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Training Conditions (training + condition)
Selected AbstractsSecond Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential StudyLANGUAGE LEARNING, Issue 1 2010Kara Morgan-Short This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training conditions. In each group, both noun-article and noun-adjective gender agreement processing were examined behaviorally and with ERPs at both low and higher levels of proficiency. Results showed that the two groups learned the language to similar levels of proficiency but showed somewhat different ERP patterns. At low proficiency, both types of agreement violations (adjective, article) yielded N400s, but only for the group with implicit training. Additionally, noun-adjective agreement elicited a late N400 in the explicit group at low proficiency. At higher levels of proficiency, noun-adjective agreement violations elicited N400s for both the explicit and implicit groups, whereas noun-article agreement violations elicited P600s for both groups. The results suggest that interactions among linguistic structure, proficiency level, and type of training need to be considered when examining the development of aspects of inflectional morphology in L2 acquisition. [source] Retraining automatic action-tendencies to approach alcohol in hazardous drinkersADDICTION, Issue 2 2010Reinout W. Wiers ABSTRACT Aims The main aim of this study was to test whether automatic action-tendencies to approach alcohol can be modified, and whether this affects drinking behaviour. Design and participants Forty-two hazardous drinkers were assigned randomly to a condition in which they were implicitly trained to avoid or to approach alcohol, using a training variety of the alcohol Approach Avoidance Test (AAT). Participants pushed or pulled a joystick in response to picture-format (landscape or portrait). The pictures depicted alcoholic or non-alcoholic drinks. Participants in the avoid-alcohol condition pushed most alcoholic and pulled most non-alcoholic drinks. For participants in the approach-alcohol condition these contingencies were reversed. After the implicit training, participants performed a taste test, including beers and soft drinks. Automatic action tendencies at post-test were assessed with the AAT, including both trained and untrained pictures, and with a different test (Implicit Association Test, IAT). We further tested effects on subjective craving. Results Action tendencies for alcohol changed in accordance with training condition, with the largest effects in the clinically relevant avoid-alcohol condition. These effects occurred outside subjective awareness and generalized to new pictures in the AAT and to an entirely different test using words, rather than pictures (IAT). In relatively heavy drinking participants who demonstrated changed action tendencies in accordance with their training condition, effects were found on drinking behaviour, with participants in the approach-alcohol condition drinking more alcohol than participants in the avoid-alcohol condition. No effect was found on subjective craving. Conclusions Retraining automatic processes may help to regain control over addictive impulses, which points to new treatment possibilities. [source] The flexibility of source-monitoring training: Reducing young children's source confusionsAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2010Karen L. Thierry The effect of source-monitoring training on the ability of 3- to 4-year-old children to discriminate between events seen live and those described in a story was examined. All children saw a live presentation of a target event and heard about a similar target event from a storybook. Three to 4 days later, the children received either source-monitoring or control training involving a different set of events. Within each training condition, the children were taught to discriminate events (source training) or identify features of events (control training) acquired from sources that were either analogous (live,story events) or partially analogous (live,video events) to the target-event sources. Immediately after training, all children were asked to monitor the source of the target events seen a few days earlier. The children in both the analogous and partially analogous source-monitoring training groups more accurately distinguished between the target live and story events than did children in the control training groups. Copyright © 2009 John Wiley & Sons, Ltd. [source] The role of error-correction procedures in the reinforcement of errorsBEHAVIORAL INTERVENTIONS, Issue 3 2006Sandy K. Magee In Study 1 three different error-correction procedures and a trial-and-error procedure were implemented in a Japanese word/phrase receptive identification task. Training procedures differed in the specific type of error that evoked error-correction feedback. Outcomes indicated that when the error-correction consequence was contingent on incorrect responses, incorrect