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Court instructions and public perception endorse that eyewitness evidence provided by police should weight more heavily than laypeople's in court. Evidence is inconsistent. The current experiment provides a nuanced analysis of identification performance of police and laypeople at different levels of confidence. Laypeople and advanced police trainees (N = 192) viewed portrait, profile, and body-only lineups for central and peripheral targets. Police trainees displayed higher hit and correct rejection rates than laypeople for portrait lineups, and higher correct rejection rates in profile lineups for central targets. Calibration was similar for both groups, although police trainees had an advantage at low target presence base rates. Calibration was best for central targets' portrait and profile lineups. Participants displayed poor calibration and strong overconfidence for body-only lineups and peripheral target lineups. We conclude that experience and specialization of police might be important when investigating a possible superiority of police who serve as eyewitness.

Background. To review and evaluate the influence of bowel preparation educational methods for colonoscopy used in world practice. Research material and methods. Scientific publications have been searched in PubMed, Cochrane Libraly, Google Scholar and SpringerLink databases since 2011 January 1 until 2020 May 10. The following keywords were used in the search: improving bowel preparation, cleansing, colonoscopy, education, enhanced, method, instruction, intervention, comparison, validated bowel preparation scale, adult participants. The specified inclusion and exclusion criteria were used in the selection of articles, and a detailed analysis of educational methods was performed. Results. This systematic review includes 21 articles, which assesses the various ways in which patients are educated before colonoscopy. The publications are divided into 3 groups: (1) patients in the study group educated in some way are compared with those in the control group who received standard instructions; (2) all patients received standard instructions, and the patients in the study group were additionally educated in some way and compared with the control group; (3) all patients received standard instructions, and patients in the study groups (there was more than one study group) were additionally educated in some way and the study groups were compared with each other. The main comparative results of the used bowel preparation for colonoscopy educational methods are presented. Conclusion. It is necessary to objectively (quantitatively, using standardized scales) evaluate the effectiveness of emerging patient bowel preparation before colonoscopy educational methods, to standardize patient training (education) protocols, so that it is possible to properly compare different forms of education.

Little is known about why people behave the way they do in threatening situations. Some theories invoke a transfer of responses from unconditioned stimuli (US) to conditioned stimuli (CS), but this principle goes astray because responses to the US and CS can differ substantially. The idea that we introduce here is that the pattern of responses to a newly established CS does not come from the US but (at least partly) transfers from how one (learned to) respond(s) to previously encountered stimuli with threat value. So, we conceptualize threat value as a stimulus feature that allows responses to transfer between stimuli that share this feature (in the same way as, for example, overlap in color or shape can support transfer). In contrast to prevailing views, this new perspective focuses on the relation between the CS and already established threat signals rather than on the relation between the CS and the US. We discuss how this shared features perspective on human fear responding can inspire future directions in both the laboratory and clinical practice.

There is an increasing trend around the world related with the resolution of disputes through alternative dispute resolution methods out of court. One of the alternative dispute resolution methods is mediation. Mediation is a form of dispute resolution on a voluntary basis. The mediation system is applied especially in commercial disputes in many countries, also in some member countries of European Union. The mediation not only satisfies the parties in terms of its results but also helps to reduce the burden of the judiciary. In a world where the workload of the judiciary increases rapidly and trust in justice decreases due to delays in the trial, commercial mediation practices in European countries set an example for many other countries., Dünya genelinde, uyuşmazlıkların mahkeme dışında alternatif uyuşmazlık çözüm yolları ile çözülmesi konusunda artan bir eğilim bulunmaktadır. Alternatif uyuşmazlık çözüm yollarından biri de arabuluculuktur. Arabuluculuk gönüllük esasına dayanan bir uyuşmazlık çözme biçimidir. Arabuluculuk sistemi, Avrupa Birliği’ne üye bazı ülkeler başta olmak üzere birçok ülkede özellikle ticari uyuşmazlıklarda uygulanmakta ve sonuçları itibariyle tarafları memnun etmekte, sonuç itibariyle yargının yükünün de ciddi şekilde azaltılmasına destek olmaktadır. Yargının iş yükünün hızla arttığı, yargılamadaki gecikmeler nedeniyle adalete duyulan güvenin azaldığı bir ortamda Avrupa ülkelerindeki ticari arabuluculuk uygulamaları birçok ülkeye örnek olmaktadır.

In this project we examine an effect of task switching instruction on switch cue evaluations

In this project we examine the effect of task switching instructions on switch cue evaluations.

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In this study we examine the impact of instructed statistical US-CS contingency and co-occurrence on evaluative and fear learning

Current research suggests that cognitive offloading influences both short-term memory as well as long-term memory (Risko & Gilbert, 2016). On the one hand, studies showed that using cues to offload intentions or store information externally, which would otherwise have to be stored in short-term memory, increases the number of fulfilled intentions or remembered information in a subsequent memory task (Gilbert, 2015; Risko & Dunn, 2015). On the other hand, engaging in offloading behavior can also be harmful for the long-term retention of information. For example, Fenech, Drews, and Bakdash (2010) discovered that participants using a navigation device in order to fulfill a task remembered significantly less details about their surroundings than participants who had to do the navigation themselves. This indicates that participants who engaged in cognitive offloading had fewer long-term memory traces than those who did not. This raises the question whether humans are actually capable of using this knowledge in order to achieve the optimal outcome. So far, few studies have taken on this quest and their results are inconclusive (e.g. Karpicke, 2009). Gilbert et al. (2020) found participants to engage in offloading behavior even though it did not benefit their performance. Thus, we aim at answering the question whether participants can make use of the explicit knowledge of costs and benefits of cognitive offloading by adapting their strategies depending on the goal focus. To address this question, we will measure participants’ offloading behavior with varying goal focus. Additionally, we will analyze whether subjective metacognitive performance has an influence on strategy use in order to answer the following questions: How does information about potential costs and benefits of cognitive offloading influence offloading behavior? What is the relationship between subjective metacognitive performance and the ability to optimize the use of cognitive offloading behavior?

Background: Pre-sleep intentions to react to stimuli during sleep affect sleep processes in spite of reductions in conscious awareness. Here, we compare influences of sounds presented during sleep (with and without intentions to react) with the effect of pre-sleep intentions on sleep (with and without sounds being present during sleep). Methods: Twenty-six young, healthy participants spent two experimental nights in the sleep laboratory. On one night, they were instructed to react to sounds during sleep (“on call”); on the other night, not (“neutral”). Unknown to the subjects, sounds were presented at a low volume in both nights in one group. No sound was presented in any of the two nights in the other group. Results: The instruction of being “on call” decreased objective sleep efficiency independently of sounds being present or not. In addition, event-related responses to sounds as well as slow-wave activity were reduced when being “on call”. Conclusions: Pre-sleep intentions to react impair sleep independently of sounds actually being present and influence brain responses to sounds during sleep. Our results highlight the importance of subjective relevance for reducing negative impact of external noise sources such as traffic or church bells.

