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This paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges. [ABSTRACT FROM AUTHOR]

Copyright of School Chronicle / Šolska Kronika is the property of Slovenski Solski Muzej 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.)

This paper investigates how manual know-how is manifested in instructed action in a technologized setting characterised by distributed spaces and bodies. Drawing on data from a temporary game lab where co-present participants try out virtual reality games, it analyses how an experienced VR user instructs novice participants in accomplishing the steps required to set up the game, in interacting with virtual objects and resolving troubles with tasks in the virtual environment. We show how instructions are fitted to and serve to advance the practical activity, and how they are recipient designed to teach novice users the manual and bodily techniques for interacting with the virtual game and its features. • Instructing novice users of virtual reality shows orientation to manual skills. • Practices of instruction involve tactile interventions and manual actions targeting correct techniques for using the controllers. • Instructional practices include use of touch to guide users' understanding of relevant features of the tactile interface. • Experienced player guides novice's perception by drawing attention to system instructions. [ABSTRACT FROM AUTHOR]

The arrival of COVID-19 disrupted the everyday life of the classroom. This interactional sociolinguistic research explores a teacher providing directions to students about COVID-19 safety protocols, delivered on the first three days of the students' return to the classroom in August 2020 after a multi-month hiatus. Using audio-data collected over multiple hours as part of an ongoing long-term study of classroom interaction in a rural Canadian high school, it examines teacher strategies for delivering directives regarding COVID-19 safety policy, with particular attention to linguistic forms aimed at student compliance during the fraught early days of return. The findings outline strategies of delivering unambiguous directives regarding relatively mundane procedures, as well as strategies of avoidance—indirections—which were framed as negotiation and revoicing. This study explores the tenuous balance of risk and the everyday in the classroom, where the teacher attempts to reset the interactional order in light of new restrictions, new requirements, and new threats. [ABSTRACT FROM AUTHOR]

A central mechanism of human action control is the prompt binding between actions and the stimuli provoking them. Perceiving the same stimuli again retrieves any bound responses, facilitating their execution. An open question is whether such binding and retrieval only emerges when stimulus–response rules are known upon taking action or also when agents are forced to guess and receive feedback about whether they were successful or not afterward. In two experiments, we tested the hypothesis that knowing rules before responding would boost binding between stimuli and responses during action-taking relative to guessing situations. Second, we assessed whether the content of the feedback matters for binding in that agents might use feedback to build correct stimulus–response bindings even for wrong guesses. We used a sequential prime-probe design to induce stimulus–response binding for prime responses that were either rule-based or guesses, and to measure retrieval of these bindings in response times and errors in the probe. Results indicate that binding and retrieval emerge for successful but not for wrong guesses. Binding effects for correct guesses were consistently small in effect size, suggesting that pre-established stimulus–response bindings from instructed rules might indeed boost binding when taking action. [ABSTRACT FROM AUTHOR]

A common method for assessing blatant dehumanization asks participants to rate "how evolved" they think members of various social groups are using the Ascent of Human scale (AOH) that transitions in stages from a crawling ape to a fully upright modern human. However, little is known about how task instructions affect participant ratings. In this pre-registered study, participants saw alternative forms of instruction including the traditional instructions emphasizing "evolution", a prompt without any reference to evolution, and a prompt that clearly explained that the scale assesses dehumanization. Instruction type had no effect on dehumanization ratings on the AOH scale. These results support the idea that the AOH scale is a robust means of assessing blatant dehumanization. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Clinical & Experimental Hypnosis is the property of Routledge 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.)

This study explored the lived experiences of parents in the home schooling of their preschool children during the Covid-19 pandemic. It focused on the parental roles and responsibilities as parent-teachers, and the support they received from the school. Purposive sampling was used in this qualitative study in order to choose participants who had firsthand experience with preschool distance learning during the pandemic. Twenty parents from a range of socioeconomic backgrounds made up the sample, ensuring a thorough comprehension of diverse viewpoints. Based on the findings, parents played an active role in the learning process during the distance learning approach, facilitating and guiding their children through the modular lessons. To promote children's safe attachment, social-emotional competence, and cognitive development, they were expected to exhibit more positive emotions and greater levels of professional competence while doing remote learning. On the other hand, parents encountered variety of difficulties with distance learning, including the virtual environment, instruction delivery, unsatisfactory learning outcomes, challenges with the use and accessibility of technology, personal issues with health, stress, and their child's learning style. To ensure parents receive the resources they need, there must be strong collaboration and open communication between the school and parents. The results imply that planning for blended learning models in the long run should assist and ready parents to work as co-teachers.

