Journal articles on the topic 'Incongruent instructions'
To see the other types of publications on this topic, follow the link: Incongruent instructions.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Incongruent instructions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Goodyear, Stephen J., and Isaac K. Nyamekye. "Radiofrequency ablation of varicose veins: Best practice techniques and evidence." Phlebology: The Journal of Venous Disease 30, no. 2_suppl (November 2015): 9–17. http://dx.doi.org/10.1177/0268355515592771.
Full textAbstract:
Scope of the review This article systematically reviews the practice of radiofrequency ablation of lower limb varicose veins. We present the clinical evidence and best practice techniques for currently available devices. Methods Manufacturer’s instructions-for-use were requested for all radiofrequency devices. The MEDLINE and EMBASE databases were searched using the following keywords: ‘varicose veins’ AND ‘radiofrequency’ OR ‘radio frequency’ OR ‘Venefit’ OR ‘ClosureFAST’ OR ‘RFiTT’ OR ‘EVRF’ OR ‘VeinCLEAR’, generating 240 articles. Titles and abstracts were screened, yielding 63 articles directly relevant to the scope of the review. Reference lists for publications were also searched to identify further manuscripts of relevance. The Cochrane Database and current National Institute for Clinical and Healthcare Excellence guidelines for varicose veins were also searched from relevant articles. Results Four radiofrequency ablation (RFA) systems are currently commercially available. Generic practice methods (common to all RF systems) and device-specific techniques are described. The weight of current evidence relates to the use of Covidien Venefit™ (formerly VNUS ClosureFAST™), which clearly demonstrates clinical advantages over open surgery at least to 2 years follow up. However, contemporary studies of the radiofrequency-induced thermal therapy device (RFiTT®), show that in experienced hands, clinical equivalence to the Venefit™ procedure can be achieved. The evidence base for EVRF® and VeinCLEAR™ devices is currently weak and absent, respectively. Conclusions Despite widespread uptake of RFA and acceptance of its clinical advantages over open surgery there is a paucity of Class 1 A evidence. This results from incongruent reporting of clinical outcome measures within existing literature. Similarly, lack of long-term follow-up studies precludes comparison of the durability of short- and medium-term advantages of RFA with the longer term results of open surgery. There remains scope for a large prospective high-quality trial to assess the clinical, anatomical and cost-effectiveness outcomes for the four commercially available RFA devices, with a particular focus on long-term follow up.
12
Whitaker, C., A. Musters, and F. Drews. "The Effect of Incongruent Instruction/Execution Pairs on Working Memory." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 55, no. 1 (September 1, 2011): 306–10. http://dx.doi.org/10.1177/1071181311551064.
Full text
13
Lewis, Tasha N., and Matthew Kirkhart. "Effect of iconic gestures on second language vocabulary retention in a naturalistic setting." International Review of Applied Linguistics in Language Teaching 58, no. 3 (September 25, 2020): 263–87. http://dx.doi.org/10.1515/iral-2016-0125.
Full textAbstract:
AbstractThere is a growing body of evidence that suggests that the learning of new vocabulary during second language acquisition is facilitated by associating words with gestures. This study investigates the learning of new vocabulary words when paired with congruent and incongruent iconic gestures using instructional and testing procedures consistent with current second language pedagogical practices. Results indicate that incongruent gestures inhibit learning, while congruent iconic gestures facilitate vocabulary acquisition when participants were encouraged to pay attention to the use of the gesture when studying new words. Further analyses suggest that, as has been found repeatedly, nouns are easier to remember than verbs. However, gestures are most helpful with learning adjectives compared to nouns and verbs.
14
Leevers, Hilary J., and Paul L. Harris. "Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises." Thinking & Reasoning 5, no. 2 (May 1999): 145–73. http://dx.doi.org/10.1080/135467899394039.
Full text
15
Uttal, David H., Meredith Amaya, Maria del Rosario Maita, Linda Liu Hand, Cheryl A. Cohen, Katherine O’Doherty, and Judy S. DeLoache. "It Works Both Ways: Transfer Difficulties between Manipulatives and Written Subtraction Solutions." Child Development Research 2013 (November 13, 2013): 1–13. http://dx.doi.org/10.1155/2013/216367.
Full textAbstract:
Three experiments compared performance and transfer among children aged 83–94 months after written or manipulatives instruction on two-digit subtraction. In Experiment 1a, children learned with manipulatives or with traditional written numerals. All children then completed a written posttest. Experiment 1b investigated whether salient or perceptually attractive manipulatives affected transfer. Experiment 2 investigated whether instruction with writing would transfer to a manipulatives-based posttest. Children demonstrated performance gains when the posttest format was identical to the instructed format but failed to demonstrate transfer from the instructed format to an incongruent posttest. The results indicate that the problem in transferring from manipulatives instruction to written assessments stems from a general difficulty in using knowledge gained in one format (e.g., manipulatives) in another format (e.g., writing). Taken together, the results have important implications for research and teaching in early mathematics. Teachers should consider making specific links and alignments between written and manipulatives-based representations of the same problems.
16
Stoet, Gijsbert, and Lawrence H. Snyder. "Correlates of Stimulus-Response Congruence in the Posterior Parietal Cortex." Journal of Cognitive Neuroscience 19, no. 2 (February 2007): 194–203. http://dx.doi.org/10.1162/jocn.2007.19.2.194.
Full textAbstract:
Primate behavior is flexible: The response to a stimulus often depends on the task in which it occurs. Here we study how single neurons in the posterior parietal cortex (PPC) respond to stimuli which are associated with different responses in different tasks. Two rhesus monkeys performed a task-switching paradigm. Each trial started with a task cue instructing which of two tasks to perform, followed by a stimulus requiring a left or right button press. For half the stimuli, the associated responses were different in the two tasks, meaning that the task context was necessary to disambiguate the incongruent stimuli. The other half of stimuli required the same response irrespective of task context (congruent). Using this paradigm, we previously showed that behavioral responses to incongruent stimuli are significantly slower than to congruent stimuli. We now demonstrate a neural correlate in the PPC of the additional processing time required for incongruent stimuli. Furthermore, we previously found that 29% of parietal neurons encode the task being performed (task-selective cells). We now report differences in neuronal timing related to congruency in task-selective versus task nonselective cells. These differences in timing suggest that the activity in task nonselective cells reflects a motor command, whereas activity in task-selective cells reflects a decision process.