Past research indicates that people judge repeated statements as more true than new ones. An experiential consequence of repetition that may underly this “truth effect” is processing fluency: Processing statements feels easier following their repetition. In three preregistered experiments (N = 684), we examined the effect of merely instructed repetition (i.e., not experienced) on truth judgments. Experiments 1–2 instructed participants that some statements were present (vs. absent) in an exposure phase allegedly undergone by other individuals. We then asked them to rate such statements based on how they thought those individuals would have done. Overall, participants rated repeated statements as more true than new statements. The instruction-based repetition effects were significant but also significantly weaker than those elicited by the experience of repetition (Experiments 1 and 2). Additionally, Experiment 2 clarified that adding a repetition status tag in the experienced repetition condition did not impact truth judgments. Experiment 3 further showed that the instruction-based effect was still detectable when participants provided truth judgments for themselves rather than estimating other people’s judgments. We discuss the mechanisms that can explain these effects and their implications for advancing our understanding of the truth effect.

The effects of expectations on pain perception are often studied using large differences in pain probabilities between experimental conditions, although they may be far more subtle in clinical contexts and, therefore, more difficult to detect. The current study aimed to investigate at which point subtle differences in pain probabilities can be detected and lead to differentiable expectations and perceptions. Furthermore, we investigated whether instructions can aid learning from experience and enhance subsequent pain modulatory effects. During a predictive learning task, participants were presented with 5 different cues, followed by either a high and low noxious stimulus. They learned about the different cue-stimulus contingencies either solely through experience (LEARN, N = 40) or a combination of experience and explicit information about the cue-stimulus contingencies (INSTRUCT, N = 40). We found that without explicit information, picking up the different pain probabilities was challenging, while explicit instruction significantly improved their detection. As revealed by drift diffusion modeling, learning from experience was insufficient for the development of a bias towards low pain even when it was highly likely. By contrast, when explicit information was provided, perception became more nuanced with the direction and extent of bias, capturing the subtle differences in pain probabilities. These findings highlight that the use of instructions to foster the detection of subtle pain improvements during pain treatment to enhance their cognitive pain modulatory effects warrant further investigation. ispartof: Pain vol:163 issue:1 pages:137-145 ispartof: location:United States status: published

Contains fulltext : 227913.pdf (Publisher’s version ) (Open Access) Background: Neuropsychological feedback is an important part of the neuropsychological assessment process. However, patients have difficulties remembering this information. Objective: The aim of this study was to develop a web-based visual tool to improve the understanding of neuropsychological results, information retention, and psychologist-patient communication. Methods: The visual tool was developed and optimized using an iterative three-phase stepwise approach to determine its usability, technology acceptance, and feasibility in a memory clinic population. Feedback from different user perspectives (patients, family members, and psychologists) was obtained in each phase using a multimethod approach (e.g., a multidisciplinary brainstorm session, think-aloud sessions, focus groups). The prototype was subsequently tested in a pilot study. Results: The first phases offered insights that led to optimization of the prototype. On a scale ranging from 0 to 100, psychologists evaluated the usability as high [88.1±7.6,70-87]. During the pilot study, both patients and significant others gave positive feedback, but information retention in patients remained low. All participants thought the benefits of the visual tool included seeing cognitive strengths and weaknesses with a translation to daily life all at one glance and receiving feedback on paper to take home. Important barriers were mentioned by psychologists, such as a limited set of tests included and no integration with hospital systems. Conclusion: Overall, patients, family members, and psychologists reported that a visual display of the cognitive profile with insights into daily life had added value to clinical practice. Feedback from the pilot study was adopted in the tool for future implementation purposes. 14 p.

Using video-recordings from one day of a theater project for young adults, this paper investigates how the meaning of novel verbal expressions is interactionally constituted and elaborated over the interactional history of a series of activities. We examine how the theater director introduces and instructs the group in the Chekhovian technique of acting, which is based on “imagining with the body,” and how the imaginary elements of the technique are “brought into existence” in the language of the instructions. By tracking shifts in the instructor’s use of the key expressions invisible/imaginary/inner body or movement through a series of exercises, we demonstrate how they are increasingly treated as real and perceivable bodily conduct. The analyses focus on the instructor’s attribution of factual and agentive properties to these expressions, and the changes that these properties undergo over the series of instructions. This case demonstrates the significance of longitudinal processes for the establishment of shared meaning in social interaction. The study thereby contributes to the field of interactional semantics and to longitudinal studies of social interaction. Using video-recordings from one day of a theater project for young adults, this paper investigates how the meaning of novel verbal expressions is interactionally constituted and elaborated over the interactional history of a series of activities. We examine how the theater director introduces and instructs the group in the Chekhovian technique of acting, which is based on "imagining with the body," and how the imaginary elements of the technique are "brought into existence" in the language of the instructions. By tracking shifts in the instructor's use of the key expressions invisible/imaginary/inner body or movement through a series of exercises, we demonstrate how they are increasingly treated as real and perceivable bodily conduct. The analyses focus on the instructor's attribution of factual and agentive properties to these expressions, and the changes that these properties undergo over the series of instructions. This case demonstrates the significance of longitudinal processes for the establishment of shared meaning in social interaction. The study thereby contributes to the field of interactional semantics and to longitudinal studies of social interaction.

© 2020 the American Physiological Society Many motor skills are learned with the help of instructions. In the context of complex motor sequences, instructions often break down the movement into chunks that can then be practiced in isolation. Thus, instructions shape an initial cognitive representation of the skill, which in turn guides practice. Are there ways of breaking up a motor sequence that are better than others? If participants are instructed in a way that hinders performance, how much practice does it take to overcome the influence of the instruction? To answer these questions, we used a paradigm in which participants were asked to perform finger sequences as fast and accurately as possible on a keyboard-like device. In the initial phases of training, participants had to explicitly remember and practice two- or three-digit chunks. These chunks were then combined to form seven 11-digit sequences that participants practiced for the remainder of the study. Each sequence was broken up into chunks in a way such that the instruction was either aligned or misaligned with the basic execution-level constraints. We found that misaligned chunk instruction led to an initial performance deficit compared with the aligned chunk instruction. Overall, instructions still influenced the temporal pattern of performance after 10 days of subsequent training, with shorter interpress intervals within a chunk compared with between chunks. However, for the misaligned instructed sequences, this temporal pattern was altered more rapidly, such that participants could overcome the induced performance deficit in the last week. At the end of training, participants found idiosyncratic, but interindividually stable, ways of performing each sequence. NEW & NOTEWORTHY Instructions often break down motor sequences into smaller parts, such that they can be more easily remembered. Here, we show that different ways of breaking down a finger sequence can subsequently lead to better or worse performance. The initial instruction still influenced the temporal performance pattern after 10 days of practice. The results demonstrate that the initial cognitive representation of a motor skill strongly influences how a skill is learned and performed.

