Licentîa hypomnema: reflections and perceptions in teacher education / Licentîa hypomnema: reflexões e percepções na formação de educadoras(es) / Licentîa hypomnema: reflexiones y percepciones en la formación del profesorado

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)

O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)

El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)

Intrasession Real-time Ultrasonography Feedback Improves the Quality of Transverse Abdominis Contraction.

OBJECTIVE: The purpose of this study was to compare changes in thickness of the transverse abdominis during performance of the hollowing exercise guided by feedback using ultrasonography images together with verbal guidance and using verbal guidance alone. We also determined the minimal detectable change and agreement between normalized pressures and muscle thickness. METHODS: Twenty participants without lumbar pain performed the hollowing exercises with or without ultrasonography feedback: 7 men and 13 women, mean (SD) age = 25 (5) years, height = 166 (10) cm, body mass = 64 (6) kg, body mass index = 22.2 (5.8) kg/m2. The thickness of the transverse abdominis was quantified during the exercise using musculoskeletal ultrasonography. Basal and 3 repetitions guided by an evaluator were performed. Pressure was determined using a lumbar cushion. Data were compared with a mixed-model analysis of variance and Bonferroni post hoc test (P < .05). Minimal detectable changes were identified and Bland-Altman analysis performed considering normalized thickness and pressure. RESULTS: Ultrasonography feedback resulted in larger thickness changes (P < .05). The lowest minimal detectable changes were achieved using ultrasonography feedback. Nonagreement was found between normalized thickness and pressure. CONCLUSION: Contraction of the transverse abdominis is improved using real-time ultrasonography together with verbal feedback. Low changes in muscle contraction estimated by thickness showed nonagreement with a pressure cushion.

Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill.

Allowing learners to control feedback has been an effective strategy in motor skills learning. However, most studies of self-controlled (SC) feedback have used simple tasks that may be dissimilar to sports skills that generally demand more degrees of freedom and cognition. Thus, this study investigated the effects of SC knowledge of results (KR) on learning a complex Taekwondo skill. Twenty-four undergraduate volunteers of both sexes, aged 18-35 years, practiced a specific serial Taekwondo skill that was novel to them. We divided participants randomly into SC and yoked groups and compared their performance after they learned a specific displacement sequence, finishing with a lateral kick (bandal-tchagui) at a punching bag within a target time span. During acquisition, all participants performed 48 trials divided into six blocks and, on a retention test 24 hours later, they performed 10 more trials. We found that both groups reduced their errors from the first to the last block of the acquisition phase and that the SC group showed a better performance on the retention test, relative to the yoked control group. SC KR participants requested KR mainly after good trials, though they showed no statistically significant differences between trials with and without KR. Their inefficiency in estimating their own errors may have been due to task complexity, since many aspects of the task beyond its temporal requirement demanded the learners' attention. Our results, using a novel Taekwondo serial skill, confirm and extend the benefits of SC KR from just simple motor learning in past studies to learning complex motor skills.

The Challenges of Multisource Feedback: Feasibility and Acceptability of Gathering Patient Feedback for Pediatric Residents.

OBJECTIVE: The Accreditation Council for Graduate Medical Education calls for residency programs to incorporate multisource feedback, which may include patient feedback, into resident competency assessments. Program directors face numerous challenges in gathering this feedback. This study assesses the feasibility and acceptability of patient feedback collection in the inpatient and outpatient setting at 3 institutions. METHODS: Patient feedback was collected using a modified version of the Communication Assessment Tool (CAT). Trained research assistants administered the CAT to eligible patients and families in pediatric ward, intensive care, and outpatient settings from July to October 2015. Completion rates and reasons for non-completion were recorded. Patient satisfaction with the CAT was assessed on a 5-point Likert scale. RESULTS: The CAT was completed by 860/1413 (61%) patients. Completion rates in the pediatric ward and intensive care settings were 45% and 38%, respectively, compared to 91% in the outpatient setting. In inpatient settings, survey non-completion was typically due to participant unavailability; this was rarely a reason in the outpatient setting. A total of 93.4% of patients were satisfied or very satisfied with using the CAT. It was found that 6.36 hours of research assistant time would be required to gather a valid quantity of patient feedback for a single resident in the outpatient setting, compared to 10.14 hours in the inpatient setting. CONCLUSIONS: Although collecting feedback using our standardized protocol is acceptable to patients, obtaining sufficient feedback requires overcoming several barriers and a sizable time commitment. Feedback collection in the outpatient setting may be higher yield than in the inpatient setting due to greater patient/family availability. Future work should focus on innovative methods to gather patient feedback in the inpatient setting to provide program directors with a holistic view of their residents' communication skills.