17
Appelbaum, L. Gregory, Carsten N. Boehler, Robert Won, Lauren Davis, and Marty G. Woldorff. "Strategic Allocation of Attention Reduces Temporally Predictable Stimulus Conflict." Journal of Cognitive Neuroscience 24, no. 9 (September 2012): 1834–48. http://dx.doi.org/10.1162/jocn_a_00209.
Full textAbstract:
Humans are able to continuously monitor environmental situations and adjust their behavioral strategies to optimize performance. Here we investigate the behavioral and brain adjustments that occur when conflicting stimulus elements are, or are not, temporally predictable. ERPs were collected while manual response variants of the Stroop task were performed in which the SOAs between the relevant color and irrelevant word stimulus components were either randomly intermixed or held constant within each experimental run. Results indicated that the size of both the neural and behavioral effects of stimulus incongruency varied with the temporal arrangement of the stimulus components, such that the random-SOA arrangements produced the greatest incongruency effects at the earliest irrelevant first SOA (−200 msec) and the constant-SOA arrangements produced the greatest effects with simultaneous presentation. These differences in conflict processing were accompanied by rapid (∼150 msec) modulations of the sensory ERPs to the irrelevant distractor components when they occurred consistently first. These effects suggest that individuals are able to strategically allocate attention in time to mitigate the influence of a temporally predictable distractor. As these adjustments are instantiated by the participants without instruction, they reveal a form of rapid strategic learning for dealing with temporally predictable stimulus incongruency.
18
Rusk, Fredrik, Fritjof Sahlström, and Michaela Pörn. "Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction." Linguistics and Education 38 (April 2017): 55–67. http://dx.doi.org/10.1016/j.linged.2017.02.004.
Full text
19
Gračanin, Asmir, Igor Kardum, and Jasna Hudek-Knežević. "Interactive Effects of Personality and Emotional Suppression on Sympathetic Activation." Journal of Individual Differences 34, no. 4 (January 1, 2013): 193–202. http://dx.doi.org/10.1027/1614-0001/a000114.
Full textAbstract:
The present research examined the moderating effects of four personality traits (Extraversion, Agreeableness, Conscientiousness, and Neuroticism) and their facets as measured by NEO-PI-R ( Costa & McCrae, 2005 ) on the relationship between emotion suppression and sympathetic activation. Peripheral pulse amplitude (PPA), spontaneous skin conductance response fluctuations (SCR), and skin conductance level (SCL) were recorded in 129 university students, who were given instruction to behave as usual or to suppress their emotions while watching neutral and emotional movie clips. The results show that only agreeableness and one of its facets, tendermindedness (A6), moderated the effects of suppression on changes in PPA and SCR. While participants were watching emotional movie clip under the instruction to suppress, the level of sympathetic arousal in high agreeable persons increased more compared to those with lower agreeableness. These results were explained by the mechanisms related to the arousability and trait-incongruence responses.
20
Register, Yim, and Emma S. Spiro. "Developing Self-Advocacy Skills through Machine Learning Education: The Case of Ad Recommendation on Facebook." Proceedings of the International AAAI Conference on Web and Social Media 16 (May 31, 2022): 817–28. http://dx.doi.org/10.1609/icwsm.v16i1.19337.
Full textAbstract:
Facebook users interact with algorithms every day. These algorithms can perpetuate harm via incongruent targeted ads, echo chambers, or "rabbit hole" recommendations. Education around the machine learning (ML) behind Facebook (FB) can help users to point out algorithmic bias and harm, and advocate for themselves effectively when things go wrong. One algorithm that FB users interact with regularly is User-Based Collaborative Filtering (UB-CF) which provides the basis for ad recommendation. We contribute a novel research approach for teaching users about a commonly used algorithm in machine learning in real-world context -- an instructive web application using real examples built from the user's own FB data on ad interests. The instruction also prompts users to reflect on their interactions with ML systems, specifically Facebook. In a between-subjects design, we tested both Data Science Novices and Experts on the efficacy of the UB-CF instruction. Taking care to highlight the voices of marginalized users, we use the application as a prompt for surfacing potential harms perpetuated by FB ad recommendations, and qualitatively analyze themes of harm and proposed solutions provided by users themselves. The instruction increased comprehension of UB-CF for both groups, and we show that comprehension is associated with mentioning the mechanisms of the algorithm more in advocacy statements, a crucial component of a successful argument. We provide recommendations for increased algorithmic transparency on social media and for including marginalized voices in the conversation of algorithmic harm that are of interest both to social media researchers and ML educators.
21
Kim, Rah Kyung, and Stacy K. Dymond. "Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction." Intellectual and Developmental Disabilities 48, no. 5 (October 1, 2010): 313–29. http://dx.doi.org/10.1352/1934-9556-48.5.313.
Full textAbstract:
Abstract This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI.
22
Bibik, Janice M. "Pedagogical Considerations Regarding Perceptions of Dance Competence." Journal of Teaching in Physical Education 12, no. 3 (April 1993): 266–85. http://dx.doi.org/10.1123/jtpe.12.3.266.
Full textAbstract:
This study examined how college-age students in a beginning jazz and modem dance class construct their self-perceptions of dance competence. Each class was videotaped one class per week for 12 weeks. During the 12th week a perceived competence in dance scale was administered to the students (N=26) and the teacher. Results indicated that 57.7% of the students’ perceptions of their competence were congruent with the teacher’s; 42.3% were incongruent (15.3% higher, 27% lower). Based on interviews, these groups displayed distinct characteristics regarding attribution for success, interpretation of feedback, and focus on classroom activities. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated there was no differential treatment of the students by the teacher. It was concluded that, rather than the teacher expectation effect, the students’ interpretation of themselves in the instructional context accounted for their self-perceptions of their competence.
23
Barbalat, G., M. Rouault, N. Bazargani, S. Shergill, and S. J. Blakemore. "The influence of prior expectations on facial expression discrimination in schizophrenia." Psychological Medicine 42, no. 11 (March 12, 2012): 2301–11. http://dx.doi.org/10.1017/s0033291712000384.
