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This review paper aims to present the evolution in methods of delivering oral hygiene information to orthodontic patients. Orthodontic fixed appliance treatment confers numerous benefits to patients in terms of occlusion, function and aesthetics, but it is associated with unwanted consequences due to challenges in maintaining oral hygiene. The ways of delivering oral hygiene information to patients have progressed over the years. Recent years have seen an increase in the popularity of incorporating technology in delivering oral hygiene information and monitoring of oral hygiene practices. The use of video-based instructions to web-based platforms such as Massive Open Online Course (MOOC) and social media platforms such as YouTube, Instagram and TikTok have all become a mode of oral hygiene information conveyance. Mobile apps are now a popular means to keep track of oral care practices such as toothbrushing frequency. The active ingredients of oral care products have improved providing a greater anticariogenic and antiplaque effect to the user as have the design of toothbrushes and even dental floss. In the future, more advanced technology may be used, such as artificial intelligence (AI) and machine learning, to create intelligent machines that can help educate patients on oral health maintenance and improvement. [ABSTRACT FROM AUTHOR]

Treatment outcomes are strongly influenced by expectations, as evidenced by the placebo effect. Meta-analyses of clinical trials reveal that placebo effects are strongest in pain, indicating that psychosocial factors directly influence pain. In this review, I focus on the neural and psychological mechanisms by which instructions, learning, and expectations shape subjective pain. I address new experimental designs that help researchers tease apart the impact of these distinct processes and evaluate the evidence regarding the neural mechanisms by which these cognitive factors shape subjective pain. Studies reveal that expectations modulate pain through parallel circuits that include both pain-specific and domain-general circuits such as those involved in affect and learning. I then review how expectations, learning, and verbal instructions impact clinical outcomes, including placebo analgesia and responses to pharmacological treatments, and discuss implications for future work. [ABSTRACT FROM AUTHOR]

The military issue has always been a concern in the foreign policy of the states, and the continuous progress made in the various military fields, as well as the increasingly significant tendency of military diplomacy to be involved in the maintenance of international peace and security, led to the need to use military experts within diplomatic missions, from specialists in the field to permanent advisers to the heads of permanent or temporary diplomatic missions. The history of military attachés dates to the early 19th century when European countries began sending military observers to foreign capitals to monitor military developments and gather intelligence about the accredited state. Military attachés are members of the army of the accrediting state and head the military offices of the respective diplomatic missions, being, in principle, hierarchically subordinate, regardless of rank, to the head of the diplomatic mission. However, this subordination does not prevent the military from communicating directly with the ministries regarding strict military issues, especially those that refer to military secrets. The period after the First World War, along with the development of Romanian diplomacy, was recorded as the strengthening of the institution of the military attachment, having a special contribution to the implementation of the country's military policy. [ABSTRACT FROM AUTHOR]

Recent research has demonstrated that consistent external attentional focus instructions produce more reliable jumping measurements compared to nonconsistent focus of attention instructions. While previous research has examined the effects of different external attentional focus instructions, less is known about different external focus of attention instruction effects during a vertical jump. Given that previous work has demonstrated that consistent external focus of attention instructions produced reliable jumping estimations, we hypothesized that using multiple methods to direct attention externally would produce consistent vertical jump results. Using a within-participant design, college aged students (n = 35) completed two vertical jumps on a VertecTM within five conditions. Each condition was provided different external directing instructions conditions (control; external-lower near, -upper near, -upper far, -unreachable far). Data were analyzed using a repeated measures analysis of variance (ANOVA). Results showed that jump heights in the control and external focus of attention conditions were not significantly different from one another, p = .119. The findings of this study suggest there are numerous external focus of attention instructions that can be provided during a vertical jump producing consistent results. [ABSTRACT FROM AUTHOR]

In the context of the study of political trends and groups in the Hungarian reform era, it is necessary examining the political life in the counties. In the 1840s, the nobility in Csanád county became increasingly divided into parties. In my study, I will examine conflicts between the nobles of Csanád and how the formation of the Conservative Party and the Liberal Party affected the political situation in Csanád county. In the context of the Diets, the election of deputies and the drafting of instructions also caused exciting clashes between the nobles, which greatly shades the picture of political trends. [ABSTRACT FROM AUTHOR]