Helping people with intellectual and visual disabilities engage in activity and mobility is considered crucially important to promote constructive occupation and a basic form of physical exercise (i.e., objectives that are essential for the individuals’ wellbeing and in line with their rights). This study assessed two new programs aimed at helping eight participants with intellectual and visual disabilities (four in each program) to independently move through specific indoor destinations, collect and transport objects, and access stimulation events (e.g., music) with the support of technology systems involving a smartphone linked to mini cameras and speakers. The second program was more advanced than the first and (a) required the participants to discriminate the objects used and transport two (rather than one) of them before any stimulation event, and (b) included telephone calls to and stories from preferred communication partners among the stimulation events. Each program was implemented using a single-case research design (i.e., a non-concurrent multiple baseline design across participants). The results showed that both programs were effective in enabling the participants to collect, transport, and put away objects and access stimulation independently during 20-min sessions. Based on the results, both programs might be considered useful tools to help people with intellectual and visual disabilities manage independent activity and mobility.

The considerations presented in this paper aim to characterize the specialized instructions formulated during academic yoga training from the perspective of the anthropocentric theory of human languages. This goes hand in hand with the fact that the linguistic manifestation of the specialized knowledge of yoga teachers as well as the determination of areas of the specialist knowledge evoked during training are viewed as research objects. The focus of the explanations presented in this paper is therefore on the following research questions: 1. How do the instructions during an academic yoga training achieve the status of specialist communication with the participants? 2. What knowledge resources about yoga positions necessary to perform a movement can be activated during an academic yoga training? The level of specialization and the specialized language are considered characteristics of instructions in academic yoga training. Therefore, they are reference points according to which concrete examples of instructions are specified in order to recognize the intention and motivation underlying the linguistic actions of yoga teachers. The indicators of specialization and specialized language like terminology, function of instructions leads to the general characteristics of the professional language – the professiolect of yoga teachers and formulation of research desiderata. The identification of terms and quasi-terms as elements of specialist communication between yoga participants and teachers, however, makes it possible to determine if their use in the pecialist-non-specialist communication structure is legitimate.

Helping people with intellectual and visual disabilities engage in activity and mobility is considered crucially important to promote constructive occupation and a basic form of physical exercise (i.e., objectives that are essential for the individuals' wellbeing and in line with their rights). This study assessed two new programs aimed at helping eight participants with intellectual and visual disabilities (four in each program) to independently move through specific indoor destinations, collect and transport objects, and access stimulation events (e.g., music) with the support of technology systems involving a smartphone linked to mini cameras and speakers. The second program was more advanced than the first and (a) required the participants to discriminate the objects used and transport two (rather than one) of them before any stimulation event, and (b) included telephone calls to and stories from preferred communication partners among the stimulation events. Each program was implemented using a single-case research design (i.e., a non-concurrent multiple baseline design across participants). The results showed that both programs were effective in enabling the participants to collect, transport, and put away objects and access stimulation independently during 20-min sessions. Based on the results, both programs might be considered useful tools to help people with intellectual and visual disabilities manage independent activity and mobility. [ABSTRACT FROM AUTHOR]

Alpha oscillations are known to play a central role in several higher‐order cognitive functions, especially selective attention, working memory, semantic memory, and creative thinking. Nonetheless, we still know very little about the role of alpha in the generation of more remote semantic associations, which is key to creative and semantic cognition. Furthermore, it remains unclear how these oscillations are shaped by the intention to "be creative," which is the case in most creativity tasks. We aimed to address these gaps in two experiments. In Experiment 1, we compared alpha oscillatory activity (using a method which distinguishes genuine oscillatory activity from transient events) during the generation of free associations which were more vs. less distant from a given concept. In Experiment 2, we replicated these findings and also compared alpha oscillatory activity when people were generating free associations versus associations with the instruction to be creative (i.e. goal‐directed). We found that alpha was consistently higher during the generation of more distant semantic associations, in both experiments. This effect was widespread, involving areas in both left and right hemispheres. Importantly, the instruction to be creative seems to increase alpha phase synchronisation from left to right temporal brain areas, suggesting that intention to be creative changed the flux of information in the brain, likely reflecting an increase in top‐down control of semantic search processes. We conclude that goal‐directed generation of remote associations relies on top‐down mechanisms compared to when associations are freely generated. [ABSTRACT FROM AUTHOR]