Full textAbstract:
BackgroundBelief inflexibility is a thinking style observed in patients with schizophrenia, in which patients tend to refute evidence that runs counter to their prior beliefs. This bias has been related to a dominance of prior expectations (prior beliefs) over incoming sensory evidence. In this study we investigated the reliance on prior expectations for the processing of emotional faces in schizophrenia.MethodEighteen patients with schizophrenia and 18 healthy controls were presented with sequences of emotional (happy, fearful, angry or neutral) faces. Perceptual decisions were biased towards a particular expression by a specific instruction at the start of each sequence, referred to as the context in which stimuli occurred. Participants were required to judge the emotion on each face and the effect of the context on emotion discrimination was investigated.ResultsFor threatening emotions (anger and fear), there was a performance cost for facial expressions that were incongruent with, and perceptually close to, the expression named in the instruction. For example, for angry faces, participants in both groups made more errors and reaction times (RTs) were longer when they were asked to look out for fearful faces compared with the other contexts. This bias against sensory evidence that runs counter to prior information was stronger in the patients, evidenced by a group by context interaction in accuracy and RTs for anger and fear respectively.ConclusionsOverall, the present data suggest an overdependence on prior expectations for threatening stimuli, reflecting belief inflexibility, in schizophrenia.
24
Leffert, James S., Gary N. Siperstein, and Emily Millikan. "Understanding Social Adaptation in Children with Mental Retardation: A Social-Cognitive Perspective." Exceptional Children 66, no. 4 (June 2000): 530–45. http://dx.doi.org/10.1177/001440290006600406.
Full textAbstract:
We examined two social-cognitive processes, social perception (the encoding and interpretation of social cues) and the generation of social strategies, in 117 children with and without mental retardation (MR) in Grades 1 through 5. Children responded to videotaped vignettes of social conflicts. Children with MR had difficulty recognizing benign intention social cues that accompanied a negative event. When benign intention social cues were present in social conflicts involving peer entry, children with MR resembled younger children without MR in misinterpreting the other child's intentions as “being mean.” Children with MR had difficulty varying their social strategies to fit the social conflict and often suggested the strategy of using an appeal to authority. Results suggest that children with MR have difficulty focusing simultaneously on multiple social cues which are incongruent and in selecting appropriate social strategies. Recommendations focus on instructional strategies for improving social perception and strategy generation skills in children with MR.
25
Bibik, Janice M. "Factors Influencing College Students’ Self-Perceptions of Competence in Beginning Physical Education Classes." Journal of Teaching in Physical Education 18, no. 3 (April 1999): 255–76. http://dx.doi.org/10.1123/jtpe.18.3.255.
Full textAbstract:
This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.
26
Jalali, Hanan, and Mohammad Rahimi. "Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style." Canadian Journal of Applied Linguistics 25, no. 2 (October 20, 2022): 1–22. http://dx.doi.org/10.37213/cjal.2022.32478.
Full textAbstract:
Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.
27
Orsini, Muhsin Michael, David L. Wyrick, William B. Hansen, Rita G. O’Sullivan, Denise Hallfors, Allan B. Steckler, and Ty A. Ridenour. "Evaluation of an infused alcohol and drug prevention programme." Health Education 119, no. 3 (April 1, 2019): 230–43. http://dx.doi.org/10.1108/he-07-2018-0035.
Full textAbstract:
Purpose Alcohol, tobacco, marijuana and other drugs use typically increases in prevalence and frequency during middle and late adolescence. School health instruction often focusses on providing facts and rarely provides tools for addressing the psychosocial risk factors needed to prevent substance use. The purpose of this paper is to report about the effectiveness of a prevention programme delivered in US high school health classes. The intervention augments typical instruction by providing teachers with activities that can be infused in their daily teaching. Design/methodology/approach In total, 26 schools were randomly assigned to receive the intervention or serve as controls. Pupils were pretested near the beginning of the school year, posttest near the end of the school year and administered a final test near the beginning of the following school year. Teachers in treatment schools were provided with activities designed to target psychosocial variables known to mediate substance use onset and self-initiated cessation. These include normative beliefs, intentionality, lifestyle incongruence, beliefs about consequences of use, peer pressure resistance skills, decision-making skills, goal setting skills and stress management skills. Findings Hierarchical modelling analytic strategies revealed the intervention to have definable positive impacts on alcohol and cigarette use. Moreover, the intervention had strongest effects on alcohol and cigarette use among pupils who were identified at pretest as being lower-than-average risk. Originality/value This research provides support for providing teachers with a strategy for preventing alcohol, tobacco and other drugs that can be used in a flexible manner to augment the instruction they are already mandated to provide.
28
Crammond, D. J., and J. F. Kalaska. "Modulation of preparatory neuronal activity in dorsal premotor cortex due to stimulus-response compatibility." Journal of Neurophysiology 71, no. 3 (March 1, 1994): 1281–84. http://dx.doi.org/10.1152/jn.1994.71.3.1281.
Full textAbstract:
1. Neuronal activity was recorded in the dorsal premotor cortex (PMd) of two monkeys performing a multidirectional, instructed-delay (ID) reaching task in which visuospatial cues signaled the direction of movement either congruent with the instruction cue ("direct-delay" trials, DD) or redirected 180 degrees opposite to the cue ("redirected-delay" trials, RD). Therefore, this task had two degrees of stimulus-response (S-R) compatibility because in one-half of the trials the spatial attributes of the visual cue were incongruent with those of the intended movement. 2. The majority of PMd cells discharged both at short latency to the RD or DD cues and subsequently with sustained activity during the remaining ID period (IDP). The earliest responses (< 250 ms) in both DD and RD trials covaried with cue location and so could be either a "visuospatial" response or a neuronal correlate of the selection of action with highest S-R compatibility, namely move to the stimulus. In contrast, later IDP activity usually covaried with the direction of movement signaled by the cues, independent of their spatial location, supporting the hypothesis that IDP discharge in PMd ultimately encodes attributes of intended reaching movements.
29
Vargas-Tonsing, Tiffanye M., Nicholas D. Myers, and Deborah L. Feltz. "Coaches’ and Athletes’ Perceptions of Efficacy-Enhancing Techniques." Sport Psychologist 18, no. 4 (December 2004): 397–414. http://dx.doi.org/10.1123/tsp.18.4.397.
Full textAbstract:
Previous research has offered insight into coaches’ perceptions of various efficacy-enhancing techniques but not athletes’ perceptions of their coaches’ techniques. The purpose of the present research was to compare coaches’ and athletes’ perceptions of efficacy enhancing techniques. Male (n = 29) and female (n = 49) baseball, basketball, softball, and soccer coaches and teams were surveyed from Division II and III collegiate programs. Results found that the strategies that coaches perceived they used most, as well as were the most effective, were instruction-drilling, acting confident themselves, and encouraging positive talk. Athletes had similar perceptions to their coaches regarding coaches’ use and effectiveness of efficacy techniques. However, closer examination revealed coaches’ and athletes’ mean perceptions of these techniques to vary among levels of congruence and incongruence. Exploratory analyses were also conducted on coaches’ and athletes’ perceptions by gender.
