Rate of concurrent augmented auditory feedback in postural control learning in adolescents

2020 ◽  
pp. 15-21
Author(s):  
Alexis Sánchez-Tormo ◽  
Adrià Marco-Ahulló ◽  
Isaac Estevan ◽  
Gonzalo Monfort-Torres ◽  
Xavier García-Massó
Keyword(s):  
Postural Control ◽  
Auditory Feedback ◽  
Control Strategies ◽  
Control Group ◽  
Control Task ◽  
Feedback Group ◽  
Post Test ◽  
Control Learning ◽  
Test Practice ◽  
Postural Task

Introduction: The main objective of this study was to determine the rate of auditory concurrent feedback that best enhanced the learning of a continuous postural task in adolescents. Material and methods: A sample of thirty adolescents (13 to 14-years old) was used, who were assigned to three groups: i) control group (CG); ii) 100% auditory feedback group and iii) 67% auditory feedback group. The subjects performed a pre-test, practice, post-test and a retention (24 hours after the practice). In the postural control task subjects were instructed to remain on a seesaw (unstable in anteroposterior position) and keeping it as level as possible. Results: The results demonstrated that concurrent auditory feedback did not enhance the performance of the continuous postural task, although concurrent auditory feedback (both 100% and 67% rates) caused changes to the postural control strategies. Conclusions: From this it was concluded that 100% and 67% concurrent auditory feedback are more recommendable than no-feedback in adolescents’ postural control learning.

scholarly journals Adolescents’ Postural Control Learning According to the Frequency of Knowledge of Process

2019 ◽  
Vol 7 (2) ◽  
pp. 204-214
Author(s):  
Julián Gandía ◽  
Xavier García-Massó ◽  
Adrián Marco-Ahulló ◽  
Isaac Estevan
Keyword(s):  
Postural Control ◽  
Motor Skills ◽  
Dynamic Balance ◽  
Influential Factors ◽  
Physical Education Teachers ◽  
Balance Performance ◽  
Mean Velocity ◽  
Post Test ◽  
Control Learning ◽  
Skills Learning

Feedback is one of the most influential factors for motor skills learning. Physical Education teachers commonly use verbal cues to provide knowledge of process (KP) when teaching motor skills, but the ideal presentation frequency for KP in adolescents is unclear. The aim of this study was to compare the effectiveness of the frequency of KP (i.e., 100%, 67%, 0%) on dynamic balance. Thirty adolescents, age 14–15 years, participated in the study. Performance on a stabilometer platform was used to assess dynamic balance. Participants received feedback after each trial (100%), in two out of three trials (67%), or no feedback during 12 30-s trials of practice. Adolescents who received feedback (67% or 100%) required lower mean velocity to maintain similar dynamic balance performance (i.e., root mean square). Moreover, adolescents receiving 100% feedback had a higher α-scaling than those who did not received it. During the post-test and the retention, both 67% and 100% KP frequencies were effective at improving postural control, compared to the no feedback control.

scholarly journals The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 4094-4100
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Time Correlation ◽  
Test Time ◽  
Control Group ◽  
Feedback Group ◽  
English As Foreign Language ◽  
Post Test ◽  
Written Test ◽  
Experimental Group

The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.

scholarly journals Effects of Visual and Auditory Feedback in Violin and Singing Voice Pitch Matching Tasks

2021 ◽  
Vol 12 ◽  
Author(s):  
Angel David Blanco ◽  
Simone Tassani ◽  
Rafael Ramirez
Keyword(s):  
Real Time ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Vocal Learning ◽  
Control Group ◽  
Transfer Phase ◽  
Feedback Group ◽  
Knowledge Of Results ◽  
Pitch Matching ◽  
Human Voice

