scholarly journals Effects of stimulus and task structure on temporal perceptual learning

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Rannie Xu ◽  
Russell M. Church ◽  
Yuka Sasaki ◽  
Takeo Watanabe
Keyword(s):  
Temporal Discrimination ◽  
Discrimination Performance ◽  
Task Structure ◽  
Comparison Task ◽  
Interval Representation ◽  
Before And After ◽  
Temporal Intervals ◽  
Context Specific ◽  
Temporal Learning ◽  
And Task

AbstractOur ability to discriminate temporal intervals can be improved with practice. This learning is generally thought to reflect an enhancement in the representation of a trained interval, which leads to interval-specific improvements in temporal discrimination. In the present study, we asked whether temporal learning is further constrained by context-specific factors dictated through the trained stimulus and task structure. Two groups of participants were trained using a single-interval auditory discrimination task over 5 days. Training intervals were either one of eight predetermined values (FI group), or random from trial to trial (RI group). Before and after the training period, we measured discrimination performance using an untrained two-interval temporal comparison task. Our results revealed a selective improvement in the FI group, but not the RI group. However, this learning did not generalize between the trained and untrained tasks. These results highlight the sensitivity of TPL to stimulus and task structure, suggesting that mechanisms of temporal learning rely on processes beyond changes in interval representation.

scholarly journals The “Locus of Learning” Problem: Effects of Stimulus and Task Structure on Temporal Perceptual Learning

2019 ◽  
Author(s):  
Rannie Xu ◽  
Russell M. Church ◽  
Yuka Sasaki ◽  
Takeo Watanabe
Keyword(s):  
Perceptual Learning ◽  
Temporal Discrimination ◽  
Task Structure ◽  
Specific Response ◽  
Sensory Representation ◽  
Response Strategies ◽  
Task Specificity ◽  
Before And After ◽  
Random Intervals ◽  
Single Interval

AbstractThe ability to discriminate sub-second intervals can be improved with practice, a process known as temporal perceptual learning (TPL). A central question in TPL is whether training improves the low-level sensory representation of a temporal interval or optimizes a set of task-specific response strategies. Here, we trained three groups of participants over five days on a single-interval temporal discrimination task using either fixed intervals (FI) or random intervals (RI). Before and after training, discrimination thresholds were also obtained on an untrained task. Our results revealed that only the FI group showed improvements with five days of training, but this learning did not generalize from the trained task to the untrained task in any group. These results highlight task-specificity in TPL and suggest that training-dependent improvements in timing ability might reflect an active reweighting of decision units, in addition to refinements in the sensory representation of a learned interval.

Learning from feedback: Effects of task information and task structure

2002 ◽  
Author(s):  
Ben R. Newell ◽  
Nicola J. Weston ◽  
Richard Tunney ◽  
David R. Shanks
Keyword(s):  
Task Structure ◽  
Feedback Effects ◽  
And Task

Division of labor

2018 ◽  
Author(s):  
Phanish Puranam
Keyword(s):  
Division Of Labor ◽  
Task Allocation ◽  
Task Structure ◽  
Heuristic Approaches ◽  
Object Based ◽  
The Creation ◽  
Task Division ◽  
And Task

Division of labor involves task division and task allocation. An extremely important consequence of task division and allocation is the creation of interdependence between agents. In fact, division of labor can be seen as a process that converts interdependence between tasks into interdependence between agents. While there are many ways in which the task structure can be chunked and divided among agents, two important heuristic approaches involve division of labor by activity vs. object. I show that a choice between these two forms of division of labor only arises when the task structure is non-decomposable, but the product itself is decomposable. When the choice arises, a key criterion for selection between activity vs. object-based division of labor is the gain from specialization relative to the gain from customization.

scholarly journals Post-Drive Standing Balance of Vehicle Passengers Using Wearable Sensors: The Effect of On-Road Driving and Task Performance

Sensors ◽  
2021 ◽  
Vol 21 (15) ◽  
pp. 4997
Author(s):  
Victor C. Le ◽  
Monica L. H. Jones ◽  
Kathleen H. Sienko
Keyword(s):  
Task Performance ◽  
Postural Sway ◽  
Wearable Sensors ◽  
Standing Balance ◽  
Balance Performance ◽  
Real Time Traffic ◽  
Balance Exercises ◽  
Before And After ◽  
The Relationship ◽  
And Task

Postural sway has been demonstrated to increase following exposure to different types of motion. However, limited prior studies have investigated the relationship between exposure to normative on-road driving conditions and standing balance following the exposure. The purpose of this on-road study was to quantify the effect of vehicle motion and task performance on passengers’ post-drive standing balance performance. In this study, trunk-based kinematic data were captured while participants performed a series of balance exercises before and after an on-road driving session in real-time traffic. Postural sway for all balance exercises increased following the driving session. Performing a series of ecologically relevant visual-based tasks led to increases in most post-drive balance metrics such as sway position and velocity. However, the post-drive changes following the driving session with a task were not significantly different compared to changes observed following the driving session without a task. The post-drive standing balance performance changes observed in this study may increase vulnerable users’ risk of falling. Wearable sensors offer an opportunity to monitor postural sway following in-vehicle exposures.

