Effect of Self-Monitoring Strategies and Task Complexity on Motor Performance and Affect

1995 ◽  
Vol 17 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Michael B. Martin ◽  
Mark H. Anshel
Keyword(s):  
Motor Performance ◽  
Task Difficulty ◽  
Task Complexity ◽  
Motor Task ◽  
Superior Performance ◽  
Complex Task ◽  
Self Monitoring ◽  
Easy Task ◽  
Monitoring Strategies ◽  
And Task

Two experiments were conducted to examine the effect of self-monitoring (SM) strategies on motor performance of varied difficulty. In a pilot test, participants’ perceptions of task difficulty agreed with performance on the easy task. Participants perceived the hard task to be significantly more difficult than indicated by the performance scores and perceived the easy task to be significantly less difficult than their performance on the complex task (p < .05). In the subsequent experiment, subjects performed 90 trials on either the difficult or easy motor task using either positive self-monitoring (PSM), negative self-monitoring (NSM), or no self-monitoring. MANOVAs indicated that PSM resulted in superior performance in comparison to NSM across trials while performing the difficult task (p < .05). In the easy task, PSM was inferior to NSM on motor performance across trials (p < .01). Further results also indicated that negative affect significantly decreased for PSM performing the difficult task, and for NSM performing the easy task.

Research Note: The Interactions Among Stress, Vigilance, and Task Complexity

1975 ◽  
Vol 17 (1) ◽  
pp. 106-109 ◽  
Author(s):  
Robert S. Kennedy ◽  
Xenia B. Coulter
Keyword(s):  
Task Complexity ◽  
Vigilance Task ◽  
Research Note ◽  
Stressed Condition ◽  
Complex Task ◽  
Large Group ◽  
Flight Students ◽  
Better Than ◽  
Threat Of Shock ◽  
And Task

A simple (one-channel) or a complex (three-channel) vigilance task was administered with or without threat of shock to a large group of flight students. It was found that a larger absolute decrement was obtained in the complex task, but the relative decrements were equivalent for both. One-channel monitoring was better overall than three-channel monitoring in the non-stressed condition. Stressed subjects performed better than nonstressed, and this enhancement was greater for three-channel monitoring.

Criterion of Learning and Task Difficulty as Determinants of Mediated-Shift Learning Speed

1976 ◽  
Vol 39 (3) ◽  
pp. 875-879
Author(s):  
J. Sweller
Keyword(s):  
University Students ◽  
Task Difficulty ◽  
Verbal Discrimination ◽  
Initial Training ◽  
Easy Task ◽  
Shift Task ◽  
Learning Speed ◽  
Initial Task ◽  
Four Levels ◽  
And Task

University students were given rule-related or non-rule-related shifts after one of four levels of initial training on a nondimensional verbal discrimination using CVC stimuli. Both a difficult and an easy task were used. The results indicated: (1) the effects of the initial tasks on the shift tasks were detected with greater sensitivity using lower criteria on the shift task; (2) where mediated-shift learning occurred, there was a relation between criterion level for the initial task and task difficulty such that lower criteria on the easy task were equivalent to higher criteria on the difficult task.

Foot preference across the lifespan: Effects of target location and task complexity

2019 ◽  
Vol 43 (3) ◽  
pp. 238-244
Author(s):  
Sana Ghamgui ◽  
Riadh Dahmen ◽  
Nizar Souissi
Keyword(s):  
Young Children ◽  
Target Location ◽  
Task Complexity ◽  
Age Groups ◽  
Biological Factor ◽  
Environmental Constraints ◽  
Complex Task ◽  
Spatial Locations ◽  
Different Levels ◽  
And Task

This study was designed to determine the factor(s) that influence the choice of the foot throughout the lifespan. To achieve this purpose, 86 right-footed participants (young children (5– 8), adolescents (10–14), young adults (18–25) and older adults (over 50) were tested on two tasks of different levels of difficulty, performed in three spatial locations (left, right, and midline) according to two levels of body posture: sitting and standing. Results revealed that the participants favored their preferred foot when the object was located in the ipsilateral hemispace and at the midline. They selected their non-preferred foot when the object was located in the contralateral hemispace. The participants used their preferred foot to a greater extent during the most complex task than during the easiest one and more often while standing rather than sitting. Finally, we have found a significant age effect. Young children often used the preferred foot more frequently than the other age groups. In conclusion, the findings of this study suggest that foot selection depends on task demand, environmental constraints, and a biological factor associated with motor dominance.

Creativity, Task Complexity, and Intuitive versus Analytical Problem Solving

1975 ◽  
Vol 37 (2) ◽  
pp. 351-354 ◽  
Author(s):  
Dean Keith Simonton
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Task Complexity ◽  
Relative Effectiveness ◽  
Complex Task ◽  
Analytical Problem ◽  
Simple Task ◽  
Analysis Task ◽  
Creativity Task ◽  
And Task

Using 40 Ss the relative effectiveness of intuitive and analytical problem solving was determined as a function of creativity and task complexity. A three-way analysis of variance yielded a significant three-way interaction between thinking mode (intuition or analysis), task complexity, and creativity (as measured by the Barron-Welsh Art Scale). More creative Ss found intuition more effective for a complex task, analysis on the simple task; this relation was reversed for the less creative Ss.

Effects of Stress and Task Difficulty on Working Memory and Cortical Networking

2017 ◽  
Vol 124 (6) ◽  
pp. 1194-1210 ◽  
Author(s):  
Yujin Kim ◽  
Jihwan Woo ◽  
Minjung Woo
Keyword(s):  
Working Memory ◽  
Task Difficulty ◽  
Stress Condition ◽  
High Stress ◽  
Stress Conditions ◽  
Memory Encoding ◽  
Easy Task ◽  
Memory Accuracy ◽  
High Stress Condition ◽  
And Task

This study investigated interactive effects of stress and task difficulty on working memory and cortico-cortical communication during memory encoding. Thirty-eight adolescent participants (mean age of 15.7 ± 1.5 years) completed easy and hard working memory tasks under low- and high-stress conditions. We analyzed the accuracy and reaction time (RT) of working memory performance and inter- and intrahemispheric electroencephalogram coherences during memory encoding. Working memory accuracy was higher, and RT shorter, in the easy versus the hard task. RT was shorter under the high-stress (TENS) versus low-stress (no-TENS) condition, while there was no difference in memory accuracy between the two stress conditions. For electroencephalogram coherence, we found higher interhemispheric coherence in all bands but only at frontal electrode sites in the easy versus the hard task. On the other hand, intrahemispheric coherence was higher in the left hemisphere in the easy (versus hard task) and higher in the right hemisphere (with one exception) in the hard (versus easy task). Inter- and intracoherences were higher in the low- versus high-stress condition. Significant interactions between task difficulty and stress condition were observed in coherences of the beta frequency band. The difference in coherence between low- and high-stress conditions was greater in the hard compared with the easy task, with lower coherence under the high-stress condition relative to the low-stress condition. Stress seemed to cause a decrease in cortical network communications between memory-relevant cortical areas as task difficulty increased.

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