Academic literature on the topic 'Incongruent instructions'
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Journal articles on the topic "Incongruent instructions"
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MacRitchie, Jennifer, Steffen A. Herff, Andrea Procopio, and Peter E. Keller. "Negotiating between individual and joint goals in ensemble musical performance." Quarterly Journal of Experimental Psychology 71, no. 7 (January 1, 2018): 1535–51. http://dx.doi.org/10.1080/17470218.2017.1339098.
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Successful joint action requires negotiation, especially in the event of goal incongruence. This article addresses goal incongruence in joint musical performance by manipulating the congruence of score instructions (congruent/incongruent) regarding tempo (speed) and dynamics (sound intensity) given to piano duos. The aim is to investigate how co-performers negotiate incongruent instructions for tempo and dynamics by balancing the prioritisation of individual goals versus the joint outcome and how this negotiation is modulated by musical expertise and personality (locus of control). In total, 14 pairs of pianists, who were not informed of the congruence manipulation, were placed back-to-back and were directed to achieve a successful performance over four repeated performances without verbal communication. Interpersonal coordination generally improved from the first to final performance in the congruent and incongruent conditions for both the tempo and dynamics tasks. Furthermore, in incongruent conditions, results suggest that performers prioritise the joint performance in the tempo task, but prioritise their own performance in the dynamics task. Although individual performance appears to be modulated by musical expertise, the balance of individual/joint performance across the duo is not influenced by musical part (melody vs accompaniment), expressive instruction, musical expertise or locus of control.
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Keyes, Helen, Antony Whitmore, Stanislava Naneva, and Daragh McDermott. "The priming function of in-car audio instruction." Quarterly Journal of Experimental Psychology 72, no. 3 (May 10, 2018): 643–50. http://dx.doi.org/10.1177/1747021818773293.
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Studies to date have focused on the priming power of visual road signs, but not the priming potential of audio road scene instruction. Here, the relative priming power of visual, audio, and multisensory road scene instructions was assessed. In a lab-based study, participants responded to target road scene turns following visual, audio, or multisensory road turn primes which were congruent or incongruent to the primes in direction, or control primes. All types of instruction (visual, audio, and multisensory) were successful in priming responses to a road scene. Responses to multisensory-primed targets (both audio and visual) were faster than responses to either audio or visual primes alone. Incongruent audio primes did not affect performance negatively in the manner of incongruent visual or multisensory primes. Results suggest that audio instructions have the potential to prime drivers to respond quickly and safely to their road environment. Peak performance will be observed if audio and visual road instruction primes can be timed to co-occur.
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MORALES, LUIS, DANIELA PAOLIERI, PAOLA E. DUSSIAS, JORGE R. VALDÉS KROFF, CHIP GERFEN, and MARÍA TERESA BAJO. "The gender congruency effect during bilingual spoken-word recognition." Bilingualism: Language and Cognition 19, no. 2 (April 29, 2015): 294–310. http://dx.doi.org/10.1017/s1366728915000176.
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We investigate the ‘gender-congruency’ effect during a spoken-word recognition task using the visual world paradigm. Eye movements of Italian–Spanish bilinguals and Spanish monolinguals were monitored while they viewed a pair of objects on a computer screen. Participants listened to instructions in Spanish (encuentra la bufanda / ‘find the scarf’) and clicked on the object named in the instruction. Grammatical gender of the objects’ name was manipulated so that pairs of objects had the same (congruent) or different (incongruent) gender in Italian, but gender in Spanish was always congruent. Results showed that bilinguals, but not monolinguals, looked at target objects less when they were incongruent in gender, suggesting a between-language gender competition effect. In addition, bilinguals looked at target objects more when the definite article in the spoken instructions provided a valid cue to anticipate its selection (different-gender condition). The temporal dynamics of gender processing and cross-language activation in bilinguals are discussed.
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Reynvoet, Bert, Karolien Notebaert, and Eva Van den Bussche. "The Processing of Two-Digit Numbers Depends on Task Instructions." Zeitschrift für Psychologie 219, no. 1 (January 2011): 37–41. http://dx.doi.org/10.1027/2151-2604/a000044.
