scholarly journals Oregon State University Softball: Dynamic Visual Acuity Training for Improving Performance

2017 ◽  
Author(s):  
Bruce Madsen ◽  
Kyle Blair
Keyword(s):  
Training Session ◽  
Reaction Times ◽  
State University ◽  
Visual Responses ◽  
Dynamic Visual Acuity ◽  
Improve Performance ◽  
Visual Skills ◽  
Sports Vision ◽  
Oregon State University ◽  
Over Time

Sports vision training involves eye focusing and movement workouts that center on the visual tracking of objects. The purpose of sports vision training is to improve performance in various sports by improving visual responses and processing, such as by lowering reaction times. In 2015, the Athletic Eye Institute started a sports vision-training program study with the Oregon State University Softball Team in the hopes of increasing the dynamic visual skills of their players. There were two aims of this study. The first aim was to test the hypothesis that softball athletes would show improvement over time in the specific sports vision training tests. The second aim was to test the hypothesis that sports vision training would lead to improvements of offensive batting statistics from the 2015 season, when players did not have vision training, to the 2016 season, after players had begun vision training. Results showed significant improvements in the scores from the initial to final training session for eight out of ten visual training tests. However, OSU softball player offensive batting statistics showed no significant improvement from the 2015 season to the 2016 season, or compared to other teams. This study showed that performances of sports vision tests can be improved over time with training, but that these improvements may not translate into improvements in softball offensive batting statistics.

scholarly journals THE PERCEPTION OF ARABIC VOWEL DURATION BY L1 HEBREW SPEAKERS

2021 ◽  
pp. 1-21
Author(s):  
Yael Zaltz ◽  
Osnat Segal
Keyword(s):  
Training Session ◽  
Reaction Times ◽  
Discrimination Performance ◽  
Theoretical Models ◽  
Vowel Duration ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Phonological Contrasts ◽  
Practical Implications ◽  
Phonological System

Abstract The acquisition of a second language (L2) may be challenging in adulthood, as the phonological system of the native language (L1) can sometimes limit the perception of phonological contrasts in L2. The present study aimed to (a) examine the influence of an L1 (Hebrew) that lacks a phonemic contrast for vowel length on the ability to discriminate between short and long vowels in L2 (Arabic); and (b) assess the effect of a short training on the participants’ discrimination performance. A total of 60 participants, 20 native Arabic speakers and 40 native Hebrew speakers, were tested using the ABX procedure in two sessions that were 10 days apart. A single training session was provided for half of the Hebrew speakers (n = 20) approximately 2–3 days after the first (pretraining) testing session. The results indicated that the trained Hebrew participants’ discrimination levels (measured by accuracy and reaction times) were above chance level but were nevertheless lower in comparison to the Arabic speakers. However, a short training session was sufficient to yield a nativelike performance that generalized to untrained nonwords. These findings support the theoretical models that predict a reserved ability to acquire new phonetic/phonological cues in L2 and have important practical implications for the process of learning a new phonological system in adulthood.

scholarly journals Why Age Matters to Higher Education: Age-Friendly Tools and Techniques for Culture Change

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 551-551
Author(s):  
David Burdick ◽  
Karen Rose ◽  
Dana Bradley
Keyword(s):  
University Presidents ◽  
Steering Committee ◽  
State University ◽  
Community Members ◽  
University Leadership ◽  
Drexel University ◽  
College Of Nursing ◽  
Tools And Techniques ◽  
The University ◽  
Oregon State University

Abstract Momentum is growing for the Age-Friendly University Network as proponents, primarily gerontology educators, have successfully encouraged university presidents to sign nonbinding pledged to become more age-friendly in programs and policies, endorsing 10 Age-Friendly University Principles. While this trend is inspiring, more is needed to fully achieve benefits for universities, students, communities, and older adults. Four presentations discuss innovative ways of deepening university commitment, weaving the principles into the fabric of the university. The first paper describes thematic content analysis from five focus groups with admissions and career services staff at Washington University in St. Louis and the recommendations that emerged for the provision of programs and services for post-traditional students. The second paper describes efforts to utilize community-impact internships and community partnerships to build support for Age-Friendly University initiatives at Central Connecticut State University, particularly in the context of the university’s recent Carnegie Foundation Engaged Campus designation. The third paper describes how Drexel University became Philadelphia’s first Age-Friendly University and current efforts in the Drexel College of Nursing and Heatlh Care Profession’s AgeWell Collaboratory to convene university-wide leadership for an AFU Steering Committee working on four mission-driven efforts to ensure AFU sustainability. The fourth paper describes steps taken by AFU proponents at Western Oregon State University to gain endorsement from university leadership and community, including mapping the 10 AFU Principles to the university’s strategic plan, faculty senate endorsement, and survey/interview results of older community members’ use of the university, which collectively have enhanced deeper and broader campus buy-in of AFU.

Computerized LEXTOMM Battery (Language, EXecutive functions, Theory Of Mind, episodic Memory)

2021 ◽  
Author(s):  
Marcela Perrone-Bertolotti ◽  
Lucile Meunier ◽  
Christine Bulteau ◽  
Anna Borne ◽  
Samuel El Bouzaïdi Tiali ◽  
...  
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Executive Functions ◽  
Declarative Memory ◽  
Training Session ◽  
Reaction Times ◽  
Cognitive Outcomes ◽  
Auditory Modality ◽  
Executive Processes ◽  
Memory Switching

We present a computerize battery constructed to evaluate behavioral performances for language, declarative memory, executive functions and social cognition abilities. This battery was created to evaluate cognitive outcomes in adults who underwent hemispherotomy as a clinical treatment of Rasmussen Encephalitis (RE) in their childhood and have been tested in a group of healthy participants (n= 88). LEXTOMM battery can be used for cognitive assessment of any type of population and allow the collection of behavioral performances in terms of accuracy and reaction times. LEXTOMM battery is composed of six language tasks allowing to assess six different linguistic abilities such as lexical storage, semantics, phonology, syntax, prosody perception and production. Different input modalities are proposed for these tasks (picture, written and auditory modality). A specific task allowing the assessment of the language generation and declarative memory interaction is also proposed. The battery also included a visual control categorization task is proposed in order to assess decision-making baseline. Moreover, LEXTOMM also includes four tasks allowing the assessment of the executive functions. More specifically we included tasks allowing the evaluation of four executive processes: updating in working memory, switching/flexibility, sustained attention and inhibition. Finally, the battery includes a theory of mind abilities task. All tasks were developed using the E-Prime 3.0 software (E-Prime Psychology Software Tools Inc., Pittsburgh, USA), running on a PC. Before each task, a training session is included, with several stimuli that differ from those presented during the experiment. This training allows participants to understand the instructions and get familiarized with each task. Hereafter, we describe the procedures and tasks included in LEXTOMM, in the following order: low-level visual categorization, language, language in interaction with declarative memory, executive functions and social cognition/theory of mind.

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