Auditory-guided vocal learning is a mechanism that operates both in humans and other animal species making us capable to imitate arbitrary sounds. Both auditory memories and auditory feedback interact to guide vocal learning. This may explain why it is easier for humans to imitate the pitch of a human voice than the pitch of a synthesized sound. In this study, we compared the effects of two different feedback modalities in learning pitch-matching abilities using a synthesized pure tone in 47 participants with no prior music experience. Participants were divided into three groups: a feedback group (N = 15) receiving real-time visual feedback of their pitch as well as knowledge of results; an equal-timbre group (N = 17) receiving additional auditory feedback of the target note with a similar timbre to the instrument being used (i.e., violin or human voice); and a control group (N = 15) practicing without any feedback or knowledge of results. An additional fourth group of violin experts performed the same task for comparative purposes (N = 15). All groups were posteriorly evaluated in a transfer phase. Both experimental groups (i.e., the feedback and equal-timbre groups) improved their intonation abilities with the synthesized sound after receiving feedback. Participants from the equal-timber group seemed as capable as the feedback group of producing the required pitch with the voice after listening to the human voice, but not with the violin (although they also showed improvement). In addition, only participants receiving real-time visual feedback learned and retained in the transfer phase the mapping between the synthesized pitch and its correspondence with the produced vocal or violin pitch. It is suggested that both the effect of an objective external reward, together with the experience of exploring the pitch space with their instrument in an explicit manner, helped participants to understand how to control their pitch production, strengthening their schemas, and favoring retention.

scholarly journals Learning of a postural control task by elderly post-stroke patients

Motricidade ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 141
Author(s):  
Giordano Marcio Gatinho Bonuzzi ◽  
Tatiana Beline Freitas ◽  
Umberto Cesar Corrêa ◽  
Andrea Michele Freudenheim ◽  
José Eduardo Pompeu ◽  
...  
Keyword(s):  
Motor Learning ◽  
Postural Control ◽  
Learning Process ◽  
Healthy Subjects ◽  
Task Complexity ◽  
Control Group ◽  
Control Task ◽  
Stroke Patients ◽  
Post Stroke ◽  
Experimental Group

<p class="ResumoAbstract">The aim of this study was to compare the learning process of a postural control task between post-stroke patients and healthy subjects. The sample was composed of 20 post-stroke individuals (Experimental Group) and 20 aged matched healthy individuals (Control Group). Participants practiced a postural control task in a virtual environment with increasing of complexity. The study design involved four phases: pre-test (five trials), acquisition phase (four blocks of thirty minutes), post-test (five trials), and retention test (five trials after a week without practice). The statistical analysis was run by a 2 x 3 ANOVA (groups x learning tests). Results: There was no difference in motor learning between Experimental Group and Control Group (F= 41.22; p=0.88). In addition, it was founded that the Control Group could learn the task in a higher-level complexity than Experimental Group (F = 4.77; p = 0.01), and both groups increased the error during the trials of practice (F = 0.53; p = 0.00) because of task complexity.  Conclusion: Therefore has been found that post-stroke individuals have the ability to learn a postural control task similar to healthy subjects, and the task complexity seems to be a key-factor in order to differentiate stroke from healthy subject's motor learning process.</p>

Comparison of Feedback Modalities in Biofeedback Temperature Training

1985 ◽  
Vol 56 (1) ◽  
pp. 47-51
Author(s):  
Bert A. Lucas ◽  
Joseph R. Mc Ilvaine
Keyword(s):  
Sex Differences ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Treatment Modalities ◽  
Control Group ◽  
Feedback Group ◽  
Neurolinguistic Programming ◽  
The World ◽  
Temperature Training ◽  
Feedback Modalities

Much of what is presented to clients in a biofeedback session is integrated only if learning occurs. Biofeedback is not effective if the learner does not understand the signals. Neurolinguistic programming suggests that individuals utilize primary representational systems, including vision and audition, to incorporate environmental stimuli into their own preestablished notions of the world. To test this, individuals were included in one of four treatment modalities: control group, visual feedback only group, auditory feedback only group, or visual/auditory feedback group. Groups were significantly different only in decay rate from peak temperatures. Sex differences indicated women consistently produced cooler hand temperatures than men. Visual feedback seemed to be the most effective type of feedback for persons in this experiment.

scholarly journals Utility of Concurrent Bandwidth Feedback in Training Aircraft Flight Tasks