30
Lin, Yi, Hongwei Ding, and Yang Zhang. "Prosody Dominates Over Semantics in Emotion Word Processing: Evidence From Cross-Channel and Cross-Modal Stroop Effects." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 896–912. http://dx.doi.org/10.1044/2020_jslhr-19-00258.
Full textAbstract:
Purpose Emotional speech communication involves multisensory integration of linguistic (e.g., semantic content) and paralinguistic (e.g., prosody and facial expressions) messages. Previous studies on linguistic versus paralinguistic salience effects in emotional speech processing have produced inconsistent findings. In this study, we investigated the relative perceptual saliency of emotion cues in cross-channel auditory alone task (i.e., semantics–prosody Stroop task) and cross-modal audiovisual task (i.e., semantics–prosody–face Stroop task). Method Thirty normal Chinese adults participated in two Stroop experiments with spoken emotion adjectives in Mandarin Chinese. Experiment 1 manipulated auditory pairing of emotional prosody (happy or sad) and lexical semantic content in congruent and incongruent conditions. Experiment 2 extended the protocol to cross-modal integration by introducing visual facial expression during auditory stimulus presentation. Participants were asked to judge emotional information for each test trial according to the instruction of selective attention. Results Accuracy and reaction time data indicated that, despite an increase in cognitive demand and task complexity in Experiment 2, prosody was consistently more salient than semantic content for emotion word processing and did not take precedence over facial expression. While congruent stimuli enhanced performance in both experiments, the facilitatory effect was smaller in Experiment 2. Conclusion Together, the results demonstrate the salient role of paralinguistic prosodic cues in emotion word processing and congruence facilitation effect in multisensory integration. Our study contributes tonal language data on how linguistic and paralinguistic messages converge in multisensory speech processing and lays a foundation for further exploring the brain mechanisms of cross-channel/modal emotion integration with potential clinical applications.
31
Honn, Darla D., and Joseph C. Ugrin. "The Effects of Cognitive Misfit on Students' Accounting Task Performance." Issues in Accounting Education 27, no. 4 (July 1, 2012): 979–98. http://dx.doi.org/10.2308/iace-50258.
Full textAbstract:
ABSTRACT Accounting educators have long been interested in the effects of cognitive style on student performance. Research suggests that students' cognitive styles can moderate their success across a variety of assessment methods (i.e., multiple-choice versus written reports versus case study) (Au 1997) and instructional methodologies (Ott et al. 1990). Not clear, however, is the impact of cognitive style on a student's accounting task performance. Several studies have examined the relationship between accounting students' cognitive styles and their performance on accounting tasks, but the results have been mixed (Jones and Davidson 2007; Togo 1993; Arunachalam et al. 1997; Swanson et al. 2005). Using Chan's (1996) theory of cognitive misfit, this study proposes that diminished performance will occur when there is incongruence between a student's cognitive style and the cognitive demands of an accounting task. The Felder-Solomon Index of Learning Styles was used to classify students' cognitive styles as global or sequential. In an experiment involving 138 students, the effects of cognitive misfit negatively impacted performance on a managerial accounting task, and the effect was most pronounced for students with global styles. The current study improves our understanding of cognitive factors that impact students' accounting task performance.
32
Leveridge, Aubrey Neil, and Jie Chi Yang. "Testing learner reliance on caption supports in second language listening comprehension multimedia environments." ReCALL 25, no. 2 (March 27, 2013): 199–214. http://dx.doi.org/10.1017/s0958344013000074.
Full textAbstract:
AbstractListening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support.
33
Lahav, Orly, and Reuven Babai. "Comparison of Perimeters: Intuitive Interference in People who Are Blind." Journal of Visual Impairment & Blindness 112, no. 3 (May 2018): 287–98. http://dx.doi.org/10.1177/0145482x1811200307.
Full textAbstract:
Introduction Difficulties in science and mathematics may stem from intuitive interference of irrelevant salient variables in a task. It has been suggested that such intuitive interference is based on immediate perceptual differences that are often visual. Studies performed with sighted participants have indicated that in the comparison-of-“perimeters” task, “area” was the irrelevant salient variable. Such studies have consistently shown that accuracy is higher and reaction times for correct responses are shorter in congruent trials (no interference of area), than in incongruent trials (interference of area). Methods Fifteen participants who are blind completed a comparison-of-area and a comparison-of-perimeters tasks, each in a different session. In each comparison trial, the participants explored two tactile geometrical shapes using both hands. To collect the participants’ responses and reaction times, the researchers used a Microsoft Excel Macro file designed for this study. Results Findings demonstrated that for both rate of correct responses and their reaction times, the performance pattern resembled the one observed previously for sighted participants. In addition, reaction times that were observed there were about five times longer compared to those observed previously for sighted participants. Discussion These findings indicated that interference of area in comparison to perimeters is evident for participants who are blind. They further suggest that, in mathematics, people who are blind experience interference that had previously been assumed to be tied to visual perception. Implications for practitioners The study suggests that interference of salient irrelevant variables could cause difficulties in science and mathematics for students who are blind. This knowledge could guide educators and curriculum developers for these students in selecting appropriate learning and instruction methods. In addition, the current findings point to the additional amount of time needed to access graphical information tactilely compared to visually.
34
Senft, Yuliya, Monika Kirsch, Kris Denhaerynck, Fabienne Dobbels, Remon Helmy, Cynthia L. Russell, Lut Berben, et al. "Practice patterns to improve pre and post-transplant medication adherence in heart transplant centres: a secondary data analysis of the international BRIGHT study." European Journal of Cardiovascular Nursing 17, no. 4 (December 12, 2017): 356–67. http://dx.doi.org/10.1177/1474515117747577.
Full textAbstract:
Background: As medication non-adherence is a major risk factor for poor post-transplant outcomes, we explored how adherence is assessed, enhanced and integrated across the transplant continuum. Aim: The aim of this study was to study practice patterns regarding pre- and post-transplant medication adherence assessment and interventions in international heart transplant centres. Methods: We used data from the Building Research Initiative Group: chronic illness management and adherence in heart transplantation (BRIGHT) study, a cross-sectional study conducted in 36 heart transplant centres in 11 countries. On a 27-item questionnaire, 100 clinicians (range one to five per centre) reported their practice patterns regarding adherence assessment and intervention strategies pre-transplant, immediately post-transplant, less than one year, and one or more year post-transplant. Educational/cognitive, counselling/behavioural and psychosocial/affective strategies were assessed. Clinicians’ responses (intervention present vs. absent; or incongruence in reporting intervention) were aggregated at the centre level. Results: The adherence assessment method most commonly used along the transplant continuum was questioning patients (range 75–88.9%). Pre-transplant, all three categories of intervention strategy were applied. Providing reading materials (82.9%) or instructions (68.6%), involving family or support persons in education (91.4%), and establishing partnership (91.4%) were used most frequently. Post-transplant, strategies closely resembled those employed pre-transplant. Training patients (during recovery) and cueing were more often applied during hospitalisation (74.3%). After the first year post-transplant, except for motivational interviewing (25.7–28.6%), the number of strategies decreased. Conclusions: Across the transplant continuum, diverse adherence interventions are implemented; however, post-transplant, the frequency of adherence interventions decreases. Therefore, increased investment is necessary in long-term adherence interventions.