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Recently, a lot of research has focused on resolving whether two-digit numbers are processed holistically or compositionally. This has led to inconsistent results. In the present study we investigated effects of task instructions. Subjects performed magnitude or parity judgments on targets preceded by masked primes containing parts of the target at a task-congruent (3#_37) or task-incongruent (#3_37) position. Priming effects were influenced by the instructions: In the magnitude task, the priming effects were primarily mediated by the congruency of the decade digit, whereas in the parity task they were elicited by the congruency of the unit digit, which is in line with a flexible compositional processing style. These and previous findings show that two-digit numbers can be processed in a very flexible way, depending on the task context.
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Barutchu, Ayla, and Charles Spence. "Top–down task-specific determinants of multisensory motor reaction time enhancements and sensory switch costs." Experimental Brain Research 239, no. 3 (January 30, 2021): 1021–34. http://dx.doi.org/10.1007/s00221-020-06014-3.
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AbstractThis study was designed to investigate the complex interplay between multisensory processing, top–down processes related to the task relevance of sensory signals, and sensory switching. Thirty-five adults completed either a speeded detection or a discrimination task using the same auditory and visual stimuli and experimental setup. The stimuli consisted of unisensory and multisensory presentations of the letters ‘b’ and ‘d’. The multisensory stimuli were either congruent (e.g., the grapheme ‘b’ with the phoneme /b/) or incongruent (e.g., the grapheme ‘b’ with the phoneme /d/). In the detection task, the participants had to respond to all of the stimuli as rapidly as possible while, in the discrimination task, they only responded on those trials where one prespecified letter (either ‘b’ or ‘d’) was present. Incongruent multisensory stimuli resulted in faster responses as compared to unisensory stimuli in the detection task. In the discrimination task, only the dual-target congruent stimuli resulted in faster RTs, while the incongruent multisensory stimuli led to slower RTs than to unisensory stimuli; RTs were the slowest when the visual (rather than the auditory) signal was irrelevant, thus suggesting visual dominance. Switch costs were also observed when switching between unisensory target stimuli, while dual-target multisensory stimuli were less likely to be affected by sensory switching. Taken together, these findings suggest that multisensory motor enhancements and sensory switch costs are influenced by top–down modulations determined by task instructions, which can override the influence of prior learnt associations.
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Cekaite, Asta. "Subversive compliance and embodiment in remedial interchanges." Text & Talk 40, no. 5 (September 25, 2020): 669–93. http://dx.doi.org/10.1515/text-2020-2078.
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AbstractThis study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers’ talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.
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Swettenham, John, Samantha Condie, Ruth Campbell, Elizabeth Milne, and Mike Coleman. "Does the perception of moving eyes trigger reflexive visual orienting in autism?" Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1430 (February 28, 2003): 325–34. http://dx.doi.org/10.1098/rstb.2002.1203.
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Does movement of the eyes in one or another direction function as an automatic attentional cue to a location of interest? Two experiments explored the directional movement of the eyes in a full face for speed of detection of an aftercoming location target in young people with autism and in control participants. Our aim was to investigate whether a low–level perceptual impairment underlies the delay in gaze following characteristic of autism. The participants' task was to detect a target appearing on the left or right of the screen either 100 ms or 800 ms after a face cue appeared with eyes averting to the left or right. Despite instructions to ignore eye–movement in the face cue, people with autism and control adolescents were quicker to detect targets that had been preceded by an eye movement cue congruent with target location compared with targets preceded by an incongruent eye movement cue. The attention shifts are thought to be reflexive because the cue was to be ignored, and because the effect was found even when cue–target duration was short (100 ms). Because (experiment two) the effect persisted even when the face was inverted, it would seem that the direction of movement of eyes can provide a powerful (involuntary) cue to a location.
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Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (December 2000): 294–309. http://dx.doi.org/10.2307/3345365.
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Pedagogical practices in a Yamaha Music School were explored using ethnographic techniques to collect data during one semester of instruction. Two groups of participants served as informants in this study: (1) children 4-6 years of age, who were enrolled in the Yamaha Junior Music Courses, and (2) their teachers and parents in the setting. Developmentally Appropriate Practice (DAP) guidelines as published by the National Association for the Education of Young Children were the theoretical grounding for the study. The following question guided the investigation: In what ways are the events and interactions in a Yamaha music class congruent or incongruent with DAP guidelines ? Congruent events and interactions were the pace and variety of instructional activities, recognition of individuals, involvement of parents, and inclusion of dramatic play. Incongruent events and interactions were the approach to two-hand playing, fixed accompaniment tempos, minimal peer interactions, and fixed curricular goals.
