scholarly journals Effects of stimulus modality and task instruction upon the orienting response.

1988 ◽  
Vol 59 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Akira Imai
Keyword(s):  
Orienting Response ◽  
Task Instruction ◽  
Stimulus Modality ◽  
And Task

scholarly journals Do task instructions influence readers' topic beliefs, topic belief justifications, and task interest? A mixed methods study

2021 ◽  
Author(s):  
◽  
Phillip Charles Sparks
Keyword(s):  
High School Students ◽  
Mixed Methods ◽  
General Purpose ◽  
Mixed Methods Study ◽  
Task Instruction ◽  
Data Sets ◽  
School Students ◽  
Task Instructions ◽  
Task Interest ◽  
And Task

<p>The purpose of this mixed methods study was to investigate whether task instructions influence readers’ topic beliefs, topic belief justifications, and task interest. Year 10 high school students completed a topic beliefs scale about a controversial topic (i.e., whether a prominent transportation tunnel should be widened) and provided a written justification of their beliefs. Then they were randomly assigned to one of four pre-reading task instruction conditions before reading a text that presented arguments that supported and opposed the widening of the tunnel. The first condition received rationale instructions, which provided an explanation as to why putting forth effort during the reading activity was useful and worthwhile. The second condition received evidence instructions, which directed readers to focus on the evidence supporting each argument in the text. The third condition received both evidence and rationale instructions. The fourth condition, the control condition, was asked to read for a general purpose. After reading, participants again completed the topic beliefs scale and topic belief justification. Experimental results showed that task instructions affected topic beliefs and topic belief justifications, but did not affect task interest. More specifically, participants who received evidence instructions moderated their beliefs after reading, and participants in the evidence condition and rationale condition included more opposing arguments in their topic belief justifications after reading. The interview data indicated that task instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in topic beliefs and topic belief justifications and the qualitative data allowed us to interpret why these differences occurred. Some students displayed belief-reflection, whereas others displayed belief-protection. Results are discussed and implications are provided.</p>

scholarly journals Effects of Perturbation Velocity, Direction, Background muscle activation, and Task Instruction on Long-Latency Responses Measured from Forearm Muscles

2020 ◽  
Author(s):  
Jacob Weinman ◽  
Paria Arfa Fatollahkhani ◽  
Andrea Zonnino ◽  
Rebecca Nikonowicz ◽  
Fabrizio Sergi
Keyword(s):  
Muscle Activation ◽  
Task Instruction ◽  
Multiple Time Scales ◽  
Behavioral Factors ◽  
Interaction Terms ◽  
Emg Signal ◽  
Long Latency ◽  
Perturbation Velocity ◽  
Latency Response ◽  
And Task

AbstractThe centeral nervous system uses feedback processes that occur at multiple time scales to control interactions with the environment. Insight on the neuromechanical mechanisms subserving the faster feedback processes can be gained by applying rapid mechanical perturbations to the limb, and observing the ensuing muscle responses using electromyography (EMG). The long-latency response (LLR) is the fastest process that directly involve cortical areas, with a motorneuron response measurable 50 ms following an imposed limb displacement. Several behavioral factors concerning perturbation mechanics and the active role of muscles prior or during the perturbation can modulate the long-latency response amplitude (LLRa) in the upper limbs, but the interaction between many of these factors had not been systematically studied before.We conducted a behavioral study on thirteen healthy individuals to determine the effect and interaction of four behavioral factors -- background muscle torque, perturbation direction, perturbation velocity, and task instruction -- on the LLRa evoked from the flexor carpi radialis (FCR) and extensor carpi ulnaris (ECU) muscles following the application of wrist displacements. The effects of the four factors listed above were quantified using both a 0D statistical analysis on the average perturbation-evoked EMG signal in the period corresponding to an LLR, and using a timeseries analysis of EMG signals.All factors significantly modulated LLRa, and that their combination nonlinearly contributed to modulating the LLRa. Specifically, all the three-way interaction terms that could be computed without including the interaction between instruction and velocity significantly modulated the LLR. Analysis of the three-way interaction terms of the 0D model indicated that for the ECU muscle, the LLRa evoked when subjects are asked to maintain their muscle activation in response to the perturbations (DNI) was greater than the one observed when subjects yielded (Y) to the perturbations (ΔLLRa — DNI vs. Y: 1.76±0.16 nu, p<0.001), but this effect was not measured for muscles undergoing shortening or in absence of background muscle activation. Moreover, higher perturbation velocity increased the LLRa evoked from the stretched muscle in presence of a background torque (ΔLLRa 200−125 deg/s: 0.94±0.20 nu, p<0.001; ΔLLRa 125−50 deg/s: 1.09 ±0.20 nu, p<0.001), but no effects of velocity were measured in absence of background torque, nor effects of any of those factors was measured on muscles shortened by the perturbations. The time-series analysis indicated the significance of some effects in the LLR region also for muscles undergoing shortening. As an example, the interaction between torque and instruction was significant also for the ECU muscle undergoing shortening, in part due to the composition of a positive and negative modulation of the response due to the interaction between of the two terms. The absence of a nonlinear interaction between task instruction and perturbation velocity suggest that the modulation introduced by these two factors are processed by distinct neural pathways.

Influences of presentation format and task instruction on children’s number line estimation

2018 ◽  
Vol 47 ◽  
pp. 53-62 ◽  
Author(s):  
Tanja Dackermann ◽  
Lisa Kroemer ◽  
Hans-Christoph Nuerk ◽  
Korbinian Moeller ◽  
Stefan Huber
Keyword(s):  
Number Line ◽  
Presentation Format ◽  
Task Instruction ◽  
Number Line Estimation ◽  
And Task

scholarly journals The Impact of Pre-task Instruction and Task Rehearsal on Fluency, Accuracy and Complexity of Iranian EFL Learners’ Writing

2019 ◽  
Vol 10 (2) ◽  
pp. 281
Author(s):  
Ghorbanali Salehi Aref ◽  
Ahmad Mojavezi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Task Instruction ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
The Impact ◽  
Positive Effect ◽  
And Task

The purpose of this study was to examine the impact of pre-task instruction and task rehearsal, on fluency, accuracy, and complexity of Iranian EFL learners’ writing. To achieve this, Forty-five foreign language learners with little access to the l2 outside the classroom participated in this study. They were both male (44%) and female (56%). Measures of fluency, accuracy, and complexity were utilized to measure students’ writing. Data were analyzed using MANOVA and ANOVA. The results of the study revealed that pre-task instruction and task rehearsal have positive effect on the learners’ writing. The result of the study and their pedagogical implications were discussed.

scholarly journals Examining the influence of scene manipulations and task instruction on scanpaths and inhibition of return

2011 ◽  
Vol 11 (11) ◽  
pp. 481-481 ◽  
Author(s):  
M. Dodd ◽  
M. Mills ◽  
S. Van der Stigchel ◽  
A. Hollingworth
Keyword(s):  
Inhibition Of Return ◽  
Task Instruction ◽  
And Task
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