a faster self--selected running speed (10.8 ± 1.7 vs. 9.9 ± 1.4 km•hour--1, p<0.001) and higher peak HR (184 ± 12 vs. 177 ± 17 beats•min--1, p< 0.01) without a corresponding difference in peak RPE (FM, 16.8 ± 1.8 vs. SM 15.7 ± 1.9, p= 0.10). Listening to SM during the post--exercise period reduced HR throughout (main effect p<0.001) and blood lactate at the end of recovery (2.8 ± 0.4 vs. 4.7 ± 0.8 mmol•L--1, p<0.05). Listening to FM during exercise can increase self--paced intensity without altering perceived exertion levels while listening to SM after exercise can accelerate the recovery rate back to resting levels.

Both hands at work: the effect of aging on upper-limb kinematics in a multi-step activity of daily living.

PubMed

Gulde, Philipp; Hermsdörfer, Joachim

2017-05-01

The kinematic performance of basic motor tasks shows a clear decrease with advancing age. This study examined if the rules known from such tasks can be generalized to activities of daily living. We examined the end-effector kinematics of 13 young and 13 elderly participants in the multi-step activity of daily living of tea-making. Furthermore, we analyzed bimanual behavior and hand dominance in the task using different conditions of execution. The elderly sample took substantially longer to complete the activity (almost 50%) with longer trajectories compared with the young sample. Models of multiple linear regression revealed that the longer trajectories prolonged the trial duration in both groups, and while movement speed influenced the trial duration of young participants, phases of inactivity negatively affected how long the activity took the elderly subjects. No differences were found regarding bimanual performance or hand dominance. We assume that in self-paced activities of daily living, the age-dependent differences in the kinematics are more likely to be based on the higher cognitive demands of the task rather than on pure motor capability. Furthermore, it seems that not all of the rules known from basic motor tasks can be generalized to activities of daily living.

The Impact of Heat Exposure and Sleep Restriction on Firefighters' Work Performance and Physiology during Simulated Wildfire Suppression.

PubMed

Vincent, Grace E; Aisbett, Brad; Larsen, Brianna; Ridgers, Nicola D; Snow, Rod; Ferguson, Sally A

2017-02-12

This study was designed to examine the effects of ambient heat on firefighters' physical task performance, and physiological and perceptual responses when sleep restricted during simulated wildfire conditions. Thirty firefighters were randomly allocated to the sleep restricted ( n = 17, SR; 19 °C, 4-h sleep opportunity) or hot and sleep restricted ( n = 13, HOT + SR; 33 °C, 4-h sleep opportunity) condition. Firefighters performed two days of simulated, intermittent, self-paced work circuits comprising six firefighting tasks. Heart rate, and core temperature were measured continuously. After each task, firefighters reported their rating of perceived exertion and thermal sensation. Effort sensation was also reported after each work circuit. Fluids were consumed ad libitum. Urine volume and urine specific gravity were analysed. Sleep was monitored using polysomnography. There were no differences between the SR and HOT + SR groups in firefighters' physiological responses, hydration status, ratings of perceived exertion, motivation, and four of the six firefighting tasks (charged hose advance, rake, hose rolling, static hose hold). Black out hose and lateral repositioning were adversely affected in the HOT + SR group. Working in hot conditions did not appear to consistently impair firefighters work performance, physiology, and perceptual responses. Future research should determine whether such findings remain true when individual tasks are performed over longer durations.

Task relevance induces momentary changes in the functional visual field during reading.

PubMed

Kaakinen, Johanna K; Hyönä, Jukka

2014-02-01

In the research reported here, we examined whether task demands can induce momentary tunnel vision during reading. More specifically, we examined whether the size of the functional visual field depends on task relevance. Forty participants read an expository text with a specific task in mind while their eye movements were recorded. A display-change paradigm with random-letter strings as preview masks was used to study the size of the functional visual field within sentences that contained task-relevant and task-irrelevant information. The results showed that orthographic parafoveal-on-foveal effects and preview benefits were observed for words within task-irrelevant but not task-relevant sentences. The results indicate that the size of the functional visual field is flexible and depends on the momentary processing demands of a reading task. The higher cognitive processing requirements experienced when reading task-relevant text rather than task-irrelevant text induce momentary tunnel vision, which narrows the functional visual field.