Abstract Much of the learning that college students engage in today occurs in unsupervised settings, making effective self-regulated learning techniques of particular importance. We examined the impact of task difficulty and supervision on whether participants would follow written instructions to use repeated testing over restudying. In Study 1, we found that when supervised, instructions to test resulted in changes in the self-regulated learning behaviors such that participants tested more often than they studied, relative to participants who were unsupervised during learning. This was true regardless of the task difficulty. In Study 2, we showed that failure to shift study strategies in unsupervised learning was likely due to participants avoidance of testing rather than failure to read the instructions at all. Participants who tested more frequently remembered more words later regardless of supervision or whether or not they received instructions to test, replicating the well-established testing effect (e.g., Dunlosky et al. in Psychol Sci Public Interest 14:4–58, 2013. http://doi.org/10.1177/1529100612453266 ). In sum, there was a benefit to testing, but instructing participants to test only increased their choice to test when they were supervised. We conclude that supervision has an impact on whether participants follow instructions to test.

As natural resources of sand and fine material used in the concrete industry are becoming more scarce, crushed materials are being used to a greater extent. Shape and texture of machine crushed materials differ from aggregates naturally ground, layered and sorted under the course of millions of years. It is assumed that crushed aggregates are more angular and of less smooth texture than natural aggregates, which will affect the flow behaviour of a suspension containing crushed material. In the mix design process of cementitous suspensions, an adequate rheology of the micro mortar (all constituents in the concrete being able to pass a 0.125 mm sieve, including the cement) is crucial. In this paper, the shape of fine particles is linked to the micro mortar plastic viscosity of the filler suspension including cement. The plastic viscosity here serves as an important quality assessment of the filler, since the micro mortar workability features are vital for the final mix design quality of the concrete workability.

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.

Theater rehearsals are (usually) confronted with the problem of having to transform a written text into an audio-visual, situated and temporal performance. Our contribution focuses on the emergence and stabilization of a gestural form as a solution for embodying a certain aesthetic concept which is derived from the script. This process involves instructions and negotiations, making the process of stabilization publicly and thus intersubjectively accessible. As scenes are repeatedly rehearsed, rehearsals are perspicuous settings for tracking interactional histories. Based on videotaped professional theatre interactions in Germany, we focus on consecutive instances of rehearsing the same scene and trace the interactional history of a particular gesture. This gesture is used by the director to instruct the actors to play a particular aspect of a scene adopting a certain aesthetic concept. Stabilization requires the emergence of shared knowledge. We will show the practices by which shared knowledge is established over time during the rehearsal process and, in turn, how the accumulation of knowledge contributes to a change in the interactional practices themselves. Specifically, we show how a gesture emerges in the process of developing and embodying an aesthetic concept, and how this gesture eventually becomes a sign that refers to and evokes accumulated knowledge. At the same time, we show how this accumulated knowledge changes the instructional activities in the rehearsal process. Our study contributes to the overall understanding of knowledge accumulation in interaction in general and in theater rehearsals in particular. At the same time, it is devoted to the central importance of gestures in theater, which are both a means and a product of theatrical staging. [ABSTRACT FROM AUTHOR]

Background: Given the demands posed by excessive practice quantities in modern dance, physical and mental health can be compromised. Therefore, there is a need to consider how quality of practice may be improved and possibly even reduce training times. Sports literature has shown that instructions and feedback given by coaches can have an effect on the quality of training and influence selfregulation and the performance of athletes. However, currently little is known about the use of instructions and feedback by dance teachers. The aim of the current study was, therefore, to examine the type of instructions and feedback given by dance teachers during various dance classes. Methods: A total of six dance teachers participated in this study. Video and audio recordings were made of six dance classes and two rehearsals at a contemporary dance university. The dance teacher's coaching behavior was analyzed using the modified Coach Analysis and Intervention System (CAIS). Additionally, feedback and instructions were also examined in terms of their corresponding focus of attention. Absolute numbers, as well as times per minute (TPM) rates were calculated for each behavior before, during, and after an exercise. Absolute numbers were also used to calculate ratios of positive-negative feedback and open-closed questions. Results: Most feedback comments were given after an exercise (472 out of 986 total observed behaviors). Improvisation had the highest positive-negative feedback ratio (29) and open-closed questions ratio (1.56). Out of the focus of attention comments, internal focus of attention comments were used most frequently (572 out of 900). Discussion/conclusion: The results make clear that there is a large variability in instructions and feedback over teachers and classes. Overall, there is room for improvement toward a higher positive-negative feedback ratio, a higher open-closed question ratio and producing more comments eliciting an external focus of attention. [ABSTRACT FROM AUTHOR]