Enhancing jumping ability can lead to substantial benefits in sports performance and physical activity. Previous studies indicate that directing an individual’s attention externally before the jump is an effective way to improve jumping performance, especially when the standing long jump (SLJ) and vertical jumps (VJs) are performed. To scrutinize reported findings, we systematically reviewed studies that compared the effects of attentional manipulations on jumping performance in adults. Four electronic databases (MEDLINE, Scopus, SPORTSDiscus, and Web of Science) were searched for original research publications. A priori defined inclusion criteria were: (a) participants were healthy adults with a mean age > 18 years, (b) an external (EF) or an internal focus (IF) of attention instruction was used, (c) the study compared an external focus intervention with an internal focus intervention or an external focus with a control (no attentional; CON) intervention or an internal focus intervention with a control intervention, (d) jumping performance was tested, and (e) an immediate effect of focus of attention intervention was evaluated. Of the 380 papers identified, 14 studies were used in 3 part meta-analyses (EF vs. IF, EF vs. CON, and IF vs. CON) that involved 24 comparisons in total. The findings of this analysis revealed that the EF condition displayed superior jumping performance relatively to the IF (p < 0.05) and CON (p < 0.05) conditions. There were no significant (p > 0.05) differences between the IF and CON conditions. These findings suggest that EF instructions should be incorporated into testing procedures when jumping performance is assessed.

Resumo Neste trabalho investigo a prática performática de Yoko Ono em diversos impasses que ela coloca, a saber: criar e exteriorizar a produção, impasse entre crise e percepção/representação, entre instrução e a desalienação e entre a experiência do olhar e iluminação total. A prática performática de Yoko Ono se apresenta como uma experiência crítica de pensamento. Para isso, debaterei estudos sobre performance de RoseLee Goldberg e Marvin Carlson, estudos sobre as instruções de uso de Belén Gache, e da relação experiência do olhar e iluminação de Jonathan Crary. Isso com objetivo de mostrar como a performance/drama é uma experiência textual capaz de inserir um espaço de política no teatro. Abstract In this paper, I research Yoko Ono’s performance work in the various impasses that she establishes, such as creating and externalizing the production, or the impasse between crisis and perception/representation, between instruction and dealienation and between the experience of seeing and total enlightenment. Yoko Ono’s performance art presents itself as a critical thinking experience. Thus, I propose to discuss RoseLee Goldberg and Marvin Carlson’s studies on performance, as well as Belén Gache’s studies on instructions for use, and also Jonathan Crary’s concepts of the experience of seeing and enlightenment. The aim is to show how performance/drama is a textual experience that is capable of inserting a political space into the theater. Résumé Dans ce travail j’étudie la pratique performatique de Yoko Ono dans plusieurs impasses qu’elle pose, à savoir: l’impasse entre créer et extérioriser la production, celle entre crise et perception/représentation, celle entre mode d’emploi et désaliénation et celle entre expérience du regard et éclairage total. La pratique performatique de Yoko Ono se présente comme une expérience critique de pensée. Pour ce faire, je discuterai des études sur la performance de RoseLee Goldberg et Marvin Carlson, sur les modes d’emploi de Belén Gache et sur le rapport entre expérience du regard et éclairage de Jonathan Crary. Cela dans le but de montrer comment la performance/drame est une expérience textuelle capable d’insérer un espace de politique dans le théâtre.

Evaluative Conditioning (EC) effect is a change in evaluative responding to a neutral stimulus (CS) due to its pairing with a valenced stimulus (US). Traditionally, EC effects are viewed as fundamentally different from persuasion effects. Inspired by a propositional perspective to EC, four studies (N = 1,284) tested if, like persuasion effects, EC effects can also be driven by trait inferences. Experiments 1-2 found that promoting trait inferences (by pairing people with trait words rather than nouns) increased EC effects. Experiments 3-4 found that undermining trait inferences (by questioning the validity of those inferences) decreased EC effects. In all experiments, however, EC effects were still significant when trait inferences were invalid. Taken together, our findings (a) suggest that trait inferences can play an important role in EC effects, (b) constrain theoretical models of EC, and (c) have important implications for applied EC interventions.

В настоящей статье впервые в музыкознании рассматриваются адресованные исполнителям и дирижерам текстовые ремарки в сочинениях Эдгара Вареза 1920‑х годов. Его указания важны для изучения, потому что они помогают нам проникнуть в творческий метод композитора и осмыслить его режиссерский язык., The present article is the first attempt to discuss the system of directions and instructions to performers and conductors found in Edgard Varèse’s scores of the 1920s. The study of Varèse’s textual directions and instructions is important inasmuch as it allows us to take a deeper look into his creative methods and to conceptualize his directing language.

Introduction: Pregnancy predisposes the emergence of pelvic floor dysfunctions (PFD), postpartum being the opportune moment to assess these muscles. Objective: To investigate the effect of instructions and verbal feedback on the contraction capacity of pelvic floor muscles (PFM) in postpartum women. Methods: Quasi-experimental study with 109 women in the immediate vaginal postpartum at a reference maternity hospital in Fortaleza, Ceará state, Brazil. PFM were visually inspected using the visual contraction scale (0 = no visible contraction; 1 = weak visible contraction; 2 = visible contraction with perineal elevation), in addition to observing the use of accessory muscles and movements. Assessments occurred in consecutive moments: 1 - PFM contraction at a verbal command; 2 - contraction after instructions on structure, function and correct contraction; and 3 - contraction after feedback on the use of accessory muscles and reinforcement of correct contraction. Cochran’s Q test and a 5% significance level were used to compare the outcomes between different moments. Results: At the first assessment, 15.6% of the postpartum women did not exhibit visible PFM contraction (grade 0). Of these, 70.5% changed their contraction grade after instructions and feedback. At the end, 45.9% of women correctly contracted their PFM with perineal elevation (grade 2) (p < 000.1). The use of accessory muscles (abductors, abdominals and gluteal) declined after instructions and feedback (p < 000.1). Perineal trauma, forceps delivery, previous information and fear of feeling pain were not associated with contraction grade. Conclusion: Instructions and verbal feedback are useful tools for correct PMF contraction in the immediate postpartum. Resumo Introdução: A gestação predispõe o surgimento de disfunções do assoalho pélvico (DAP), sendo o pós-parto momento oportuno para avaliar essa musculatura. Objetivo: Investigar o efeito das instruções e feedback verbais na capacidade de contração dos músculos do assoalho pélvico (MAP) em puérperas. Métodos: Estudo quase-experimental com 109 mulheres no pós-parto vaginal imediato em uma maternidade de referência em Fortaleza-CE. Realizou-se inspeção visual dos MAP pela escala visual de contração (0 = nenhuma contração visível; 1 = contração visível fraca; 2 = contração visível com elevação perineal), além de observação da utilização de musculatura e movimentos acessórios. As avaliações foram em momentos consecutivos: 1 - contração dos MAP ao comando verbal; 2 - contração após instruções sobre estrutura, função e correta contração; e 3 - contração após feedback sobre a utilização de musculatura acessória e reforço da correta contração. Para comparação dos desfechos entre os momentos foi utilizado o teste Q de Cochran e significância de 5%. Resultados: No primeiro momento, 15,6% das puérperas não apresentaram contração visível dos MAP (grau 0). Dessas, 70,5% modificaram o grau de contração após instruções e feedback. Ao final, 45,9% das mulheres contraíram corretamente os MAP com elevação perineal (grau 2) (p < 000,1). A utilização de músculos acessórios (adutores, abdominais e glúteos) diminuiu após instruções e feedback (p < 000,1). Trauma perineal, parto a fórceps, informações prévias e medo de sentir dor não se associaram ao grau de contração. Conclusão: Instruções e feedback verbais são ferramentas úteis para contração correta dos MAP no pós-parto imediato.

