Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.     

Practical precooling: effect on cycling time trial performance in warm conditions

The purpose of this study was to compare the effects of two practical precooling techniques (skin cooling vs. skin + core cooling) on cycling time trial performance in warm conditions. Six trained cyclists completed one maximal graded exercise test (VO2(peak) 71.4 +/- 3.2 ml x kg(-1) x min(-1)) and four approximately 40 min laboratory cycling time trials in a heat chamber (34.3 degrees C +/- 1.1 degrees C; 41.2% +/- 3.0% rh) using a fixed-power/variable-power format. Cyclists prepared for the time trial using three techniques administered in a randomised order prior to the warm-up: (1) no cooling (control), (2) cooling jacket for 40 min (jacket) or (3) 30-min water immersion followed by a cooling jacket application for 40 min (combined). Rectal temperature prior to the time trial was 37.8 degrees C +/- 0.1 degrees C in control, similar in jacket (37.8 degrees C +/- 0.3 degrees C) and lower in combined (37.1 degrees C +/- 0.2 degrees C, P < 0.01). Compared with the control trial, time trial performance was not different for jacket precooling (-16 +/- 36 s, -0.7%; P = 0.35) but was faster for combined precooling (-42 +/- 25 s, - .8%; P = 0.009). In conclusion, a practical combined precooling strategy that involves immersion in cool water followed by the use of a cooling jacket can produce decrease in rectal temperature that persist throughout a warm-up and improve laboratory cycling time trial performance in warm conditions.     

Crossing Ulster's Other Great Divide

Following the report of the Lock-wood Committee (196S), the Northern Ireland government greatly expanded its higher education provision by creating two new institutions, the New University of Ulster, modelled on the English 'whitebrick' foundations of the period, and a direct grant institution for advanced further education, Ulster College. The first part of the article describes the reaction of the century-old Queen's University, Belfast and the new creations to the challenges of the Seventies, including the Ulster 'troubles', and to changing student demands and community needs.
NUU soon began to experience difficulties in recruiting students, both in quality and quantity, whereas UC, which became a polytechnic in 1975, succeeded beyond expectations. In 1982, after a review by the Chilver Committee but against its recommendation, the Westminster government decided, as an alternative to closing NUU, to merge it with the polytechnic to form the University of Ulster. The article discusses the merger, and the alternatives to it, seeking to distinguish between that which was accidental to the Ulster situation and that which might have more general application. It considers the problems of co-ordination, before and after the merger, including that of 'complementarity' between QUB and the University of Ulster. Finally it outlines the objectives of UU and the considerable progress made towards achieving them but sounds a cautionary note with regard to the social context in which it operates.     

‘For older folks like me,these things are over us…’: The challenge of embedding tablet computers in everyday life within a geriatric hospital in Uruguay

ABSTRACT

Much research has focused on the introduction of information and communication technology (ICTs) into the lives of older people, but it has generally understood them as external factors who act as a sort of independent variable that impacts the seniors’ lives. There remains a dearth of empirical research into how aging and technology are co-constructed, namely, research that focuses on older people’s relationship to technology as a socio-technical network. We therefore contribute to this field by analyzing the development and establishment of a network in a geriatric hospital in Montevideo, Uruguay. Uruguay has been developing a one-tablet computer-per low-income-senior policy since 2015. In this research, we deployed a qualitative ethnographic research comprised of semi-structured interviews, jottings, and field notes where we explore the adoption of tablets within the corresponding actor-network. Our findings suggest that objectively, not only was the establishment of the sociotechnical network rife with complexities, disruptions, and fissures, but subjectively, seniors in the hospital were heavily influenced by their self-perception of the potentialities of ICTs.     

Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.