2019 ◽  
Vol 63 (1) ◽  
pp. 1729-1733 ◽  
Author(s):  
John A. Karasinski ◽  
Stephen K. Robinson
Keyword(s):  
Flight Control ◽  
Control Group ◽  
Control Task ◽  
Short Term ◽  
Feedback Group ◽  
Aircraft Flight ◽  
Aircraft Flight Control ◽  
Aircraft Motion ◽  
And Performance ◽  
Better Than

The effects of concurrent bandwidth feedback on operator performance and workload was analyzed in training an aircraft flight control task. In the experiment, participants completed a simulated flight task consisting of three complexity levels using traditional flight instruments. Thirty participants were divided into equal sized control and feedback groups. The control group controlled simulated aircraft motion with visual guidance for pitch, roll, and altitude provided by traditional flight instruments. The feedback group received additional visual concurrent bandwidth feedback for each controlled degree of freedom. For both groups, performance and workload measurements were evaluated to determine the effects of the feedback on subject learning rate and maximum skill level. To assess short-term retention of learned skill for the feedback group, the concurrent feedback was removed, and performance was again evaluated. Statistical analyses showed that participants in the feedback group immediately performed better than those in the control group, that the performance difference between the two groups was more pronounced for more complex tasks, and that final performance levels for the feedback group significantly exceeded that of the control group. We found that concurrent bandwidth feedback does not reduce workload in our flight tasks, and that for the short periods tested, participants continued to perform at the same performance and workload levels when the feedback was removed.

scholarly journals Changes in Postural Control After a Ball-Kicking Balance Exercise in Individuals With Chronic Ankle Instability

2016 ◽  
Vol 51 (6) ◽  
pp. 480-490 ◽  
Author(s):  
Josilene Souza Conceição ◽  
Felipe Gustavo Schaefer de Araújo ◽  
Gilmar Moraes Santos ◽  
John Keighley ◽  
Marcio Jose dos Santos
Keyword(s):  
Postural Control ◽  
Center Of Pressure ◽  
Ankle Instability ◽  
Control Strategies ◽  
Chronic Ankle Instability ◽  
Secondary Outcome ◽  
Control Group ◽  
Time Interval ◽  
Electromyographic Activity ◽  
Postural Adjustments

Context: Rehabilitation programs for patients with chronic ankle instability (CAI) generally involve balance-perturbation training (BPT). Anticipatory postural adjustments (APAs) and compensatory postural adjustments (CPAs) are the primary strategies used to maintain equilibrium during body perturbations. Little is known, however, about how APAs and CPAs are modified to promote better postural control for individuals with CAI after BPT. Objective: To investigate the effect of BPT that involves kicking a ball on postural-control strategies in individuals with CAI. Design: Randomized controlled clinical trial. Setting: Laboratory. Patients or Other Participants: We randomly assigned 44 volunteers with CAI to either a training group (TG; 11 women, 11 men; age = 24 ± 4 years, height = 173.0 ± 9.8 cm, mass = 72.64 ± 11.98 kg) or control group (CG; 11 women, 11 men; age = 22 ± 3 years, height = 171.0 ± 9.7 cm, mass = 70.00 ± 11.03 kg). Intervention(s): The TG performed a single 30-minute training session that involved kicking a ball while standing on 1 foot. The CG received no intervention. Main Outcome Measure(s): The primary outcome was the sum of the integrated electromyographic activity (∑∫EMG) of the lower extremity muscles in the supporting limb that were calculated during typical intervals for APAs and CPAs. A secondary outcome was center-of-pressure displacement during similar intervals. Results: In the TG after training, the ∑∫EMG decreased in both dorsal and ventral muscles during compensatory adjustment (ie, the time interval that followed lower limb movement). During this interval, muscle activity (∑∫EMG) was less in the TG than in the CG. Consequently, center-of-pressure displacement increased during the task after training. Conclusions: A single session of ball-kicking BPT promoted changes in postural-control strategies in individuals with CAI. These results should stimulate new and more comprehensive studies to investigate the effect of this and other BPT techniques on postural control in patients with CAI.