35
Ion, Daniel. "A QUOI BON?" Journal of Surgical Sciences 1, no. 2 (November 2, 2018): 49. http://dx.doi.org/10.33695/jss.v1i2.172.
Full textAbstract:
The title question related to the publication of our journal has a number of answer and reflection alternatives, both for its authors and readers alike.
One of the paradoxes of nowadays’ IT era is the avalanche of publications governed by the supreme god which is the INTERNET. In order to acquire the basic medical and scientific skills and to upgrade already trained physicians, the Internet has several paradoxical deficiencies:
The essence is, more often than not, buried under the pile of irrelevant or even false materials;
The information is, usually, unstructured, hard to categorize in a coherent system and incongruent;
Original articles end up in the public arena free of charge, after they lose their variety and newsworthiness;
The ease of access to this “treasure” gives the false impression of knowledge and control when, in fact, they can only be used effectively if they are personally studied.
Based on the above, there is the need to focus on instructing young physicians to think in a clinically medical way, within the mentor-apprentice framework, which is best illustrated by publishing highly visible articles.
Our journal aims at promoting, supporting and encouraging such win-win relations.
In a world continuously tempted by easiness and superficiality, we propose the narrow and bumpy road of hard intellectual work, started as early as student years. In a world of anti-elite levelling tendencies, we support the stringent need to create hierarchies based on authentic values. Last, but not least, in a blasé world, drowned in its own disillusions, we want to re-emphasize the perennial values of creativity, determination, consistency and vision.
Running the risk of falling down the pathetic side, we invite students, physicians and professors to join us in supporting this journal, as part of our belief in the transformative value of authentic science.
36
Iorio, Claudia, Iva Šaban, Bénédicte Poulin-Charronnat, and James R. Schmidt. "EXPRESS: Incidental Learning in Music Reading: The Music Contingency Learning Task." Quarterly Journal of Experimental Psychology, March 25, 2022, 174702182210927. http://dx.doi.org/10.1177/17470218221092779.
Full textAbstract:
The present report investigated whether nonmusicians can incidentally learn musical skills needed for sight-reading. On each trial, participants identified a note name written inside of a note on the musical staff. In Experiment 1, each note was presented frequently with the congruent note name (e.g., “do” with the note for “do”) and rarely with the incongruent names (e.g., “do” with the note for “fa”). With or without deliberate learning instructions, a robust contingency learning effect was observed: faster responses for congruent trials compared to incongruent trials. Participants also explicitly identified the meaning of the note positions more accurately than chance. Experiment 2 ruled out the potential influence of preexisting knowledge on the contingency learning effect by presenting notes most often with an incongruent note name. Robust learning was again observed, suggesting that participants acquired sufficient knowledge of musical notation to produce automatic influences on behavior (e.g., akin to the interference effect previously found in skilled musicians). A congruency effect was additionally observed in Experiment 2, however. Experiment 3 further explored to what extent this congruency effect might be due to prior music knowledge and/or spatial stimulus-response compatibility between note and response locations (analogous to the SMARC effect). Overall, our results open up new avenues for investigating the incidental learning of complex material, musical or otherwise, and for reinforcing learning even further.
37
Ma, Lei, Peter J. Marshall, and W. Geoffrey Wright. "The impact of external and internal focus of attention on visual dependence and EEG alpha oscillations during postural control." Journal of NeuroEngineering and Rehabilitation 19, no. 1 (July 26, 2022). http://dx.doi.org/10.1186/s12984-022-01059-7.
Full textAbstract:
Abstract Background The ability to maintain upright posture requires successful integration of multiple sensory inputs (visual, vestibular, and somatosensory). When one or more sensory systems become unreliable, the postural control system must “down-weight” (or reduce the influence of) those senses and rely on other senses to maintain postural stability. As individuals age, their ability to successfully reweight sensory inputs diminishes, leading to increased fall risk. The present study investigates whether manipulating attentional focus can improve the ability to prioritize different sensory inputs for postural control. Methods Forty-two healthy adults stood on a balance board while wearing a virtual reality (VR) head-mounted display. The VR environment created a multisensory conflict amongst the different sensory signals as participants were tasked with maintaining postural stability on the balance board. Postural sway and scalp electroencephalography (EEG) were measured to assess visual weighting and cortical activity changes. Participants were randomized into groups that received different instructions on where to focus their attention during the balance task. Results Following the instructions to direct attention toward the movement of the board (external focus group) was associated with lower visual weighting and better balance performance than when not given any instructions on attentional focus (control group). Following the instructions to direct attention towards movement of the feet (internal focus group) did not lead to any changes in visual weighting or balance performance. Both external and internal focus groups exhibited increased EEG alpha power (8–13 Hz) activity over the occipital cortex as compared to the control group. Conclusions Current results suggest that directing one’s attention externally, away from one’s body, may optimize sensory integration for postural control when visual inputs are incongruent with somatosensory and vestibular inputs. Current findings may be helpful for clinicians and researchers in developing strategies to improve sensorimotor mechanisms for balance.
38
Monk, Rebecca L., Lauren Colbert, Gemma Darker, Jade Cowling, Bethany Jones, and Adam W. Qureshi. "Emotion and liking: how director emotional expression and knowledge of (dis)liking may impact adults’ ability to follow the instructions of an ignorant speaker." Psychological Research, November 19, 2020. http://dx.doi.org/10.1007/s00426-020-01441-x.