Aquest document detalla el projecte de final de Grau que consisteix a implementar un subconjunt d'instruccions C per a un processador d'arquitectura RISC-V descrit a nivell RTL. Es partirà d'un processador \textit{in-order} prèviament dissenyat amb 5 etapes de pipeline. El procés de desenvolupament consisteix en un estudi previ del codi font del processador i una esquematització de les etapes ja implementades. A continuació, es realitzen les fases de disseny i implementació del nou subconjunt. Seguidament, s'efectua el procés de verificació i de forma incremental redissenyar i codificar totes les funcionalitats del circuit RTL, reparant possibles errors. Un cop finalitzada l'etapa de simulació, es procedeix a l'execució d'un programa senzill que barregi instruccions comprimides i instruccions de 32 bits així com instruccions de salt. This paper contains a bachelor's degree final project that consists on developing a subset of C instructions for a RISC-V architecture processor described at RTL-level. It will be based on a pre-designed processor in-order with 5 pipeline stages. The development process consists of a previous study of the source code of the processor and a schematization of the implemented stages. Then, the design and implementation phases of the new subset are executed. You can then perform the verification process and redesign and codify incrementally all the features of the code, repairing possible errors. Once the simulation stage is over, a simple program is executed that mixes compressed instructions and 32-bit instructions as well as jump instructions. Este documento detalla el proyecto de fin de Grado que consiste en implementar un subconjunto de instrucciones C para un procesador de arquitectura RISC-V descrito a nivel RTL. Se partirá de un procesador in-order previamente diseñado con 5 etapas de pipeline. El proceso de desarrollo consiste en un estudio previo del código fuente del procesador y en una esquematización de las etapas ya implementadas. A continuación, se realizan las fases de diseño e implementación del nuevo subconjunto. Seguidamente, se efectúa el proceso de verificación y de forma incremental rediseñar y codificar todas las funcionalidades del circuito RTL, reparando posibles errores. Una vez finalizada la etapa de simulación, se procede a la ejecución de un programa sencillo que mezcle instrucciones comprimidas e instrucciones de 32 bits así como instrucciones de salto.

Abstract. It is generally assumed that relational knowledge is the foundation of higher cognition such as (analogical and conditional) reasoning, language, the use of relational categories, and planning. Dual-system models (e.g., Kahneman, 2011 ) that divide the realm of cognition into two systems with opposing properties (e.g., fast vs. slow, intentional vs. unintentional, conscious vs. unconscious, associative vs. propositional) foster the view that other psychological phenomena are not relational in nature. In this paper, I argue that the impact of relational knowledge is more widespread than dual-system models imply. More specifically, I review evidence suggesting that also Pavlovian conditioning, implicit evaluation, and habitual responding are mediated by relational knowledge. Considering the idea that relational knowledge underlies also fast, unintentional, unconscious, and seemingly associative psychological phenomena is not only theoretically important but also reveals new opportunities for influencing thinking and behavior.

Objective The American College of Surgeons (ACS) encourages clinicians to provide training to laypeople on tourniquet application. It is unclear whether clinicians are confident in their abilities and equipped with adequate knowledge, skills, and resources. This study aimed to determine surgical trainee knowledge and attitudes regarding tourniquet application and compare the effectiveness of instructions. Methods Thirty surgical trainees performed a tourniquet application simulation using a Combat Application Tourniquet and one of the three instructions sets developed by ACS, Department of Homeland Security, and the tourniquet manufacturer. Participants reported tourniquet knowledge, attitudes, and confidence and discussed the instructions. One instruction set was updated and compared to the original set with 20 new trainees. Results Participants with ACS instructions passed the greatest number of steps (p < 0.01) and completed the task significantly faster compared to those with manufacturer instructions (p < 0.01). Participants (80%) reported favorable views toward tourniquets but 30–60% did not align with to ACS tourniquet guidelines. Focus group participants suggested revisions to the ACS instructions. Comparing the original and revised version of these instructions resulted in no significant improvements. Conclusions ACS instructions provide guidance; however, improvements to tourniquet instruction are needed for success in controlling exsanguinating hemorrhage.

Given the many ways in which adult education, as an important factor of socio-cultural progress and personal growth, has raised a great deal of interest, many studies have given rise to various theoretical approaches to adult education and learning, that still shape research on adult learning at present. Importantly, the social character of literacy is re-vealed in a variety of ways, since nowadays literacy, in its multi-manifestations, has be-come a vital set of competencies and practices, interwoven in the fabric of present-day societies. Numerous studies have attempted to explain the prerequisites and preconditions for the emergence of adult learning and education and trace the path of its establishment and further development. The present paper sheds new light on the history of the Bukovini-an Ukrainians’ (the Ruthenian population) adult learning and education. There remains a neglected area in the field of adult learning education of other nationalities of Bukovina, so there is still a need for its further investigation. It is worth mentioning that experts have always seen Bukovina as a polyethnic and multiconfessional land, but our focus will re-volve around the Ukrainian-speaking adult population’s education, its establishment and development. Traditionally, historical research techniques and approaches can improve the selection of the most appropriate methods to compare data and test theories to fore-cast the possibilities of their development. Therefore, the holistic understanding of adult education is pivotal to achieving our research goals. Given the results, we found out which factors contributed to the continuation of learning that prevailed in the public education policy and the public sphere of Bukovina from 1861 to 1940. Consequently, within the above-mentioned chronological framework, we have classified the process of adult learn-ing and education development in Bukovina into 5 distinct periods. Such findings pointed to significant gains from the participation in adult education classes in a set of well-established and widely spread reading clubs that have become the first adult learning and education centres. Their activities were aimed at facilitating people’s perception of reality, in order to actively and consciously evaluate the ongoing processes in the society, varying from civic engagement and social cohesion to stimulation of their civil stance and the sentiment of national unity. Analyses of literacy practices and the social contexts in which they were embedded emphasized the enhanced adult learners’ participation and their final successful outcomes. This paper stressed the importance of the Folkuniversitet of Cherniv-tsi, which was widely recognized beyond the boundaries of both the city and the region. Altogether, the findings of this study reveal a number of important implications for future research.

