Error recovery training literature review: Implications for emergency field medicine

Training focused on recognizing when a medical procedure has not been implemented effectively may reduce preventable battlefield deaths. Although important research has been conducted about a range of error recovery training strategies, few studies have been conducted in the context of training for high stakes, dynamic domains such as combat medic training. We conducted a literature review to examine how error recovery training has been designed in other contexts, with the intent of abstracting recommendations for designing error recovery training to support military personnel providing emergency field medicine. Implications for combat medic training include: 1) a focus on error management rather than error avoidance, 2) a didactic training component may support training engagement and mental model development, 3) an experiential component may be designed to support perceptual skill development and anomaly detection, and 4) feedback should focus on allowing learners to make errors and encouraging them to learn from errors.

Comparing Biofeedback Types for Children With Residual /ɹ/ Errors in American English: A Single-Case Randomization Design

Purpose Research comparing different biofeedback types could lead to individualized treatments for those with residual speech errors. This study examines within-treatment response to ultrasound and visual-acoustic biofeedback, as well as generalization to untrained words, for errors affecting the American English rhotic /ɹ/. We investigated whether some children demonstrated greater improvement in /ɹ/ during ultrasound or visual-acoustic biofeedback. Each participant received both biofeedback types. Individual predictors of treatment response (i.e., age, auditory-perceptual skill, oral somatosensory skill, and growth mindset) were also explored. Method Seven children ages 9–16 years with residual rhotic errors participated in 10 treatment visits. Each visit consisted of two conditions: 45 min of ultrasound biofeedback and 45 min of visual-acoustic biofeedback. The order of biofeedback conditions was randomized within a single-case experimental design. Acquisition of /ɹ/ was evaluated through acoustic measurements (normalized F3–F2 difference) of selected nonbiofeedback productions during practice. Generalization of /ɹ/ was evaluated through acoustic measurements and perceptual ratings of pretreatment/posttreatment probes. Results Five participants demonstrated acquisition of practiced words during the combined treatment package. Three participants demonstrated a clinically significant degree of generalization to untreated words on posttreatment probes. Randomization tests indicated one participant demonstrated a significant advantage for visual-acoustic over ultrasound biofeedback. Participants' auditory-perceptual acuity on an /ɹ/−/w/ identification task was identified as a possible correlate of generalization following treatment. Conclusions Most participants did not demonstrate a statistically significant difference in acoustic productions between the ultrasound and visual-acoustic conditions, but one participant showed greater improvement in /ɹ/ during visual-acoustic biofeedback. Supplemental Material https://doi.org/10.23641/asha.14881101

HUBUNGAN ANTARA INTELIGENSI, KETERAMPILAN PERSEPSI VISUAL DENGAN PRESTASI BELAJAR MATEMATIKA SISWA [CORRELATION BETWEEN STUDENTS' INTELLIGENCE, VISUAL PERCEPTION SKILLS, AND MATHEMATICS LEARNING ACHIEVEMENT]

Students’ mathematics achievement is the priority for the XYZ elementary school, but particularly in 2015 and 2016 school’s years, there was about 39% student who had poor mathematics achievement and didn’t pass the school’s minimum requirement. In most cases, student’s mathematics achievement is generally affected by two internal factors such as: student’s intelligence and visual perceptual skills. The aim of this research is to examine the relationship between intelligence, visual perceptual skills and the students’ mathematics achievement. The subject of this study were grade two and grade three students with the total sample of 43 pupils. This study employed the Test of Visual Perceptual Skills-third edition (TVPS-3) and the Culture-Fair Intelligence Test (CFIT). The results of this study showed that there was a positive and significant correlation between intelligence, visual perceptual skills and mathematics achievement. A correlation value of 0.664 was obtained for the relationship between intelligence and mathematics achievement. A correlation value of 0.723 was obtained for the relationship between visual perceptual skills and mathematics achievement and a correlation value of 0.903 was obtained for the relationship between intelligence and visual perceptual skills. These findings indicate that the higher the level of the student’s intelligence and visual perceptual skill, the higher their mathematics achievement too.