Knowledge of performance feedback among boys with ADHD.

BACKGROUND: Children with attention deficit-hyperactivity disorder (ADHD) often experience delays in acquiring competence completing fundamental motor skills. The effects of augmented prescriptive knowledge of performance feedback (PKP) have not been explored as a possible component solution. AIMS: The purpose of this study was to test the motor learning effects of KP among boys with ADHD. METHODS AND PROCEDURES: Thirty-one boys with ADHD, randomly selected into either a treatment or a control group, completed a series of cornhole games. It was hypothesized that PKP feedback administered to treatment group participants would increase motor learning. Dependent variables included cornhole scores and quality of performance measures. OUTCOMES AND RESULTS: Both groups improved in cornhole scores and improvement was not dependent upon KP. Treatment group participants performed significantly better in quality of performance of the underhand toss compared to the control group. CONCLUSIONS AND IMPLICATIONS: PKP feedback improves motor skill performance learning among children with ADHD above knowledge of results feedback only. Recreational program directors should consider using KP feedback when teaching motor skills to boys with ADHD.

Transfer of improved movement technique after receiving verbal external focus and video instruction.

PURPOSE: It is unknown how movement patterns that are learned carry over to the field. The objective was to determine whether training during a jump-landing task would transfer to lower extremity kinematics and kinetics during sidestep cutting. METHODS: Forty healthy athletes were assigned to the verbal internal focus (IF, n = 10), verbal external focus (EF, n = 10), video (VI, n = 10) or control (CTRL, n = 10) group. A jump-landing task was performed as baseline followed by training blocks (TR1 and TR2) and a post-test. Group-specific instructions were given in TR1 and TR2. In addition, participants in the IF, EF and VI groups were free to ask for feedback after every jump during TR1 and TR2. Retention was tested after 1 week. Transfer of learned skill was determined by having participants perform a 45° unanticipated sidestep cutting task. 3D hip, knee and ankle kinematics and kinetics were the main outcome measures. RESULTS: During sidestep cutting, the VI group showed greater hip flexion ROM compared to the EF and IF groups (p < 0.001). The EF (p < 0.036) and VI (p < 0.004) groups had greater knee flexion ROM compared to the IF group. CONCLUSIONS: Improved jump-landing technique carried over to sidestep cutting when stimulating an external attentional focus combined with self-controlled feedback. Transfer to more sport-specific skills may demonstrate potential to reduce injuries on the field. Clinicians and practitioners are encouraged to apply instructions that stimulate an external focus of attention, of which visual instructions seem to be very powerful. LEVEL OF EVIDENCE: II.

Systematic Augmented Feedback and Dependency in Spinal Manipulation Learning: a Randomized Comparative Study.

OBJECTIVE: The purpose of the study was to evaluate if systematic augmented feedback during short sessions of spinal manipulation (SM) training creates a dependency compared with short training session characterized by progressive withdrawal of augmented feedback. METHODS: Forty fourth- and fifth-year chiropractic students enrolled in a 5-year chiropractic program were randomized into 2 groups. The 2 groups performed the same number of SM with a 300-N peak force target on an instrumented device. Baseline assessment consisted of 10 trials without feedback. Three training blocks of 10 SMs were then performed with visual and verbal feedback. For the control group, feedback was always provided. For the experimental group, augmented feedback was provided for each trial of the first training block, 50% of the second block, and 20% of the last training block. A postintervention assessment of 10 trials without feedback was performed, and a retention assessment was conducted 20 minutes later. RESULTS: No group main effect was found on biomechanical parameters and error variables. A main effect of learning for the absolute error was observed, suggesting that short sessions of feedback training improve participants' accuracy. CONCLUSION: The results of the study suggest that feedback scheduling does not influence SM motor performance and learning in clinically experienced students.

