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Biomedical subjects

R N Singer

Publications and source records attributed to R N Singer.

At least 19 recordsLinked to original sources
PubMed2000

Performance and human factors: considerations about cognition and attention for self-paced and externally-paced events.

The cognitive psychology school of thought has spawned models of sequential stages or phases of information processing associated with various tasks. It has encouraged the study of cognitions and attention as related to learning, performance and high levels of achievement in goal-directed complex activities in which movement is the medium of expression. Although more recently proposed dynamical systems models challenge the simplicity of this approach, there is little doubt that the ability to learn as well as to excel in performing movement skills depends to a great degree on the effective self-regulation of cognitive processes in a variety of situations. What to think about (or not think about) prior to, during and even after an event can have great consequences on present and subsequent performance. Relevant externally-provided and self-generated strategies should enable these processes to function at an optimal level, and are the subject of an increasing amount of research. For such purposes, it is convenient to categorize events as self-paced (closed) and externally-paced (open). Examples of both types of events exist in sport as well as in various occupations and recreational activities, with different information processing demands associated with each one. Any breakdown in a particular stage of processing will potentially lead to poorer performance. Special training techniques and strategies are evolving from the cognitive and psychophysiological research literature that might improve the level of functioning at each stage for either self-paced or externally-paced skills.

Attention↗
PubMed2000

Minimizing error in measurement of error: a proposed method for calculation of error in a two-dimensional motor task.

Traditional one-dimensional error scores are still consistently used in research on motor learning to quantify two-dimensional error; however, the inherent differences in two-dimensional tasks render that application inappropriate and often misleading. Consequently, the purpose of this paper was to propose a novel method of presenting errors, which more precisely represents the accuracy, direction, and variability of error in two-dimensional settings. Although closely related to several alternatives for representing errors, the methodology used and the results obtained provide a more accurate procedure for pinpointing critical trends in what have been commonly referred to as AE (absolute error), VE (variable error), CE (constant error), and E (total variability). The proposed measurements of AVE (adjusted variable error), DE (directional error), TSE (total spread of error), and RE (radial error) provide composite error scores carrying a variety of information about performance on two-dimensional tasks. Formulas and examples are provided to facilitate computation and enhance understanding of the proposed scores.

Humans↗
PubMed1998

Effects of the Five-step Strategy with videotape modeling on performance of the tennis serve.

This study was designed to compare two methods of instructing Singer's Five-step Strategy and their effect on the learning and performance of a tennis serve. 63 university students classified as recreational tennis players were stratified by sex and then randomly assigned to one of three groups: Five-step Strategy with videotaped modeling, audiotape Five-step Strategy plus written transcript, or no strategy. Players performed seven blocks of 10 service attempts per block of serves. Points accumulated with each service attempt as well as the number of errors were the dependent measures. Separate 2-way analyses of variance were conducted for each phase of the study. No significant pretreatment differences were noted among groups. Further, all groups improved significantly across time on both dependent measures and maintained this improved performance on a subsequent retention test.

Analysis of Variance↗
PubMed1997

Aggression and violence in sport: an ISSP position stand.

Violent and aggressive behaviours have become common in a large variety of sport. The antecedents and consequences of such behaviours are outlined in the position statement issued by the International Society of Sport Psychology (ISSP). The ISSP recommends several actions be taken to minimize such acts in sport and encourages education of young athletes in line with fair-play ethics.

Aggression↗
PubMed1995

Subject-controlled performance feedback and learning of a closed motor skill.

Research on knowledge of results and knowledge of performance has been directed toward identification of the optimal schedule for administering feedback. The purpose of this investigation was to assess whether a schedule based on performance feedback controlled by the learner would be a more effective means of delivering feedback than any predetermined or random schedule. Participants were randomly assigned to one of five conditions: (a) control group receiving no performance feedback, (b) 50% relative performance feedback, (c) summary performance feedback, (d) subject-controlled performance feedback, and (e) yoked control group. Data were collected during an acquisition phase (four blocks of 10 trials) and a retention phase (two block of 10 trials) in which subjects performed an underhand ball toss. Repeated-measures analyses indicated significant main effects for the absolute error (AE). Participants in the subject-controlled performance feedback condition performed significantly better on both retention trials than the other groups. Analysis suggests that a feedback schedule which is controlled by the learner may be a more effective means of delivering augmented feedback than other schedules which have been examined.

Adult↗
PubMed1994

Focus of attention during motor skill performance.

The effect of strategy instruction on response time in a sequential keypressing task was compared during acquisition and retention. Specifically, this study determined the influence of: (1) an awareness strategy, (2) a non-awareness strategy, (3) a Five-Step Approach strategy and (4) a control condition. Sixty-four subjects completed 250 trials of nine sequential keypresses, and 50 trials of a dual task (keypresses and verbal report). Faster response times were found for the Five-Step Approach and non-awareness strategies during both acquisition and retention. Introducing beginners to strategies that are used by highly skilled performers facilitated response times.

Attention↗
PubMed1994

A classification scheme for cognitive strategies: implications for learning and teaching psychomotor skills.

The emphasis in cognitive psychology has been on the study of internal processes associated with processing information leading to task mastery. As one consequence, interest has been spurred in understanding and applying a variety of potential learning and performance strategies that might contribute to achievement in various tasks and situations. After many attempts to instruct people in the use of strategies, the results are far from conclusive. In addition, ambiguity has resulted in the way various strategies have been studied. Considering these circumstances, we propose a framework for classifying strategies that incorporates four criteria: (a) source (externally imposed or self-generated); (b) orientation (task or person); (c) purpose (learning or performance); and (d) scope (task specificity or generality). The purpose of this classification is to aid in interpreting research on strategies, to provide direction for future strategies research, and to communicate how results might be applied. Psychomotor skills are discussed with respect to maximizing the effectiveness of strategy training.

Adaptation, Psychological↗
PubMed1980

Cognitive processes, learner strategies, and skilled motor behaviors.

A global model has been developed with special emphasis on cognitive (control) processes that may be operative in the learning and performing of complex motor behaviors. It is most meaningful for instructional and self-learning purposes to determine those processes that may be under the control of the learner, and which strategies are available for him/her to select from. Appropriate strategies are expected to facilitate acquisition, retention and transfer. Learners should be encouraged to use self-managed rather than externally-induced strategies as appropriate to achieve goals with categories of psychomotor tasks. An analysis of the cognitive and psychomotor literature will lead to the identification of the best of alternative learner strategies to maximize the internal operations that contribute to effective motor behavior.

Cognition↗
PubMed1978

Motivation effects of attributions, expectancy, and achievement motivation during the learning of a novel motor task.

Several cognitive motivational theories including achievement motivation, attribution theory, and a test of expectancy for future success were linked to explain and predict psychomotor performance. Sixty high- and 60 low-need-achieving male high school students were randomly placed into success and failure feedback conditions, and performance scores on a lever-positioning apparatus were assessed. Following each block of performance trials, fictitious feedback in the form of success and failure information was given, and then each subject rated attribution and expectancy questionnaires. Expectancies for future performance improved more following success than after failure and were generally predicted by attributions to stable elements. Although trends were present, performance scores were unaffected by these cognitive beliefs. However, a significant prediction of performance was obtained when stepwise multiple regression procedures were used with constant error as the criterion variable. The factors of expectancy and luck significantly predicted performance.

Clinical Trial↗