A wrist tendon travel assessment of hand movements associated with industrial repetitive activities.

PubMed

Ugbolue, U Chris; Nicol, Alexander C

2012-01-01

To investigate slow and fast paced industrial activity hand repetitive movements associated with carpal tunnel syndrome where movements are evaluated based on finger and wrist tendon travel measurements. Nine healthy subjects were recruited for the study aged between 23 and 33 years. Participants mimicked an industrial repetitive task by performing the following activities: wrist flexion and extension task, palm open and close task; and pinch task. Each task was performed for a period of 5 minutes at a slow (0.33 Hz) and fast (1 Hz) pace for a duration of 3 minutes and 2 minutes respectively. Tendon displacement produced higher flexor digitorum superficialis (FDS) tendon travel when compared to the flexor digitorum profundus (FDP) tendons. The left hand mean (SD) tendon travel for the FDS tendon and FDP tendon were 11108 (5188) mm and 9244 (4328) mm while the right hand mean tendon travel (SD) for the FDS tendon and FDP tendon were 9225 (3441) mm and 7670 (2856) mm respectively. Of the three tasks mimicking an industrial repetitive activity, the wrist flexion and extension task produced the most tendon travel. The findings may be useful to researchers in classifying the level of strenuous activity in relation to tendon travel.

Self-Referenced Memory, Social Cognition, and Symptom Presentation in Autism

PubMed Central

Henderson, Heather A.; Zahka, Nicole E.; Kojkowski, Nicole M.; Inge, Anne P.; Schwartz, Caley B.; Hileman, Camilla M.; Coman, Drew C.; Mundy, Peter C.

2009-01-01

Background We examined performance on a self-referenced memory (SRM) task for higher functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d′) in each of the three encoding conditions as well as a self-memory bias score (d′ self-d′ other). Children completed The Strange Stories Task and The Children’s Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. PMID:19298471

The Effects of Written Language Awareness on First Grade Reading Achievement.

ERIC Educational Resources Information Center

Taylor, Nancy E.; Blum, Irene H.

A battery of four reading readiness assessment tasks was administered to 267 first grade students to determine if the tasks predicted reading achievement as well as the Metropolitan Readiness Test (MRT). The four tasks, which were the best predictors in a previous study of seven readiness tasks, were the aural word boundaries task, the…

Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder.

PubMed

Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary

2004-11-01

Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.

Attention focus and self-touch in toddlers: The moderating effect of attachment security.

PubMed

Ito-Jäger, Sachiyo; Howard, Amanda R; Purvis, Karyn B; Cross, David R

2017-08-01

The superior self-regulation and attention-regulation abilities of securely attached children have been repeatedly demonstrated. However, the mechanisms that allow securely attached children to exhibit higher levels of attention focus than insecurely attached (anxious-ambivalent and anxious-avoidant) children need to be explored. One possible mechanism that has been hypothesized to play a role in focusing attention is self-touch. Previous research has shown that 10-year-old children exhibit more bilateral self-touch (i.e., both hands are simultaneously moving onto each other or on the body, and both hands are in contact with each other or with the body), but not lateral self-touch (i.e., one hand is moving on the other hand or on the body, and the hand is in contact with the other hand or with the body), when they focus attention on a task. Because bilateral coordination is still developing during childhood, we expected that lateral self-touch, instead of bilateral self-touch, may be associated with attention focus for toddlers. The objectives of the present study were to examine whether securely attached toddlers exhibit more self-touch, particularly lateral self-touch, while they focus on a task than while they do not focus on a task. We expected to find that the association between lateral self-touch and attention focus is not as strong for insecurely attached toddlers. Data from forty-nine mother-child dyads were employed for analyses. The attachment classification of the children was determined using the Strange Situation. The duration of attention focus and self-touch behavior during a reading task were coded. An association between lateral self-touch and attention focus was found for children of all attachment classifications. This association was particularly strong for securely attached children. We discuss the possibility that securely attached toddlers may use lateral self-touch to regulate attention. Copyright © 2017 Elsevier Inc. All rights reserved.