This study compared the use of delivering a single instruction (e.g., Who is it?) versus varied instructions (e.g., What's their name? Who is this? What about this one?) when teaching three children diagnosed with autism spectrum disorder (ASD) novel expressive label targets via direct telehealth. The present investigation utilized an adapted alternating treatments design nested into a multiple probe design, to teach participants to expressively label pictures of cartoon characters using either a single instruction or varied instructions. The goal of this study was to evaluate the acquisition, effectiveness, and efficiency of the two different procedures for each participant. The results demonstrated that while students learned all targets in both conditions, skill acquisition rates were slightly higher for the majority of participants using varied instructions via telehealth. [ABSTRACT FROM AUTHOR]

The purpose of the study was to compare two types of virtual teaching-learning environments: ostensive teaching through videos and teaching by instructions, in the learning of class relationships of chemical elements in university students, by first and second-order matching-to-sample tasks, to relate the given symbol, name and group in the periodic table. Fifty undergraduate students who relate to their field of knowledge to Chemistry participated, from a university in Sonora, equally and randomly divided into 10 groups. A factorial design was used with eight experimental groups and two control groups, with pre-post test, training and evaluation, continuous performance feedback was configured during training with the words correct and incorrect. The results suggest that the virtual environment in ostensive teaching, where an expert shows an exercise in first and second-order matching-tosample tasks, has greater effects than the virtual environment that relies on teaching by explicit instructions of the exercises in matching tasks. The importance of ostensive teaching is highlighted as a didactic resource that can be combined with instructions in the design of virtual teaching-learning environments, it is assumed that the student's practice favors the learning of science, specifically when he learns by doing and observing exercises and instructions given by an expert in the area. [ABSTRACT FROM AUTHOR]

Instructions are used in clinical practice to facilitate the acquisition of new behaviors and eliminate other problematic ones. Despite various studies on instructions in the experimental field, there is not as much research framed within the clinical realm. Therefore, the objective of this article is to explore therapeutic interaction in relation to instructions. Eleven cases of individual psychotherapy were recorded using an observational methodology and the Acoveo category system. The sample was divided into three groups (success, partial success, and failure) based on their percentage of protherapeutic verbalizations, and the significance and Yule’s Q statistic of three sequential analyses were compared. The relationships studied were: Instruction Follow-up and Positive Reinforcement; Non-Instruction Follow-up and Negative Reinforcement; Instruction Follow-up and Discriminative Stimulus; client and therapist categories, respectively. The results showed that in the second and last relationship in the success group, they were significant unlike the others. In conclusion, in all three groups, therapists reinforced follow-up expressions, but only in the success group were non-follow-up expressions punished, and follow-up affirmed by the client was evaluated significantly. [ABSTRACT FROM AUTHOR]

Braille is often proposed by the uninformed as the optimal solution to providing an alternative to visual information to the visually impaired. The purpose of this article is to highlight the complexity of the braille user population and discuss the importance of understanding the use of braille as a solution for equal access of information. As part of the National Institute of Biomedical Imaging and Bioengineering (NIBIB) Rapid Acceleration of Diagnostics (RADx) Tech program and its goal to make home tests accessible to people with disabilities, a series of interviews with industry experts was conducted to better understand braille technologies and the braille user space. Published literature findings provided additional context and support to these interviews. It was found that expert consensus and data from published literature vary. The braille user population is complex and lacks consistent characterization. Visually printed media should not be solely relied on to communicate information. In conclusion, braille is one solution for improving access to information. Understanding the unique needs of braille users and how they engage with information in a world that is heavily reliant on visual content, is a critical step in developing and implementing non-visual alternatives that will collectively address information access.