Effects of bandwidth feedback on the automatization of an arm movement sequence.

We examined the effects of a bandwidth feedback manipulation on motor learning. Effects on movement accuracy, as well as on movement consistency, have been addressed in earlier studies. We have additionally investigated the effects on motor automatization. Because providing error feedback is believed to induce attentional control processes, we suppose that a bandwidth method should facilitate motor automatization. Participants (N=48) were assigned to four groups: one control group and three intervention groups. Participants of the intervention groups practiced an arm movement sequence with 760 trials. The BW0-Group practiced with 100% frequency of feedback. For the BW10-Group, feedback was provided when the errors were larger than 10°. The YokedBW10-Group participants were matched to the feedback schedule of research twins from the BW10-Group. All groups performed pre-tests and retention tests with a secondary task paradigm to test for automaticity. The BW10-Group indicated a higher degree of automatization compared with the BW0-Group, which did not exhibit a change in automaticity. The comparison of the YokedBW10-Group, which also exhibited automatization, and the BW10-Group leads to the proposal that reduction of quantitative feedback frequency and additional positive feedback are responsible for the bandwidth effect. Differences in movement accuracy and consistency were not evident.

SimWars.

BACKGROUND: Simulation use for training residents has become an expectation in emergency medicine in order to improve the educational dimensions of cognitive knowledge, critical thinking, psychomotor skills, and clinical performance. DISCUSSION: This article is a descriptive piece highlighting a novel group education format-"SimWars." The keys to a successful SimWars competition, including descriptions of necessary personnel and tips on effective case development, as well as lessons learned from its development and implementation, are described. After reading this article, educators will have the background necessary to implement their own simulation-enhanced training sessions. CONCLUSIONS: SimWars gives educators an opportunity to watch the decision-making process of the learners as they manage simulated complex scenarios in a cooperative competitive environment.

Effects of summary knowledge of results in motor skills acquisition / Efectos del conocimiento de los resultados resumen de la adquisición de las habilidades motoras / Efeitos do conhecimento de resultados sumário na aquisição de habilidades motoras

The effects of Summary Knowledge of Results (KR) were tested, using 30 volunteers and a positioning task in which a tennis ball had to be transported in 30 trials, following a specific sequence and with a target time of 3000 msec. Ten minutes after the acquisition phase, the transfer test was performed with 10 trials of different sequences and target times. The retention test took place 24 hours later with 10 trials of the same sequence and target time as the acquisition phase. In the transfer and retention tests, KR was not provided. The volunteers were randomly divided into three groups: G5 (KR every five trials); G3 (KR every three trials) and G100 (KR every trial). The results showed that G3 had a smaller absolute error than G100. However, G3 and G5 had a smaller constant error than G100. In general, the effects of G3 and G5 on motor skill acquisition could be caused by the lower KR frequency, which was 33% and 20% respectively

El efecto del conocimiento de los resultados (KR) resumen ha sido probado por 30 voluntarios en tarea de posicionamiento que requiere el transporte de una pelota de tenis en una secuencia específica con el tiempo objetivo de 3000 ms. en 30 ensayos. Diez minutos después de la fase de adquisición se jugó el test de transferencia con 10 ensayos con diferente secuencia y tempo objetivo. La retención se realizó la prueba 24 horas más tarde con la misma secuencia y tiempo objetivo fase de adquisición. En los testes de transferencia y retención de la CR no fue suministrado. Los voluntarios fueron divididos aleatoriamente en tres grupos: G5 (CR después de 5 ensayos); G3 (CR después de 3 ensayos) y G100 (CR en todos los ensayos). El resultado mostró que G3 tuvieron menor error absoluto que G100. Sin embargo, G3 y G5 se han registrado menor error constante que G100. En general, los efectos de G3 y G5 en la adquisición de las habilidades motoras pueden ser causados por la disminución de frecuencias CR, que fueron 33% y 20 %, respectivamente