Out of Lust or Jealousy: The Effects of Mate-Related Motives on Study-Time Allocation to Faces Varying in Attractiveness.

PubMed

Li, Weijian; Zhang, Yuchi; Li, Fengying; Li, Xinyu; Li, Ping; Jia, Xiaoyu; Chen, Haide; Ji, Haojie

2015-01-01

Although a growing number of empirical studies have revealed that activating mate-related motives might exert a specific set of consequences for human cognition and behaviors, such as attention and memory, little is known about whether mate-related motives affect self-regulated learning. The present study examined the effects of mate-related motives (mate-search and mate-guarding) on study-time allocation to faces varying in attractiveness. In two experiments, participants in mate-related priming conditions (Experiment 1: mate-search; Experiment 2: mate-guarding) or control conditions studied 20 female faces (10 highly attractive, 10 less attractive) during a self-paced study task, and then were given a yes/no face recognition task. The finding of Experiment 1 showed that activating a mate-search motive led the male participants to allocate more time to highly attractive female faces (i.e., perceived potential mates) than to less attractive ones. In Experiment 2, female participants in the mate-guarding priming condition spent more time studying highly attractive female faces (i.e., perceived potential rivals) than less attractive ones, compared to participants in the control condition. These findings illustrate the highly specific consequences of mate-related motives on study-time allocation, and highlight the value of exploring human cognition and motivation within evolutionary and self-regulated learning frameworks.

Out of Lust or Jealousy: The Effects of Mate-Related Motives on Study-Time Allocation to Faces Varying in Attractiveness

PubMed Central

Li, Fengying; Li, Xinyu; Li, Ping; Jia, Xiaoyu; Chen, Haide; Ji, Haojie

2015-01-01

Although a growing number of empirical studies have revealed that activating mate-related motives might exert a specific set of consequences for human cognition and behaviors, such as attention and memory, little is known about whether mate-related motives affect self-regulated learning. The present study examined the effects of mate-related motives (mate-search and mate-guarding) on study-time allocation to faces varying in attractiveness. In two experiments, participants in mate-related priming conditions (Experiment 1: mate-search; Experiment 2: mate-guarding) or control conditions studied 20 female faces (10 highly attractive, 10 less attractive) during a self-paced study task, and then were given a yes/no face recognition task. The finding of Experiment 1 showed that activating a mate-search motive led the male participants to allocate more time to highly attractive female faces (i.e., perceived potential mates) than to less attractive ones. In Experiment 2, female participants in the mate-guarding priming condition spent more time studying highly attractive female faces (i.e., perceived potential rivals) than less attractive ones, compared to participants in the control condition. These findings illustrate the highly specific consequences of mate-related motives on study-time allocation, and highlight the value of exploring human cognition and motivation within evolutionary and self-regulated learning frameworks. PMID:26121131

Computer-Assisted Instruction and Its Application to Air Force Civil Engineering.

DTIC Science & Technology

1987-09-01

train the student. The student’s respesees my cause the ceeputot to preseet the previous material In a different =mus if these resposes indicaed that the...presented by Schlechter. He reports study results that indicate that CAI time savings may be due to self - pacing, a characteristic of other less-expenLve...lesson developer must ask: Is this instruc- tional requirement suited for Individual self -paced inter- active instruction? If the answer is no, then

Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities.