The study investigated the impact of YouTube video assisted instructions (YVAI) on pre-service teachers'(PSTs) attitudes and academic performance in chemistry classroom. A quasi-experimental design was adopted for the study. One hundred and twenty (120) Pre-Service Teachers (PSTs) pursuing primary education programme constituted the participants of the study. Sixty (60) PSTs each were non-randomly assigned to the Experimental Group (EG) and Control Group (CG). Data on PSTs' attitude and performance were collected with PSTAS and GCPT respectively. The SPSS software version 20 was used to analyse the data to generate descriptive and inferential statistics. A non-parametric analysis was used in the inferential statistics. The attitude means rank (MR=78.62) of EG (U = 713.000, Z=-6.924, p <.001) was statistically higher than CG (MR=42.38) (U = 713.000, Z=-6.924, p <.001) after treatment. The EG after treatment recorded a mean rank (80.86) statistically higher than CG (40.14), U = 578.500, Z = -6.441, p <.001 after treatment. YVAI was proven as an effective instructional strategy that enhances learners' altitudinal changes and performance. The study recommended the use of YouTube technological-driven instructions to support classroom instructions. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal 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: Little is known about how motor learning strategies (MLSs) can promote implicit and explicit motor learning processes. This study aimed to explore experts' perspectives on therapists' use of MLSs to promote specific learning processes in children with and without developmental coordination disorder (DCD). Methods: In this mixed‐methods study, two consecutive digital questionnaires were used to ascertain the opinions of international experts. Questionnaire 2 explored the findings of Questionnaire 1 in greater depth. In order to reach a certain level of agreement about the classification of MLSs as promoting either (more) implicit or (more) explicit motor learning, 5‐point Likert scales were used in addition to open‐ended questions. The open‐ended questions were analysed with a conventional analysis approach. Open coding was performed by two reviewers independently. Categories and themes were discussed within the research team, taking both questionnaires as one dataset. Results: Twenty‐nine experts from nine different countries with different backgrounds in research, education and/or clinical care completed the questionnaires. The results of the Likert scales showed large variation. Two themes emerged from the qualitative analyses: (1) Experts found it difficult to classify MLSs as promoting either implicit or explicit motor learning, and (2) experts stressed the need for clinical decisionmaking when choosing MLSs. Conclusions: Insufficient insight was gained into how MLSs could promote (more) implicit or (more) explicit motor learning in children in general and in children with DCD specifically. But this study demonstrated the importance of clinical decisionmaking to model and adapt MLSs to child, task and environment, with therapists' knowledge of MLSs being an important prerequisite. Research is needed to better understand the various learning mechanisms of children and how MLSs can be used to manipulate these mechanisms. [ABSTRACT FROM AUTHOR]

Behavioral skills training (BST) is an evidence‐based approach for training individuals to implement discrete‐trial teaching procedures. Despite the effectiveness of this approach, implementing BST can be time and resource intensive, which may interfere with a clinical organization's adoption of this training format. We conducted a scoping review of studies using BST components for training discrete‐trial teaching procedures in peer‐reviewed articles between 1977 and 2021. We identified 51 studies in 46 publications involving 354 participants. We coded descriptive data on (a) participant characteristics, (b) study characteristics, (c) training conditions (including instructions, modeling, rehearsal, and feedback), and (d) training outcomes. The results indicated that studies have primarily attempted to improve the efficacy and efficiency of BST by modifying or omitting common training components. We provide best‐practice considerations for using BST to teach discrete‐trial teaching procedures and offer a research agenda to guide future investigation in this area. [ABSTRACT FROM AUTHOR]

