scholarly journals Evidence that endpoint feedback facilitates intermanual transfer of visuomotor force learning by a cognitive strategy

2021 ◽  
Author(s):  
Jack De Havas ◽  
Patrick Haggard ◽  
Hiroaki Gomi ◽  
Sven Bestmann ◽  
Yuji Ikegaya ◽  
...  
Keyword(s):  
Response Times ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Behavioral Observation ◽  
Separate Experiment ◽  
Intermanual Transfer ◽  
Motor Representation ◽  
Independent Manner ◽  
Continuous Feedback ◽  
Adaptation Task

Humans continuously adapt their movement to a novel environment by recalibrating their sensorimotor system. Recent evidence, however, shows that explicit planning to compensate for external changes, i.e. a cognitive strategy, can also aid performance. If such a strategy is indeed planned in external space, it should improve performance in an effector independent manner. We tested this hypothesis by examining whether promoting a cognitive strategy during a visual-force adaptation task performed in one hand can facilitate learning for the opposite hand. Participants rapidly adjusted the height of visual bar on screen to a target level by isometrically exerting force on a handle using their right hand. Visuomotor gain increased during the task and participants learned the increased gain. Visual feedback was continuously provided for one group, while for another group only the endpoint of the force trajectory was presented. The latter has been reported to promote cognitive strategy use. We found that endpoint feedback produced stronger intermanual transfer of learning and slower response times than continuous feedback. In a separate experiment, we found evidence that the aftereffect is indeed reduced when only endpoint feedback is provided, a finding that has been consistently observed when cognitive strategies are used. The results suggest that intermanual transfer can be facilitated by a cognitive strategy. This indicates that the behavioral observation of intermanual transfer can be achieved either by forming an effector-independent motor representation, or by sharing an effector-independent cognitive strategy between the hands.

scholarly journals Intermanual transfer of visuomotor learning is facilitated by a cognitive strategy

2021 ◽  
Author(s):  
Jack De Havas ◽  
Patrick Haggard ◽  
Hiroaki Gomi ◽  
Sven Bestmann ◽  
Yuji Ikegaya ◽  
...  
Keyword(s):  
Response Times ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Behavioral Observation ◽  
Separate Experiment ◽  
Intermanual Transfer ◽  
Visuomotor Learning ◽  
Motor Representation ◽  
Independent Manner ◽  
Continuous Feedback

Humans continuously adapt their movement to a novel environment by recalibrating their sensorimotor system. Recent evidence, however, shows that explicit planning to compensate for external changes, i.e. a cognitive strategy, can also aid performance. If such a strategy is indeed planned in external space, it should improve performance in an effector independent manner. We tested this hypothesis by examining whether promoting a cognitive strategy during a visual-force adaptation task performed in one hand can facilitate learning for the opposite hand. Participants rapidly adjusted the height of visual bar on screen to a target level by isometrically exerting force on a handle using their right hand. Visuomotor gain increased during the task and participants learned the increased gain. Visual feedback was continuously provided for one group, while for another group only the endpoint of the force trajectory was presented. The latter has been reported to promote cognitive strategy use. We found that endpoint feedback produced stronger intermanual transfer of learning and slower response times than continuous feedback. In a separate experiment, we confirmed that the aftereffect is indeed reduced when only endpoint feedback is provided, a finding that has been consistently observed when cognitive strategies are used. The results suggest that intermanual transfer can be facilitated by a cognitive strategy. This indicates that the behavioral observation of intermanual transfer can be achieved either by forming an effector-independent motor representation, or by sharing an effector-independent cognitive strategy between the hands.

Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential

2008 ◽  
Vol 78 (1) ◽  
pp. 84-106 ◽  
Author(s):  
MARK CONLEY
Keyword(s):  
Adolescent Literacy ◽  
Teacher Educator ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
School To Work ◽  
Future Research ◽  
Great Promise ◽  
Cognitive Strategy Instruction ◽  
Literacy Research

"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

Immediate Reproduction of Temporal Information under Four Cognitive Strategies

1983 ◽  
Vol 56 (2) ◽  
pp. 375-381 ◽  
Author(s):  
Michel Guay ◽  
Robert B. Wilberg
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Time Estimation ◽  
Temporal Information ◽  
Auditory Cues ◽  
Retention Characteristics ◽  
Two Measures ◽  
Four Levels ◽  
Mental Counting ◽  
Measures Of Performance

