Influence of Music on Closed Motor Skills: A Controlled Study with Novice Female Dart-Throwers

The influence of music heard at different tempos is analyzed during the execution of a dart-throwing task. The sample consisted of 56 female university students (Mean age = 23.38, SD = 6.773). The participants were randomly assigned to GC (group control without music; n = 18), GS (group with slow-paced music at a tempo of 60 BPM; n = 19) and GF (group with fast-paced music at a tempo of 105 BPM; n = 19). All participants performed a dart-throwing task in two phases. Analysis of the scores obtained during Phase 1 and Phase 2 of dart throwing (examining both between-group differences and within-group differences, i.e., changes in scores from Phase 1 to Phase 2 using a mixed factorial ANOVA) revealed no differences in dart-throwing scores. There were, however, differences in execution time, where the participants in GS needed more time to complete the task than those in GF (F(2,55) = 4.426, p = 0.017) with a large effect size (ŋ2p = 0.143), although neither of these groups differed from GC. The results are discussed in terms of the role of music in precision tasks and the synchronization of the task with the pace of the music.

World Language Learning

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and ‘deep-learning' have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

Evaluation of a web-based, tailored intervention to encourage help-seeking for lung cancer symptoms: a randomised controlled trial

Background People with lung cancer often wait for several months before presenting symptoms to health services. Some patients report seeking information online to help them appraise symptoms. No research has evaluated whether websites about lung cancer present information in an optimal manner to encourage help-seeking. Objective To evaluate the effectiveness of an online, tailored, theory-based intervention in encouraging help-seeking behaviour among people with potential lung cancer symptoms. Methods The intervention consisted of a specialised website which provided tailored information about lung cancer and included a component to address beliefs about help-seeking, based on the Theory of Planned Behaviour (TPB-component). Individuals with undiagnosed symptoms were randomised to receive information about lung cancer in a factorial design (tailored/untailored × TPB-component/no TPB-component). Pre and post viewing webpages, participants reported perceived likelihood of seeking help. Data were analysed using robust mixed factorial ANOVA. Results Data from 253 participants (73.9% female) were analysed. No effect for the TPB-component was found ( p = 0.16), nor for tailoring ( p = 0.27). Self-reported likelihood of seeking help increased significantly from pre to post ( p < 0.001), regardless of tailoring and TPB-components. Conclusion Self-reported likelihood of seeking help for potential lung cancer symptoms may increase after viewing information online. This does not appear to be affected by information tailoring and components to address beliefs. However, intentions remained unchanged in the majority of the sample. This suggests further efforts are needed to improve lung cancer websites if they are to be a useful resource for those seeking advice about their symptoms.

World Language Learning

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and “deep-learning” have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.