Multimedia As a New Approach for Learning in Physical Education

Aim: To present the relevant research results that enhance the possibilities presented today with the use of multimedia applications. An attempt was made to explain its importance in the learning process in general and motor skills in particular. At the same time, we try to define the implementation process and the flags that need attention for the best possible results. Nowadays the use of digital technology has reached very high levels. Especially in the last two years with the COVID-19 pandemic, where distance learning was most used. Teachers have learned to use these digital tools to create attractive lessons for their students, who are already introduced to digital technology in their lives. The use of multimedia in education, as many research suggests, is a modern learning tool in the classroom, but recently they have been used in both physical education and sport. The effectiveness of multimedia use is based on the theory of visualization of information that helps the student store this information in their memory for subsequent recall, make the course more attractive/pleasant, so students are motivated to learn. In PA and sports it is used as a helpful tool, since the master of learning is practice. The means used to present multimedia in the classroom can be tablets, mobile phones, a laptop with a large screen view at the same time.

Subjective and intuitive decision-making by managers

The article describes the characteristics of the mechanisms of managerial judgments and intuition. It is considered how: intuition and judgments are based on extensive experience and knowledge; they can be understood from the point of view of signal recognition and subsequent recall of relevant experiences from memory. It is shown that intuition and judgment are an analysis that is fixated on the ability to react quickly through recognition. Some pathologies that are often found in managerial behavior, caused by emotions and stress, as well as the lack of appropriate habits, are revealed. In conclusion, it is suggested that managers include the «future» in the managerial «style» or habit.

Perceptual Versus Conceptual Value-Directed Strategic Processing in Younger and Older Adults

Value-directed strategic processing involves selectively attending to and processing information deemed more important while ignoring or inhibiting less important information. What we selectively attend to can be driven by the value we ascribe to the information, often based on stimulus factors such as perceptual features that make the information stand out, or conceptual features that make it easy to group information. The current study investigated whether behavioral measures of value-directed strategic processing are differentially affected when value is defined by perceptual versus conceptual features, and how normal cognitive aging impacts processing. Cognitively normal younger (N = 16; mean age: 22.1 ± 2.9 years) and older adults (N = 16; mean age: 66.9 ± 7.3 years) completed two value-directed strategic processing tasks, where value was defined by either perceptual (i.e., uppercase and lowercase letters; Letter Case task) or conceptual (i.e., animals and household items; Categories task) features. Both groups had higher recall on the Categories task compared to the Letter Case task, and higher recall for high- than low-value words. However, older adults recalled fewer total words than younger adults, but the groups did not differ across task types. These findings indicate that manipulating perceptual and/or conceptual features to define value can be used to study value-directed strategic processing in younger and older adults. Furthermore, grouping information based on conceptual features may be more effective for promoting subsequent recall in both younger and older adults.

The Mechanisms Underlying Interference and Inhibition: A Review of Current Behavioral and Neuroimaging Research

The memory literature has identified interference and inhibition as two major sources of forgetting. While interference is generally considered to be a passive cause of forgetting arising from exposure to additional information that impedes subsequent recall of target information, inhibition concerns a more active and goal-directed cause of forgetting that can be achieved intentionally. Over the past 25 years, our knowledge of the neural mechanisms underlying both interference-induced and inhibition-induced forgetting has expanded substantially. The present paper gives a critical overview of this research, pointing out empirical gaps in the current work and providing suggestions for future studies.

Spatial Learning in a Virtual Environment: The Role of Self-Efficacy Feedback and Individual Visuospatial Factors

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.

Perceptual stimuli with novel bindings interfere with visual working memory

What influences the extent to which perceptual information interferes with the contents of visual working memory? In two experiments using a combination of change detection and continuous reproduction tasks, I show that binding novelty is a key factor in producing interference. In Experiment 2, participants viewed arrays of colored circles, then completed consecutive change detection and recall tests of their memory for stochastically independent items from the same array. When the probe used in the change detection test was novel (i.e., required a “change” response), subsequent recall performance was worse than in trials with matching (i.e., “no change”) probes, irrespective of whether or not the same item was tested in both phases. In Experiment 2, participants viewed arrays of oriented arrows, then completed a change detection (requiring memory) or direction judgement (not requiring memory) test, followed by recalling a stochastically independent item. Again, novel probes in the first phase led to worse recall, irrespective of whether the initial task required memory. This effect held whether the probe was wholly novel (i.e., a new feature presented at any location) or simply involved a novel binding (i.e., an old feature presented at a new location). These findings highlight the role of novelty in visual interference, consistent with the assumptions of computational models of WM, and suggest that new bindings of old information are sufficient to produce such interference.