This article compares and contrasts Vladimir Nabokov's and Witold Gombrowicz's various kinds of instructions in order to find out how they work in metafiction. The complicated relationship with the readerdom—a struggle (Gombrowicz) or a clash (Nabokov)—is discussed within an intertwined framework of theoretical approaches to audiences, readers, and the texts. This examination aims at a shift of the study of metafiction—fiction which problematizes its fictional reality—to an aesthetic-response perspective while characterizing a specific type: instructive metafiction. In Gombrowicz's case, one and the same instruction may appear several times, because it is only that way that mythology is created, and instructions turn out to be what Gombrowicz calls "Form," which is to be wrestled with by the implied reader. In Nabokov's case, instructions place the implied reader in the created world, in which he is "the perfect dictator" so that he could also control the reader as a fictional character, for as long as we "live" in his house, we ought to obey his house rules. Thus, this essay probes a scholarly discussion on metafiction with a self-reflexive layer by not only (re) reading with authorial instructions, and (un)reading against them, but also by analyzing instructions themselves and their interaction with various audiences. [ABSTRACT FROM AUTHOR]

Given how quickly the educational landscape is changing, educators are having a fascinating conversation about how to incorporate excellent pedagogy into teaching practices. The objectives of this study are to locate recent writings on successful pedagogy for elementary schools and to emphasize their themes in instructional contexts. 15 recent journal papers were reviewed throughout a five-year period, from 2017 to 2021, as part of the study's literature strategy. The research demonstrates that a number of factors that contribute to effective education have continued to draw scholars to write about them in their papers throughout the past five years. Classroom management, instructors' competencies, instructional tactics, valued learning, and students' accomplishments are the core features of effective pedagogy that are commonly stressed in primary education. According to the findings of this study and numerous recent academic works, effective pedagogy is defined as the general attitude of instructors who specify their activities to implement new techniques, approaches, and ways to promote primary school students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Surra Man Raa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionMost studies on parenting and its role in child development are conducted in Western countries, but it cannot be assumed that characteristics of parental practices are similar in non-Western settings. Research characterizing cultural differences in parenting is required to inform the focus of studies designed to test differential outcomes from such practices in children over time and across cultures. The present cross-cultural study examined differences in maternal speech during mother–child interactions, and, specifically, in the use of mind-mindedness, instruction and control, and the expression of warmth (i.e., positive comments).MethodsWe observed 100 dyads (50 from the UK and 50 from India) during mother-infant play interactions at 7 months. Maternal speech was transcribed and translated prior to independent coding, and this was coded using established measures together with a newly developed measure of “Instructions”.ResultsSubstantially large differences between UK and Indian mothers were observed. Compared with UK mothers, Indian mothers made fewer mind-minded comments about their infants, and they issued more instructions and made more controlling and positive comments. Findings from this study might reflect cultural differences in how parental style might be expressed according to cultural priorities and values.ConclusionsThe implications of these very large differences in parenting across cultures for child development remain to be investigated and are discussed in the present paper.

Effective learning methods are essential for motor skill development and participation in children with low motor abilities. Current learning methods predominantly aim to increase declarative knowledge through explicit instructions that necessitate sufficient working memory capacity. This study investigated the roles of declarative knowledge and working memory capacity in explicit motor learning of children with low motor abilities. We studied both acquisition performance (i.e., performance during practice) and learning (i.e., the improvement in performance from pretest to posttest). After practice with explicit instructions, children with low motor abilities showed significant learning, albeit that improvement was relatively small. However, working memory capacity and declarative knowledge did not predict learning. By contrast, working memory capacity and declarative knowledge did predict performance during practice. These findings suggest that explicit instructions enhance motor performance during practice, but that motor learning per se is largely implicit in children with low motor abilities. [ABSTRACT FROM AUTHOR]