Pairing a conditional stimulus (CS) with an aversive unconditional stimulus (US) causes negative valence and US expectancy to generalize to stimuli that are perceptually and/or conceptually similar to the CS. Past research has shown that instructing participants that the US is more likely to follow stimuli that are dissimilar to the CS reversed the generalization of US expectancy but left generalized valence unchanged. Here, we examined whether instructions about the relationship between stimuli that are perceptually similar would affect the generalization of valence. A picture of an alien (CS+) was paired with an electric stimulus, while a perceptually different alien stimulus (CS–) was presented alone. After conditioning, valence, US expectancy, and electrodermal responses generalized to different aliens that were perceptually similar (by color and shape) to the CS+ and CS–. Participants were then instructed that aliens perceptually similar to the CS+ belonged to the same group as the CS‐ and that aliens perceptually similar to the CS– belonged to the same group as the CS+. The instructions caused an elimination (but not a reversal) of generalized expectancy and valence but did not affect generalized electrodermal responses. This suggests that evaluations of generalization stimuli are sensitive to instructions about their relationship to the CS and that dissociations reported in the literature between valence and expectancy after instructions may occur due to the type of instruction used. Past research has shown that instructions about the likelihood of the unconditional stimulus occurrence affect unconditional stimulus expectancy ratings during perceptually similar generalization stimuli but do not influence evaluations. In the current study, we demonstrate that instructions that change how the conditional and generalization stimuli are related affected generalized unconditional stimulus expectancy ratings and evaluations but did not affect electrodermal responding. [ABSTRACT FROM AUTHOR]

Copyright of HUM: Journal of the Faculty of Arts at the University of Mostar is the property of University of Mostar, Faculty of Arts 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.)

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT 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.)

Throughout the school practices, homework has always presented an integral part of the lesson. Usually at the beginning of a lesson, teachers check and clarify the unclear homework, while at the end of the lesson they assign the homework related to the finished lesson. The goals of homework are many and diverse, they help to better memorise the newly acquired material, reinforce, and expand the acquired knowledge and skills. The purpose of this paper is to find out the relationship between the period when teachers give instructions related to the completion of the homework and the time necessary to clarify uncompleted, respectively unclear, homework. Our assumption was that: There is a significant difference between the time spent for homework instructions and the successful completion of the homework. This research included thirty-six primary education teachers. The research showed that teachers devote little time to the instructions when assigning homework (64% of respondents spend less than 10 minutes) and as a result students have uncertainty in completing them (61% of respondents spend more than 10 minutes) to clarify unclear tasks to students). The statistical significance in the comparison of this pair of variables was p=.010, which proves the set hypothesis. Based on the results of the research, we conclude that if teachers were to give more instructions related the tasks that should be completed by students at home, then the tasks/homework would be completed with a greater success. [ABSTRACT FROM AUTHOR]

Gestures can be brief and compact in their execution, but also elaborate and extended. One way to utilise this kinetic flexibility is to extend one’s gesture in time by holding it in its stroke position. This study explores the interactional function of gestural holds by investigating pointing gestures that are sustained beyond a sequence-initiating turn and into the responsive space following it. The study draws on video data from naturally occurring conversations in German and focuses on held pointing gestures after instructions and questions. It is shown that in both action environments, participants delay gestural closure to indicate that they still consider the addressee’s response to be insufficient.

The study determine the utilization and effectiveness of the research-based innovative teaching devices in the Schools Division of Camarines Norte to provide an inventory of available research-based innovative teaching devices developed in the Division as to physical component, special features and mechanics of its utilization; determine the degree of utilization of the said teaching devices as assessed by the teachers along functionality, flexibility, support to teaching, technical considerations, and engagement and interactions of the user; determine the extent of effectiveness of the said teaching devices as assessed by the jurors as to scope, delivery of instruction, appropriateness of the content, and layout and presentation; and determine the experiences and challenges in the utilization of the said teaching devices. The developed research-based innovative teaching devices utilized by the teachers were moderately functional, flexible, supported teaching, considered technical aspects, and ensured the engagement and interaction of the user to a moderate extent only. Along with scope, delivery of instruction, and appropriateness of the content, layout, and presentation, the teaching devices were found to be effective to a moderate extent; thus, their effectiveness moderately contributes to the enhancement of the competencies, skills, and abilities of the students. The inclusion of learning activities suited to the learners that could be utilized by the teachers and students is being suggested. Enhancement training and the allocation of funds to sustain the implementation of the study are necessary to motivate teachers to do research and innovation.

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine 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.)