The aim of the study is to explore the effect of instructions for promoting cooperative learning (CL) in EFL classroom. The purpose of this study is to explore teachers’ behaviors and perceptions while applying procedures and instructions to encourage CL in their teaching practice. A total of nine teachers participated in the study. This study adopted mixed methods as follows: quantitative data from structured observations during EFL lessons and qualitative data from the teachers’ daily reports and open-ended questionnaire answers. The findings revealed that most of the teachers found that the instructions helped them support their students and encourage them to work effectively and cooperatively in groups. Further, the findings indicated that the instructions helped the EFL teachers increase their students’ interaction and communication by prompting them to apply CL procedures. However, the majority of the teachers did not appropriately encourage their EFL learners to engage in CL even though they were aware of the procedures.

Background Within Europe, the Netherlands has one of the lowest antibiotic consumption rates. We aimed to gain insight into attitudes of Dutch physicians and parents towards information provided during discharge conversations in the emergency department (ED) and towards antibiotic use in children, in order to obtain information on the assumptions and beliefs that underlie a practice of low prescription rates. Methods Discharge conversations of 70 children presenting with an infectious disease at the ED were observed. After 7–10 days, 55 parents were called for a semi-structured interview. In addition, 29 pediatricians and pediatric residents completed a questionnaire on their prescription behaviour. Results Concerns about (recognizing) the severity of their child’s infection was parents’ main motivation to seek help. Both pediatricians and parents reported a general reluctance towards antibiotic use. While pediatricians took appropriateness based on indication and the risk of antimicrobial resistance development into account when considering antibiotic treatment, a thorough medical assessment was deemed more important for Dutch parents than any type of therapeutic treatment, including antibiotics. The topic most often discussed during the discharge conversations was safety netting instructions (in 86%), which were discussed more often during discharge conversations with parents of children that did not receive antibiotic treatment (91% versus 69%). Conclusion Dutch pediatricians and parents are both reluctant to use antibiotics for uncomplicated infections in children, but for different reasons. The emphasis of discharge conversations was on safety netting instructions, which seems to be an alternative for (early) antibiotic use in our setting and may guide overuse prevention strategies in settings where antibiotic overuse is more common.

Professions such as radiology and aviation security screening that rely on visual search—the act of looking for targets among distractors—often cannot provide operators immediate feedback, which can create situations where performance may be largely driven by the searchers’ own expectations. For example, if searchers do not expect relatively hard-to-spot targets to be present in a given search, they may find easy-to-spot targets but systematically quit searching before finding more difficult ones. Without feedback, searchers can create self-fulfilling prophecies where they incorrectly reinforce initial biases (e.g., first assuming and then, perhaps wrongly, concluding hard-to-spot targets are rare). In the current study, two groups of searchers completed an identical visual search task but with just a single difference in their initial task instructions before the experiment started; those in the “high-expectation” condition were told that each trial could have one or two targets present (i.e., correctly implying no target-absent trials) and those in the “low-expectation” condition were told that each trial would have up to two targets (i.e., incorrectly implying there could be target-absent trials). Compared to the high-expectation group, the low-expectation group had a lower hit rate, lower false alarm rate and quit trials more quickly, consistent with a lower quitting threshold (i.e., performing less exhaustive searches) and a potentially higher target-present decision criterion. The expectation effect was present from the start and remained across the experiment—despite exposure to the same true distribution of targets, the groups’ performances remained divergent, primarily driven by the different subjective experiences caused by each groups’ self-fulfilling prophecies. The effects were limited to the single-targets trials, which provides insights into the mechanisms affected by the initial expectations set by the instructions. In sum, initial expectations can have dramatic influences—searchers who do not expect to find a target, are less likely to find a target as they are more likely to quit searching earlier.

Pakistani schools in Sultanate of Oman use the whole word approach in the practices of English language reading instructions and lack phonetics’ knowledge of. Regardless, whether the approach is practical or not, teaching reading skills through these practices at an early age is questionable. This paper will focus on observation and evaluation as research tools, and will concentrate on a phonetics and a phonological analysis of a first -grade learner as a case study. The learner’s reading of a text is compared with the reading of a native speaker. The focus of the paper is on two main characteristics of pronunciation; segmental and super-segmental. The analysis demonstrates a significant variation in speech sounds of the learner. The training opportunities in spoken language and reading skills for the teachers may fix the problem. Keywords: phonetics and phonology, segmental and super-segmental, International Phonetic

El trabajo que presentamos se ha centrado en la observación de las prácticas de los docentes de las llamadas en nuestro país Enseñanzas Profesionales de Música, y más concretamente, de los profesores de instrumento. Se ha atendido fundamentalmente al tipo de instrucciones que éstos proporcionan para el estudio que el aprendiz realiza en solitario, por ser éste uno de los rasgos más característicos de dichas enseñanzas: el carácter personalizado e individualizado del proceso de enseñanza / aprendizaje. El análisis de estas prácticas se ha orientado a dilucidar si las mismas resultan facilitadoras de aprendizajes y estudiantes competentes Abstract This study has centred on the observation of teaching practice in what is known in our country as Professional Music Teaching, and, more specifically, of instrument teachers.The focus was mainly on the type of instructions they give their students who practise on their own, as this is one of the most characteristic features of this branch of education: the personalized and individualized nature of the teaching / learning process. These practices have been analyzed to determine if they contribute positively to learning and competent students

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The article analyzes the concept of this operational search event, the normative legal acts of the Ministry of Internal Affairs of Russia regulating the procedure for its conduct, as well as some court decisions. Materials and methods: the study is based on the study of the norms of the current Russian and foreign operational-search legislation, normative-legal acts of the Ministry of Internal Affairs of Russia, decisions of the Constitutional and Supreme Courts of the Russian Federation, the Euro-pean Court of Human Rights. The methodological basis of the study was dialectical, comparative legal, statistical, logical and other methods of scientific knowledge, analysis and generalization. Results of the study: the author comes to the conclusion that the concept and essence of the operational search activity ���inspection of premises, buildings, structures, terrain areas and vehicles��� needs to be improved in regulatory and legislative regulation, methodological recommendations are given for conducting the considered event on crimes in the field of drug trafficking. Findings and conclusions: the author has made proposals for introducing amendments and additions to the Federal Law ���On Operational-search Activities��� and the Order of the Ministry of Internal Affairs of the Russian Federation No. 199 of April 1, 2014, in terms of the name and legal regulation of the operational-search event ���inspection of premises, buildings, structures, terrain areas and vehicles���, the definition of the author���s concept of the considered operational-search event is given.

