Tesis sobre el tema "Behavioral task"
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Overstreet, Cassie. "Evaluation of Behavioral Distress Tolerance Task Stability Across Settings". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3951.
Smith, Aaron P. "The Balloon Analogue Risk Task and Behavioral Correlates in Pigeons". UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/81.
Ortega, Elizabeth. "The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Postures". Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784301.
There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.
Forstmann, Birte U. "Behavioral and neural correlates of endogenous control processes in task switching /". Leipzig [u.a.] : MPI for Human Cognitive and Brain Sciences, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014846005&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Slepian, Peter M. "The Effect of Resilience on Task Performance and Persistence during Repeated Exposure to Heat Pain". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448390293.
Scott, Janine Mary. "Teaching sequences of behaviors to humans by forward chaining, backward chaining, and whole task training". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5614.
Kolosh, Kenneth. "The Vertical Dyad Linkage Model & the Perception of Task Characteristics". TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2515.
Johnson, Robert N. "Attention Factors in Temopral Distortion: The Effects of Food Availability on Responses within the Interval Bisection Task". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1722.
Fenn, Nirupa Ruth. "Teaching laundry skills to individuals with mental illness: A comparison of three task analyses". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2611.
Fuste, Yudelkis. "Effects of Point Visibility on On-Task Behavior and Preference in the Caught Being Good Game". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7622.
Baird, Isabelle Catherine. "The development of the human-automation behavioral interaction task (HABIT) analysis framework". Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1559836548618924.
Hill, Carolyn. "Effects of Gender & Body Size on Ratings of Physically Demanding Task Performance". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2484.
Schade, Andrew. "Lying Behavior| The Effects of Dual-Task Performance and High Cognitive Load". Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684159.
Lying is sometimes more difficult than telling the truth because it requires more cognitive resources or "cognitive load." Implementing high cognitive load has been suggested to help facilitate the observation of deceptive behavior. Research suggests that people can correctly judge when individuals are lying only about 50% of the time when observing their nonverbal behavior. Individuals tend to restrict movements in their legs and feet when they are lying, perhaps in an effort to avoid giving off any nonverbal cues that might be interpreted as possible guilt. In the current study, it was hypothesized that participants would have significantly less movement in their legs and feet when lying than when telling the truth, as measured by total duration of time. Fifty-five participants were recruited from the University of California, Irvine and The Chicago School of Professional Psychology at Irvine. Participants were asked to respond to a total of 4 questions, in which 2 of their responses were truths and 2 were lies. They simultaneously played a game on a computer with the intent to increase cognitive load and decrease available cognitive resources to create a believable lie. Analyses of data were conducted using repeated-measures ANOVA. The results revealed some significant differences in the amount of time participants moved their lower body, but for only 1 of the lie questions. The results of the study support the idea that more research is needed to determine how to detect deception via nonverbal behavior more accurately, especially when implementing high cognitive load.
Bryck, Richard Lee 1978. "Flexible behavior under control? Neural and behavioral evidence in favor of a two-component model of task-switching". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/7488.
The ability to rapidly change from one course of action to another, i.e. "flexible behavior", is a hallmark of human cognition. Laboratory observations of switch costs, an increase in reaction time and errors when alternating between tasks compared to repeating a task, have been argued to be a measure of endogenous control during flexible behavior. However, alternative models suggest no such reconfiguration processes are necessary to account for performance in these task-switching situations. The first part of this dissertation uses neuroimaging to address whether reconfiguration processes do in fact occur in the explicit cuing variant of the task-switching paradigm. Using a 4:2 mapping between cues and tasks, we found neuroanatomical evidence for a dissociation between cue-switch (left prefrontal and lateral parietal) and task-switch (medial precuneus and cerebellar) related areas, consistent with the claim of endogenous control during task selection. The second portion explores whether automatic, long-term memory (LTM) processes can explain the "switch cost asymmetry", the fact that switch costs are larger when switching into a dominant task rather than into a competing non-dominant task. We modified an alternating runs task-switching paradigm to include either long or short response-to-stimulus intervals (RSIs) after each pair of trials (i.e., AA-AA-BB-BB), thereby inducing selection costs not only at the point of a task-switch (i.e., AA-BB), but also between same-task pairs (i.e., AA-AA). Using spatially compatible versus incompatible response rules and Stroop word versus color naming, we found asymmetric effects not only at task-change transitions, but also at task-repeat transitions when the RSI was long (presumably inducing frequent losses of task set). In two additional experiments, an asymmetry for long RSIs was obtained even when competing tasks were separated into alternating single task blocks, but not when the tasks were compared in a between-subject design. This pattern supports the idea that the asymmetry arises from interference effects occurring in LTM traces. The combined results of this dissertation characterize task-switching processes not as an "either-or" phenomenon in regards to the question of control, but rather as the interplay between top-down, executive functions and bottom-up, long-term memory priming mechanisms.