PubMed

Malcolm, Matt P; Roll, Marla C

2017-11-20

The impact of assistive technology (AT) services for college students with less-apparent disabilities is under-reported. Using the Canadian Occupational Performance Measure (COPM), we assessed student Performance and Satisfaction ratings of common academic tasks at the start and end of a semester during which 105 student-clients with less-apparent disabilities received AT services. We examined if COPM scores related to personal characteristics of gender, class-level (e.g., Sophomore), and STEM education; if personal characteristics predicted a student's follow-through with an AT service referral (n=231); and if personal characteristics and initial COPM scores predicted dropout from AT services (n=187). COPM ratings significantly increased in all academic tasks (p<.001). Gender predicted initial Satisfaction (male ratings > female ratings; p=.01), and Performance changes (females were more likely to have a service-meaningful change; p=.02). Higher class-level predicted better follow-through with a referral for AT services (p=.006). Increasing class-level (p=.05) and higher initial studying (p<.006) and reading (p<.029) ratings predicted a lower likelihood for dropout. These findings demonstrate that college students with less-apparent disabilities experience substantial improvements in their self-ratings of academic performance and satisfaction following AT services. Gender, class-level, and initial self-perceived reading and studying abilities may influence if and how the student participates with AT services.

Can Pacing Be Regulated by Post-Activation Potentiation? Insights from a Self-Paced 30 km Trial in Half-Marathon Runners

PubMed Central

Del Rosso, Sebastián; Barros, Edilberto; Tonello, Laís; Oliveira-Silva, Iransé; Behm, David G.; Foster, Carl; Boullosa, Daniel A.

2016-01-01

Purpose Given the co-existence of post-activation potentiation (PAP) and fatigue within muscle, it is not known whether PAP could influence performance and pacing during distance running by moderating fatigue. The aim of this study was to assess the influence of PAP on pacing, jumping and other physiological measures during a self-paced 30 km trial. Methods Eleven male endurance-trained runners (half-marathon runners) volunteered to participate in this study. Runners participated in a multi-stage 30 km trial. Before the trial started, determination of baseline blood lactate (bLa) and countermovement jump (CMJ) height was performed. The self-paced 30 km trial consisted of 6 × 5 km splits. At the end of each 5 km split (60 s break), data on time to complete the split, CMJ height, Rating of Perceived Exertion (RPE) and blood lactate were collected while heart rate was continuously monitored. Results There was a significant decrease in speed (e.g. positive pacing strategy after the 4th split, p<0.05) with a progressive increase in RPE throughout the trial. Compared with baseline, CMJ height was significantly (p<0.05) greater than baseline and was maintained until the end of the trial with an increase after the 5th split, concomitant with a significant reduction in speed and an increase in RPE. Significant correlations were found between ΔCMJ and ΔSPEED (r = 0.77 to 0.87, p<0.05) at different time points as well as between RPE and speed (r = -0.61 to -0.82, p<0.05). Conclusion Our results indicates that fatigue and potentiation co-exist during long lasting endurance events, and that the observed increase in jump performance towards the end of the trial could be reflecting a greater potentiation potentially perhaps counteracting the effects of fatigue and preventing further reductions in speed. PMID:26934357

Functional magnetic resonance imaging reflects changes in brain functioning with sedation.

PubMed

Starbuck, Victoria N; Kay, Gary G; Platenberg, R. Craig; Lin, Chin-Shoou; Zielinski, Brandon A

2000-12-01

Functional magnetic resonance imaging (fMRI) studies have demonstrated localized brain activation during cognitive tasks. Brain activation increases with task complexity and decreases with familiarity. This study investigates how sleepiness alters the relationship between brain activation and task familiarity. We hypothesize that sleepiness prevents the reduction in activation associated with practice. Twenty-nine individuals rated their sleepiness using the Stanford Sleepiness Scale before fMRI. During imaging, subjects performed the Paced Auditory Serial Addition Test, a continuous mental arithmetic task. A positive correlation was observed between self-rated sleepiness and frontal brain activation. Fourteen subjects participated in phase 2. Sleepiness was induced by evening dosing with chlorpheniramine (CP) (8 mg or 12 mg) and terfenadine (60 mg) in the morning for 3 days before the second fMRI scan. The Multiple Sleep Latency Test (MSLT) was also performed. Results revealed a significant increase in fMRI activation in proportion to the dose of CP. In contrast, for all subjects receiving placebo there was a reduction in brain activation. MSLT revealed significant daytime sleepiness for subjects receiving CP. These findings suggest that sleepiness interferes with efficiency of brain functioning. The sleepy or sedated brain shows increased oxygen utilization during performance of a familiar cognitive task. Thus, the beneficial effect of prior task exposure is lost under conditions of sedation. Copyright 2000 John Wiley & Sons, Ltd.

Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.

PubMed

Carroll, Julia M; Fox, Amy C

2016-01-01

The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child's perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.

Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys

PubMed Central

Carroll, Julia M.; Fox, Amy C.

2017-01-01

The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures. PMID:28144223

Matching is not naming: a direct comparison of lexical manipulations in explicit and implicit reading tasks.

PubMed

Vogel, Alecia C; Petersen, Steven E; Schlaggar, Bradley L

2013-10-01

The neurobiological basis of reading is of considerable interest, yet analyzing data from subjects reading words aloud during functional MRI data collection can be difficult. Therefore, many investigators use surrogate tasks such as visual matching or rhyme matching to eliminate the need for spoken output. Use of these tasks has been justified by the presumption of "automatic activation" of reading-related neural processing when a word is viewed. We have tested the efficacy of using a nonreading task for studying "reading effects" by directly comparing blood oxygen level dependent (BOLD) activity in subjects performing a visual matching task and an item naming task on words, pseudowords (meaningless but legal letter combinations), and nonwords (meaningless and illegal letter combinations). When compared directly, there is significantly more activity during the naming task in "reading-related" regions such as the inferior frontal gyrus (IFG) and supramarginal gyrus. More importantly, there are differing effects of lexicality in the tasks. A whole-brain task (matching vs. naming) by string type (word vs. pseudoword vs. nonword) by BOLD timecourse analysis identifies regions showing this three-way interaction, including the left IFG and left angular gyrus (AG). In the majority of the identified regions (including the left IFG and left AG), there is a string type × timecourse interaction in the naming but not the matching task. These results argue that the processing performed in specific regions is contingent on task, even in reading-related regions and is thus nonautomatic. Such differences should be taken into consideration when designing studies intended to investigate reading. Copyright © 2012 Wiley Periodicals, Inc.

Effects of reading-oriented tasks on students' reading comprehension of geometry proof

NASA Astrophysics Data System (ADS)

Yang, Kai-Lin; Lin, Fou-Lai

2012-06-01

This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

Walking to the Beat of Their Own Drum: How Children and Adults Meet Timing Constraints

PubMed Central

Gill, Simone V.

2015-01-01

Walking requires adapting to meet task constraints. Between 5- and 7-years old, children’s walking approximates adult walking without constraints. To examine how children and adults adapt to meet timing constraints, 57 5- to 7-year olds and 20 adults walked to slow and fast audio metronome paces. Both children and adults modified their walking. However, at the slow pace, children had more trouble matching the metronome compared to adults. The youngest children’s walking patterns deviated most from the slow metronome pace, and practice improved their performance. Five-year olds were the only group that did not display carryover effects to the metronome paces. Findings are discussed in relation to what contributes to the development of adaptation in children. PMID:26011538

Task Performance and Meta-Cognitive Outcomes When Using Activity Workstations and Traditional Desks

PubMed Central

Pilcher, June J.; Baker, Victoria C.

2016-01-01

The purpose of the current study is to compare the effects of light physical activity to sedentary behavior on cognitive task performance and meta-cognitive responses. Thirty-eight undergraduate students participated in the study. The participants used a stationary bicycle with a desk top and a traditional desk while completing two complex cognitive tasks and measures of affect, motivation, morale, and engagement. The participants pedaled the stationary bicycle at a slow pace (similar in exertion to a normal walking pace) while working. The results indicated that cognitive task performance did not change between the two workstations. However, positive affect, motivation, and morale improved when using the stationary bicycle. These results suggest that activity workstations could be implemented in the work place and in educational settings to help decrease sedentary behavior without negatively affecting performance. Furthermore, individuals could experience a positive emotional response when working on activity workstations which in turn could help encourage individuals to choose to be more physical active during daily activities. PMID:27445921

The influence of a 12% carbohydrate-electrolyte beverage on self-paced soccer-specific exercise performance.

