Why Do We Step on the Same Rake? The Occurrence of Recurring Errors in the Learning Process

The present study investigated the occurrence of recurring errors in the learning process. Our goal was to determine the reasons for recurring errors. In considering these reasons we were trying to find the characteristic features of incorrect responses at the beginning of a learning process in order to predict the occurrence of recurring errors in the learning process. Response times and confidence measures were used as the predictors of error repetition. The results of two experiments have shown that response times and confidence levels for the recurring and singular errors at the beginning of learning are different. Response times were shorter for recurring errors than for singular errors at the beginning of a learning process. This information can be used to predict the repetition of such errors further along during learning. In addition, in both experiments, the correct responses were slower for stimuli that would cause recurring errors in the future. This allowed us to predict the repetition of such errors. Participants’ confidence estimates also varied with different types of erroneous responses and allowed the repetition of errors during the learning process to be predicted. Thus, our results allow the prediction of error repetition and also can be used to make suggestions about the phenomenon of recurring errors and the causes of their occurrence.

Patient-Reported Outcomes and Perceived Confidence Measures in Athletes With a History of Ankle Sprain

Context: Patient-reported outcome measures (PROs) and functional performance tests are recommended in the National Athletic Trainers’ Association’s position statement on the prevention and management of ankle sprains during the return-to-play process. Evaluating perceived confidence may be another valuable method to evaluate an athlete’s readiness to return-to-play following an ankle sprain. Objective: To evaluate the relationship between PROs and perceived confidence when performing functional performance tasks in high school athletes with a history of ankle sprain. Design: Descriptive study. Setting: Public high school. Patients or Other Participants: A total of 25 high school student-athletes (6 males and 19 females, age 16.2 [1.1] y, height 169.3 [7.7] cm, mass 63.2 [9.8] kg). Intervention(s): None. Main Outcome Measures: The Cumberland Ankle Instability Tool, visual analog scale (VAS) for pain, Identification of Functional Ankle Instability, and Tampa Scale of Kinesiophobia-11 were completed by all participants. Participants then completed the weight-bearing lunge test; star excursion balance test; lateral, up–down, and triple hop tests; the single-leg vertical jump; and Southeast Missouri agility test and were asked to report their confidence in completing each task using a VAS with anchors of “no confidence” and “complete confidence.” Pearson r correlations were calculated between the PROs and the confidence VAS scores of the functional tests. Results: Moderate to strong negative correlations were identified between pain VAS measures and confidence VAS measures for all functional tests except the star excursion balance test and vertical jump. Moderate negative correlations were found between Tampa Scale of Kinesiophobia-11 scores and perceived confidence during the star excursion balance test and vertical jump. Finally, a moderate positive correlation was identified between Cumberland Ankle Instability Tool scores and perceived confidence measures during the Southeast Missouri agility test. Conclusions: High school athletes with a history of ankle sprain demonstrated significant correlations between several PROs and perceived confidence during various functional performance tests. The value of perceived confidence measures when making return-to-play decisions after ankle sprains warrants further investigation.