title: Fatiguing verbal working memory to reduce explicit hypothesis testing during skill acquisition: A new implicit motor learning paradigm?

authors: Boaz-Curry, Ko-Tahi-Ra

abstract: How we learn novel motor skills is crucial for motor performance. Motor skills learned through implicit processes have been shown to have higher neural efficiency, lower likelihood of interference from conscious control during motor output, and more stable performance under pressure, stress, fatigue and multitasking situations (Maxwell, Masters & Eves, 2000; Steenbergen, Van Der Kamp, Verneau, Jongbloed-Pereboom & Masters, 2010; Zhu, Yeung, Poolton, Lee, Leung & Masters, 2015). These performance benefits are sought after in both clinical and sporting domains, and make implicit motor learning a viable alternative to explicit forms of learning. However, current implicit motor learning paradigms have encountered limitations that hinder their practical application (Lam, Maxwell & Masters, 2009; Zhu et al., 2015); therefore, new implicit motor learning paradigms need to be created. This thesis investigated whether cognitive fatigue can be used to encourage novices to perform a novel motor task in an implicit manner. We hypothesized that inducing cognitive fatigue in people would suppress verbal working memory activity, thereby minimising hypothesis testing about the task to be performed and causing implicit motor learning. The research was conducted on thirty-three healthy adults (women=19, men=14; mean age= 23.3±5.5) who reported limited golf experience. All participants were randomly allocated to one of two treatment conditions: control (non-fatigued) or experimental (fatigued). We analysed the differences in verbal working memory performance, motor skill performance and hypothesis testing measures between the two groups. Our results showed that participants in the experimental condition reported a significant increase in subjective feelings of fatigue following the intervention; however, this was not reflected by a decrease in working memory activity. The results also illustrated no significant differences in motor performance or hypothesis testing between the two groups. Overall, the cognitive fatigue task was shown to successfully alter self-reported levels of fatigue (VAS-f), although we speculate that the fatigue levels produced by the intervention were not sufficient to suppress working memory activity during performance of a novel motor task.

text: Fatiguing verbal working memory to reduce explicit hypothesis testing during skill acquisition: A new implicit motor learning paradigm? How we learn novel motor skills is crucial for motor performance. Motor skills learned through implicit processes have been shown to have higher neural efficiency, lower likelihood of interference from conscious control during motor output, and more stable performance under pressure, stress, fatigue and multitasking situations (Maxwell, Masters & Eves, 2000; Steenbergen, Van Der Kamp, Verneau, Jongbloed-Pereboom & Masters, 2010; Zhu, Yeung, Poolton, Lee, Leung & Masters, 2015). These performance benefits are sought after in both clinical and sporting domains, and make implicit motor learning a viable alternative to explicit forms of learning. However, current implicit motor learning paradigms have encountered limitations that hinder their practical application (Lam, Maxwell & Masters, 2009; Zhu et al., 2015); therefore, new implicit motor learning paradigms need to be created. This thesis investigated whether cognitive fatigue can be used to encourage novices to perform a novel motor task in an implicit manner. We hypothesized that inducing cognitive fatigue in people would suppress verbal working memory activity, thereby minimising hypothesis testing about the task to be performed and causing implicit motor learning. The research was conducted on thirty-three healthy adults (women=19, men=14; mean age= 23.3±5.5) who reported limited golf experience. All participants were randomly allocated to one of two treatment conditions: control (non-fatigued) or experimental (fatigued). We analysed the differences in verbal working memory performance, motor skill performance and hypothesis testing measures between the two groups. Our results showed that participants in the experimental condition reported a significant increase in subjective feelings of fatigue following the intervention; however, this was not reflected by a decrease in working memory activity. The results also illustrated no significant differences in motor performance or hypothesis testing between the two groups. Overall, the cognitive fatigue task was shown to successfully alter self-reported levels of fatigue (VAS-f), although we speculate that the fatigue levels produced by the intervention were not sufficient to suppress working memory activity during performance of a novel motor task.

year: 2018

title: Keeping in touch with learning: the use of an interactive whiteboard in the junior school

authors: Harlow, Ann

subjects: interactive whiteboard

abstract: Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

text: Keeping in touch with learning: the use of an interactive whiteboard in the junior school Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

year: 2010-07

title: A Maori and Psychology Research Unit

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Little psychological information and few applications have been informed by Maori centred research. The psychological research base available to support prevention or change strategies aimed at Maori is almost non-existent. Most information and applications are imported from outside of Aotearoa/New Zealand and are seldom subjected to vetting procedures to ensure adequacy and appropriateness. Even though numbers have changed slightly in the last 10 years, there are still too few Maori in the professional ranks of psychology, both as practitioners, teachers and researchers. More of everything is needed, and it was needed yesterday. At the University of Waikato, staff of the Psychology Department have recognised the need to support positive changes to rectify that situation described above.

This paper describes the fledgling development of a Maori and Psychology Research Unit and how it is intended to promote Maori centred-research, Maori-partnership research, and the scholarly development of Maori professionals. The first section deals with issues and challenges the MPRU expects to face in its development and is written by the first author. The second section describes the nature of learning and support that the MPRU will afford to a new generation of Maori researchers and scholars within the discipline of psychology. This section is written by the second author.

text: A Maori and Psychology Research Unit Little psychological information and few applications have been informed by Maori centred research. The psychological research base available to support prevention or change strategies aimed at Maori is almost non-existent. Most information and applications are imported from outside of Aotearoa/New Zealand and are seldom subjected to vetting procedures to ensure adequacy and appropriateness. Even though numbers have changed slightly in the last 10 years, there are still too few Maori in the professional ranks of psychology, both as practitioners, teachers and researchers. More of everything is needed, and it was needed yesterday. At the University of Waikato, staff of the Psychology Department have recognised the need to support positive changes to rectify that situation described above.

This paper describes the fledgling development of a Maori and Psychology Research Unit and how it is intended to promote Maori centred-research, Maori-partnership research, and the scholarly development of Maori professionals. The first section deals with issues and challenges the MPRU expects to face in its development and is written by the first author. The second section describes the nature of learning and support that the MPRU will afford to a new generation of Maori researchers and scholars within the discipline of psychology. This section is written by the second author.

year: 1998-07-01