responses predominated initially. When this feedback consequence followed no response, non-responding initially prevailed. Task mastery was achieved in fewer trials with error-correction procedures than with the no prompt/trial-and-error. However, post-mastery probes 1 week after mastery indicated retention was greater for participants in the trial-and-error training condition. These patterns indicated that the feedback prompt itself could be functioning as a positive reinforcer. Demonstration of this effect would have been more definitive had individual participants been exposed to each experimental condition, and the limited number of participants in the trial-and-error group weakened conclusions from Study 1. These outcomes necessitated procedural replication. The initial question remained unanswered: if feedback were delivered contingent on trainee request and not contingent on errors, how would this affect errors and retention? Study 2, with a prompt-request (,Show me') answered this question. Copyright © 2006 John Wiley & Sons, Ltd. [source] Use of a 3D dynamometric horseshoe to assess the effects of an all-weather waxed track and a crushed sand track at high speed trot: Preliminary studyEQUINE VETERINARY JOURNAL, Issue 3 2009D. Robin Summary Reasons for performing study: Track surface quality is considered a risk factor of musculoskeletal injuries. Ground reaction force (GRF) measurement is a relevant approach to study the interaction between the hoof and the ground. Force plates are not adapted to compare different surfaces at high speed. A 3D dynamometric horseshoe (DHS), using 4 triaxial piezoelectric sensors, has been developed and validated. Objectives: To use the DHS to compare the effects of 2 track surfaces, an all-weather waxed track and a crushed sand track, on the GRF in trotter horses under training conditions. Methods: The right forelimb of 3 French Trotters was equipped with the DHS. Two tracks were tested in a straight line: a crushed sand track (S) and an all-weather waxed track (W). For each session, trials were repeated 3 times in a Latin square design. The speed of the runs was set at 10 m/s and recorded synchronously. For each trial, data acquisition was performed at 600 Hz and 10 consecutive strides were analysed. Statistical differences were tested using a general linear model procedure. Results: The amplitude of the maximal longitudinal braking force (Fx) was significantly lower on W compared to S. This event happened about 6% later in the stance phase on W. The magnitude of the GRF at impact decreased on W. The average speed and the mean stance phase duration were not statistically different on both surfaces. The stride length was about 6 cm longer on S. Conclusion and potential relevance: This study demonstrates the ability and sensitivity of the DHS to discriminate track surfaces by measuring the GRF at high speed. These preliminary results show that the loading rate, the amplitude of horizontal braking and shock at impact are attenuated on W, which suggests a reduction of stresses in the distal limb. [source] Processes of visual self-recognition in infants: experimental induction of ,mirror' experience via video self-image presentationINFANT AND CHILD DEVELOPMENT, Issue 4 2001Andre Vyt Abstract This study investigates infants' (ages 15,28 months) performance on two visual self-recognition measures: using a video-screen as a mirror-like medium to locate objects not seen directly, and locating a mark on the face after seeing it in the mirror-like medium. Infants experienced one of two training conditions on the video-screen: they watched their parents and the parents' reflected images or they watched themselves. The study aims to find evidence for the view that object-locating and mark-directed behaviour in self-image presentation are in different ways experience-dependent. Contingency experience influenced the ability to locate objects, but did not influence mark-directed behaviour in a marked-face (rouge) condition. Also, children with a higher level of object-permanence understanding scored better on object-localization, while level of object-permanence understanding was unrelated to mark-directed behaviour in the rouge condition. The findings suggest that mark- and object-locating conditions follow a different developmental course. Search behaviour in this paradigm is also discussed with regard to experiential elements, perceptual cues and representational skills. The locating of mirrored objects may be a good paradigm for studying sensorimotor information processing, without being necessarily used as an indicator of self-awareness. Copyright © 2001 John Wiley & Sons, Ltd. [source] Understanding frame-of-reference training success: a social learning theory perspectiveINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2007Lorne M. Sulsky Employing the social learning theory (SLT) perspective on training, we analysed the effects of alternative frame-of-reference (FOR) training protocols on various criteria of