A Predictive Processing Account of Card Sorting: Fast Proactive and Reactive Frontoparietal Cortical Dynamics during Inference and Learning of Perceptual Categories

For decades, a common assumption in cognitive neuroscience has been that prefrontal executive control is mainly engaged during target detection [Posner, M. I., & Petersen, S. E. The attention system of the human brain. Annual Review of Neuroscience, 13, 25–42, 1990]. More recently, predictive processing theories of frontal function under the Bayesian brain hypothesis emphasize a key role of proactive control for anticipatory action selection (i.e., planning as active inference). Here, we review evidence of fast and widespread EEG and magnetoencephalographic fronto-temporo-parietal cortical activations elicited by feedback cues and target cards in the Wisconsin Card Sorting Test. This evidence is best interpreted when considering negative and positive feedback as predictive cues (i.e., sensory outcomes) for proactively updating beliefs about unknown perceptual categories. Such predictive cues inform posterior beliefs about high-level hidden categories governing subsequent response selection at target onset. Quite remarkably, these new views concur with Don Stuss' early findings concerning two broad classes of P300 cortical responses evoked by feedback cues and target cards in a computerized Wisconsin Card Sorting Test analogue. Stuss' discussion of those P300 responses—in terms of the resolution of uncertainty about response (policy) selection as well as the participants' expectancies for future perceptual or motor activities and their timing—was prescient of current predictive processing and active (Bayesian) inference theories. From these new premises, a domain-general frontoparietal cortical network is rapidly engaged during two temporarily distinct stages of inference and learning of perceptual categories that underwrite goal-directed card sorting behavior, and they each engage prefrontal executive functions in fundamentally distinct ways.

Feedback cues improve the alignment and technique of children performing ACL injury prevention exercises

ObjectivesThe appropriateness of neuromuscular training exercises across different age groups has not yet been investigated, particularly in younger children. The purpose of this study was to determine which neuromuscular training exercises can be performed with proper neutral alignment in various age groups.MethodsSeven exercises were selected for evaluation in children ranging from 8 to 17 years of age who were recruited from schools and youth sports organisations. Participants completed two trials of each exercise and were judged on maintaining neutral body alignment after receiving visual/verbal instruction on the first trial and feedback cues on the second trial. Three evaluators judged each exercise, which was deemed as correct when at least two evaluators agreed that neutral alignment was maintained. Comparisons were made across ages and between sex using the χ² test or Fisher’s exact test. The proportions of participants who performed the exercise correctly were also compared before and after feedback cues were provided.ResultsA total of 360 participants were evaluated (8–11 years: 165, 54% female; 12–15 years: 136, 40% female, 16–17 years: 59, 53% female). There were no significant differences in performance across ages and sex for nearly all exercises. The majority of children were not able to complete the exercises with proper alignment. The use of feedback cues significantly increased the proportion of participants who correctly completed the exercise (p<0.001).ConclusionsThese results demonstrate the importance of training coaches and physical education teachers to provide cues that reinforce proper technique during anterior cruciate ligament injury prevention exercises. Children should perform common neuromuscular training exercises with feedback on proper technique.Level of evidenceIV (case series).

Instructional Analysis In Speaking Classroom

The objective of the research is to know the instructional analysis in teaching speaking skill. This study participated by one of the Eleventh grader English teachers in SMAN 8 OKU. Data from this descriptive study were gathered by observation. The observational result showed that the English teacher of SMA N 8 OKU used certain types of classroom instruction in the teaching speaking. There were five types of classroom instruction: setting objectives and providing feedback, cues, question and advanced organizer, homework and practice, reinforcing effort and providing recognition, and generating and testing hypotheses

A predictive processing account of card sorting: Fast proactive and reactive frontoparietal cortical dynamics during inference and learning of perceptual categories