Our study examined the role of instructions, response type, and definition on the judgement of enjoyment and nonenjoyment smiles. Participants viewed symmetric Duchenne, non-Duchenne, and asymmetric smiles. They were instructed to judge the happiness, authenticity, and sincerity of the smiles using either Likert scales or a dichotomous response type. Participants were also either given a definition of the instruction words "happy," "authentic," and "sincere" or not. Results showed that the probability of saying "really (happy/sincere/authentic)" was higher for the symmetric Duchenne than the asymmetric smiles and higher for the asymmetric than non-Duchenne smiles. Changing the instructions given to participants did not override the effect of smile type with the use of Likert scale or dichotomous response. However, with the use of Likert scale, we observed subtilities that were not observed with the use of dichotomous response. When given a definition, in the case of symmetric non-Duchenne smiles, Likert ratings were significantly lower, and participants were more accurate in their judgement on the dichotomous scale. However, no differences were observed for the asymmetric Duchenne and symmetric Duchenne smiles whether a definition was given or not. Symmetric non-Duchenne and asymmetric Duchenne smiles were also viewed longer when a definition was given than when one was not. Nevertheless, considering methodological variations of our study failed to explain the variations in the pattern of results of previous studies, other avenues should be explored, such as the use of dynamic stimuli and a greater variety of encoders. [ABSTRACT FROM AUTHOR]

There is emerging evidence that attentional focus instructions and feedback may help children with motor learning. However, information relevant to learner characteristics, settings, and contexts in which attentional focus strategies can be used has not been synthesized. Therefore, in this review, we adopted a learner-task-environment framework to map the evidence to date related to attentional focus strategies in children's motor learning. We adapted the framework for scoping reviews put forth by Arksey and O'Malley (2005) and the enhanced protocol recommended by the Joanna Briggs Institute (Peters et al., 2021). Two researchers (a) identified the research question, (b) identified relevant studies, (c) selected studies, (d) charted the data, and (e) collated, summarized, and reported these results. We included 30 papers, all of which used an experimental or quasi-experimental design. Most studies have focused on typically developing children and those in middle childhood as learners. The movement tasks in these studies included isolated fundamental movement skills and sport-related tasks. All but one study were situated in non-clinical settings (i.e., school, laboratory). We found limited use of attentional focus strategies for learning movement tasks in early childhood, especially among children with neurodevelopmental disorders. Movement tasks were mostly isolated skills, and there was extremely limited application to clinical settings. [ABSTRACT FROM AUTHOR]

The present experiment examined the effects of instructions transmitted across more than two individuals on a two-response sequence. An undergraduate (participant) was exposed to a contingency of continuous reinforcement of touching two of eight squares in a specified sequence (i.e., touching first the upper-left square then the bottom-left square) presented on a computer touch screen. Then the participant was asked to describe how to obtain the reinforcers. The first participant's descriptions were presented to the next participant as instructions, prior to their exposure to the same contingency. In this way, verbal descriptions generated by each participant were transmitted from 1 participant to the next among 36 participants. Rates and percentages of the two-response sequence for the last 20 participants were higher than those for participants who were exposed to the contingency with no instructions (no instruction participants) and those who received descriptions generated by the no instruction participants. These results extend the generality of the effects of transmitted instructions on human responding, obtained from a multiple fixed-ratio differential-reinforcement-of-low-rate schedule in a previous experiment, to a continuous reinforcement schedule of a two-response sequence. Furthermore, they isolate the effects of instructions transmitted across more than two individuals from those transmitted within dyads. [ABSTRACT FROM AUTHOR]

Copyright of Zbornik radova Fakulteta islamskih nauka u Sarajevu is the property of Zbornik radova Fakulteta islamskih nauka u Sarajevu 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.)

Copyright of Zbornik radova Fakulteta islamskih nauka u Sarajevu is the property of Zbornik radova Fakulteta islamskih nauka u Sarajevu 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.)