Full textAbstract:
Abstract Background Theory of mind (ToM), the ability to understand that others have different knowledge and beliefs to ourselves, has been the subject of extensive research which suggests that we are not always efficient at taking another’s perspective, known as visual perspective taking (VPT). This has been studied extensively and a growing literature has explored the individual-level factors that may affect perspective taking (e.g. empathy and group membership). However, while emotion and (dis)liking are key aspects within everyday social interaction, research has not hitherto explored how these factors may impact ToM. Method A total of 164 participants took part in a modified director task (31 males (19%), M age = 20.65, SD age = 5.34), exploring how correct object selection may be impacted by another’s emotion (director facial emotion; neutral × happy × sad) and knowledge of their (dis)likes (i.e. director likes specific objects). Result When the director liked the target object or disliked the competitor object, accuracy rates were increased relative to when he disliked the target object or liked the competitor object. When the emotion shown by the director was incongruent with their stated (dis)liking of an object (e.g. happy when he disliked an object), accuracy rates were also increased. None of these effects were significant in the analysis of response time. These findings suggest that knowledge of liking may impact ToM use, as can emotional incongruency, perhaps by increasing the saliency of perspective differences between participant and director. Conclusion As well as contributing further to our understanding of real-life social interactions, these findings may have implications for ToM research, where it appears that more consideration of the target/director’s characteristics may be prudent.
39
Swerts, Marc, Yan Gu, and Tarissa Boerrigter. "Yes or No: How children combine gestures and speech to express honest and deceiving attitude." Stem-, Spraak- en Taalpathologie 27 (November 5, 2022). http://dx.doi.org/10.21827/32.8310/2022-sg-206.
Full textAbstract:
This study looks into children’s use of head gestures to express their appreciation for objects,comparing cases in which the gestures match or do not match their true attitude.Forty-four children aged 5 to 8 years old were asked to tell an experimenter whether ornot they would like to have shown objects as presents for their birthday. In a first round,children were not given any additional instructions, so that their feedback matched theirgenuine attitude towards the objects. In a second round, they were asked to give feedbackin a way that was the opposite of what they felt. Analyses of their verbal reactionsand response delays suggest that the youngest children found it harder to produce incongruent feedback. While the relative use of head gestures decreases with age, children in all age groups produce more head gestures in the congruent condition, and produce more shaking gestures.Keywords: head gestures, signs of attitude, child development.
40
Jamoulle, Tarik, Qian Ran, Karen Meersmans, Jolien Schaeverbeke, Patrick Dupont, and Rik Vandenberghe. "Posterior Intraparietal Sulcus Mediates Detection of Salient Stimuli Outside the Endogenous Focus of Attention." Cerebral Cortex, August 31, 2021. http://dx.doi.org/10.1093/cercor/bhab299.
Full textAbstract:
Abstract Visual consciousness is shaped by the interplay between endogenous selection and exogenous capture. If stimulus saliency is aligned with a subject’s attentional priorities, endogenous selection will be facilitated. In case of a misalignment, endogenous selection may be compromised as attentional capture is a strong and automatic process. We manipulated task-congruent versus -incongruent saliency in a functional magnetic resonance imaging change-detection task and analyzed brain activity patterns in the cortex surrounding the intraparietal sulcus (IPS) within the Julich-Brain probabilistic cytoarchitectonic mapping reference frame. We predicted that exogenous effects would be seen mainly in the posterior regions of the IPS (hIP4–hIP7–hIP8), whereas a conflict between endogenous and exogenous orienting would elicit activity from more anterior cytoarchitectonic areas (hIP1–hIP2–hIP3). Contrary to our hypothesis, a conflict between endogenous and exogenous orienting had an effect early in the IPS (mainly in hIP7 and hIP8). This is strong evidence for an endogenous component in hIP7/8 responses to salient stimuli beyond effects of attentional bottom-up sweep. Our results suggest that hIP7 and hIP8 are implicated in the individuation of attended locations based on saliency as well as endogenous instructions.
41
Forgács, Bálint, Judit Gervain, Eugenio Parise, György Gergely, Lívia Priyanka Elek, Zsuzsanna Üllei-Kovács, and Ildikó Király. "Semantic systems are mentalistically activated for and by social partners." Scientific Reports 12, no. 1 (March 22, 2022). http://dx.doi.org/10.1038/s41598-022-08306-w.
Full textAbstract:
AbstractA recently discovered electrophysiological response, the social N400, suggests that we use our language system to track how social partners comprehend language. Listeners show an increased N400 response, when themselves not, only a communicative partner experiences a semantic incongruity. Does the N400 reflect purely semantic or mentalistic computations as well? Do we attribute language comprehension to communicative partners using our semantic systems? In five electrophysiological experiments we identified two subcomponents of the social N400. First, we manipulated the presence-absence of an Observer during object naming: the semantic memory system was activated by the presence of a social partner in addition to semantic predictions for the self. Next, we induced a false belief—and a consequent miscomprehension—in the Observer. Participants showed the social N400, over and above the social presence effect, to labels that were incongruent for the Observer, even though they were congruent for them. This effect appeared only if participants received explicit instructions to track the comprehension of the Observer. These findings suggest that the semantic systems of the brain are not merely sensitive to social information and contribute to the attribution of comprehension, but they appear to be mentalistic in nature.
42
Amano, Shogo, Takuji Narumi, Tatsu Kobayakawa, Masayoshi Kobayashi, Masahiko Tamura, Yuko Kusakabe, and Yuji Wada. "Odor-Induced Taste Enhancement Is Specific to Naturally Occurring Temporal Order and the Respiration Phase." Multisensory Research, August 23, 2022, 1–18. http://dx.doi.org/10.1163/22134808-bja10080.
Full textAbstract:
Abstract Interaction between odor and taste information creates flavor perception. There are many possible determinants of the interaction between odor and taste, one of which may be the somatic sensations associated with breathing. We assumed that a smell stimulus accompanied by inhaling or exhaling enhances taste intensity if the order is congruent with natural drinking. To present an olfactory stimulus from the identical location during inhalation and exhalation, we blocked the gap between the tube presenting the olfactory stimulus and the nostril. Participants breathed and ingested the solution according to the instructions on the screen and evaluated the solution’s taste intensity. Vanilla odor enhanced the sweet taste in both retronasal and orthonasal conditions when the order of stimuli was congruent with natural drinking, but it did not do so in either condition when they were incongruent. The results suggest that breathing is a determinant of odor–taste interaction. The methods of presenting olfactory stimuli used in this study were compared and discussed in relation to those used in previous studies. Odor-induced taste enhancement depends on the time order of smell with breathing and taste congruency in natural drinking. Taste enhancement was induced by odor in both conditions by minimizing differences in odor presentation between them.