O efeito do conhecimento de resultados (CR) sumário foi testado por 30 voluntários em uma tarefa de posicionamento a qual exigia o transporte de uma bola de tênis em uma sequência específica com tempo alvo de 3000 mseg. durante 30 tentativas. Dez minutos após a fase de aquisição foi desempenhado o teste de transferência com 10 tentativas com sequência e tempo alvo diferente. O teste de retenção foi realizado 24 horas mais tarde com a mesma sequência e tempo alvo da fase de aquisição. Nos testes de transferência e retenção o CR não foi fornecido. Os voluntários foram aleatoriamente divididos em três grupos: G5 (CR depois de 5 tentativas); G3 (CR depois de 3 tentativas) e G100 (CR em todas tentativas). O resultado mostrou que G3 apresentou menor erro absoluto que G100. Entretanto, G3 e G5 registraram menor erro constante que G100. Em geral, os efeitos de G3 e G5 sobre a aquisição de habilidades motoras podem ser causados pelas frequências reduzidas de CR, que foram de 33% e 20%, respectivamente

Relación del feed-back y las barreras de comunicación del docente con la motivación intrínseca de estudiantes adolescentes de educación física / Relations of feed-back and teacher communication barriers with in-trinsic motivation among adolescent students in physical education

Este estudio examinó la relación entre los diferentes tipos de feed-back y la evitación de las barreras de la comunicación por parte del docente con la motivación intrínseca del alumnado en clases de educación física. Los estudiantes (n = 214) cumplimentaron varios cuestionarios que valoraban la percepción del feed-back del docente, el uso de estrategias de comunicación para evitar las barreras de comunicación con el alumnado y la motivación intrínseca. Los resultados mostraron que los tipos de feed-back general positivo percibido, conocimiento del rendimiento percibido y no verbal positivo general correlacionaban tanto positivamente entre sí, como también con la evitación de barreras de la comunicación y la motivación intrínseca del alumnado. Además, los análisis de regresión realizados revelaron que el uso del feed-back general positivo percibido y del conocimiento del rendimiento percibido predijeron un clima de aula exento de barreras de la comunicación. Los resultados son discutidos en el marco de una mejora de la calidad de la docencia en clases de educación física (AU)

This study examined the relationship between different types of feed-back and avoiding the teacher’s communication barriers with students and intrinsic motivation in physical education classes. Students (n = 214) completed a set of questionnaires that assessed the perception of the teacher feedback, the use of communication strategies to overcome the barriers of communication with students and intrinsic motivation. The results showed positive relationships between the general positive feedback received, the knowledge of perceived performance and general positive and nonverbal feedback, as well as the avoidance of barriers to communication and students’ intrinsic motivation. In addition, regression analysis revealed that use of the generally positive feedback and the knowledge of the perceived performance predicted a classroom atmosphere free of communication barriers. The results are discussed in the context of improving the quality of teaching in physical education classes (AU)

A brief protocol for the Creative Psychosocial Genomic Healing Experience: the 4-Stage Creative Process in therapeutic hypnosis and brief psychotherapy.

The authors present empirical data on therapeutic hypnosis and brief psychotherapy as a 4-Stage Creative Process of focused attention and positive expectancy in professional training workshops of the American Society of Clinical Hypnosis, the National Institute for the Clinical Applications of Behavioral Medicine, and the Milton H. Erickson Foundation. The authors developed a brief protocol for assessing the 4-Stage Creative Process, which is the core dynamic of the Creative Psychosocial Genomic Healing Experience. They report that the 4-Stage Creative Process for resolving many psychological problems and symptomatic behavior in a satisfactory manner can be learned within 3 trials during 2-day professional workshops. The theory, research, and practice of private problem solving, stress reduction, and mind-body symptom resolution in professional and public settings is discussed. Immediate knowledge of results, positive peer support, and the development of new psychosocial skills in learning how to appropriately communicate live here-and-now novel and numinous experiences is an exhilarating exercise in creating new consciousness that facilitates the confidence and maturation of psychotherapists.

