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Brain Electrical Activity Maps were recorded from 20 subjects whilst performing: (a) the Vandenberg & Kuse Mental Rotation Test (MRT) and: (b) the Isaac, Marks & Russell Vividness of Movement Imagery Questionnaire (VMIQ), and under control conditions. Subjects were classified as good or poor imagers, first on the basis of their VMIQ scores, and secondly on their MRT scores. Alpha, beta 1 and beta 2 at different cortical regions were compared between groups and between task performance and control conditions. During MRT significant reductions in alpha amplitude were found over both right and left parietal areas and over the left frontal region. In beta 1 non-significant trends in the same direction were observed in the same regions found to be significant in alpha. Non-significant trends in beta 2 were observed over the fight parietal and frontal regions. No differences in amplitude at any frequency band were found between good and poor VMIQ scorers but subjects with high MRT scores showed greater alpha amplitude at many sites in the parietal, parieto-occipital and frontal areas than subjects with low MRT scores. During VMIQ testing the VMIQ high imagers showed a non-significant trend towards higher alpha amplitude at frontal regions and some scattered parietal and occipital sites and significantly higher levels of beta 2 in the left frontal region. However, no differences were found between imagery and control conditions. The results confirm the involvement of motor as well as spatial processes in dynamic imagery., The hypothesis that imagery involves many of the brain mechanisms which serve normal perception (Finke, 1980) has stimulated extensive research activity. The theory that a comparable equivalence exists between movement [...]

A central theme in imagery research is the relationship between perceptual processes and imagery. This Special Issue of the Journal explores the less familiar field of motor imagery, the nature [...]

Research on motor learning occupies an important position in ergonomics and sports science. Analytical methods developed by ergonomists are useful in deriving training descriptions and in conventional learning theory. Ergonomics and basic research in motor skills have been influenced by the cognitive revolution which has altered psychology. Renewed interest in verbal instruction, imitation, imagery and mental practice, which were earlier considered beyond the reach of scientific research, and reassessment of the role of cognitive processes in motor learning indicate widening perspectives.

Examines issues in broad-based training in the context of transfer of training. Classical research findings on transfer are summarized and training policy implications are drawn. Transfer is reexamined relative to recent ideas in cognitive psychology, training methods to enhance transfer are suggested, and future research needs are addressed. (Author/MBR)

There is a concern that subjective rating scales are scientifically applied, however, the general view is that verbal reports and objective data can be of immense value in ergonomics. On a general note, the question of design standards based partly or wholly on such scales should be treated with more caution.

Subjective rating scales are widely used in every aspect of Ergonomics research and practice for the assessment of workload, fatigue, usability, annoyance and comfort, urgency and presence. However, the question of them being scientific is answered giving some important points as a debate.

In 1984 the US Army Research Institute, prompted by a number of senior officers, among them General Thurman of Panama fame, asked the National Academy of Sciences and the National [...]

Research is presented concerning the development of methods for measuring team skills, objectives for team training and identifying key team skills. The use of hierarchical task analysis is discussed.

Editorial. Examines whether team work poses problems for ergonomics. Discussion on team work and team tasks; Details on performance measurement and team processes.

Describes the results of some studies using the natural experiment technique in psychological research about the loss of skills. Concerns over the loss of opportunity to practice certain skills learned during the first year once subjects begin to specialize; Recommendations on strategies to prevent the loss of skills.

Part I. Discusses the implications of skill loss on the design and efficiency of industrial training in Great Britain. Demand for trained labor; Importance of skill loss; Psychology of learning and memory; Employers and tradesmen's view of skilled labor.

Analyzes individual differences in right and left reaction time. Results confirming unexpected individual differences related to stimulus laterality; Absence of any significant effects attributable to hand preference or sex.

Speculative training may of necessity be distributed over two or more periods separated by intervals of unemployment. It can be predicted from Jost's Laws in verbal learning (1897) that a distributed training regime gives better retention. Two experiments are described comparing retention on a video game skill under continuous and distributed training schedules. Results confirm the prediction and theoretical and practical implications are discussed. [ABSTRACT FROM PUBLISHER]

Some of the issues of broad‐based training, which is aimed at promoting transferability of skill, are examined and related to the concept of transfer of training. The classical research findings on transfer are summarized and some implications for training policy are drawn. The concept of transfer is re‐examined in the light of recent ideas in cognitive psychology and the psychology of individual differences, and suggestions are made for training methods which could be expected to enhance transfer and hence transferability. Finally, attention is drawn to problems to which future research should be addressed. [ABSTRACT FROM PUBLISHER]

The article presents a study that outlines an approach used in the assessment of motor skills or skilled performance. It also describes how the approach was used in the reassessment of knowledge of results of a learning experience. Under the investigation, two different kinds of knowledge of results are explored, namely as a directional indicator and as an augmented feedback. Several points postulated from the results of the investigation are summarized. Moreover, the findings suggest that a trainee's reaction on the information given to him/her about the progress he/she is making in his/her learning vary from one kind of task to another.

The article presents a study on motor skills from the general standpoint of a perceptual skill in the receiving of information. Several studies of motor skills have frequently stressed the perceptual significance of the operation. The nervous system of the operator has been considered as a limited capacity channel trying to handle several incoming signals. These signals may come either from the external environment or from internal sources. Propositions concerning the probabilities of events in skilled performance is described.