The Implicit Association Test (IAT) is the most widely used measure to assess automatic evaluations. One classic phenomenon that has been well established both using the IAT and self-report measures of liking is evaluative conditioning (EC), which refers to a change in the evaluation of a stimulus due to its pairing with another stimulus. Research has documented that EC can also occur when participants are merely informed about upcoming stimulus pairings. In a recent study, participants reported a more negative evaluation of non-words that were instructed to be followed by an unpleasant sound compared to non-words that would not to be followed by this sound (De Houwer, Mattavelli, & Van Dessel, 2019). Interestingly, however, an unexpected pattern was observed on an IAT, that is, a preference for the stimulus said to be followed by the sound. We report three pre-registered experiments (N = 650) in which we manipulated different aspects of the procedure such as the stimuli, instructions, and the measure, but that still revealed the same dissociation. Based on three pilot experiments (N = 92), we then conducted a registered report study (Experiment 4) testing whether the unexpected effect depends on how the USs are labelled in the instructions. Although describing the aversive sound as negative eliminated the unexpected IAT effect, the type of instruction only had a weak impact on IAT effects. These results are in line with prior evidence showing that IAT scores are malleable.

Since the initial design review has the effect of minimizing the design changes needed in the later stages of an architectural project, a process of collaboration between architects, clients, and engineers in this design review is very important. Recently, design review using 3D models rendered in VR or AR, going beyond simple simulation, has been addressed in many studies. However, a synchronization function that provides immediate visualization of design changes is the focus, which has limitations in its ability to review factors required by law related to safety and design. The purpose of this study was, therefore, to develop AR-based design checklist linkage and visualization review technology that facilitates decision making by clients and architects during design review. For this purpose, a method for linking a design checklist in an AR environment using a game engine (Unity 3D) is proposed and various design review visualization functions are developed with consideration paid to the user interface. The efficiency of the design checklist linkage technology and visualization function developed in this study was verified in the pilot project.

Udzielanie chrztu świętego osobom, które nie ukończyły 14. roku życia, w archidiecezji lubelskiej zostało uregulowane w statutach II Synodu Diecezji Lubelskiej oraz w Instrukcji o udzielaniu sakramentu chrztu w Archidiecezji Lubelskiej z dnia 28 kwietnia 2017 r., do której dołączono formularze kancelaryjne (załączniki). Podstawą do udzielenia chrztu osobom poniżej 14. roku życia jest prośba lub zgoda wyrażona przynajmniej przez jednego z rodziców, lub prawnych opiekunów. W przypadku dzieci w wieku katechetycznym (7-14 lat) wymagane jest również wyrażenie woli przyjęcia sakramentu przez samego kandydata. Na rodzicach i całym Kościele spoczywa obowiązek wychowania w wierze dzieci, które przyjęły chrzest, aby z czasem mogły ją osobiście wyznawać. Baptism for those who are under the age of 14 in the Archdiocese of Lublin is governed by the statutes of the Second Synod of the Lublin Diocese and the Instructions on Baptism in the Archdiocese of Lublin of 28 April 2017, with appropriate attachments (the chancellery forms). The basis for baptism for persons under the age of 14 is a request or consent expressed by at least one of the parents or legal guardians. In the case of children of catechetical age (7-14 years), the candidate’s expressed desire to receive the sacrament is also required. It is the responsibility of parents and the whole Church to give religious upbringing to children who have been baptized so that they may personally confess their faith in due time. Крещение несовершеннолетних до 14 года жизни в Люблинской архиепархии регулируется уставами Второго Синода Люблинской епархии и Инструкцией по совершению таинства крещения в Люблинской архиепархии от 28 апреля 2017 года, к которой прилагаются формуляры (приложения). Обоснованием для совершения таинства крещения лица в возрасте до 14 лет является просьба или согласие как минимум одного родителя, или же лица, являющегося его законным опекуном. Для детей в катехуменальном возрасте (7-14 лет) требуется согласие на принятие таинства самогo же кандидата. Родители и вся Церковь обязаны воспитывать в вере детей, принявших таинство крещения, чтобы впоследствии они лично могли её исповедовать.

International audience; Loudness is the magnitude of the auditory sensation that a listener experiences when exposed to a sound. Several sound attributes are reported to affect loudness, such as the sound pressure level at the listener's ears and the spectral content. In addition to these physical attributes of the stimulus, some subjective attributes also appear to affect loudness. When presented with a sound, a listener interacts with an auditory object and can focus on several aspects of the latter. Loudness appears to differ depending on how listeners apprehend this object, notably whether they focus on the sound that reaches their ears or that is produced by the source. The way listeners focus on the auditory object may depend on the stimulus itself. For instance, they might be more likely to focus on the sound emitted by the source if the latter is visible. The instructions given by the experimenters can also explicitly direct the listener's focus on the sound reaching the ears or emitted by the source. The present review aims at understanding how listeners focus on the auditory object depending on the stimuli and instructions they are provided with, and to describe how loudness depends on this focus.

The scholars who studied the origin of the Inquisition Council, always stated the serious hurdle that they found while developing their works, due to the lack of documentation in relation with the first decade of their path (1488-1498), coincident with the last ten years of fray Tomás de Torquemada as the first general inquisitor of the Holy Office. In the present article, a diplomatic clasification of the institutional documentation issued by this Council is offered, based on a line-up of original models which are nowadays preserved in different archives. Los estudiosos de los orígenes del Consejo de la Inquisición, antiguos y modernos, siempre expresaron el grave escollo que hallaron al elaborar sus trabajos: la casi absoluta falta de documentación del primer decenio de su andadura (1488-1498), que coincide con los diez últimos años de fray Tomás de Torquemada como primer inquisidor general del Santo Oficio. En el presente trabajo ofrecemos una clasificación diplomática de la documentación institucional emitida por este Consejo en dicho período a partir de un elenco de ejemplares originales conservados en la actualidad en distintos archivos.

