Training level reveals a dynamic dialogue between stress and memory systems in birds

It is now well-accepted that memory is a dynamic process, and that stress and training level may influence which memory system an individual engages when solving a task. In this work, we investigated whether and how chronic stress impacts spatial and cue-based memories according to training level. To that aim, control and chronically stressed Japanese quail were trained in a task that could be solved using spatial and cue-based memory and tested for their memory performances after 5 and 15 training days (initial training and overtraining, respectively) and following an emotional challenge (exposure to an open field). While chronic stress negatively impacted spatial memory in chronically stressed birds after initial training, this impact was lowered after overtraining compared to control quail. Interestingly, the emotional challenge reinstated the differences in performance between the two groups, revealing that chronic stress/overtraining did not eliminate spatial memory. Differences caused by previous stressors can re-emerge depending on the more immediate psychological state of the individual. Contrary to spatial memory, cue-based memory was not impaired in any test occasion, confirming that this form of memory is resistant to chronic stress. Altogether these findings reveal a dynamic dialogue between stress, training, and memory systems in birds.

Beyond right or wrong: More effective feedback for formative multiple-choice tests

Introduction The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. Methods 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner’s ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) to and more distant (far transfer) from parent items. In a repeat test at 1 week, participants were given different near and far transfer versions of parent items. Feedback type, and near and far transfer items were randomized within and across participants. Results Analysis demonstrated that response-oriented and conceptually focused feedback were superior to traditional right/wrong feedback for both types of transfer tasks and in both immediate and final retention test performance. However, there was no statistically significant difference between response-orientated and conceptually focused groups on near or far transfer problems, nor any differences in performance between our initial test occasion and the retention test 1 week later. As with most studies of transfer, participants’ far transfer scores were lower than for near transfer. Discussion Right/wrong feedback appears to have limited potential to augment test-enhanced learning. Our work suggests that item-level feedback and feedback that identifies and elaborates on key conceptual knowledge are two important areas for future research on learning, retention and transfer.

Examining sources of variability in repeaters’ L2 writing scores: The case of the PTE Academic writing section

This study aimed to examine the sources of variability in the second-language (L2) writing scores of test-takers who repeated an English language proficiency test, the Pearson Test of English (PTE) Academic, multiple times. Examining repeaters’ test scores can provide important information concerning factors contributing to changes in test scores across test occasions. Data consisted of the scores and background data (e.g., gender, age) and other covariates (e.g., context, interval between tests, number of tests attempted) for a sample of 1,000 test-takers who each took PTE Academic three times or more. Multilevel modeling was used to estimate the contribution of various factors to variability in repeaters’ PTE Academic writing scores across test-takers and test occasions. The findings indicated that changes in PTE Academic writing scores followed a quadratic trajectory (i.e., initial score increases followed by a decline) and that, as expected, test-taker initial overall English language proficiency (as measured on other sections of the test) was the strongest predictor of differences in PTE Academic writing scores at test occasion one as well as variance (across test-takers) in the rate of change in writing scores over time. Measures of retesting effects were not significantly associated with changes in writing scores, while test-taker factors (e.g., age, gender, and purpose for taking the test) were significantly associated with writing scores at test occasion one, but not with the rate of change in writing scores over time. The study highlights the value of examining repeater’ L2 test scores and concludes with a call for more research on the sensitivity of L2 proficiency tests to changes in L2 proficiency over time and in relation to L2 instruction.

The teacher as examiner of L2 oral tests: A challenge to standardization

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers ( N = 204) and teacher interviews ( N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.

Reliability of Measurement of Maximal Isometric Lateral Trunk-Flexion Strength in Athletes Using Handheld Dynamometry

Context: Lateral trunk-flexion strength is an important determinant of overall trunk stability and function, but the reliability in measuring this outcome clinically in athletic individuals is not known. Objective: To determine the interrater and intrarater reliability of lateral trunk-flexion strength measurement in athletic individuals using handheld dynamometry. Design: Reliability study. Setting: Research laboratory. Participants: 12 healthy, athletic individuals. Intervention: Lateral trunk-flexion strength was measured using handheld dynamometry across 2 different trunk placements (lateral aspect of the axilla and laterally at the level of the midtrunk) and 2 testing occasions by 2 therapists. Three maximum-effort trials during a "make test" at each placement were completed for each therapist on both occasions. Main Outcome Measures: Maximum force output was identified and converted to a torque. Intraclass correlation coefficients (ICC2,1) were calculated for each dynamometer placement, therapist, and test occasion to determine intrarater and interrater reliability. Results: Intrarater reliability was moderate to good (ICC2,1 = .53-.77), while interrater reliability was good to very good (ICC2,1 = .79-81) at the axilla position. For the midtrunk position, intrarater reliability was good to very good (ICC2,1 = .80-.86), while interrater reliability was good on both days (ICC2,1 = .87-.88). Finally, the standard errors of measurement were low for the axilla position (0.20 Nm/kg; 95% CI .15, .28) and midtrunk position (0.09 Nm/kg; 95% CI .07, .12). Conclusions: Maximum lateral trunk-flexion strength can be reliably measured in athletic individuals with greater overall strength. Based on the 2 positions used in this study, measurement with a dynamometer placement at the midtrunk may be more reliable than that obtained at the axilla.

