scholarly journals Priming to Promote Fluent Motor Skill Execution: Exploring Attentional Demands

2014 ◽  
Vol 36 (4) ◽  
pp. 366-374 ◽  
Author(s):  
Danielle Adams ◽  
Kelly J. Ashford ◽  
Robin C. Jackson

The effect of priming on the speed and accuracy of skilled performance and on a probe-reaction time task designed to measure residual attentional capacity, was assessed. Twenty-four skilled soccer players completed a dribbling task under three prime conditions (fluency, skill-focus, and neutral) and a control condition. Results revealed changes in trial completion time and secondary task performance in line with successfully priming autonomous and skill-focused attention. Retention test data for task completion time and probe-reaction time indicated a linear decrease in the priming effect such that the effect was nonsignificant after 30 min. Results provide further support for the efficacy of priming and provide the first evidence of concurrent changes in attentional demands, consistent with promoting or disrupting automatic skill execution.

1994 ◽  
Vol 24 (1) ◽  
pp. 193-202 ◽  
Author(s):  
E. Y. H. Chen ◽  
A. J. Wilkins ◽  
P. J. McKenna

SynopsisThe integrity of semantic memory in schizophrenia was examined in a reaction time task requiring subjects to verify words as members or non-members of a conceptual category, where the words differed in their degree of semantic relationship to the category. Compared to matched normal controls, 28 schizophrenic patients were impaired on the task, showing slower responses in all conditions. In addition, their performance was anomalous in that they took longest to respond to items that were outside the category but semantically related to it, in contrast to the controls who took the longest to respond to ambiguous words at the borderline of the category. The pattern of ‘yes’ and ‘no’ responses of the patients was anomalous in a similar way. In both speed and accuracy of responding, the findings indicate that there is an outward shift of semantic category boundaries in schizophrenia.


1987 ◽  
Vol 31 (7) ◽  
pp. 811-814
Author(s):  
Valerie J. Gawron ◽  
David J. Travale ◽  
Colin Drury ◽  
Sara Czaja

A major problem facing system designers today is predicting human performance in: 1) systems that have not yet been built, 2) situations that have not yet been experienced, and 3) situations for which there are only anecdotal reports. To address this problem, the Human Performance Expert System (Human) was designed. The system contains a large data base of equations derived from human performance research reported in the open literature. Human accesses these data to predict task performance times, task completion probabilities, and error rates. A problem was encountered when multiple independent data sets were relevant to one task. For example, a designer is interested in the effects of luminance and front size on number of reading errors. Two data sets exist in the literature: one examining the effects of luminance, the other, font size. The data in the two sets were collected at different locations with different subjects and at different times in history. How can the two data sets be combined to address the designer's problem? Four combining algorithms were developed and then tested in two steps. In step one, two reaction-time experiments were conducted: one to evaluate the effect the number of alternatives on reaction time; the second, signals per minute and number of displays being monitored. The four algorithms were used on the data from these two experiments to predict reaction time in the situation where all three independent variables are manipulated simultaneously. In step two of the test procedure, a third experiment was conducted. Subjects who had not participated in either Experiment One or Two performed a reaction-time task under the combined effects of all three independent variables. The predictions made from step one were compared to the actual empirical data collected in step two. The results of these comparisons are presented.


1988 ◽  
Vol 32 (2) ◽  
pp. 68-72 ◽  
Author(s):  
Gloria L. Calhoun ◽  
William P. Janson ◽  
German Valencia

Natural aural directional cueing in the cockpit should relieve the demands placed on the visual modality, reduce display clutter and alleviate cognitive attention needed to process and extract meaning from coded formats. This experiment compared the effectiveness of three-dimensional (3-D) auditory cues to conventional visual and auditory methods of directing visual attention to peripheral targets. Five directional cues were evaluated: visual symbol, coded aural tone, speech cue, 3-D tone (white noise appearing to emanate from peripheral locations) and 3-D speech (speech cue appearing to emanate from peripheral locations). The results showed significant performance differences as a function of directional cue type in peripheral target task completion time, as well as eye and head reaction time. Results, such as these, will help improve the application of directional sound in operational cockpits.