BackgroundGiven the demands posed by excessive practice quantities in modern dance, physical and mental health can be compromised. Therefore, there is a need to consider how quality of practice may be improved and possibly even reduce training times. Sports literature has shown that instructions and feedback given by coaches can have an effect on the quality of training and influence self-regulation and the performance of athletes. However, currently little is known about the use of instructions and feedback by dance teachers. The aim of the current study was, therefore, to examine the type of instructions and feedback given by dance teachers during various dance classes.MethodsA total of six dance teachers participated in this study. Video and audio recordings were made of six dance classes and two rehearsals at a contemporary dance university. The dance teacher’s coaching behavior was analyzed using the modified Coach Analysis and Intervention System (CAIS). Additionally, feedback and instructions were also examined in terms of their corresponding focus of attention. Absolute numbers, as well as times per minute (TPM) rates were calculated for each behavior before, during, and after an exercise. Absolute numbers were also used to calculate ratios of positive-negative feedback and open-closed questions.ResultsMost feedback comments were given after an exercise (472 out of 986 total observed behaviors). Improvisation had the highest positive-negative feedback ratio (29) and open-closed questions ratio (1.56). Out of the focus of attention comments, internal focus of attention comments were used most frequently (572 out of 900).Discussion/conclusionThe results make clear that there is a large variability in instructions and feedback over teachers and classes. Overall, there is room for improvement toward a higher positive-negative feedback ratio, a higher open-closed question ratio and producing more comments eliciting an external focus of attention.

In this paper, we study the interactional organization of an instructed object exploration among sighted and visually impaired people (VIPs) in order to contribute to studies of instructional activities and the observable accomplishment of haptic perception. We do this by showing the situated, interactional, and co-operative organization of achieving object understanding. We focus on the dynamics of haptic perception as being reliant on instructions, while at the same time being an observable production that furnishes further instructions. We show the organization of visual and verbal instructions versus the touching of objects for haptic perception. Based on ethnomethodological conversation analysis of video data, we study a VIP's haptic actions in interaction with a professional, sighted ICT consultant who provides instructions on what an object is and what it can do. We show how the instructions are sequentially adjusted to make them relevant for a simultaneous, emerging exploration in which the VIP uses their hands and fingers to perceive very specific details of the object. We argue that achieving object understanding is accomplished in and through the fine-tuned coordination of haptic exploration, both as a response to verbal instructions and also as a means of conveying perception-related actions, which the ICT uses to build new actions. The paper thus makes a case for instructed and distributed haptic perception as observable in social interaction and as a resource for building object understanding within phenomenal fields. [ABSTRACT FROM AUTHOR]

Inducing a state of meditation through conceptual metaphors used in the language of guided meditation instructions can have distinctive effects on well-being and meta-thinking. We hypothesized that the use of novel deliberate metaphor in the instructions of a guided meditation in which participants are invited to pay attention to thoughts would help novice meditators increase their meta-thinking activity and change their affective state during a guided meditation session. We conducted a study to test this hypothesis, using four experimental conditions (novel deliberate metaphor, conventional deliberate metaphor, non-metaphorical, silence) in micromeditation sessions with 324 university students. Results validate the instructions exploiting novel deliberate metaphor to activate meta-thinking activity and improve the affective state. These findings enhance our understanding of the short-term effects of guided meditation instructions, particularly regarding how the use of conceptual metaphor in the language of instructions can influence the meta-cognitive and affective levels of meditators, and open new directions both in applied metaphor studies and meditation research. [ABSTRACT FROM AUTHOR]

Much of the learning that college students engage in today occurs in unsupervised settings, making effective self-regulated learning techniques of particular importance. We examined the impact of task difficulty and supervision on whether participants would follow written instructions to use repeated testing over restudying. In Study 1, we found that when supervised, instructions to test resulted in changes in the self-regulated learning behaviors such that participants tested more often than they studied, relative to participants who were unsupervised during learning. This was true regardless of the task difficulty. In Study 2, we showed that failure to shift study strategies in unsupervised learning was likely due to participants avoidance of testing rather than failure to read the instructions at all. Participants who tested more frequently remembered more words later regardless of supervision or whether or not they received instructions to test, replicating the well-established testing effect (e.g., Dunlosky et al. in Psychol Sci Public Interest 14:4–58, 2013. http://doi.org/10.1177/1529100612453266). In sum, there was a benefit to testing, but instructing participants to test only increased their choice to test when they were supervised. We conclude that supervision has an impact on whether participants follow instructions to test. [ABSTRACT FROM AUTHOR]