Improved postural control through repetition and consolidation

Research regarding the optimal frequency of training in postural control rehabilitation has been sparse. Posturography with vibratory proprioceptive stimulation was performed with eyes open and closed on 36 healthy subjects divided into 3 groups. Each group was tested 5 times, though with different time-intervals; 20 minutes, 3 hours and 24 hours respectively. Two different adaptive processes seems to be involved in the formation of a new movement pattern when exposed to a postural disturbance, one fast adaptation active during each test occasion and a second adaptation active between the consecutive tests. As the same adaptation pattern was found regardless the repetition time interval, the results imply either that the consolidation process of the new motor memory is time-independent or that the stimulus was sufficiently strong to induce fast consolidation thus leaving the time-interval unimportant. The findings suggest that it is primarily the number of repetitions in the exercises that governs the outcome of training, whereas the time interval between the exercises is of less importance.

Effects of Footwear on Measurements of Balance and Gait in Women Between the Ages of 65 and 93 Years

Background and Purpose. Footwear is not consistently standardized in the administration of the Functional Reach Test (FRT), Timed Up & Go Test (TUG), and 10-Meter Walk Test (TMW). This study was conducted to determine whether footwear affected performance on these tests in older women. Subjects. Thirty-five women, aged 65 to 93 years, were recruited from assisted living facilities and retirement communities. Methods. Each subject performed the FRT, TUG, and TMW while wearing walking shoes, wearing dress shoes, and barefooted. Because of space constraints at the facilities where the testing was performed, 22 subjects performed the FRT and TUG on a linoleum floor and 13 subjects performed the tests on a firm, low-pile, carpeted floor. All 35 subjects completed the TMW on a firm, low-pile, carpeted floor. One-way repeated-measures analyses of variance (ANOVAs) and a Tukey Honestly Significant Difference test were used to compare the outcomes for the 3 footwear conditions, with separate ANOVAs conducted for the different floor surfaces for the FRT and TUG. Results. Subjects performed better on the FRT when barefooted or wearing walking shoes compared with when they wore dress shoes, regardless of floor surface. Differences were found among all footwear conditions for the TUG performed on the linoleum floor and for the TMW. For these tests, the women moved fastest in walking shoes, slower barefooted, and slowest wearing dress shoes. Conclusion and Discussion. Footwear should be documented and should remain constant from one test occasion to another when the FRT, TUG, and TMW are used in the clinic and in research. Footwear intervention may improve performance of balance and gait tasks in older women.

Multi-Component Solar Protection Interventions: The Impact of Modelling and “Trickle Down”?

Workers in outdoor occupations routinely face unavoidable exposure to the sun's ultra violet rays with attendant risk of skin cancer, and this study evaluated a multi-faceted education program aimed at improving the solar protection practices of Australian Technical College Surveying students performing outdoor field exercises. One hundred and fifteen students were randomly assigned (by class) to either a Control or Treatment group, and given slides, information sheets, and a guest talk by a young woman who had recovered from life-threatening skin cancer, with a baseline and two follow-up assessments being made on field days using a behavioural diary. A greater proportion of students receiving the solar education increased sunscreen cream application and hat use compared with Control participants, and a composite index of solar protection favoured the Treatment group. Moreover, Control participants significantly changed some solar protection behaviours, possibly through modelling the Treatment group, and Treatment participants showed significantly higher rates of particular sun protection behaviours at the second post test occasion than at the first post test occasion.

Changes in selected parameters of health and physical fitness following a sixteen-week deployment at sea

The effects of 16 weeks at sea upon selected parameters of health and physical fitness were investigated in 30 male volunteers (from a total crew of 48 men) prior to, and immediately following deployment. The 30 subjects were assigned toeither an exercise group, ‘Ex’ (n=12), or a non-exercising group, ‘Nil ex ’ (n = 18), according to their reported participation in vigorous training or sports. Body mass index (BMI), calculated from height and weight, revealed that prior to deployment 13 of the 30 subjects (two in the Ex group) had a BMI over 25 kg.m−2 (i. e. overweight), and a further three subjects (all ‘non-exercisers’) had values of 30 kg.m−2 or more (obese). In addition, the diastolic blood pressure of two subjects was in excess of 95 mmHg and five subjects had resting heart rates above 89 beats per minute. Retrospective comparisons between the Ex and Nilex groups revealed a significantly lower percentage body fat (P<0.01) and a faster rate of cardiac recovery (P<0.05) following a standardised bout of exercise in the Ex group, albeit that these individuals were significantly younger (mean age of 24 years) than those in the Nilex group (32 years). Following deployment, in the Nilex group, comparisonof pre- and post values showed that resting heart rate was elevated (P<0.01) on return from sea. Similarly, in the Nilex group heart rate while performing the standardised exercise about was also elevated (P<0.05) on the second test occasion. In the Ex group, heart rate measures during and foJlowing exercise indicated a significantly slower rate of recovery (P<0.05) on the second test occasion.

Reliability Measures in Distorting Body-Image

This study is the first to make a direct comparison between the distorting mirror and the distorting videocamera with the same group of nonclinical subjects. It also establishes the internal consistency, the test-retest reliability and the convergent validity of both techniques. Analysis indicates, as with other studies, that perceived image is consistently over-estimated and ideal image is consistently underestimated by both techniques. With the distorting mirror, the frontal orientation is repeatable over four days and with the video the profile is the more reliable orientation. A comparison between profile and frontal orientations on any single test occasion (internal consistency) indicates that the results correlate well so either orientation is acceptable for experimental purposes. The extent to which both techniques were measuring the same aspect (convergent validity) was more marked for the ideal image. A researcher using the distorting mirror can be confident that the ideal image is reliable over time using either orientation but that the perceived image requires a frontal orientation. The frontal or profile orientation is acceptable for the ideal image using the distorting video, but the profile orientation is advisable if one wishes a reliable perceived image. The researcher should also be cautious in assuming that both techniques are measuring an identical body-image construct.