43
Wiswede, Daniel, and Jascha Rüsseler. "Intermodal Priming of Cognitive Conflict? A Failed Replication of Mager et al. (2009)." Frontiers in Human Neuroscience 15 (June 11, 2021). http://dx.doi.org/10.3389/fnhum.2021.680885.
Full textAbstract:
Introduction: The present study was conducted to verify a promising experimental setup which demonstrated an inversed Stroop-effect (much faster responses for incongruent relative to congruent Stroop trials) following a mismatching tone. In the matching condition, which was an almost exact replication of the original study, participants were required to indicate whether word color and word meaning were matching, whereas in the response conflict condition, instruction was the same as in a classical Stroop task and required the participants to respond to the word color. As in the original study, each trial was preceded by a sine tone which was deviant in pitch in 20% of the trials.Results: The main result was that the Stroop effect was not inversed after deviant tones, neither under the matching task instruction nor under the response conflict task instruction. The Stroop effect was unaffected by the previous “conceptual mismatch.”Conclusion: The current study failed to replicate the astonishing concept of “conflict priming” reported in previous work and does not open the doors for a new window on sequences of conflicts. Nevertheless, the failed replication is valuable for future research, since it demonstrated that “Conflict Priming” as a facilitation of processing of conflict trials following deviant tones, is not an confirmed finding.
44
Wesenberg, Lukas, Felix Krieglstein, Sebastian Jansen, Günter Daniel Rey, Maik Beege, and Sascha Schneider. "The influence of the order and congruency of correct and erroneous worked examples on learning and (meta-)cognitive load." Frontiers in Psychology 13 (October 26, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1032003.
Full textAbstract:
Several studies highlight the importance of the order of different instructional methods when designing learning environments. Correct but also erroneous worked examples are frequently used methods to foster students’ learning performance, especially in problem-solving. However, so far no study examined how the order of these example types affects learning. While the expertise reversal effect would suggest presenting correct examples first, the productive failure approach hypothesizes the reversed order to be learning-facilitating. In addition, congruency of subsequent exemplified problems was tested as a moderator of the effect of order on learning. For example, with arithmetic tasks, congruent problems target exactly the same calculation while incongruent problems refer to different calculations. Following cascade theory, a model of cognitive skill acquisition, presenting correct examples first should be more effective when the subsequent exemplified problems are different. To test the (conflicting) hypotheses, 83 university students were assigned to one of the four conditions in a 2 (correct vs. erroneous example first) × 2 (same vs. different exemplified problems) between-subject design. Learners navigated through a slideshow on the topic of Vedic mathematics consisting of explicit instruction, worked examples differing in terms of the experimental condition, and transfer problems. Although no main or interaction effects were found regarding students’ learning performance, mediational analysis offered support for the expertise reversal effect, as it indicated that there is a significant indirect effect of order via mental load on learning. Presenting correct examples first and erroneous examples second resulted in a lower mental load, which in turn was associated with better learning performance. In contrast, presenting erroneous examples first and correct examples second resulted in a more accurate self-assessment of learning performance. These findings offer first insights into the question of how the presentation order of different example types impacts learning and provide practical recommendations for the design of educational media. Results are discussed in light of the ongoing debate regarding the question if less guided instructional methods should precede or succeed more guided methods.
45
Kurosu, Atsuko, Sheila R. Pratt, Catherine Palmer, and Susan Shaiman. "Investigation of Embodied Language Processing on Command-Swallow Performance in Healthy Participants." Journal of Speech, Language, and Hearing Research, December 17, 2020, 1–16. http://dx.doi.org/10.1044/2020_jslhr-20-00048.
Full textAbstract:
Purpose During videofluoroscopic examination of swallowing, patients commonly are instructed to hold a bolus in their mouth until they hear a verbal instruction to swallow, which usually consists of the word swallow and is commonly referred to as the command swallow condition. The language-induced motor facilitation theory suggests that linguistic processes associated with the verbal command to swallow should facilitate the voluntary component of swallowing. As such, the purpose of the study was to examine the linguistic influences of the verbal command on swallowing. Method Twenty healthy young adult participants held a 5-ml liquid bolus in their mouth and swallowed the bolus after hearing one of five acoustic stimuli presented randomly: congruent action word ( swallow ), incongruent action word ( cough ), congruent pseudoword ( spallow ), incongruent pseudoword ( pough ), and nonverbal stimulus (1000-Hz pure tone). Suprahyoid muscle activity during swallowing was measured via surface electromyography (sEMG). Results The onset and peak sEMG latencies following the congruent action word swallow were shorter than latencies following the pure tone and pseudowords but were not different from the incongruent action word. The lack of difference between swallow and cough did not negate the positive impact of real words on timing. In contrast to expectations, sEMG activity duration and rise time were longer following the word swallow than the pure tone and pseudowords but were not different from cough . No differences were observed for peak suprahyoid muscle activity amplitude and fall times. Conclusions Language facilitation was observed in swallowing. The clinical utility of the information obtained in the study may depend on the purposes for using the command swallow and the type of patient being assessed. However, linguistic processing under the command swallow condition may alter swallow behaviors and suggests that linguistic inducement could be useful as a compensatory technique for patients with difficulty initiating oropharyngeal swallows.
46
Li, Kin-Kit, Hiu Yan Vincy Yip, and Yuen Shan Noel Wong. "Effects of Dispositional and Instructional Time Perspective on Academic Performance and Motivations Among Primary School Students: A Concordance Hypothesis." Frontiers in Education 6 (November 3, 2021). http://dx.doi.org/10.3389/feduc.2021.771740.
Full textAbstract:
Background: Dispositional future time perspective (FTP) has been acknowledged for its benefits on academic outcomes. Lacking in the literature are 1) understanding of FTP in children, 2) experimental studies, and 3) evidence for time perspective concordance (i.e., matching between dispositional and instructional FTP yield favorable outcomes).Aims: Therefore, this study examined whether dispositional FTP, instructional FTP, and their interaction were associated with academic outcomes including reading performance and academic motivations among primary school students.Sample: The participants were grade-2 or grade-3 Hong Kong students (N = 92; Age: M = 8.05, SD = 0.72; 45% girls).Methods: The participants rated their dispositional FTP and were randomly assigned to draw a picture of their future or present self with the assumption that they study hard. The students then completed a reading task and rated their intrinsic motivation, extrinsic motivation, and amotivation.Results: Better reading scores were found in future-oriented students who drew a future self and those less future-oriented who drew a present self. No concordance effects were found on motivations. Nevertheless, the future-drawing task led to a greater extrinsic motivation than the present-drawing task.Conclusions: Some children may have developed FTP in their middle childhood. Academic motivations may be more malleable at a younger age. When facing incongruent instructional context, more cognitive resources may be drained to resolve the dissonance and, thus, compromise the cognitive performance. Rather than a predominant focus on future achievements, a balanced emphasis on present and future or a temporally tailored instructional context for individuals may be considered in primary education.