Therapeutic (homework) tasks are a characteristic strategy in behavioral psychology to achieve clinical change. The aim of the present study is to determine how behavioural therapists assign therapeutic tasks and review their compliance. Observational methodology was used to analyse the verbal interaction of therapists and clients in 211 recorded sessions (19 complete successful cases) using a validated coding system (SIST-INTER-INSTR). The values for inter- and intra-judge reliability were from good to excellent. The study shows that behavioural psychologists offer motivating verbalisations when assigning therapeutic tasks. During the review of task compliance, therapists frequently provide positive reinforcement when clients report complete compliance with the assigned task but stop the review of tasks when clients report non-compliance or only partial compliance with the task. These sequences provide information about how behavioural therapists provide instructions for therapeutic tasks and review their compliance. This is a first step to study how these verbal sequences favour the establishment of TC and the effectiveness of treatment. [ABSTRACT FROM AUTHOR]

Research has repeatedly suggested that an external focus of attention is far superior to an internal focus of attention in motor learning and performance. Such findings have been explained through the lens of automaticity, as focusing externally on something outside your body should promote efficient and subconscious execution of any given motor action. In this paper, I critically review evidence and propose an alternative mechanism to explain why various foci are effective. Information, and its relevance to the task at hand, are at the center of this alternative view. The strong conclusions recently put forth in favor of an external focus, and the dismissal of all internal foci, appear unfounded. Researchers and practitioners should keep exploring attentional strategies that promote task-relevant information attunement. [ABSTRACT FROM AUTHOR]

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Background: By explaining the reasons for non-compliance with the protocols of the National Anti-coronavirus Headquarters, we can help respond better, make better decisions, and control the risks and outcomes of coronavirus in the future. This study aimed to explain the reasons for the public’s non-compliance with the National Anti-coronavirus Headquarters measures from the perspective of academics. Materials and Methods: The present qualitative study uses a contractual content analysis approach. The study participants were 19 professors and experts of the University of Medical Sciences with the necessary and sufficient information and experience on the subject. A purposive sampling method with maximum diversity in characteristics such as age, gender, education, the field of study, and work experience was used to select the participants. The study data were obtained through semi-structured interviews until data saturation and analyzed simultaneously. Results: From the content analysis of the interviews, 5 main themes and 7 subthemes emerged: 1) normalization and simplification of coronavirus risk with 5 subthemes of learning weakness, inconsistency in received information, misperception of coronavirus, perceived harms due to the observance of protocols, and the impracticality of some policies and approvals of the National Anti-coronavirus Headquarters, 2) weak communication, trust and low acceptance of the people by the procedures of the Anti-coronavirus Headquarters, 3) lack of sufficient motivation in people to comply with, 4) family-cultural conditions with two subthemes of the emotionality of Iranian families and the received cultural sediments, and 5) weakness in supervision and compassion in the use of force. Conclusion: The study results showed that from the point of view of academics, there are reasons for people not observing the recommendations of the National Anti-coronavirus Headquarters, which leads to more ineffective control of coronavirus and consequently human, economic, and social damages to the country. Given the importance of coronavirus control in promoting community health and prevention of this disease and its dangers, further understanding of the reasons for non-compliance with the procedures and recommendations of the National Anti-coronavirus Headquarters to plan and carry out effective interventions seem necessary.

Most research of comparative cognition has focused on the degree to which cognitive phenomena that have been reported in humans, especially children, can also be demonstrated in other animals. The value of such comparative research has not only been the finding that other animals show behavior that is qualitatively similar to that of humans but because the comparative approach calls for the careful control of variables often confounded with the mechanisms being tested, the comparative approach has identified procedures that could also improve the design of research with humans. The comparative approach has also been used to study the degree to which other animals demonstrate human biases and suboptimal behavior (e.g., commercial gambling). When applied to this field of research, the comparative approach has generally taken the position that human biases generally thought to be established by complex social and societal mechanisms (e.g., social reinforcement and entertainment) may be more parsimoniously accounted for by simpler mechanisms (i.e., conditioned reinforcement and positive contrast). When explained in terms of these mechanisms, the results have implications for explaining in simpler and more general terms the results of similar research with humans. Thus, comparative psychology tells us not only about the similarities and possible differences in behavior among species but it also may have implications for our understanding of similar behavior in humans.