Visual imagery processing and knowledge of famous names in Alzheimer's disease and MCI.

The study of memory for famous people and visual imagery retrieval was investigated in patients in the early stages of Alzheimer's disease (AD) and in the prodromal stage of AD, so-called Mild Cognitive Impairment (MCI). Fifteen patients with AD (MMSE > or = 23), 15 patients with amnestic MCI (a-MCI) and 15 normal controls (NC) performed a famous names test designed to evaluate the semantic and distinctive physical features knowledge of famous persons. Results indicated that patients with AD and a-MCI generated significantly less physical features and semantic biographical knowledge about famous persons than did normal control participants. Additionally, significant differences were observed between a-MCI and AD patients in all tasks. The present findings confirm recent studies reporting semantic memory impairment in MCI. Moreover, the current findings show that mental imagery is lowered in a-MCI and AD and is likely related to the early semantic impairment.

Children's eyewitness memory for multiple real-life events.

The present research examined the influence of prior knowledge on children's free recall, cued recall, recognition memory, and source memory judgments for a series of similar real-life events. Forty children (5-12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist-based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word-learning research.

Spatial error detection in rapid unimanual and bimanual aiming movements.

According to closed-loop accounts of motor control, movement errors are detected by comparing sensory feedback to an acquired reference state. Differences between the reference state and the movement-produced feedback results in an error signal which serves as a basis for a correction. The current study assessed whether error detection is less accurate when feedback from both hands must be analyzed compared to one hand and if error detection is more accurate in longer movements compared to shorter movements. 36 college-age participants (26 women and 10 men) performed a rapid aiming movement of varying distances with one hand or both hands simultaneously. Participants verbally estimated the distance moved on all trials before knowledge of results was given. Error detection was measured by the correlation and the mean absolute difference between the actual and estimated distance. Error detection was not more accurate for the longer movements, and participants underestimated errors in all conditions. Strong positive correlations were shown for both unimanual and bimanual aiming tasks, suggesting that two streams of sensory information can be processed concurrently.

A comparison of manual guidance and knowledge of results in the learning of a weight-bearing skill.

BACKGROUND AND PURPOSE: Patients with certain neurological or orthopedic conditions often present with asymmetrical weight-bearing in stance. In the treatment of such patients, physical therapists often use manual guidance to promote symmetrical weight-bearing. Research investigating the efficacy of manual guidance to effect a change in weight-bearing status however, is lacking. As a first step in assessing the utility of such guidance, the present study compared the effect of providing two frequencies of manual guidance and of knowledge of results (KR) in the learning of a weight-bearing skill in healthy subjects. SUBJECTS AND METHODS: Forty healthy subjects (20 males and 20 females) with a mean age of 21.8 years (SD = 4.9 years) were randomly assigned to one of four groups differentiated on the basis of the type and frequency of information provided for learning. Subjects were required to learn to distribute their weight on their feet at a 70:30 ratio. Following a pretest, one group of subjects was positioned by experimenter-provided manual guidance at the hips until 70% of their weight was on one foot, as determined by a bathroom scale. This guidance was provided on every trial for 10 blocks of 12 trials (GD100%). A second group was provided with guidance on every third trial (GD33%), with the other two trials being performed without any assistance. A third group was verbally provided with KR regarding the percentage of body weight on the test foot after every trial (KR100%) while the final group was given KR after every third trial (KR33%). Following acquisition, retention tests were performed 10 minutes, one day, and one week later during which no feedback or guidance was given. RESULTS: No difference between groups was found at the pretest, but an analysis of variance performed on the accuracy of achieving the 70% goal in retention revealed main effects for technique and frequency. These effects were overshadowed by a significant interaction of these variables with retention test. Analysis of this interaction revealed that the most accurate performance was exhibited by the KR33% group while the GD100% group consistently exhibited the poorest learning. The GD33% and KR100% groups showed a decrease in performance accuracy with time following practice. DISCUSSION AND CONCLUSION: These results indicate that infrequent KR was the most effective technique in learning to modify weight-bearing status and that frequent manual guidance during practice is ineffective for learning this task. The next step is to determine whether these findings hold in subjects with various orthopedic and neurological conditions.