training effectiveness. Undergraduate participants (N = 65) were randomly assigned to one of four FOR training conditions and a control condition. Training effectiveness was determined via trainee reactions, learning and rating accuracy. The results partially supported the study hypotheses: compared to the control group, the more comprehensive FOR training conditions evidenced: (1) significantly higher rating accuracy; (2) significantly higher levels of learning; and (3) more favorable reactions to the training. The discussion focuses on the implications of the results for protocol development when designing FOR training programs. [source] Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential StudyLANGUAGE LEARNING, Issue 1 2010Kara Morgan-Short This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training conditions. In each group, both noun-article and noun-adjective gender agreement processing were examined behaviorally and with ERPs at both low and higher levels of proficiency. Results showed that the two groups learned the language to similar levels of proficiency but showed somewhat different ERP patterns. At low proficiency, both types of agreement violations (adjective, article) yielded N400s, but only for the group with implicit training. Additionally, noun-adjective agreement elicited a late N400 in the explicit group at low proficiency. At higher levels of proficiency, noun-adjective agreement violations elicited N400s for both the explicit and implicit groups, whereas noun-article agreement violations elicited P600s for both groups. The results suggest that interactions among linguistic structure, proficiency level, and type of training need to be considered when examining the development of aspects of inflectional morphology in L2 acquisition. [source] INTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATIONPERSONNEL PSYCHOLOGY, Issue 2 2003DOERTE HEIMBECK Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions. [source] The reverse-caricature effect revisited: Familiarization with frontal facial caricatures improves veridical face recognitionAPPLIED COGNITIVE PSYCHOLOGY, Issue 5 2009Jobany Rodríguez Prior research suggests that recognition of a person's face can be facilitated by exaggerating the distinctive features of the face during training. We tested if this ,reverse-caricature effect' would be robust to procedural variations that created more difficult learning environments. Specifically, we examined whether the effect would emerge with frontal rather than three-quarter views, after very brief exposure to caricatures during the learning phase and after modest rotations of faces during the recognition phase. Results indicate that, even under these difficult training conditions, people are more accurate at recognizing unaltered faces if they are first familiarized with caricatures of the faces, rather than with the unaltered faces. These findings support the development of new training methods to improve face recognition. Copyright © 2008 John Wiley & Sons, Ltd. [source] Transfer of training emotionally biased interpretationsAPPLIED COGNITIVE PSYCHOLOGY, Issue 7 2003Paula T. Hertel Non-anxious college students first performed a semantic-judgement task that was designed to train either threat-related or threat-unrelated interpretations of threat-ambiguous homographs (e.g. mug). Next they performed an ostensibly separate transfer task of constructing personal mental images for single words, in a series that included new, threat-ambiguous homographs. In two experiments, the number of threat-related interpretations in the transfer task significantly increased following threat-related experience during the training phase, compared to other training conditions. We conclude that interpretive biases typically shown by anxious people can be established in non-anxious students in ways that generalize to novel tasks and materials. Copyright © 2003 John Wiley & Sons, Ltd. [source] Developing Technical Expertise in Emergency Medicine,The Role of Simulation in Procedural Skill AcquisitionACADEMIC EMERGENCY MEDICINE, Issue 11 2008Ernest E. Wang MD Abstract Developing technical expertise in medical procedures is an integral component of emergency medicine (EM) practice and training. This article is the work of an expert panel composed of members from the Society for Academic Emergency Medicine (SAEM) Interest Group, the SAEM Technology in Medical Education Committee, and opinions derived from the May 2008 Academic Emergency Medicine Consensus Conference, "The Science of Simulation in Healthcare." The writing group reviewed the simulation literature on procedures germane to EM training, virtual reality training, and instructional learning theory as it pertains to skill acquisition and procedural skills decay. The authors discuss the role of simulation in teaching technical expertise, identify training conditions that lead to effective learning, and provide recommendations for future foci of research. [source] | |||||||||||||