Adviser: Ulrich Mayr
Stigen, Ciara L. "The Impact of Validation and Invalidation on Affect and Learning Task Performance". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298998336.
Rivkin, David. "The Effects of Individual-Team Training Versus Group-Team Training on Group Task Performance". TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2774.
Davis, Matthew J. "The Effects of Incomplete Knowledge of Results on Response Bias in an Auditory Detection Task". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440375447.
Kraemer, Kristen M. "Behavioral Assessment of Emotional Distress Tolerance: Validation of the Distress Tolerance Speech Task". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377874928.
Bryck, Richard Lee. "Flexible behavior under control? neural and behavioral evidence in favor of a two-component model of task-switching /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/7488.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 152-163). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Bowers, Joyce. "The Effect of Social Context & Group Decision Making Formats on an Evaluative Task". TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2159.
Slattery, Lindsey C. "An Evaluation of Self Management to Increase On Task Behavior with Individuals Diagnosed with Attention-Deficit/Hyperactive Disorder". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4946.
Rodriguez, Jennifer Marie. "Evaluating the Use of Task Clarification, Self-Monitoring and Performance Feedback". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3317.
Griggs, David. "Aging and Spatio-temporal Vision: Effects of Blur on Localization Task Performance". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1997.
Robinson, andrea Maureen. "Blockade of Muscarinic M1 Receptors Disrupts Performance on an Attention-Demanding Visual Discrimination Task". W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539626606.
Romani, Patrick William. "Relations between quality of reinforcement and the persistence of task completion". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4736.
Cloward, R. Dean. "Self-monitoring increases time-on-task of attention deficit hyperactivity disordered students in the regular classroom". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280274.
Monk, Kevin J. II. "Effects of distractors and force feedback on an aimed movement task in a CDTI environment". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527733.
New onboard technologies will be required for future cockpits to support the altered responsibilities of pilots under the NextGen program. Effective Cockpit Displays of Information (CD Tis) should provide more flexibility to pilots en route and reduce the probability of conflicts. However, precise input from pilots can be difficult due to the unstable environment in the cockpit. The present study used a non-traditional input device (Novint Falcon) to examine the effect of force feedback on operator performance during point-and-click movements in a CDTI environment when distractors are present. Twelve participants performed point-and-click tasks with varying amounts of force feedback, distractor locations, target sizes, distances, and movement directions. Overall movement times (OMTs) were recorded. Results demonstrated that force feedback did not reduce or match OMTs relative to the computer mouse. However, significant interactions with other target variables highlighted conditional differences between the force levels, as well as distractor effects.
Grilli, Suzanne M. "Perceived Difficulty in a Fitts Task". Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1322544972.
Hunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.
Pellack, Kaylee. "Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder". Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.
This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students’ resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.
Hundley, Samantha. "The Impact of Daily Physical Activity on English Language Learning Students' Off-Task Behaviors". Thesis, Spalding University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428414.
Behavior management is becoming overwhelming in today's educational system. Many teachers are struggling to keep their students engaged in their classrooms. The goal of this study was to show educators that incorporating vigorous exercise on a daily basis for a short amount of time (fifteen minutes) has the potential to reduce common off-task behaviors, such as students laying heads down, talking off-task, and being out of their seat. Quantitative data was collected by comparing before and after number of off-task behaviors for each week of the study. Qualitative data was collected through a survey that the students completed. During my study, I found my students' off-task behaviors did not decrease significantly with the implementation of vigorous physical activity. The quantitative data actually showed an increase in the total number of off-task behaviors. Qualitative data resulted in students rating their behavior as improved after implementation of physical exercise. Further research in this area is needed because off-task behavior in a classroom reduces time spent with instruction and learning. Educators today need to discover new techniques that will engage students throughout the school day. Enabling students to work towards being a more focused learner will only improve their overall school experience.
