Effect of “freedom of choice” on Task Performance and Well-Being During Leisure Activity: An Intercultural Study Among Older Adults in China and France

Based on the perspective of self-determination theory (SDT) and the cross-cultural, the aim of the present study was to explore the effect of “freedom of choice” on the well-being of institution-dwelling older adults (elderly residences and nursing homes), in particular during leisure activities. Participants ( NChina = 67, Mage = 80.55 years; NFrance = 90, Mage = 82.19 years) were randomly assigned to the “elderly-choice” group or “staff choice” group to participate in a puzzle game. Consistent with SDT, results showed that basic psychological needs satisfaction (autonomy, competence, relatedness) was positively associated with elderly well-being. However, our findings did not demonstrate the importance of freedom of choice for promoting such well-being in the context of leisure activities for either culture; this may be related to the recompense of close relationships or else the particularity of the elderly population. Interestingly, competence satisfaction was observed to act as a complete mediating variable between task performance and well-being only in the French population.

Choice feeding in fattening pigs: Effect of diets differing in nutrient density on feeding behaviour and fattening performance

The aim of this study was to determine the proportion of feed consumed by pigs when they had the choice to meet their nutrient requirements offering a low (LND) or a high (HND) nutrient dense diet on animal performance and feeding behaviour. In total 120 barrows and gilts were allotted to three dietary treatments (LND, HND and a feed choice group, FC). Diets were calculated to keep a constant ratio of megajoule net energy (MJ NE) to nutrient standardised ileal digestible (SID) lysine, SID methionine and cysteine, SID threonine, SID tryptophan, Ca, available P and Na. Pigs of the feed choice treatment that could choose between LND and HND chose an energy content between 13.3 and 13.6 MJ ME or rather 10.1 and 10.4 MJ NE. The ratio between LND and HND changed during the growing period to a higher percentage of HND (26.2% : 73.8% in the starter, 22.0% : 78.0% in the grower and 20.0% : 80.0% in the finisher phase). No differences between barrows and gilts were detected regarding the selected diet. As a result, similar zootechnical performance data were observed for HND and FC, whereas LND led to a declined (P < 0.05) performance. Regarding the feeding behaviour no differences in the parameters meal size and daily feeder visits between LND and HND (P > 0.1) were observed. However, within the FC treatment more and greater meals were consumed (P < 0.05) at the HND feeder compared to the LND feeder. Pigs of modern genetics still have the ability to cover their nutrient requirements choosing between diets differing in nutrient density without impairing performance. Furthermore, the results give no indication for the necessity of different energy levels in diets for sexed pigs.

Comparison of patterns of laxative ingestion to improve bowel preparation for colonoscopy: a pilot randomized clinical trial

Background and study aims Negative experiences with bowel preparation are a barrier to uptake of colonoscopy. The aim of this study was to examine the impact of different flavoring of polyethylene glycol (PEG) laxatives on patient satisfaction with and adequacy of bowel preparation during colonoscopy. Patients and methods This was a single-blind (endoscopist), parallel design, randomized trial (NCT 02062112) during which patients scheduled for colonoscopy were assigned to one of three groups: Group 1 (no laxative flavoring, n = 84); Group 2 (flavored entire laxative, n = 90) and Group 3 (tasted PEG with and without flavoring and decided how they want to drink the rest of the laxatives (choice group), n = 82). Patients rated their bowel preparation experience (satisfaction) and endoscopists accessed adequacy of bowel preparation during colonoscopy. Results There were no differences in patient ratings across the groups (1, 2 and 3) in taste of the laxatives (P = 0.67), ease of drinking (P = 0.53), and overall experience of bowel preparation process (P = 0.18). However, higher percentage of patients in the choice group would want the same laxative again if they were going to have a repeat colonoscopy in the future (72.5 % vs 81.3 % vs 88.9 %, P = 0.04). Surprisingly, adequacy of bowel preparation was highest among patients who drank their PEG unflavored (89.3 % vs 80 % vs 75.5 %, P = 0.07) and the had highest rates of adenoma detection (40.5 % vs 23.3 vs 39.0, P = 0.03). Conclusions There were no differences in overall tolerability of bowel preparation by patterns of flavoring of PEG. Those who drank unflavored PEG were less satisfied but had better clinical outcome, suggesting minimum justification effect in bowel preparation process.

The Effect of Choice on Motor Learning for Learners With Different Levels of Intrinsic Motivation

This study examines whether the positive effect of choice on motor learning in a dart-throwing task varies by intrinsic motivation. Participants were allocated to a highly motivated or less-motivated group based on measured task motivation and randomly to a Choice or No Choice group. In Experiment 1, participants in the Choice group chose their dart color. In Experiment 2, they chose when to observe a model demonstration. Results showed that the effect of choice on motor learning differed between highly and less-motivated participants in Experiment 1 (i.e., interaction between motivation and choice) but not Experiment 2 (i.e., main effects of motivation and choice). Specifically, motor learning was enhanced in less-motivated but not highly motivated participants when choosing dart color, while it was enhanced regardless of initial intrinsic motivation when choosing model-demonstration time. Therefore, external provision of choice in a motor-learning situation may not be equally effective across learners.

A Structural Approach to Activity Selection

The general task of finding an assignment of agents to activities under certain stability and rationality constraints has led to the introduction of two prominent problems in the area of computational social choice: Group Activity Selection (GASP) and Stable Invitations (SIP). Here we introduce and study the Comprehensive Activity Selection Problem, which naturally generalizes both of these problems. In particular, we apply the parameterized complexity paradigm, which has already been successfully employed for SIP and GASP. While previous work has focused strongly on parameters such as solution size or number of activities, here we focus on parameters which capture the complexity of agent-to-agent interactions. Our results include a comprehensive complexity map for CAS under various restrictions on the number of activities in combination with restrictions on the complexity of agent interactions.