The Effect of Processing Code, Response Modality and Task Difficulty on Dual Task Performance and Subjective Workload in a Manual System

1987 ◽  
Vol 31 (7) ◽  
pp. 847-851 ◽  
Author(s):  
Yili Liu ◽  
Christopher D. Wickens
Keyword(s):  
Task Performance ◽  
Dual Task ◽  
Task Difficulty ◽  
Task Structure ◽  
Time Sharing ◽  
Multiple Resources ◽  
Response Modality ◽  
Dual Task Performance ◽  
Processing Resources ◽  
And Task

We report here the first experiment of a series studying the effect of task structure and difficulty demand on time-sharing performance and workload in both automated and corresponding manual systems. The experimental task involves manual control time-shared with spatial and verbal decisions tasks of two levels of difficulty and two modes of response (voice or manual). The results provide strong evidence that tasks and processes competing for common processing resources are time shared less effectively and have higher workload than tasks competing for separate resources. Subjective measures and the structure of multiple resources are used in conjunction to predict dual task performance. The evidence comes from both single task and from dual task performance.

Circadian rhythms and patterns of performance before and after simulated jet lag

1989 ◽  
Vol 257 (4) ◽  
pp. R796-R803 ◽  
Author(s):  
W. N. Tapp ◽  
B. H. Natelson
Keyword(s):  
Phase Shift ◽  
Discrimination Performance ◽  
Maximum Amplitude ◽  
Phase Advance ◽  
Light Cycle ◽  
Monkey Model ◽  
Before And After ◽  
Human Experiments ◽  
Temperature Rhythms ◽  
And Performance

We have developed a rhesus monkey model that enables us to investigate physiological rhythms and circadian effects on performance in an integrated framework. Monkeys worked for 8 h/day on a two-component task (a vigilance trial followed by a discrimination trial) for their daily food aliquot. Concurrently, we recorded activity and temperature rhythms around the clock. To test the model, we studied rhythms and performance during entrainment to a 24-h light cycle and after a 6-h phase advance. Results from this animal model displayed many of the essential characteristics seen in similar human experiments. During stable entrainment, temperature rhythms reached their maximum amplitude in late afternoon, with activity rhythms reaching their maximum amplitude several hours earlier. Performance exhibited consistent task-dependent variations over the course of daily sessions. Speed of discrimination performance was fastest at the beginning of the session, and speed of vigilance performance was fastest several hours later. After a 6-h phase advance, monkeys exhibited transient internal desynchrony with activity resynchronizing faster than temperature. Both vigilance and discrimination were impaired after the phase shift, with vigilance exhibiting larger-magnitude and longer-lasting impairments than discrimination. A second drop in performance was seen 10-14 days after the phase shift. These data replicate and extend earlier work in humans and show that this model can be used in the study of chronobiological questions that would be too expensive or too impractical to do with humans.

scholarly journals Comparing the Effects of Four Instructional Treatments on EFL Students’ Achievement in Writing Classified Ads

2016 ◽  
Vol 9 (3) ◽  
pp. 139
Author(s):  
Farzaneh Khodabandeh
Keyword(s):  
Proficiency Test ◽  
New Techniques ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
Instructional Treatments ◽  
Junior Students ◽  
And Task

<p>The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students’ abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University streamed by performing a TOEFL proficiency test. The selected participants were randomly divided into the following four groups; an explicit group which received direct instruction; an implicit group which were instructed indirectly, and the self-study group with no-instruction treatment in comparison to the task-based group which were asked to prepare a classified ad. A pre-test and a post-test were administered before and after the treatment. The moves in classified ads pre- and post- tests were analyzed through descriptive and inferential statistics. The quantitative analysis of the post-tests revealed that the explicit and task-based groups outperformed the implicit and self-study instruction groups. The findings of this research offer English teachers the chance to reconsider their practices and performances through the advantages and disadvantages of the traditional and new techniques which were employed in the current research and combine them to help learners improve their reading and writing skills.</p>

scholarly journals Improving L2 pronunciation inside and outside the classroom

2018 ◽  
Vol 71 (3) ◽  
pp. 99-124
Author(s):  
Angélica Carlet ◽  
Hanna Kivistö-de Souza
Keyword(s):  
Target Language ◽  
Self Awareness ◽  
Classroom Context ◽  
Comparison Task ◽  
Efl Learners ◽  
Perceptual Skills ◽  
Pronunciation Instruction ◽  
Before And After ◽  
First Languages ◽  
L2 Pronunciation

Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.

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