The Effects of Augmented Auditory Feedback on Psychomotor Skill Learning in Precision Shooting

2004 ◽  
Vol 26 (2) ◽  
pp. 306-316 ◽  
Author(s):  
Niilo Konttinen ◽  
Kaisu Mononen ◽  
Jukka Viitasalo ◽  
Toni Mets
Keyword(s):  
Skill Acquisition ◽  
Auditory Feedback ◽  
Skill Learning ◽  
Control Group ◽  
Control Groups ◽  
Control Data ◽  
Feedback Group ◽  
Knowledge Of Results ◽  
Performance Outcome ◽  
And Control

This study examined the effectiveness of augmented auditory feedback on the performance and learning of a precision shooting task. Participants included Finnish conscripts (N = 30) who were randomly assigned to one of three groups: auditory feedback group (AFb), knowledge-of-results group (KR), and nontraining control group (Control). Data collection consisted of a pretest, a 4-week acquisition phase, a posttest, and two tests of retention. The effectiveness of the treatment was evaluated in terms of performance outcome, i.e., shooting result. Concurrent auditory feedback related to rife stability did not facilitate shooting performance in a practice situation. In the posttest and retention tests, the participants in the AFb group displayed more accurate shooting performance than those in the KR and Control groups. Findings suggest that a non-elite shooter’s performance can be improved with a 4-week auditory feedback treatment. Given that the learning advantage persisted for delayed retention tests, the observed improvement in skill acquisition was due to relatively permanent variables rather than to temporary effects.

NILAI ANKLE BRACHIAL INDEX PADA PENDERITA DIABETES MELITUS TIPE 2 SESUDAH MELAKUKAN BUERGER ALLEN EXERCISE DI PUSKESMAS WILAYAH KECAMATAN NGANJUK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Supriyadi . ◽  
Nurul Makiyah ◽  
Novita Kurnia Sari
Keyword(s):  
Ankle Brachial Index ◽  
Control Group ◽  
P Value ◽  
Test Design ◽  
Purposive Sampling ◽  
Paired Samples ◽  
Post Test ◽  
Diabetes Melitus

<p><em>Buerger Allen Exercise</em> mampu meningkatkan pemakaian glukosa oleh otot yang aktif sehingga glukosa dalam darah dapat menurun, dapat membantu mencegah terjadinya penyakit arteri perifer, serta meningkatkan aliran darah ke arteri dan berefek positif pada metabolisme glukosa. Penelitian ini bertujuan untuk mengetahui nilai <em>ankle brachial index</em>pada penderita diabetes melitus tipe 2setelah melakukan <em>Buerger Allen exercise</em>. Jenis penelitian ini adalah <em>quasy-experiment </em>dengan<em> pre-post test design with control group</em><em>.</em> Jumlah sampel 60 penderita diabetes melitus tipe 2 dengan <em>purposive sampling</em>, dibagi menjadi 2 kelompok yaitu kelompok perlakuan dan kelompok kontrol. Responden kelompok perlakuan diberikan intervensi <em>Buerger Allen exercise</em> sebanyak 12 kali  selama 15 hari.Penelitian dilakukan di wilayah Puskesmas Kecamatan Nganjuk.Data hasilpengukuran nilai <em>ankle brachial index</em>berupa ratio dan diuji statistik dengan <em>Paired Samples Test</em>. Didapatkan <em>p value</em> 0.001 untuk kelompok perlakuan (<em>p value</em>&lt; 0.05) yang menunjukkan bahwa adanya perubahan bermakna secara statistik nilai <em>ankle brachial index</em> sesudah melakukan <em>Buerger Allen exercise</em>. Dapat disimpulkan bahwa nilai <em>ankle brachial index</em>pada penderita diabetes melitus tipe 2 meningkat sesudah melakukan <em>Buerger Allen exercise</em>.</p><p> </p><p> <strong>Kata kunci :penderita diabetes melitus tipe2, <em>Buerger Allen Exercise, Ankle brachial index</em></strong></p><p> </p>

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

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