Resumo Buscou-se verificar os efeitos da formação de classes de estímulos equivalentes e de dois procedimentos de facilitação na emergência de respostas de analogia, comparando os resultados obtidos nos testes de analogia de acordo com o procedimento de facilitação e com o fornecimento de instrução. Participaram 30 universitários. Foram ensinadas as relações AB e AC entre figuras abstratas e testadas as relações de simetria, transitividade e analogia. Os participantes que não apresentaram essas relações foram expostos aos procedimentos de facilitação. Doze participantes responderam por analogia antes do procedimento de facilitação, cinco de oito (62%), após Facilitação 1 e três de dez (33%), após Facilitação 2. Dos sete participantes expostos à instrução, seis responderam por analogia. A formação das classes não foi suficiente para a emergência das respostas de analogia e alguns participantes podem ter respondido ao Teste de Analogia sob controle de apenas alguns aspectos dos pares de estímulos. Abstract The goals were to verify the effects of the formation of equivalent stimulus classes and two facilitation procedures on the emergence of analogy responses and to compare the results obtained in the analogy tests according to the facilitation procedure and the provision of instruction. Participants were 30 undergraduate students. AB and AC relations were taught with abstract pictures, then symmetry, transitivity, and analogy relations were tested. Participants who did not show these relations were exposed to the facilitation procedures. Twelve participants responded by analogy before the facilitation procedure, five of eight (62%) after Facilitation 1 and three of ten (33%) after Facilitation 2. Of the seven participants exposed to the instruction, six responded by analogy. Class formation was not enough for the emergence of analogy responses, and some participants might have responded to the Analogy Test under the control of only some aspects of the stimulus pairs.

Los estudiosos de los orígenes del Consejo de la Inquisición, antiguos y modernos, siempre expresaron el grave escollo que hallaron al elaborar sus trabajos: la casi absoluta falta de documentación del primer decenio de su andadura (1488-1498), que coincide con los diez últimos años de fray Tomás de Torquemada como primer inquisidor general del Santo Oficio. En el presente trabajo ofrecemos una clasificación diplomática de la documentación institucional emitida por este Consejo en dicho período a partir de un elenco de ejemplares originales conservados en la actualidad en distintos archivos. The scholars who studied the origin of the Inquisition Council, always stated the serious hurdle that they found while developing their works, due to the lack of documentation in relation with the first decade of their path (1488-1498), coincident with the last ten years of fray Tomás de Torquemada as the first general inquisitor of the Holy Office. In the present article, a diplomatic clasification of the institutional documentation issued by this Council is offered, based on a line-up of original models which are nowadays preserved in different archives.

Cette recherche est une étude de cas réalisée en classe de CM2 lors d’une séquence visant à expliquer les phases de la Lune. Dans notre étude, nous nous sommes focalisés sur les consignes, considérées comme des incitations à l’action de l’enseignant, en relation avec les activités des élèves. Nous avons étudié en quoi les caractéristiques des consignes en termes de modélisation et de représentations sémiotiques influencent les éléments pris en compte par les élèves dans leurs productions orales et écrites. Nous mettons notamment en évidence le fait que les élèves mobilisent préférentiellement le niveau des objets à celui du modèle et que les représentations sous forme de dessins sont également privilégiées. This research is a case study in a fifth grade class during a teaching sequence aiming to explain the Moon phases. In our study, we focused on the teacher’s instructions, considered as actions prompts, in relation to the student’s activities. We investigated how the characteristics of instructions in terms of modeling and semiotic registers influenced the elements taken into account by the students to produce oral and written answers. We especially highlight that students preferentially mobilize the object level to that of the model, and that the register of the drawing is predominating in answers.

The Stop The Bleed initiative was developed by the Department of Homeland Security to educate lay providers in bleeding reduction strategies. The current study evaluated: (1)three tourniquet instructions using a simulated tourniquet task and (2)participant confidence levels in tourniquet use and lay provider training. Thirty participants with limited clinical experience applied a tourniquet to a simulated limb using one of three instruction sets. Twelve of these participants (40%) participated in a tourniquet training session and focus group to discuss each instruction set. Participants preferred the most simple and pictoral instruction set, and identified opportunities for improvement in each set. Participant confidence in tourniquet use increased significantly following the task and the focus group. After the focus group, participant confidence in instructing lay providers on proper tourniquet use significantly increased. Adding key steps, contextual pictures, and indicators of success to instructions could support lay providers stop the bleed in life-threatening situations.

Resumen Las estrategias evaluativas alternativas como el portafolio, estudios de caso y proyectos, están tomando auge en contraposición a la tradicional prueba escrita. En este estudio, se analizaron las 307 orientaciones académicas de las asignaturas que se ofertaron durante el año 2015 en la Escuela de Ciencias Exactas y Naturales (ECEN) de una universidad costarricense, para determinar el tipo de estrategia evaluativa y la presencia de instrucciones y criterios de evaluación “sumativa”. Por otra parte, se indagó mediante una encuesta el parecer de los Encargados de Cátedra de la ECEN con respecto a las estrategias alternativas de evaluación y la prueba escrita. Se encontró que la prueba escrita se utilizó durante el 2015 en menor medida que otras estrategias evaluativas (T de Student, p ≤ 0,0001) siendo las más comunes el proyecto, el informe de gira y laboratorio, el foro académico y el estudio de caso. Los encargados de cátedra consideran conveniente combinar estrategias alternativas de evaluación con la prueba escrita, pero se encontró una tendencia a utilizar más las estrategias alternativas. Se recomienda incluir estrategias que fomenten el aprendizaje significativo y reforzar la retroalimentación. Abstract Alternative evaluation strategies, such as portfolios, case studies and projects, are increasingly used instead of the traditional written tests. In this study, 307 academical orientations offered by the Exact and Natural Sciences Faculty (ECEN) at UNED, Costa Rica, during 2015, were reviewed to determine the most common type of evaluative strategy that is being used, what kind of instructions are provided, and “summative evaluation” criteria used. We also surveyed ECEN chiefs regarding evaluation alternative strategies and written tests. In 2015 written tests were used less frequently (Student T, p ≤ 0,0001) than alternative strategies such as projects, tours and laboratory reports, discussion forums and case studies. Teachers believe that alternative evaluations, combined with written tests, are the best option for their courses.

Unlike other animals, humans have the unique ability to share and use verbal instructions to prepare for upcoming tasks. Recent research showed that instructions are sufficient for the automatic, reflex-like activation of responses. However, systematic studies into the limits of these automatic effects of task instructions remain relatively scarce. In this study, the authors set out to investigate whether this instruction-based automatic activation of responses can be context-dependent. Specifically, participants performed a task of which the stimulus-response rules and context (location on the screen) could either coincide or not with those of an instructed to-be-performed task (whose instructions changed every run). In 2 experiments, the authors showed that the instructed task rules had an automatic impact on performance-performance was slowed down when the merely instructed task rules did not coincide, but, importantly, this effect was not context-dependent. Interestingly, a third and fourth experiment suggests that context dependency can actually be observed, but only when practicing the task in its appropriate context for over 60 trials or after a sufficient amount of practice on a fixed context (the context was the same for all instructed tasks). Together, these findings seem to suggest that instructions can establish stimulus-response representations that have a reflexive impact on behavior but are insensitive to the context in which the task is known to be valid. Instead, context-specific task representations seem to require practice. (PsycINFO Database Record

