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Biomedical subjects

E Buckolz

Publications and source records attributed to E Buckolz.

13 recordsLinked to original sources
PubMed1997

Safety in Canadian junior ice hockey: the association between ice surface size and injuries and aggressive penalties in the Ontario Hockey League.

OBJECTIVE: To investigate the associations between ice surface size and injuries and aggressive penalties in Canadian junior hockey. DESIGN: Injury (all injuries and neurotraumas) and penalty data (aggressive and nonaggressive) were categorized into the ice surface size on which they occurred: larger than standard (LTS), standard (S), and smaller than standard (STS). PARTICIPANTS: There were 328 injury records and 538 penalty records collected for all 16 teams in the Ontario Hockey League (OHL) during the 1993-94 season. The OHL is a junior A league comprised of amateur players aged approximately 16-20 years. MAIN OUTCOME MEASURE: In the absence of any evidence, the null hypotheses of no association between injuries and ice surface size and penalties and ice surface size were tested. RESULTS: The rates of injury per game were inversely related to ice surface sizes (95% confidence intervals: LTS, 0.33 +/- 0.20; S: 0.58 +/- 0.08; and STS, 0.76 +/- 0.06). The associations for all of the paired comparisons of these rates with ice surface size were statistically significant (p < 0.01). Neurotraumas per game and aggressive penalty rates showed no significant relationship with ice surface size (p < 0.05). CONCLUSIONS: It was concluded that ice surface size is a risk factor to consider in assessing overall injury rate. The larger the ice surface is, the lower is the rate of injury. It appears that the medical community was correct in suspecting ice surface size as a factor in creating a safer environment for ice hockey players. Penalty data do not appear to be important factors in relation to ice surface size.

Adolescent↗
PubMed1993

Same-hand and different-hand finger pairings in two-choice reaction time: presence or absence of response competition?

Several two-choice reaction time experiments have compared conditions in which the two possible responses were from the same hand (same-hand pairing) or from different hands (different-hand pairing). Studies that used only the two relevant fingers on response keys reported shorter reaction times for the different-hand pairing. In other studies, two additional but irrelevant fingers were also in contact with response keys. These fingers were irrelevant in the sense that they never were required to respond. With this procedure, equivalent reaction times were found between same-hand and different-hand pairings. Reeve and Proctor (1988) recently have argued that using only two fingers results in response competition between the two fingers from the same hand, yielding shorter reaction times for the different-hand pairing condition. In contrast, when four fingers are placed on response keys, response competition should be absent for both the same-hand and the different-hand pairing conditions, resulting in equivalent reaction times. In the present work, reaction times associated with the same-hand pairing condition remained unchanged, irrespective of the number of fingers positioned on keys. In the different-hand pairing condition, reaction times were found to be longer when four fingers were used than when only two fingers rested on response keys. Thus, when four fingers are placed on keys, response competition appears to be present rather than absent. Other results showed that the response competition found in the different-hand pairing condition decreases with practice.

Journal Article↗
PubMed1992

Imagery and the acquisition of motor skills.

This paper examines the relationship between imagery and the acquisition of motor skills. Since most of the research in the motor domain has considered imagery under the topic of mental practice, a comparison between imagery and mental practice is first drawn. Then the basic mental practice paradigm is outlined and research on the effects of imagery is summarized. Factors influencing the use of imagery are considered, including the task, the imagery instructions, and individual imagery abilities. Implications for employing imagery in the teaching of motor skills are discussed and, finally, an approach to studying imagery and motor skills is put forward.

Cognition↗
PubMed1990

Additive latency effects of selective and nonselective restricted priming types.

The purpose of this investigation was to examine further the contention of Alain et al. (1988) that a third priming type exists, called nonselective restricted (NSR) and controlled by response probability, which is distinct from those types influenced by foreperiod duration (nonselective general priming) and prediction probability (selective priming). In a four-choice reaction time (RT) task, prediction probability (.5, .7, & .9, indicating the likelihood of a particular response) and response probability (.5, .9, denoting the likelihood that a response would be needed at all) exerted significant but noninteractive effects on RTs for prepared responses (most probable), suggesting that each of these probabilities influence different priming types (Sternberg, 1969; selective and NSR, respectively). This was further indicated by the fact that prediction probability, but not response probability, significantly altered RTs for the unprepared (lesser probable) responses. Finally, the hypothesized nonselective character of NSR priming (i.e., all outputs controlled by response probability are equally affected by its value changes) was supported when responses were equiprobable, and, while the null effect of response probability just mentioned seemingly argued against this property when selective priming took place, the interpretation provided herein negated this opposition.