47
Kerr, Paulette A., and Ross J. Todd. "Espoused Theories and Theories-In-Use of Information Literacy." IASL Annual Conference Proceedings, February 10, 2021. http://dx.doi.org/10.29173/iasl7665.
Full textAbstract:
What values, beliefs and conceptions (espoused theories) underpin and shape professional practice (theories-in-use) in information literacy education? This study investigates relationships between espoused theories and theories-in-use of information literacy in academic libraries. The paper reports preliminary findings from an in-depth comparative analysis of one library’s official policy documents and its instruction resources including an online research tutorial. The findings indicate varying patterns of congruence and incongruence between the library’s espoused theories and theories-in-use with incidents of significant gaps. The process of examining espoused theories and theories-in-use provides an evaluative framework for critically analyzing practice with the view of aligning practice more closely with stated goals and rhetoric. The study is therefore presented as a practical method for evaluating tools of information literacy practice in the school library.
48
Teng, (Mark) Feng, and Jesse W. C. YIP. "Exploring identities of novice mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders." Applied Linguistics Review, June 14, 2019. http://dx.doi.org/10.1515/applirev-2018-0128.
Full textAbstract:
AbstractThis study, drawing upon data triangulated from interviews, classroom research reports, and school documents, sheds light on how cross-border teachers from mainland China to Hong Kong construct and negotiate their identities when teaching English creative writing. Using identity control theory (ICT) this study examines discursive and complex identity development and reveals contextual and interpersonal factors that hinder identity construction among teachers of English creative writing. Factors include isolation from local colleagues, failure to integrate into the host community due to cultural and linguistic differences, standardized school instruction, heavy workloads, students’ distrust, and students’ low English proficiency. Cross-border teachers were found to experience negative emotions including stress, anger, and unease due to failed teacher identity verification in a new land. This study contributes to theoretical knowledge of ICT, suggesting inaction and secondary emotions as outcomes of the incongruence between the meanings of identity standard and input. Relevant theoretical and pedagogical implications are also discussed.
49
Sevilla-Cazes, Jonathan, Kathryn H. Bowles, Faraz S. Ahmed, Tom Gallagher, Shreya Kangovi, Lee R. Goldberg, Lynn Alexander, Anne Jaskowiak, Frances K. Barg, and Stephen E. Kimmel. "Abstract 260: A Qualitative Study of Patient-reported Challenges to Heart Failure Home Management." Circulation: Cardiovascular Quality and Outcomes 10, suppl_3 (March 2017). http://dx.doi.org/10.1161/circoutcomes.10.suppl_3.260.
Full textAbstract:
Background: Patients with heart failure (HF) have high 30-day hospital readmission rates. Interventions designed to prevent readmissions have had mixed success. Viewing HF home management through the lens of a patient’s experience may reframe the readmission “problem” and inform a range of alternative strategies. Methods: We conducted open-ended, semi-structured interviews with HF patients who had a 30-day readmission or had been discharged in the past month. Data were analyzed using a grounded theory approach. The purpose of the interviews was to understand the challenges to home HF management and the perceived reasons for readmission. Results: Face-to-face interviews with 31 patients, 16 (52%) with a 30-day readmission, revealed a combination of physical and socio-emotional influences on patients’ home management. Major themes related to readmission included symptom management, adherence vs adaptation, and emotional reactions. While patients reported symptom management as the leading reason for readmission, addressing symptoms was more complex than following recommendations. Patients identified an uncertainty regarding recommendations, caused by unclear instructions and temporal incongruence between behavior and symptom onset, as a factor that impaired their competence in making routine management decisions and resulted in a cycle of limit testing. Patients reported adapting —rather than strictly adhering to— recommendations to accommodate their emotional needs, socio-economic constraints, and comorbidities. For some, the onset of a distressing constellation of symptoms led to a cycle of despair characterized by fear and hopelessness, with the hospital being viewed as the safest place for recovery (see Figure 1). Conclusion: Anticipatory guidance regarding challenges to adherence may reduce uncertainty, but is likely insufficient. Early palliative care referral may help mitigate distressing symptoms, and address extreme emotions, perhaps forestalling premature readmission.
50
Shoaib, Huma, Aasakiran Madamanchi, Elsje Pienaar, David M. Umulis, and Monica E. Cardella. "“I Think I Am Getting There” Understanding the Computational Identity of Engineering Students Participating in a Computationally Intensive Thermodynamics Course." Biomedical Engineering Education, September 7, 2022. http://dx.doi.org/10.1007/s43683-022-00084-1.
Full textAbstract:
AbstractIn response to the growing computational intensity of the healthcare industry, biomedical engineering (BME) undergraduate education is placing increased emphasis on computation. The presence of substantial gender disparities in many computationally intensive disciplines suggests that the adoption of computational instruction approaches that lack intentionality may exacerbate gender disparities. Educational research suggests that the development of an engineering and computational identity is one factor that can support students’ decisions to enter and persist in an engineering major. Discipline-based identity research is used as a lens to understand retention and persistence of students in engineering. Our specific purpose is to apply discipline-based identity research to define and explore the computational identities of undergraduate engineering students who engage in computational environments. This work will inform future studies regarding retention and persistence of students who engage in computational courses. Twenty-eight undergraduate engineering students (20 women, 8 men) from three engineering majors (biomedical engineering, agricultural engineering, and biological engineering) participated in semi-structured interviews. The students discussed their experiences in a computationally-intensive thermodynamics course offered jointly by the Biomedical Engineering and Agricultural & Biological Engineering departments. The transcribed interviews were analyzed through thematic coding. The gender stereotypes associated with computer programming also come part and parcel with computer programming, possibly threatening a student's sense of belonging in engineering. The majority of the participants reported that their computational identity was “in the making.” Students’ responses also suggested that their engineering identity and their computational identity were in congruence, while some incongruence is found between their engineering identity and a creative identity as well as between computational identity and perceived feminine norms. Responses also indicate that students associate specific skills with having a computational identity. This study's findings present an emergent thematic definition of a computational person constructed from student perceptions and experiences. Instructors can support students’ nascent computational identities through intentional mitigation of the gender stereotypes and biases, and by framing assignments to focus on developing specific skills associated with the computational modeling processes.