For decades a common assumption in Cognitive Neuroscience has been that prefrontal executive control is mainly engaged during target detection (Posner &amp; Petersen, 1990, 3: 25–42, Ann Rev Neurosci.). More recently, predictive processing theories of frontal function under the Bayesian brain hypothesis emphasize a key role of proactive control for anticipatory action selection (i.e., planning as active inference). Here, we review evidence of fast and widespread electroencephalographic (EEG) and magnetoencephalographic (MEG) fronto-temporo-parietal cortical activations elicited by feedback cues and target cards in the Wisconsin Card Sorting Test (WCST). This evidence is best interpreted when considering negative and positive feedback as predictive cues (i.e., sensory outcomes) for proactively updating beliefs about unknown perceptual categories. Such predictive cues inform posterior beliefs about high-level hidden categories governing subsequent response selection at target onset. Quite remarkably, these new views concur with Don Stuss' early findings concerning two broad classes of P300 cortical responses evoked by feedback cues and target cards in a computerized WCST analogue. Stuss' discussion of those P300 responses —in terms of the resolution of uncertainty about response (policy) selection, and the subject's expectancies for future perceptual or motor activities and their timing— were prescient of current predictive processing and active (Bayesian) inference theories. From these new premises, a domain-general frontoparietal cortical network is rapidly engaged during two temporarily distinct stages of inference and learning of perceptual categories that underwrite goal-directed card sorting behavior, and they each engage prefrontal executive functions in fundamentally distinct ways.

INFLUENCE OF PREVENTIVE TRAINING PROGRAM FEEDBACK COMPLEXITY ON ATHLETE INJURY RISK

Background: Preventive training programs (PTPs) reduce injury risk in youth athletes. Corrective verbal feedback is an integral component of PTP implementation; however, too many cues delivered at once may be too complicated for youth athletes. PTPs with simplified cues may be more effective as traditional PTPs to improve athlete injury risk. Hypothesis/Purpose: The purpose of this study was to evaluate changes in movements associated with injury risk youth athletes participating in a season-long PTP: with simplified feedback cues, with traditional feedback cues, or in a warm-up of the coaches’ choosing. Methods: A cluster-randomized controlled trial was utilized. Youth soccer teams were randomized into: simplified or traditional PTP, or the control group. Simplified and traditional PTPs were the same duration (10-15 minutes) with the same exercises, but the simplified PTP only provided sagittal plane feedback cues (e.g., “get low”) and the traditional PTP provided feedback in all planes of motion (e.g., “don’t let your knees cave inward”). Teams in the control group performed their coach’s warm-up. Participants completed two test sessions (PRE-season, POST-season) with three trials of a jump-landing task evaluated using the Landing Error Scoring System (LESS). The LESS is a valid and reliable clinical movement assessment. Participants jumped off a 30-cm high box to a distance half their height and immediately rebounded straight in the air for maximum vertical height. A single, reliable rater graded all trials. Three trials were averaged together for one composite LESS score at each time point. A generalized linear model was used to evaluate differences in composite LESS score between warm-up (Simplified, Traditional, Control) over time (PRE, POST) while controlling for team. All data were analyzed using SPSS Version 21.0 (p<0.05). Results: There were no significant differences between Simplified and Traditional PTPs (P>0.05) so the PTPs were combined into a single group (Intervention) and compared to Control from PRE to POST. Four-hundred and twenty athletes (Intervention n=291 athletes, Control n=129 athletes) participated. The Intervention group improved LESS scores ((Mean±SE [95% CI]) Intervention PRE:6.32±0.17 [5.99,6.67], Intervention POST: 5.36±0.16 [5.05,5.69], Control PRE: 6.58±0.35 [5.94,7.30], Control POST: 6.09±0.34 [5.47,6.79])(P=.04). Conclusion: Regardless of PTP, athletes improved movement technique. These findings suggest that simplified corrective feedback is as effective as more complex feedback. Future studies should look to train coaches to focus on simplified cues and evaluate impact on PTP implementation.

Assessing the cognitive and communicative properties of Facebook Reactions and Likes as lightweight feedback cues

The emergence of Facebook Reactions provides new opportunities to explore the nature of paralinguistic digital affordances (PDAs; lightweight one-click social media response cues). Guided by adaptive structuration theory and the concept of cognitive automaticity, a survey of 255 individuals aged 18–24 assessed the cognitive processes and communicative meanings associated with the provision of Facebook Reactions and Likes. Although Like and Reaction cues (excluding Angry) were all identified as more literal in meaning than not, specific results indicated: (a) Likes were perceived more faithfully than Reactions; (b) the Like and Love cues were labeled as the most faithful; and (c) Reactions were perceived as more deliberate and less automatic communicative behaviors than Likes. Collective results suggest social media platforms that offer multiple one-click response cues (e.g., Facebook) can afford different communicative opportunities than platforms with a single PDA response option, presenting challenges for future cross-platform research addressing lightweight response cues.