Biodynamic feedback training to assure learning partial load bearing on forearm crutches.

OBJECTIVE: To examine how biodynamic feedback training affects the learning of prescribed partial load bearing (200N). DESIGN: Three pre-post experiments. SETTING: Biomechanics laboratory in a German university. PARTICIPANTS: A volunteer sample of 98 uninjured subjects who had not used crutches recently. There were 24 subjects in experiment 1 (mean age, 23.2y); 64 in experiment 2 (mean age, 43.6y); and 10 in experiment 3 (mean age, 40.3y), parallelized by arm force. INTERVENTIONS: Video instruction and feedback training: In experiment 1, 2 varied instruction videos and reduced feedback frequency; in experiment 2, varied frequencies of changing tasks (contextual interference); and in experiment 3, feedback training (walking) and transfer (stair tasks). MAIN OUTCOME MEASURE: Vertical ground reaction force. RESULTS: Absolute error of practiced tasks was significantly reduced for all samples (P<.050). Varied contextual interference conditions did not significantly affect retention (P=.798) or transfer (P=.897). Positive transfer between tasks was significant in experiment 2 (P<.001) and was contrary to findings in experiment 3 (P=.071). CONCLUSIONS: Biodynamic feedback training is applicable for learning prescribed partial load bearing. The frequency of changing tasks is irrelevant. Despite some support for transfer effects, additional practice in climbing and descending stairs might be beneficial.

Learning errors from fiction: difficulties in reducing reliance on fictional stories.

Readers rely on fiction as a source of information, even when fiction contradicts relatively well-known facts about the world (Marsh, Meade, and Roediger, 2003). Of interest was whether readers could monitor fiction for errors, in order to reduce suggestibility. In Experiment 1, warnings about errors in fiction did not reduce students' reliance on stories. In Experiment 2, all subjects were warned before reading stories written at 6th- or 12th-grade reading levels. Even though 6th-grade stories freed resources for monitoring, suggestibility was not reduced. In Experiment 3, suggestibility was reduced but not eliminated when subjects pressed a key each time they detected an error during story reading. Readers do not appear to spontaneously monitor fiction for its veracity, but can do so if reminded on a trial-by-trial basis.

Effects of visual feedback on manipulation performance and patient ratings.

OBJECTIVE: This study examined the explicit targeted outcome (a criterion standard) and visual feedback on the immediate change in and the short-term retention of performance by novice operators for a high-velocity, low-amplitude procedure under realistic conditions. METHODS: This study used a single-blind randomized experimental design. Forty healthy male (n = 26) and female (n = 14) chiropractic student volunteers with no formal training in spinal manipulative therapy participated. Biomechanical parameters of an L4 mammillary push spinal manipulation procedure performed by novice operators were quantified. Participants were randomly assigned to 2 groups and paired. One group received visual feedback from load-time histories of their performance compared with a criterion standard before a repeat performance. Participants then performed a 10-minute distractive exercise consisting of National Board of Chiropractic Examiners review questions. The second group received no feedback. An independent rating of performance was conducted for each participant by his/her partner. Results were analyzed separately for biomechanical parameters for partner ratings using the Student t test with levels of significance (P < .01) adjusted for repeated testing. RESULTS: Expressed in percent change for each individual, visual feedback was associated with change in the biomechanical performance of group 2, a minimum of 14% and a maximum of 32%. Statistical analysis rating of the performance favored the feedback group on 4 of the parameters (fast, P < .0008; force, P < .0056; precision, P < .0034; and composite, P < .0016). CONCLUSION: Quantitative feedback, based on a tangible conceptualization of the target performance, resulted in immediate and significant improvement in all measured parameters. Newly developed skills were retained at least over short intervals even after distractive tasks. Learning what to do with feedback on one's own performance may be more important than the classic teaching of how to do it.