PubMed

Harper, Liam D; Stevenson, Emma J; Rollo, Ian; Russell, Mark

2017-12-01

To assess the physiological and performance effects of a 12% carbohydrate-electrolyte beverage consumed at practically applicable time-points (i.e., before each half) throughout simulated soccer match-play. Randomised, counterbalanced, crossover. Fed players (n=15) performed 90-min of soccer-specific exercise (including self-paced exercise at the end of each half). Players consumed carbohydrate-electrolyte (CHO; 60g×500ml -1 , Na + 205mg×500ml -1 ), placebo-electrolyte (PL) or water (Wat) beverages at the end of the warm-up (250ml) and half-time (250ml plus ad-libitum water). Blood was drawn before each half and every 15-min during exercise. Physical (15-m sprinting, countermovement jumps, self-paced distance, acceleration/deceleration count), technical (dribbling) and cognitive (memory, attention, decision-making) performance was assessed. Ratings of perceived exertion (RPE) and abdominal discomfort were measured. Against Wat and PL, CHO increased (all p<0.05) mean accelerations >1.5m·s -2 during self-paced exercise (>+25%) and dribbling speed from 60-min onwards (>+3%). Mean sprinting speed improved (+2.7%) in CHO versus Wat. Blood glucose increased before and during each half in CHO versus PL and Wat (all p<0.05). A 27% decline in glycaemia occurred at 60-min in CHO. RPE was comparable between trials. Cognition reduced post-exercise (p<0.05); this decline was not attenuated by CHO. Abdominal discomfort increased during exercise but was similar between trials. Using more realistic fluid ingestion timings than have been examined previously, consuming a 12% carbohydrate-electrolyte beverage increased blood glucose, self-paced exercise performance, and improved dribbling speed in the final 30-min of exercise compared to water and placebo. Carbohydrates did not attenuate post-exercise reductions in cognition. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Binocular Coordination during Reading and Non-Reading Tasks

ERIC Educational Resources Information Center

Kirkby, Julie A.; Webster, Lisa A. D.; Blythe, Hazel I.; Liversedge, Simon P.

2008-01-01

The goal of this review is to evaluate the literature on binocular coordination during reading and non-reading tasks in adult, child, and dyslexic populations. The review begins with a description of the basic characteristics of eye movements during reading. Then, reading and non-reading studies investigating binocular coordination are evaluated.…

Mental juggling: when does multitasking impair reading comprehension?

PubMed

Cho, Kit W; Altarriba, Jeanette; Popiel, Maximilian

2015-01-01

The present study investigated the conditions under which multitasking impairs reading comprehension. Participants read prose passages (the primary task), some of which required them to perform a secondary task. In Experiment 1, we compared two different types of secondary tasks (answering trivia questions and solving math problems). Reading comprehension was assessed using a multiple-choice test that measured both factual and conceptual knowledge. The results showed no observable detrimental effects associated with multitasking. In Experiment 2, the secondary task was a cognitive load task that required participants to remember a string of numbers while reading the passages. Performance on the reading comprehension test was lower in the cognitive load conditions relative to the no-load condition. The present study delineates the conditions under which multitasking can impair or have no effect on reading comprehension. These results further our understanding of our capacity to multitask and have practical implications in our technologically advanced society in which multitasking has become commonplace.