This study investigated the effect of external (EC) and internal coaching cues (IC), analogies with a directional component (ADC) on sprint (20 m) and vertical jump performance in academy soccer players (n = 20). A repeated-measures analysis, with post-hoc comparisons, was used to identify any differences between these cues and a neutral (control) cue. Significant differences were found for both sprint (p < 0.001) and jump (p = 0.022) comparisons among cue types. In post-hoc analyses for the 20 m sprint, significant differences were observed between the EC and the IC, favouring the EC (p < 0.01, ES = 1.27 [CI: 0.24, 2.30]), and "away" ADC and the IC, favouring the "away" ADC (p < 0.01, ES = 1.21 [CI: 0.19, 2.22]). No other cues showed significant differences. For vertical jump, there was just one significant difference between comparisons, that being for the "away" ADC vs. the neutral cue, favouring the latter (p = 0.023, ES = 0.4 [CI: −0.04 to 0.84]). It appears that ECs and ADCs are most effective when coaching sprinting performance in academy soccer players. However, simply encouraging maximal effort from a youth athlete also appears to be a reasonable cueing strategy to drive performance in youth athletes. [ABSTRACT FROM AUTHOR]

This case study on COVID-19 warning designs in a Swedish context illustrates how a unified affordance approach may contribute to an understanding of the meaning-making in reminders, instructions, cues and prompts that communicate the message "keep your distance." The analysis combines semiotic and ecological affordance categories, taking both Gibson's original theorizing on affordances and more recent affordance-informed research efforts into consideration. In so doing, the study aims to bridge a knowledge gap in the study of visual instructions and warning designs as well as in a more comprehensive way delineate the multimodal design strategies associated with COVID-19 warning designs. The analysis shows that Swedish COVID-19 warning designs of the keep-your-distance-kind belong to a non-standardized and emerging genre that is marked by great variation and ad-hoc design solutions, several of which combine physical blocking functions with verbally based messages. The analysis also highlights the tension between verbal and visual recourses, on one hand, and the signage placement and choice of materials, on the other hand. It is concluded that communication resources do not always appear to convey the same basic message, but in incongruent ways weaken what might be considered the intended main message. [ABSTRACT FROM AUTHOR]

Linguistic judgment experiments typically elicit judgments in terms of the acceptability or surface probability of a sentence. There is evidence that the dimension of the scale on which sentences are judged influences the outcome of the experiment, but to date this evidence is only limited. This is not a trivial matter, as the elicited judgment data are increasingly considered the basis for inferences about linguistic representation. The present study investigates whether the dimension of the scale influences judgments. Sentences are judged in one of three dimensions: acceptability, probability, or aesthetics. Two distinct sets of experimental items are tested; one with cases of stigmatized variation (violations of the prescriptive norm) and another with cases of non-stigmatized variation (middle-field scrambling) in Dutch. The results show that participants take into account the scale dimension, both in stigmatized and in non-stigmatized variation. The results for stigmatized variation reflect a certain degree of conscious reflection based on the judgment scale; the effects in non-stigmatized variation, by contrast, are only main effects of instruction without changes in the relative pattern of judgments between conditions. These findings corroborate the idea that linguistic judgments of non-stigmatized variation are not the result of introspection in the technical sense, but automatic, multi-dimensional responses to a stimulus.

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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. [ABSTRACT FROM AUTHOR]

This paper analyzes the way speech-language therapists instruct and correct aphasic speakers regarding the pronunciation of linguistic items and model pronunciation through auditory, verbal, visual, and tactile resources, thus configuring it as an embodied, multisensory experience. The data analysis shows that correction of a patient's productions is first initiated by therapists audibly, through repetition of the target item with specific prosodic features, such as loudness and length. When this type of cue proves to be ineffective, therapists perform instructions and corrective demonstrations through visual and haptic cues: By using their body as an "instructional tool," they represent, with gestures and facial expressions, features of the target sound. They can also touch a patient's face to help them to correctly realize specific articulatory movements. This paper focuses on the hierarchy of embodied resources that are mobilized by therapists, in an ordered and incremental way, to model pronunciation. Moreover, it highlights the methods used to enhance patients' visual attention toward embodied resources and solve issues of bodily coordination. More broadly, this paper highlights the complex embodied nature of speaking and, by focusing on a pathological situation and a therapeutic setting, shows what participants treat as relevant for producing speech sounds in interaction. • Therapists correct aphasic speakers regarding the pronunciation of speech sounds. • Modelling of speech sounds is done through audible, visual, verbal and tactile resources. • Therapists use their body as "instructional tool" for representing features of the target sounds. • Bodily demonstrations are part of the instructional work. • Patients' visual attention is enhanced towards therapist's face. [ABSTRACT FROM AUTHOR]