Value-based decision-making between affective memories

Affective biases can influence how past events are recalled from memory. However, the mechanisms underlying how discrete affective events shape memory formation and subsequent recall are not well understood. Further understanding this is important given the central role of negative biases in affective memory recall in depression and antidepressant drug action. In order to capture cognitive processes associated with affective memory formation and recall, we studied value-based decision-making between affective memories in two within-subject experiments (n=45 and n=74). Our findings suggest that discrete affective events, created by large magnitude Wheel of Fortune (WoF) outcomes, influence affective memory formation processes during reinforcement-learning (RL). After 24 hours, we show that healthy volunteers display stable preferences during value-based recall of affective memories in a binary decision-making task. Computational modelling of these preferences demonstrated a positive bias during value-based recall, induced by previously winning in the WoF. We further showed that value-based decision-making between affective memories engages the pupil-linked central arousal systems, leading to pupil constriction prior to, and differential pupil dilation after the decision onset depending on the valence of the chosen options. Taken together, we demonstrate that mechanisms underlying human affective memory systems can be described by RL and probability weighting models. This approach could be used as a translational assay to study the effects of novel antidepressants.

Memory for the source of solutions in remote associate tasks: The role of generation effect and the Aha!-experience

The aim of the current work is to study the role of the Aha!-experience in remembering the source of solutions, either self-generated or externally presented. In memory studies there are specific source-monitoring errors, which occur whenever a participant claims to have generated an idea that was derived from different sources (unconscious plagiarism). Several previous studies have shown that experiencing the feeling of Aha! during either problem-solving or the presentation of the correct solutions can have a beneficial relationship to the subsequent recall of the material with the processing of which it was associated. However, studies of the Aha!-experience on the source monitoring task (self-generated solutions vs presented solutions) have not been conducted. In the authors’ study, the hypothesis that the feeling of Aha!, associated with the task being solved, can affect source-monitoring accuracy. During the first stage of the experiment, participants (80 people) had to solve Compound Remote Associates Task items and to estimate whether they had a feeling of Aha!, when either generating the solution or being presented with it in case they failed to generate it. At the second stage, conducted a week later, participants had to recall if the solution was generated by themselves or just presented. The results confirm the generation effect, which manifests itself in successfully recalling problems for which a solution was found (sufficient generation) compared to problems with no-solutions found (fail-to-generate). Participants quite accurately recognized the source of the solution a week later, attributing generated solutions to themselves, while attributing fail-to-generate solutions to the presented ones. However, the authors did not find any additional impact of the Aha!-experience on the problem’s recognition, nor on the sourcemonitoring task performance. In the conclusion of the article, the contradictions of different experimental data concerning the influence of the Aha!-experience on long-term memory and further areas of research is discussed.

Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning

Students are often advised to do all of their studying in one good place, but restudying to-be-learned material in a new context can enhance subsequent recall. We examined whether there are similar benefits for testing. In Experiment 1 ( n = 106), participants studied a 36-word list and 48 hr later—when back in the same or a new context—either restudied or recalled the list without feedback. After another 48 hr, all participants free-recalled the list in a new context. Experiment 2 ( n = 203) differed by having the testing-condition participants restudy the list before being tested. Across both experiments, testing in a new context reduced recall, which carried over to the final test, whereas restudying in a new context did not impair (and in Experiment 2, significantly enhanced) recall. These findings reveal critical interactions between contextual-variation and retrieval-practice effects, which we interpret as consistent with a distribution-of-memory-strengths framework.

Scenting the Anosmic Cube: On the Use of Ambient Scent in the Context of the Art Gallery or Museum

In recent years, there has been growing interest in the possibility of augmenting the visitor’s experience of the exhibits in various art galleries and museums by means of the delivery of a genuinely multisensory experience, one that engages more than just the visual sense. This kind of approach both holds the promise of increasing engagement while, at the same time, also helping to address, in some small way, issues around accessibility for the visually impaired visitor. One of the increasingly popular approaches to enhancing multisensory experience design involves the use of scents that have been chosen to match, or augment, the art or museum display in some way. The various different kinds of congruency between olfaction and vision that have been investigated by researchers and/or incorporated into art/museum displays already are reviewed. However, while the laboratory research does indeed appear to suggest that people’s experience of the paintings (or rather reproductions or photos of the works of art) may well be influenced by the presence of an ambient odour, the results are by no means guaranteed to be positive, either in terms of the emotional response while viewing the display or in terms of the viewer’s subsequent recall of their multisensory experience. As such, caution is advised for those who may be considering whether to augment their multisensory displays/exhibits with ambient scent.