Analyzing the postsuicide syndrome of the three OUN Volhynian underground fighters examined, it can be concluded that each time he had significant differences. They depended on the characteristics of the psychological and physical state of a person, the circumstances of committing suicide, and the behavior of others in the post-suicide period. Thus, materials about the death of members of the underground of the OUN can be useful for research on suicidology and crisis psychotherapy. Especially when studying the suicides of ideological fanatics., En analysant le syndrome postsuicide des trois combattants clandestins OUN Volhyniens examinés, on peut conclure que chaque fois qu'il avait des différences significatives. Ils dépendaient des caractéristiques de l'état psychologique et physique d'une personne, des circonstances du suicide et du comportement des autres après le suicide. Ainsi, les matériaux sur la mort des membres du sous-sol de l'OUN peuvent être utiles pour la recherche sur la suicidologie et la psychothérapie de crise. Surtout quand on étudie les suicides de fanatiques idéologiques., Анализируя постсуицидальный синдром трех рассмотренных подпольщиков ОУН Волыни, можно сделать вывод, что каждый раз он имел существенные различия. Они зависели от особенностей психологического и физического состояния человека, обстоятельств совершения самоубийства, а также поведения окружающих в послесуицидальный период. Таким образом материалы о гибели участников подполья ОУН могут стать полезными для исследований суицидологии и кризисной психотерапии. Особенно при изучении самоубийств идейных фанатиков., Аналізуючи постсуїцидального синдром трьох розглянутих підпільників ОУН Волині, можна зробити висновок, що кожен раз він мав суттєві відмінності. Вони залежали від особливостей психологічного та фізичного стану людини, обставин вчинення самогубства, а також поведінки оточуючих в послесуіцідальний період. Таким чином матеріали про загибель учасників підпілля ОУН можуть стати корисними для досліджень суицидологии та кризової психотерапії. Особливо при вивченні самогубств ідейних фанатиків.

The performance benefits of adopting an external relative to an internal focus of attention have been demonstrated for many different targeting and balance tasks. No study has examined attentional focus effects for interceptive motor skills. Also, the majority of studies have used adult participants. In this study, children (mean age: 8.75 years, SD=0.79; 15 girls, 9 boys) were required to catch tennis balls in the frontal plane under the external focus (EF), internal focus (IF), and control (Cont) conditions. Participants were asked to stand behind a yellow line (2 × 100 cm), 15 m apart from a tennis ball throwing machine. In a within-participant design, participants performed 10 trials under each IF (“concentrate on your hands”), EF (“concentrate on the ball”), or Cont (no focus instructions) conditions. The order of conditions was counterbalanced. Performance data were analyzed using a one-way analysis of variance (ANOVA) with repeated measures on attentional focus conditions (internal, external, and control) (alpha=.05). Catching performance was significantly different and more effective in the EF (M=1.53, SD=0.25) than in the IF (M=1.39, SD=0.35) condition, while both EF and IF were not significantly different from the Cont (M=1.49, SD=0.28) condition. The current findings suggest that the external focus of attention is more beneficial, compared to the internal focus, to motor performance of an interceptive skill in children. Key words: attentional focus, instructions, motor performance, interceptive skills

A key aspect of human cognitive flexibility concerns the ability to convert complex symbolic instructions into novel behaviors. Previous research proposes that this transformation is supported by two neurocognitive states: an initial declarative maintenance of task knowledge, and an implementation state necessary for optimal task execution. Furthermore, current models predict a crucial role of frontal and parietal brain regions in this process. However, whether declarative and procedural signals independently contribute to implementation remains unknown. We report the results of an fMRI experiment in which participants executed novel instructed stimulus-response associations. We then used a pattern-tracking procedure to quantify the contribution of format-unique signals during instruction implementation. This revealed independent procedural and declarative representations of novel S-Rs in frontoparietal areas, prior to execution. Critically, the degree of procedural activation predicted subsequent behavioral performance. Altogether, our results suggest an important contribution of frontoparietal regions to the neural architecture that regulates cognitive flexibility.

Investigations of the association of focus of attention and quiet eye duration have shown mixed results. It is possible that when focusing on visuo-motor learning a more sensitive category system of instructions might be useful. The aim of this study was to investigate the interaction of focus of attention and quiet eye duration in darts. In addition to locus-directed foci (external, internal), perception-directed (visual, kinesthetic) foci of attention were considered. Participants were divided into four groups and had to perform a pre- and post-test with a 1-week training intervention in between. Throwing accuracy (TA) and quiet eye duration (QED) were measured using the SMI eye tracking glasses. An analysis of covariance (2x2) showed no significant group differences or interactions for TA. For QED, an analysis of variance (2x2x2) showed quiet eye duration was increased with the intervention but there were significant differences between the tests. A significant interaction of test and perception-directed focus was observed. Visually instructed groups increased QED whereas the kinesthetic group decreased the QED, suggesting perceptual and motor learning may be asynchronous. One possible explanation for the trends might be the common-coding theory of perception and action.

BACKGROUND AND OBJECTIVES: In psychoeducation before exposure treatment patients are sometimes provided with information about the (low) probability that the feared outcome would occur. Since it has been proposed in the literature that this might have adverse effects, the current study investigated the effect of providing participants with this type of safety information on return of fear. METHOD: In an ABA-renewal paradigm, participants in the experimental group were instructed between acquisition and extinction that the probability of US-occurrence would be extremely small in the remainder of the experiment. Participants in the control group did not receive this information. RESULTS: Less return of fear in US-expectancy ratings was observed in participants who received the safety information. LIMITATIONS: We failed to find successful acquisition in the skin-conductance data, which prevented us from interpreting the results of this outcome measure. CONCLUSIONS: These results suggest that providing safety information is not deleterious for the effects of exposure and can even be beneficial for its effects. However, further clinical research is needed. ispartof: Journal of Behavior Therapy and Experimental Psychiatry vol:63 pages:73-78 ispartof: location:Netherlands status: published

An astonishing aspect of human cognitive flexibility concerns the ability to efficiently convert complex symbolic instructions into novel behaviors. In such ability, the rapid transformation of relevant content into action plans is particularly crucial as it allows for reflexive, automatic-like execution of merely instructed task sets. However, little is known about the mechanisms that give rise to this transformation. In the current study, we test the hypothesis that novel instructions held in working memory are reformatted into action-oriented representations when selective attention prioritizes their content. To do so, we devised a paradigm in which participants first encoded 4 S-R mappings and later, a retro-cue selected two of them. We first found that participants can benefit from retro-cues during the implementation of novel task-sets. Then, across two preregistered experiments, we observed that cued mappings (but not uncued ones) induced intention-based reflexivity, suggesting that only these entered an action-oriented state. Altogether, our results reveal that selective attention prioritizes relevant novel instructed content, playing an important role in its prospective reformatting into an action-bound task set.