Graham, Kristall J. "Using Self-Monitoring to Improve On-Task Behavior and Academic Performance of High School Students with Attention Deficit / Hyperactivity Disorder". The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261219.
Giguere, Beth. "Incorporating Auditory and Visual Feedback and Student Choice into an Interdependent Group Contingency to Improve On-Task Behavior". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7154.
Giambrone, Jesenia. "Using Video Self-Evaluation to Enhance Performance of Competitive Dancers". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7153.
Adams, Lauren J. "Can Cognitive Priming Influence the Reinforcing Efficacy of Alcohol within a Behavioral Economic Framework?" Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/4974.
Gonzalez, Viviana. "Evaluating the Effects of Guided Notes and Response Cards in Student Performance". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4495.
Stuebe, Susan Martignetti. "Art-Based Antecedent Intervention to Support On-Task Behavior for Preschool Children with Disruptive Behavior". Thesis, Purdue University Global, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837940.
2-Shapes (Stuebe, 2017), an art-based antecedent intervention, was introduced as an intervention to regulate disruptive behaviors in this study. The researcher was interested in discovering whether this art-based antecedent activity could help manage self-regulation in a K3 student during group time. The goal of this art-based antecedent study was to provide a meaningful intervention to a child that supports self-regulation, improves self-awareness, and supports intrapersonal and interpersonal thought processes to manage changing conditions. The results of the study revealed the importance of completing a thorough Functional Behavioral Assessment followed by a Functional Analysis to understand the function of a class of disruptive behaviors exhibited by a K3 child. The interview process prior to any assessments may answer many of the questions researchers have about the function of target behaviors and should be completed thoroughly with a great deal of thought and detail. This study demonstrated the need for addressing these steps in determining an appropriate intervention. Results from a Functional Analysis performed after the data collection process determined that the function of the disruptive behavior was attention and that this intervention, if proven effective, would have been addressing the function of attention and therefore would have been an effective treatment for the identified child.
Dwyer, Julie F. "Increasing Reading Skills and On-Task Behavior in Alternative School Students Through Empirically-Supported Reading Interventions: A Behavior Support Plan to Consider". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18642.
Ph.D.
Reading problems can have an extremely adverse effect on a person's quality of life, opportunities in education and employment, and access to enjoyable activities (Daly, Chafouleas, & Skinner, 2005). Unfortunately, almost 20% of students in the United States have significant difficulty learning to read (Good, Simmons, & Smith, 1998). Federal legislation drafted in an attempt to address this important issue (No Child Left Behind Act of 2002, Reauthorization of Individuals with Disabilities Act 2004) propose initiatives that are unclear to teachers and practitioners in terms of how to best instruct students to become successful readers. For older students, and students identified with emotional disturbance, research in this area is considerably lacking. Many students with emotional disturbance have poor reading skills which follow them into the later grades and adulthood. This cycle of poor reading and difficult classroom behaviors often spirals out of control, with each variable negatively and reciprocally impacting the other. The purpose of the present study was to investigate of the impact of a two-pronged reading intervention package on specific reading skill acquisition and levels of on-task classroom behavior exhibited by students in an alternative school setting. The interventions used individualized direct instructional techniques with students who were placed in an alternative educational setting as a result of behavioral symptomatology that was considered to be unmanageable in their home school districts. The two interventions focused on improving reading skills through the development of phonemic awareness/basic phonics skills, and repeated readings with error feedback to improve levels of reading fluency. Additionally, the impact of the intervention was also examined in relation to student classroom behaviors believed to be connected to their frustration with the reading process. Two single-subject multiple baseline across subjects research designs were used to assess the effectiveness of the interventions on reading skill development and on-task behavior, and the order of the interventions was reversed for the second experimental condition in order to address the possibility of order effects. Five upper-elementary and middle school level students completed participation in the study. Results indicated noticeable gains across all students in the area of phonemic segmentation. Assessment results in the areas of word reading, phonetic encoding, and reading fluency showed variable results and flat trend lines, indicating nominal growth in these areas. Additionally, behavioral observation data indicated few patterns of positive behavioral change having resulted from intervention participation. Analysis of study design indicated that the interventions as implemented might have been too short to produce meaningful gains for these students who had long-established patterns of reading difficulty. Generalization of gains made in segmentation to the overall reading process would likely require greater frequency of intervention with more opportunities for repetition and practice. The results of this study indicate that further research is needed in the area of designing reading interventions for students with identified emotional disturbance who are attending an alternative school setting, both to improve their ability to read and to potentially improve their behavior by providing for more opportunities for success with reading tasks.