Perception ◽  
10.1068/p5154 ◽  
2005 ◽  
Vol 34 (12) ◽  
pp. 1459-1474 ◽  
Author(s):  
Rebecca A Hoss ◽  
Jennifer L Ramsey ◽  
Angela M Griffin ◽  
Judith H Langlois

We tested whether adults (experiment 1) and 4–5-year-old children (experiment 2) identify the sex of highly attractive faces faster and more accurately than not very attractive faces in a reaction-time task. We also assessed whether facial masculinity/femininity facilitated identification of sex. Results showed that attractiveness facilitated adults' sex classification of both female and male faces and children's sex classification of female, but not male, faces. Moreover, attractiveness affected the speed and accuracy of sex classification independently of masculinity/femininity. High masculinity in male faces, but not high femininity in female faces, also facilitated sex classification for both adults and children. These findings provide important new data on how the facial cues of attractiveness and masculinity/femininity contribute to the task of sex classification and provide evidence for developmental differences in how adults and children use these cues. Additionally, these findings provide support for Langlois and Roggman's (1990 Psychological Science1 115–121) averageness theory of attractiveness.


1982 ◽  
Vol 47 (2) ◽  
pp. 189-193 ◽  
Author(s):  
David W. Downs

Effects of hearing-aid use on measures of speech discrimination and listening effort were investigated in 23 hearing-impaired adults. Speech discrimination testing was conducted with and without hearing aid use. A probe reaction time task was performed simultaneously to assess the amount of listening effort devoted to the speech discrimination task. The results indicated that hearing aid use improved speech discrimination and reduced listening effort. The probe reaction time task may have potential as an objective measure of listening effort in hearing-impaired individuals.


2018 ◽  
Author(s):  
Russell Weili Chan ◽  
Phillip M. Alday ◽  
Lena Zou ◽  
Kurt Lushington ◽  
Matthias Schlesewsky ◽  
...  

Previous work found that single-session focused attention meditation (FAM) enhanced motor sequence learning through increased cognitive control as a mechanistic action, although electrophysiological correlates of sequence learning performance following FAM were not investigated. We measured the persistent frontal N2 event-related potential (ERP) that is closely related to cognitive control processes and its ability to predict behavioural measures. Twenty-nine participants were randomised to one of three conditions reflecting the level of FAM experienced prior to a serial reaction time task (SRTT): 21 sessions of FAM (FAM21, N= 12), a single FAM session (FAM1, N= 9) or no preceding FAM control (Control, N= 8). Continuous 64-channel EEG were recorded during SRTT and N2 amplitudes for correct trials were extracted. Component amplitude, regions of interests, and behavioural outcomes were compared using mixed effects regression models between groups. FAM21 exhibited faster reaction time performances in majority of the learning blocks compared to FAM1 and Control. FAM21 also demonstrated a significantly more pronounced N2 over majority of anterior and central regions of interests during SRTT compared to the other groups. When N2 amplitudes were modelled against general learning performance, FAM21 showed the greatest rate of amplitude decline over anterior and central regions. The combined results suggest that FAM training provided greater cognitive control enhancement for improved sequence learning performance compared to the other groups. Importantly, FAM training facilitates dynamic modulation of cognitive control: lower levels of general learning performance was supported by greater levels of activation, whilst higher levels of general learning required less activation.


2008 ◽  
Vol 102 (2) ◽  
pp. 532-538 ◽  
Author(s):  
J. D. Koehn ◽  
J. Dickinson ◽  
D. Goodman

This study used a dual-task methodology to assess attention demands associated with error processing during an anticipation-timing task. A difference was predicted in attention demands during feedback on trials with correct responses and errors. This was addressed by requiring participants to respond to a probe reaction-time stimulus after augmented feedback presentation. 16 participants (8 men, 8 women) completed two phases, the reaction time task only and the anticipation-timing task with the probe RT task. False feedback indicating error and a financial reward manipulation were used to increase relevance of errors. Data supported the hypothesis that error processing is associated with higher cognitive demands than processing feedback denoting a correct response. Individuals responded with quicker probe reaction times during presentation of feedback on correct trials than on error trials. These results are discussed with respect to the cognitive processes which might occur during error processing and their role in motor learning.


GeroPsych ◽  
2011 ◽  
Vol 24 (4) ◽  
pp. 169-176 ◽  
Author(s):  
Philippe Rast ◽  
Daniel Zimprich

In order to model within-person (WP) variance in a reaction time task, we applied a mixed location scale model using 335 participants from the second wave of the Zurich Longitudinal Study on Cognitive Aging. The age of the respondents and the performance in another reaction time task were used to explain individual differences in the WP variance. To account for larger variances due to slower reaction times, we also used the average of the predicted individual reaction time (RT) as a predictor for the WP variability. Here, the WP variability was a function of the mean. At the same time, older participants were more variable and those with better performance in another RT task were more consistent in their responses.


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