Adult↗
PubMed1990

Embedded blank trials: their influence on error recognition ability.

On some occasions, mixing knowledge of results (KR) and Blank trials (No-KR) during acquisition has increased retention relative to when Blanks were absent. The proposal that Blank trials improve retention because they encourage the development of the internalized error recognition system was not supported.

Adult↗
PubMed1988

Advance cues and their use in predicting tennis passing shots.

The present investigation represents an attempt to begin to delineate the specific advance cues that tennis players might employ as a basis for predicting the passing shots (i.e., forehand and backhand; down-the-line, cross-court, or lob) of their opponents and, as well, to evaluate the predictive accuracy of any such cues identified. In addition, an effort has been made to determine whether individuals judged to possess advanced tennis skills make more effective use of available telegraphic cues than do those players considered to possess only an intermediate level of overall tennis proficiency. The results obtained indicate that advance body-language cues do exist that accurately forecast passing-shot location, and this is particularly true for forehand shots. Some of the actual cues employed are reported. Generally, advanced players predicted passing-shot type more accurately than did their intermediate counterparts. In some instances, this difference in accuracy can be attributed to the fact that the intermediate players were unaware of what the telegraphic cues were (e.g., backhand shots) while, in other situations, the difference in prediction ability is primarily due to the intermediate players' more frequent failure to detect the presence of known telegraphic cues (i.e., forehand shots).

Adolescent↗
PubMed1987

Sprint start reaction time: on the advisability of sensory vs motor sets.

Currently, the available literature cannot provide definitive advice as to whether a sensory or a motor set will provide the faster reaction times. Two reasons have been proposed for the apparently incompatible results--and these were examined here. The first reason holds that the traditional motor set instructions were inappropriate because they misdirected subjects' attention to output execution which, in turn, resulted in prolonged RTs. Second, spontaneous set preferences (i.e., the set preferred at the time of reporting for the experiment) may influence which enforced set (sensory vs motor) yields the faster latency and, hence, sampling may have contributed to the different conclusions offered in past work. The present data supported the second but not the first proposal. The optimal set is that most practised by the individual.

Female↗
PubMed1982

Repetition and lag effects in movement recognition.

Whether repetition and lag improve the recognition of movement patterns was investigated. Recognition memory was tested for one repetition, two-repetitions massed, and two-repetitions distributed with movement patterns at lags of 3, 5, 7, and 13. Recognition performance was examined both immediately afterwards and following a 48 hour delay. Both repetition and lag effects failed to be demonstrated, providing some support for the claim that memory is unaffected by repetition at a constant level of processing (Craik & Lockhart, 1972). There was, as expected, a significant decrease in recognition memory following the retention interval, but this appeared unrelated to repetition or lag.

Journal Article↗
PubMed1980

Sprint start reaction time: should one attend to the input or the output or does it matter?

The advice most compatible with the experimental literature reviewed is to suggest that the performer's attention be directed toward response preparation, the level of which varies inversely with simple RT magnitude. Directing the individual's attention elsewhere, such as enforcing a sensory set via instructions or encouraging the performer to focus attention upon the details of response execution, serves to reduce response preparation degree, thereby prolonging RT and masking any facilitation effect which can be demonstrated when proper attentional instructions are given.

Attention↗
PubMed1978

The relationship between estimates of foreperiod duration and simple time reaction.

The relationship between estimates of foreperiod length and simple reaction time (RT) was examined using constant foreperiods. It was learned that neither the average accuracy nor the variability of the foreperiod estimates necessarily manifested themselves in appropriate simple RT change. Of secondary interest was the discovery that the average accuracy of foreperiod duration estimations differed greatly from that obtained for similar time lengths in a time-estimation task. Finally, an attempt was made to determine whether subjects actually utilized the directional knowledge of results inherent in the imperative stimulus to influence their foreperiod duration judgments. Unfortunately, the evidence obtained did not permit a definite answer regarding this possibility.

Journal Article↗