Temple University--Theses
Morrison, Alexandra Beth. "INFLUENCE OF TASK AND STRATEGY ON THE NEURAL AND BEHAVIORAL CORRELATES OF THE FOCUS OF ATTENTION". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/172139.
Ph.D.
Working memory (WM) is often described as a mental workspace where information can be maintained and manipulated in the service of ongoing cognition. Theoretical accounts describe the focus of attention as a state within working memory where a limited number of items can be briefly maintained in a heightened status of awareness. Ongoing debate and conflicting empirical evidence surrounds the capacity and characteristics of the focus of attention. Substantial recency effects are reported in a group of WM studies, and these recency effects are interpreted as a marker of the focus of attention (e.g., Nee & Jonides, 2008; Oztekin, Davachi, & McElree, 2010). The present work considers whether these findings are specific to parameters of these particular studies or whether they generalize across a broader range of tasks. An initial behavioral experiment tested performance across two tasks (judgment of recency and judgment of primacy), two information types (verbal and spatial), and two self-reported strategies (maintenance-based and retrieval-based). Central analyses averaged trials by the serial position of the correct item, and compared the accuracy and speed of retrieval of trials in different serial positions. Results showed evidence of both recency effects and primacy effects in all four types of task (verbal judgment of recency, verbal judgment of primacy, spatial judgment of recency, and spatial judgment of primacy). Moreover, a significant task by effect-type interaction showed that the size of recency and primacy effects shifted with the demands of the task (e.g., larger recency effects in judgment of recency than in judgment of primacy). Some similarities and some differences were found between verbal and spatial domains, while no differences were found across self-reported strategy. A subsequent fMRI experiment examined the neural correlates of verbal judgment of recency and primacy. Again, behavioral results showed a task by effect-type interaction where there was a larger recency effect in judgment of recency and a larger primacy effect in judgment of primacy. FMRI results showed no distinct correlates of a recency effect. In other words, , contrasts comparing fMRI signal during retrieval of recency item trials and middle item trials did not reveal above threshold clusters of activation. In contrast, neural correlates of primacy were found in frontal lobe brain regions (BA 4, 6, 32) associated with active maintenance of information. Moreover, the precise neural correlates of primacy were task-specific. In sum, two experiments demonstrate that the behavioral and neural signatures of WM, specifically related to primacy and recency effects, are dependent on task-demands. Accounts of the architecture of WM should address these observations, which inform how competing claims are supported across studies of WM.
Temple University--Theses
Pack, Robert P., Angela Hagaman y Nicholas Hagemeier. "Forum hosts: Tennessee State Task Force on Opioids". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1340.
Moore, Jessica L. "An Evaluation of the Individualized Behavior Rating Scale Tool (IBRST) in Inclusive Classroom Settings". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7860.
Byrne, Melanie B. S. "Increasing Engagement and Academic Performance of Children with Autism SpectrumDisorder and Attention Difficulties: Do Fidget Spinners Help?" Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7755.
Schutte, Paul Cameron. "Assessing the Effects of Momentary Priming On Memory Retention During An Interference Task". VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1326.
Sanguino, Diana Carolina. "Using Contingency Mapping to Decrease Problem Behavior and Increase Social Communication Skills in Children with Autism". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5120.
Hake, Cynthia A. "Performance, goal setting, and self regulation as a function of socially prescribed perfectionism on an objective behavioral task". Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1296095001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Sanguinetti, Joseph L. y Mary A. Peterson. "A behavioral task sets an upper bound on the time required to access object memories before object segregation". ASSOC RESEARCH VISION OPHTHALMOLOGY INC, 2016. http://hdl.handle.net/10150/622756.
Greene, Robert W. ""The effect of ability-based versus effort-based praise on task performance, task persistence, and internal factors in children identified as gifted or talented in mathematics"". Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1396546439.
Young, Shikika Sade. "The Durational Effects of a Free Operant Condition on Automatically Maintained Stereotypic Behavior and Discrete Trial Task Responding". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5806.
Mehta, Jay Paresh. "Understanding Behavioral and Physiological Changes associated with Repetitive Lifting and Vibration Exposure". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1383841531.
Huffman, Bobby W. "Incorporating Special Interests into Task Analyses and Story Problems to Increase Accurate Responding for a Child with Autism". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503010101521512.