The main purpose was to determine the retention characteristics of temporal information when subjects experienced time under a retention interval of immediate reproduction and various cognitive strategies for time estimation. Four levels of cognitive strategy were used, viz., conscious, mental counting, counting aloud without auditory cues, and counting aloud with auditory cues. The latter three cognitive strategies were experimenter-defined, time-aiding techniques. Subjects were instructed to refrain from employing time-aiding techniques under a conscious cognitive strategy for time estimation. Visual durations of 1, 2, and 4 sec. were estimated by 12 subjects under the method of reproduction. Two measures of performance were computed, viz., variable and constant errors. The general conclusions were: (a) the effectiveness of mental counting, counting aloud without auditory cues, and counting aloud with auditory cues as cognitive strategies over conscious cognitive strategy in terms of variability depends on the duration used, and (b) in terms of accuracy and variability an increase in the number of cues under time-aiding techniques does not necessarily produce better performance.

scholarly journals Transfer of metacognitive skills in self-regulated learning: an experimental training study

2020 ◽  
Vol 15 (3) ◽  
pp. 455-477
Author(s):  
Corinna Schuster ◽  
Ferdinand Stebner ◽  
Detlev Leutner ◽  
Joachim Wirth
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Training Transfer ◽  
Metacognitive Skills ◽  
Far Transfer ◽  
Near Transfer ◽  
Training Conditions ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning

Abstract Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.

Cortical Reorganization in Dual Innervation by Single Peripheral Nerve

Neurosurgery ◽  
2017 ◽  
Vol 83 (4) ◽  
pp. 819-826
Author(s):  
Mou-Xiong Zheng ◽  
Yun-Dong Shen ◽  
Xu-Yun Hua ◽  
Ao-Lin Hou ◽  
Yi Zhu ◽  
...  
Keyword(s):  
Peripheral Nerve ◽  
Brachial Plexus ◽  
Phrenic Nerve ◽  
Nerve Transfer ◽  
Behavioral Observation ◽  
Cortical Reorganization ◽  
Side Group ◽  
Motor Representation ◽  
End To End ◽  
End Group

Abstract BACKGROUND Functional recovery after peripheral nerve injury and repair is related with cortical reorganization. However, the mechanism of innervating dual targets by 1 donor nerve is largely unknown. OBJECTIVE To investigate the cortical reorganization when the phrenic nerve simultaneously innervates the diaphragm and biceps. METHODS Total brachial plexus (C5-T1) injury rats were repaired by phrenic nerve–musculocutaneous nerve transfer with end-to-side (n = 15) or end-to-end (n = 15) neurorrhaphy. Brachial plexus avulsion (n = 5) and sham surgery (n = 5) rats were included for control. Behavioral observation, electromyography, and histologic studies were used for confirming peripheral nerve reinnervation. Cortical representations of the diaphragm and reinnervated biceps were studied by intracortical microstimulation techniques before and at months 0.5, 3, 5, 7, and 10 after surgery. RESULTS At month 0.5 after complete brachial plexus injury, the motor representation of the injured forelimb disappeared. The diaphragm representation was preserved in the “end-to-side” group but absent in the “end-to-end” group. Rhythmic contraction of biceps appeared in “end-to-end” and “end-to-side” groups, and the biceps representation reappeared in the original biceps and diaphragm areas at months 3 and 5. At month 10, it was completely located in the original biceps area in the “end-to-end” group. Part of the biceps representation remained in the original diaphragm area in the “end-to-side” group. Destroying the contralateral motor cortex did not eliminate respiration-related contraction of biceps. CONCLUSION The brain tends to resume biceps representation from the original diaphragm area to the original biceps area following phrenic nerve transfer. The original diaphragm area partly preserves reinnervated biceps representation after end-to-side transfer.

Comparison of Two Cognitive Strategies in Treatment of a Patient with Generalized Anxiety Disorder

1983 ◽  
Vol 53 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Cynthia G. Last ◽  
David H. Barlow ◽  
Gerald T. O'Brien
Keyword(s):  
Anxiety Disorder ◽  
Generalized Anxiety Disorder ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Generalized Anxiety ◽  
Differential Effectiveness ◽  
Patient Reported ◽  
Alternating Treatment Design ◽  
Treatment Design

The relative efficacy of two cognitive strategies—coping self-statements and paradoxical intention—for reducing anxiety were compared using an alternating treatment design for a patient with generalized anxiety disorder. While cognitive restructuring appeared to be effective clinically in treating this patient, results did not suggest an advantage in effectiveness of one cognitive strategy over the other. However, although measures did not indicate a differential effectiveness between the two cognitive strategies, the patient reported that she found the coping self-statement strategy more helpful, a preference that continued at 1-yr. follow-up.