Aristotle’s Account of Moral Perception (EN.VI.8) & Nussbaum’s Priority of the Particular Thesis

Consider a contemporary retrieval of Aristotle’s account of moral perception. Drawing from EN.VI.8, Martha Nussbaum argues that we perceive moral particulars prior to ethical principles. First, I explain her priority of the particular thesis. The virtuous person perceives value in the world, as part of her moral deliberation. This perceptual skill is an important aspect of her virtuous activity, and hence also part of her eudaimonia. Second, I present her priority thesis with a dilemma: our perception of moral particulars is either non-inferential or it is inferential. If Nussbaum accepts a non-inferential interpretation, then she is committed to an unsavory view about moral epistemology –one that invites intuitionism and relativism. But if she accepts a non-inferential account, then the moral particular is no longer prior to the ethical principle. I suggest that her better option is to grab the second horn. This move avoids the problems of the first horn without sacrificing her neo-Aristotelian commitments or her overarching view that the perception of moral particulars is ineliminable to moral deliberation (and eudaimonia). At the same time, this move renders her priority thesis trivial.

Binocular disparity-based learning does not generalize to the other visual hemifield

Visual perceptual learning refers to long-lasting performance improvements on a visual skill, an ability presumably supported by plastic changes in early visual brain areas. Visual perceptual learning has been shown to be induced by training and to benefit from consolidation during sleep, presumably via the reactivation of learning-associated neuronal firing patterns. However, previous studies have almost exclusively relied on a single paradigm, the texture discrimination task, on which performance improvements may not rely on strictly perceptual skills. Here, we tested whether sleep has beneficial effects on a visual disparity discrimination task. We confirm previous findings in showing that the ability to discriminate different disparities is unaffected by sleep during a 12-hour retention period after training. Importantly, we extend these results by providing evidence against an effect of sleep on the generalization of improved disparity discrimination across the vertical meridian. We further rule out carry-over effects as a possible confound in our earlier within-subject study by relying on a between-subject design. The combined data from both studies argue against sleep as an important factor in the consolidation of a strictly perceptual skill. This sets important constraints on models of the role of sleep and sleep-associated neural reactivation in the consolidation of non-declarative memories.

C-19 An fMRI Study of Age-Associated Changes in Basic Visual Discrimination

Objective The study was conducted to determine age-associated changes in functional brain response, measured with fMRI, during visual discrimination with regard to three elementary components of visual perception: shape, location, and velocity. A secondary aim was to validate the method used to isolate the hypothesized brain regions associated with these perceptual functions. Method Items from the Visual Assessment Battery (VAB), a simultaneous match-to-sample task, assessed visual discrimination in 40 healthy adults during fMRI. Participants were aged 51-91 and recruited from a larger community sample for a study on normal aging. The tasks were designed to isolate neural recruitment during discrimination of either location, shape, or velocity by using tasks that were identical aside from the perceptual skill required to complete them. Results The Location task uniquely activated the dorsal visual processing stream, the Shape task the ventral stream, and the Velocity task V5/MT. Greater age was associated with greater neural recruitment, particularly in frontal areas (uncorrected voxel-level p < .001, family-wise error cluster-level p□.05). Conclusions Results validated the specialization of brain regions for spatial, perceptual, and movement discriminations and the use of the VAB to assess functioning localized to these regions. Anterior neural recruitment during visual discrimination increases with age.

Empathetic Attention

Attention can be placed on others. Now it is you on whom one’s attention is placed, and what one accesses in focusing on you are your mental states. One does not experience them directly; rather, your movements provide focal attention with a causal channel: they ‘intimate’ your thoughts to one. Empathy is analogous to listening to another, itself a kind of attention. So empathy, one’s awareness of another in their otherness, is an attentional state. While phenomenologists have claimed that empathy, the ability to apprehend the beliefs and emotions of others, is a perceptual skill, this chapter will argue instead that empathy is a distinct kind of attention, attention through embodied comportment to the feelings, commitments, and wishes of others.

Skilled Perception, Authenticity, and the Case Against Automation

It is common to argue that doing things ourselves, using our skills, is more “authentic” than allowing automation to do things for us. Yet what this means or why it is desirable is rarely explained. Here I discuss the value of skill in terms of the effect that the widespread automation of skills—from driving to cooking—would have on our perceptual lives. The phenomenological tradition has long held that to have a skill is not just to have a productive capability; more than that, skill enables me to perceive elements and aspects of the world that are inaccessible to the unskilled. Automating my skills thus amounts to losing the ability to see and know certain “niches” of reality. By showing that skill, and the determinacy of perception that it brings us, is linked to some clearly recognizable human goods, I show that the potential loss of perceptual skill through automation is worthy of moral consideration.