Impairments of Multisensory Integration and Cross-Sensory Learning as Pathways to Dyslexia

PubMed Central

Hahn, Noemi; Foxe, John J.; Molholm, Sophie

2014-01-01

Two sensory systems are intrinsic to learning to read. Written words enter the brain through the visual system and associated sounds through the auditory system. The task before the beginning reader is quite basic. She must learn correspondences between orthographic tokens and phonemic utterances, and she must do this to the point that there is seamless automatic ‘connection’ between these sensorially distinct units of language. It is self-evident then that learning to read requires formation of cross-sensory associations to the point that deeply encoded multisensory representations are attained. While the majority of individuals manage this task to a high degree of expertise, some struggle to attain even rudimentary capabilities. Why do dyslexic individuals, who learn well in myriad other domains, fail at this particular task? Here, we examine the literature as it pertains to multisensory processing in dyslexia. We find substantial support for multisensory deficits in dyslexia, and make the case that to fully understand its neurological basis, it will be necessary to thoroughly probe the integrity of auditory-visual integration mechanisms. PMID:25265514

Peak fat oxidation during self-paced activities of daily life: influence of sex and body composition.

PubMed

Grams, Lena; Kück, Momme; Haufe, Sven; Tegtbur, Uwe; Nelius, Anne-Katrin; Kerling, Arno

2017-05-01

Increasing physical activity is a cornerstone in the treatment of overweight individuals and self-selected exercise intensity leads to higher adherence to physical activity. However, information on differences in energy expenditure and fat oxidation between sexes regarding common self-paced activities of daily living are rare. We divided 33 subjects into normal weight (NW, N.=21) and overweight (OW, N.=12). Energy expenditure and substrate oxidation was measured during six self-paced physical activities of daily living using a portable spirometric system. We also determined maximum aerobic capacity (VO2max) and estimated free-living physical activity with a multi-sensor device. For all six activities, total energy expenditure was not different between NW and OW subjects in both sexes. The peak fat oxidation during physical activities was reached at higher intensities for women (NW 57±15%; OW 53±8% of VO2max) compared to men (NW 41±8%; OW 42±9% of VO2max) with no differences between NW and OW subjects. The majority of OW (92%) but not NW (42%) subjects reached their highest fat oxidation during walking. The self-selected walking speed was not significantly different between NW and OW men (NW 5.25±0.48 km/h, OW 5.52±0.42 km/h) and NW and OW women (NW 5.16±0.89 km/h, OW 5.01±0.42 km/h). When physical activity aims to maximizing fat oxidation, women should exercise at higher relative intensities than men, regardless of being normal weight or overweight. Self-paced walking is a suitable activity for overweight subjects to achieve high rates of both total energy expenditure and fat oxidation.

The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork

PubMed Central

Galla, Brian M.; Plummer, Benjamin D.; White, Rachel E.; Meketon, David; D’Mello, Sidney K.; Duckworth, Angela L.

2014-01-01

The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes. PMID:25258470

The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork.

PubMed

Galla, Brian M; Plummer, Benjamin D; White, Rachel E; Meketon, David; D'Mello, Sidney K; Duckworth, Angela L

2014-10-01

The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors ( N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.

A research project to develop and evaluate a technical education component on materials technology for orientation to space-age technology

NASA Technical Reports Server (NTRS)

Jacobs, J. A.

1976-01-01

A project was initiated to develop, implement, and evaluate a prototype component for self-pacing, individualized instruction on basic materials science. Results of this project indicate that systematically developed, self-paced instruction provides an effective means for orienting nontraditional college students and secondary students, especially minorities, to both engineering technology and basic materials science. In addition, students using such a system gain greater chances for mastering subject matter than with conventional modes of instruction.

Working memory deficits in children with reading difficulties: memory span and dual task coordination.

PubMed

Wang, Shinmin; Gathercole, Susan E

2013-05-01

The current study investigated the cause of the reported problems in working memory in children with reading difficulties. Verbal and visuospatial simple and complex span tasks, and digit span and reaction times tasks performed singly and in combination, were administered to 46 children with single word reading difficulties and 45 typically developing children matched for age and nonverbal ability. Children with reading difficulties had pervasive deficits in the simple and complex span tasks and had poorer abilities to coordinate two cognitive demanding tasks. These findings indicate that working memory problems in children with reading difficulties may reflect a core deficit in the central executive. Copyright © 2012 Elsevier Inc. All rights reserved.