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Dunn, Rita, Joanne Ingham, and Lawrence Deckinger. "Effects Of Matching And Mismatching Corporate Employees Perceptual Preferences And Instructional Strategies On Training Achievement And Attitudes." Journal of Applied Business Research (JABR) 11, no. 3 (September 13, 2011): 30. http://dx.doi.org/10.19030/jabr.v11i3.5857.
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This study analyzed the: (a) effects of matching and mismatching instructional strategies on the training-achievement test scores of employee classified according to their learning style perceptual preferencesauditory, visual, tactual, kinesthetic, or non-preferenced and (b) results each strategy produced on attitudes toward each of the two instructional strategiesauditory/visual and tactual/kinesthetic/visual. The perceptual preferences of 314 Route Sales Representatives were identified. Advanced driving-safety training materials were translated into two lessonsone auditory strategy with visuals, and one tactual/kinesthetic strategy with visualswhich the subjects received during a one-month period. A semantic differential scale assessed attitudes toward each of the two strategies. Four 3 x 2 ANOVAS for the identified, and then matched and mismatched, perceptual preferences were employed. Dependent variables of achievement and attitude toward instruction were assessed for each of the two training sessions. Significant differences emerged when subjects were matched and mismatched with instructional strategies congruent and incongruent with their diagnosed perceptual preferences. Achievement scores were significantly higher (p>.0001) for both sessions, as were attitudes (p>.0001) for Session 2, in complementary instructional treatments.
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Smirnova, Y. K. "Atypical visual direction of in the episodes of joint attention with pre-school children." Vestnik of Minin University 7, no. 4 (December 19, 2019): 8. http://dx.doi.org/10.26795/2307-1281-2019-7-4-8.
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Introduction. The article is devoted to the problem of manifestations of joint attention deficit in preschool age. Joint attention is considered as a key skill in dyadic orientation and providing joint access to the reference to the reference object in the communication process. The study focuses on how skills in a joint search in episodes of joint attention and understanding of the intentional actions of another person are interconnected in typical and atypical ontogenesis.Materials and methods. In the present study, an experiment examines the visual orientation of directional social signals (orientation toward the direction of eye movements of the communication partner) in typically developing children (n = 21) and children with mental retardation (n = 20). The sample of the study consisted of children of preschool age (5-7 years). To fix the data, we used the recognition criteria and using the correct (congruent) or incorrect (incongruent) direction of eye movements of another person to determine the location of the target (object) that the communication partner chooses during the experiment.Results. A comparison was made of the use of unmarked instructions by preschool children, which help them to carry out a joint search for potential visually accessible referents and contributes to the selection of a relevant object that the adult had in mind. It is shown that preschoolers with mental retardation have difficulty in the functional use of joint attention for social exchange. Markers of joint attention deficit associated with atypical development at an early stage of ontogenesis were found.Discussion and Conclusions. In the episodes of joint attention with preschoolers with mental retardation, there are changes in the profile of suggestive attitudes, sensitivity to the direction of the partner’s gaze, differences in the mechanistic and mentalistic gaze. We can single out the following specific difficulties in children with mental retardation: deficiencies in the reference search, deficiencies in the declarative indication and display, deficiencies in the search, where others indicate.
Books on the topic "Incongruent instructions"
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McKinlay Gardner, R. J., and David J. Amor. Chromosomal Disorders of Sex Development. Edited by R. J. McKinlay Gardner and David J. Amor. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199329007.003.0023.
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Chromosomal sex is, for the most part, congruently XX female and XY male. The XX and XY embryo are built on a fundamentally similar outline plan, and only as development proceeds do certain modifications evolve. If at any point in this sequential process some genetic instruction is faulty, inappropriate, or cannot be acted on, the direction of anatomical sexual development may proceed imperfectly or completely incongruently. This chapter reviews the conditions of ambiguous/incomplete/indeterminate development of the internal and external genitalia, where the basis of this is a chromosome abnormality, usually of the X or the Y chromosome. The key role of the SRY male-determining gene in a number of these conditions is noted. The de novo or familial origin of these disorders is discussed, with particular reference to possible risks of recurrence.