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

scholarly journals An Evaluative Study of Memorization as a Strategy for Learning English

2016 ◽  
Vol 6 (4) ◽  
pp. 248
Author(s):  
Khalid Sabie Khamees
Keyword(s):  
Exploratory Study ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Literary Texts ◽  
Low Level ◽  
Evaluative Study ◽  
Item Questionnaire ◽  
High Level ◽  
Learning English

This exploratory study elicits learners’ views regarding the utility of using memorization as a strategy for learning English. It exclusively investigates the extent of learners’ use of the memorization strategy, the reasons that motivate them to memorize, the problems they encounter and the techniques they resort to to overcome these problems. 66 undergraduate participants answered a thirty-item questionnaire. The results revealed that most efficient as well as inefficient learners used the memorization strategy mainly for learning vocabulary, definitions, and literary texts. They were in favour of using this strategy because it helps them improve their achievements in English. It was found that understanding should be given priority over the memorization activity. Learners who adopt this strategy often forget what they memorized, could not differentiate between important and unimportant information, and were incompetent to make inferences. It can be concluded that memorization is a low-level cognitive strategy that can be used among other high- level cognitive strategies in the process of learning English.

SUPPRESS OR ACCEPT? A PILOT STUDY TO EVALUATE THE EFFECT OF COPING STRATEGIES ON ERN AMPLITUDE AMONG INDIVIDUALS WITH OBSESSIVE-COMPULSIVE TRAITS

2019 ◽  
Vol 17 (3) ◽  
pp. 283-301
Author(s):  
Laura Zambrano-Vazquez ◽  
Yvette Z. Szabo ◽  
Craig Lee Santerre ◽  
John J.B. Allen
Keyword(s):  
Clinical Symptoms ◽  
Video Clip ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Healthy Population ◽  
Marginal Effect ◽  
Obsessive Compulsive ◽  
Thought Control ◽  
Error Related Negativity ◽  
Acceptance Condition

Intrusive thoughts are characteristic of psychological disorders; attempts to cope can become maladaptive perpetuating the problem (e.g., thought suppression), while others can provide long-term symptoms relief (e.g., acceptance). Although emerging research begins to explore the neural correlates of these strategies in healthy population, it is important to explore these strategies in populations more likely to naturally attempt to use such strategies (clinical symptoms). The present study explored if the use of cognitive strategies to manage intrusive cognitions would be differentially reflected in psychophysiological measures (i.e., error-related negativity) of individuals characterized by obsessive-compulsive symptoms -a group commonly associated with suppression efforts- relative to a low OC control. 67 participants with high and low OC symptoms were randomly assigned to cognitive strategy (suppression or acceptance). Participants watched an emotion-eliciting video clip and used the assigned cognitive strategy while performing the Stroop task. EEG data was collected. Consistent with well-established and emerging literature, ERN was enhanced in individuals with high OC symptoms and a marginal effect of thought-control strategy was observed, such that ERN amplitude was reduced in the suppression condition and greater for the acceptance condition. Uniquely, the study expanded on emerging literature by exploring whether the relationship between ERN and cognitive strategies was moderated by OC level. Although results were not conclusive, these preliminary findings represent an important first step to study effects of suppression and acceptance on the ERN in a sample characterized by clinically-relevant symptoms and overall encourage further exploration.

Can Associative and Dissociative Strategies Affect the Swimming Performance of Recreational Swimmers?

1999 ◽  
Vol 13 (3) ◽  
pp. 334-343 ◽  
Author(s):  
Roger T. Couture ◽  
Wendy Jerome ◽  
Jeno Tihanyi
Keyword(s):  
Fatigue Test ◽  
Perceived Exertion ◽  
Swimming Performance ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Self Report ◽  
Control Group ◽  
Swim Performance ◽  
Associative Strategy ◽  
Performance Times

This study examined the effects of association and both internal and external dissociation on the performance, perceived fatigue, and rate of exertion of recreational swimmers during two swimming trials. Before the first swim, 69 participants completed a self-report questionnaire. After the first swim, participants were assigned to one of four groups equated with swim performance times: control, associative, internal dissociative, and external dissociative groups. After completing both the first and second swims, participants completed the Rate of Perceived Exertion, Perceived Fatigue Test, and Subjective Appraisal of Cognitive Strategies. Results showed that the group assigned to the associative strategy swam significantly faster (p < .05) than the control group. No changes were found in perceived fatigue and perceived rating of exertion among the groups between the first and second swim. These findings support the position that associative thinking is an important cognitive strategy in timed performances.

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