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. [ABSTRACT FROM AUTHOR]

This article analyses the presence of the Chilean gubernation in the instructions given to the viceroys during the reigns of the Habsburg kings (16th and 17th centuries). To do so, we first explain the relationship the viceroys had with the Kingdom of Chile. Afterwards we offer a characterization of the instructions as documental typology, as it was used as well in lots of other territories of the monarchy. We sustain the hypothesis that the importance of Chile in these documents increases in time once the Spanish dominion is consolidated and the strategic relevance of the Chilean coasts increases because of the presence of pirates and corsairs. [ABSTRACT FROM AUTHOR]

Copyright of Mexican Journal of Behavioral Analysis / Revista Mexicana de Análisis de la Conducta is the property of Sociedad Mexicana de Analisis de la Conducta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Movement variability has been postulated to afford perception of the perceptual motor workspace and to be directly linked to improved performance. Here, we investigated how instructions mediate the search process and the relation between performance outcome and movement variability. We used a novel bimanual force tracking task where zero error was achieved via proportional output between the hands. Participants were either instructed or not as to how to coordinate their force output to achieve this goal, but the goal to minimize error was explained to all participants. The provision of instructions restricted the overall area of the task space that was searched. Moreover, the time dependent properties of the search were influenced; where instructions increased the likelihood that participants would produce a higher force level over practice. Multiple regression revealed that variability was positively correlated with performance outcome, but the strength of this relation was dependent on instructions and individual search strategies. The findings are consistent with the view that information through instructions shapes individual emergent perceptual-motor search strategies that in turn mediate how movement variability relates to performance outcome. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Tertius is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Pressure pain threshold (PPT) measurements require standardised verbal instructional cues to ensure that the increasing pressure is stopped at the correct time consistently. This study aimed to compare how PPT values and their test-retest reliability were affected by different instructional cues., Methods: At two separate sessions, two PPT measurements were taken at the anterior knee for each of four different instructional cues: the cue of the German Neuropathic Research Network instructions ('DFNS'), the point where pressure first feels uncomfortable ('Uncomfortable'), 3/10 on the numerical pain rating scale ('3NPRS'), and where pain relates to an image from the pictorial-enhanced NPRS scale ('Pictorial'). Linear mixed modeling was used to quantify differences between pairs of instructional cues. Test-retest reliability was estimated using intraclass correlation coefficients (ICC[2,1] and ICC[2,k])., Results: Twenty participants were recruited. The cue resulting in greatest PPT value was DFNS (394.32 kPa, 95%CI [286.32 to 543.06]), followed by Pictorial (342.49 kPa, 95%CI [248.68 to 471.68]), then Uncomfortable (311.85 kPa, 95%CI [226.43 to 429.48]), and lastly 3NPRS (289.78 kPa, 95%CI [210.41 to 399.09]). Five of six pairwise contrasts were statistically significant. Regardless of the cues, the point estimates of ICC (2,1) ranged from 0.80 to 0.86, and the ICC (2,k) values ranged from 0.89 to 0.93. No statistically significant differences were found between any pairwise contrasts of reliability indices., Conclusion: Words matter when instructing people when to stop testing in pressure algometry. Clinicians should use the same instructional cue when assessing pain thresholds to ensure reliability., Competing Interests: Declaration of competing interest The authors have no conflicts of interest to declare., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Recent data suggest that interactions between systems involved in higher order knowledge and associative learning drive responses during value-based learning. However, it is unknown how these systems impact subjective responses, such as pain. We tested how instructions and reversal learning influence pain and pain-evoked brain activation. Healthy volunteers (n=40) were either instructed about contingencies between cues and aversive outcomes or learned through experience in a paradigm where contingencies reversed three times. We measured predictive cue effects on pain and heat-evoked brain responses using functional magnetic resonance imaging. Predictive cues dynamically modulated pain perception as contingencies changed, regardless of whether participants received contingency instructions. Heat-evoked responses in the insula, anterior cingulate, and other regions updated as contingencies changed, and responses in the prefrontal cortex mediated dynamic cue effects on pain, whereas responses in the brainstem’s rostroventral medulla (RVM) were shaped by initial contingencies throughout the task. Quantitative modeling revealed that expected value was shaped purely by instructions in the Instructed Group, whereas expected value updated dynamically in the Uninstructed Group as a function of error-based learning. These differences were accompanied by dissociations in the neural correlates of value-based learning in the rostral anterior cingulate, thalamus, and posterior insula, among other regions. These results show how predictions dynamically impact subjective pain. Moreover, imaging data delineate three types of networks involved in pain generation and value-based learning: those that respond to initial contingencies, those that update dynamically during feedback-driven learning as contingencies change, and those that are sensitive to instruction. Together, these findings provide multiple points of entry for therapies designs to impact pain.

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