Investigating the Mechanisms Underlying the Effects of an Incidental Choice on Motor Learning

The present study investigated whether motivation and augmented feedback processing explain the effect of an incidental choice on motor learning, and examined whether motivation and feedback processing generally predict learning. Accordingly, participants were assigned to one of two groups, choice or yoked, then asked to practice a nondominant arm beanbag toss. The choice group was allowed to choose the color of the beanbag with which they made the toss, whereas the yoked group was not. Motor learning was determined by delayed-posttest accuracy and precision. Motivation and augmented feedback processing were indexed via the Intrinsic Motivation Inventory and electroencephalography, respectively. We predicted the choice group would exhibit greater motor learning, motivation, and augmented feedback processing, and that the latter two variables would predict learning. Results showed that an incidental choice failed to enhance motor learning, motivation, or augmented feedback processing. In addition, neither motivation nor augmented feedback processing predicted motor learning. However, motivation and augmented feedback processing were correlated, with both factors predicting changes in practice performance. Thus, results suggest the effect of incidental choices on motor learning may be tenuous, and indicate motivation and augmented feedback processing may be more closely linked to changes in practice performance than motor learning.

Choices Over Feedback Enhance Motor Learning in Older Adults

Granting learners autonomy over certain aspects of the practice context—for example, by providing them with the opportunity to choose when to receive augmented feedback or observe a model—has been consistently shown to facilitate the acquisition of motor skills in several populations. However, studies investigating the provision of autonomy support to older adults remain scarce. The purpose of the present experiment was to investigate the effects of providing choice over feedback on motor learning in older adults. Participants were divided into two groups, choice and no-choice, and practiced 36 trials of a linear positioning task. Before each block of six trials, participants from the choice group were given the choice to control, or not, when to receive feedback in the block. No-choice group participants received feedback according to the same schedule as their choice group counterparts, but they could not choose when to receive it. Two days later, participants of both groups performed retention and transfer tests. The choice group demonstrated lower absolute error scores during transfer compared with the no-choice group. The findings reinforce outcomes of previous autonomy support studies and provide the first evidence that choice over feedback can enhance the learning of motor skills in older adults.

EFL Learners’ Note Taking: The Effect of Listening Questions and Activities

In this comparative study, an attempt was made to examine the effects of two types of listening questions and activities on the quantity of note taking of intermediate EFL learners. In so doing, the researchers selected a sample of 30 intermediate English language learners randomly assigned to two comparison groups—Multiple-choice Group and True-false Group. The instrument for data collection was note taking papers of students from which the total number of words for each language learner was calculated. Results showed that the True-false Group gained higher scores in note taking quantity as compared with Multiple-choice Group. Based on the results of this study, it is imperative that EFL teachers pay serious attention to the types of activities and questions used in class as they can have an influence on the ways foreign language learners use note taking as a learning strategy.

The intermediate learner’s choice of self-as-a-model strategies and the eight-session practice in learning of the front crawl swim

<div>The aim of this study was to investigate the intermediate learners’ choice of self-as-a-model strategies for learning the front crawl swim by extending the amount of practice. Participants (n=40) were divided into three groups: choice (free to choose to watch a video footage of their best or overall performance anytime during a practice), yoked (paired to the learners of the choice group), and control group (did not watch any video). Experimental design also involved a pretest, eigh tacquisition blocks, and a 48-hour retention test. The measures included a qualitative analysis of the front crawl swim and the rate of self-efficacy belief questionnaire. Results showed better learning of the front crawl swim for the choice group in comparison to the yoked and control group. It was also verified that the belief of self-efficacy improved in the choice and yoked groups. Most learners chose self-observation of their overall performance during the entire practice.</div><div>The rest of learners waved in their choices. Self-observation of either the best or overall performance had similar effects on learning the front crawl swim. In conclusion, to provide learners with freedom of choice</div><div>during the extended acquisition phase was positive for motor learning, regardless of whether or not there were changes in their choices.</div>

Challenges of early motherhood: Breastfeeding difficulties and life satisfaction

Many studies have looked at benefits of breastfeeding for the baby and, less frequently, the mother. Though many women find breastfeeding difficult, few studies have looked at the potential costs of breastfeeding for this group. From January 19th 2015 through April 18th 2015, the total of 1,980 Serbian mothers completed an on-line survey consisting of 74 questions which addressed their satisfaction with various areas of life. Mothers were divided into four groups depending on their breastfeeding experience: those who enjoy breastfeeding (Group 1), those who breastfeed despite finding it difficult (Group 2), those who do not breastfeed because they find it difficult, but otherwise would (Group 3) and those who do not breastfeed because ?it is their choice? (Group 4). There were 1,238 women (53.2%) in Group, 1, 546 (23.4%) in Group 2, 147 (6.3%) in Group 3 and 49 (2.1%) in Group 4. Group 2 scored lower than Group 1 on 25 out of 26 indicators of satisfaction. When these 26 indicators were averaged, there was a significant difference in the average scores between Group 1 (M = 6.87, SD = 1.10) and Group 2 (M = 6.33, SD = 1.20). Group 3 scored higher than Group 2 on 19 out of 26 indicators. There is a remarkably consistent difference in satisfaction across many areas of life between women who breastfeed joyfully and those who do it out of a sense of duty. As public pressure on women to breastfeed mounts, distinction between these two kinds of breastfeeding experiences should be kept in mind.