Discrimination Difficulty Research Articles

"Reading the Mind in the Eyes Test": Translated and Korean Versions.

ObjectiveThe Reading the Mind in the Eyes Test (RMET) was developed by using Caucasian eyes, which may not be appropriate to be used in Korean. The aims of the present study were 1) to develop a Korean version of the RMET (K-RMET) by using Korean eye stimuli and 2) to examine the psychometric properties of the Korean-translated version of the RMET and the K-RMET. MethodsThirty-six photographs of Korean eyes were selected. A total of 196 (101 females) healthy subjects were asked to take the Korean-translated version of the RMET and K-RMET. To assess internal consistency reliability, Cronbach’s alpha coefficients were computed, and test–retest reliability was assessed by the intraclass correlation coefficient (ICC) and Bland-Altman plots. Confirmatory factor analysis (CFA) and item analysis were also conducted. ResultsInternal consistency, measured by Cronbach’s alpha, was 0.542 for the Korean-translated version of the RMET, and 0.540 for the K-RMET. Test–retest reliability (n=25), measured by the ICC, was 0.787 for the Korean-translated version of the RMET, and 0.758 for the K-RMET. In CFA, the assumed single and 3-factor model fit indices were not good in the both types of RMETs. There was difficulty in discrimination in nine items of the Korean-translated version of the RMET and 10 items of the K-RMET. ConclusionThe psychometric properties of both the Korean-translated version of the RMET and the K-RMET are acceptable. Both tests are applicable to the clinical population, as well as the general population in Korea.

Bilateral age-related atrophy in the planum temporale is associated with vowel discrimination difficulty in healthy older adults

In this study we investigated the association between age-related brain atrophy and behavioural as well as electrophysiological markers of vowel perception in a sample of healthy younger and older adults with normal pure-tone hearing. Twenty-three older adults and 27 younger controls discriminated a set of vowels with altered second formants embedded in consonant-vowel syllables. Additionally, mismatch negativity (MMN) responses were recorded in a separate oddball paradigm with the same set of stimuli. A structural magnet resonance scan was obtained for each participant to determine cortical architecture of the left and right planum temporale (PT). The PT was chosen for its function as a major processor of auditory cues and speech. Results suggested that older adults performed worse in vowel discrimination despite normal-for-age pure-tone hearing. In the older group, we found evidence that those with greater age-related cortical atrophy (i.e., lower cortical surface area and cortical volume) in the left and right PT also showed weaker vowel discrimination. In comparison, we found a lateralized correlation in the younger group suggesting that those with greater cortical thickness in only the left PT performed weaker in the vowel discrimination task. We did not find any associations between macroanatomical traits of the PT and MMN responses. We conclude that deficient vowel processing is not only caused by pure-tone hearing loss but is also influenced by atrophy-related changes in the ageing auditory-related cortices. Furthermore, our results suggest that auditory processing might become more bilateral across the lifespan.

The Role of Acoustic Similarity and Non-Native Categorisation in Predicting Non-Native Discrimination: Brazilian Portuguese Vowels by English vs. Spanish Listeners

This study tests whether Australian English (AusE) and European Spanish (ES) listeners differ in their categorisation and discrimination of Brazilian Portuguese (BP) vowels. In particular, we investigate two theoretically relevant measures of vowel category overlap (acoustic vs. perceptual categorisation) as predictors of non-native discrimination difficulty. We also investigate whether the individual listener’s own native vowel productions predict non-native vowel perception better than group averages. The results showed comparable performance for AusE and ES participants in their perception of the BP vowels. In particular, discrimination patterns were largely dependent on contrast-specific learning scenarios, which were similar across AusE and ES. We also found that acoustic similarity between individuals’ own native productions and the BP stimuli were largely consistent with the participants’ patterns of non-native categorisation. Furthermore, the results indicated that both acoustic and perceptual overlap successfully predict discrimination performance. However, accuracy in discrimination was better explained by perceptual similarity for ES listeners and by acoustic similarity for AusE listeners. Interestingly, we also found that for ES listeners, the group averages explained discrimination accuracy better than predictions based on individual production data, but that the AusE group showed no difference.

Quality assurance procedures in assessment - a descriptive study of medical colleges in Pakistan.

To identify the quality assurance procedures being implemented in the assessment system of medical colleges in Pakistan. The cross-sectional study was conducted from March 2015 to December 2017 in medical training institutions recognised by the Pakistan Medical and Dental Council across Pakistan and Azad Jammu and Kashmir, and comprised individuals designated by the respective institutional administrations. The mixed method technique was employed using a semi-structured questionnaire. Data was analysed using SPSS 21. Of the 49 institutions, 20(41%) were in the public sector and 29(59%) were in the private sector. Overall, 35(71.4%) institutions followed a written assessment policy provided by the affiliated university, 9(18%) never did so, 22(44.8 %) had content experts checking if the questions matched the objectives, 42(85.7%) took strict steps to prevent cheating in exams, and 26(53.1%) analysed theory exam statistically. Discrimination index, difficulty index, reliability, and point biserial were 14(28.6%), 13(26.5%), 12(24.4%), and 7(14.3%) of the medical colleges respectively. Only 12(24.5%) institutions provided written feedback on the results, and 15(30.6%) conducted annual internal audit. General issues related to quality assurance procedures in assessments were found to be in place in majority of the colleges. However, a large proportion did not have them.

Assessment Question Characteristics Predict Medical Student Performance in General Pathology.

Evaluation of medical curricula includes appraisal of student assessments in order to encourage deeper learning approaches. General pathology is our institution's 4-week, first-year course covering universal disease concepts (inflammation, neoplasia, etc). To compare types of assessment questions and determine which characteristics may predict student scores, degree of difficulty, and item discrimination. Item-level analysis was employed to categorize questions along the following variables: type (multiple choice question or matching answer), presence of clinical vignette (if so, whether simple or complex), presence of specimen image, information depth (simple recall or interpretation), knowledge density (first or second order), Bloom taxonomy level (1-3), and, for the final, subject familiarity (repeated concept and, if so, whether verbatim). Assessments comprised 3 quizzes and 1 final exam (total 125 questions), scored during a 3-year period, (total 417 students) for a total 52 125 graded attempts. Overall, 44 890 attempts (86.1%) were correct. In multivariate analysis, question type emerged as the most significant predictor of student performance, degree of difficulty, and item discrimination, with multiple choice questions being significantly associated with lower mean scores (P = .004) and higher degree of difficulty (P = .02), but also, paradoxically, poorer discrimination (P = .002). The presence of a specimen image was significantly associated with better discrimination (P = .04), and questions requiring data interpretation (versus simple recall) were significantly associated with lower mean scores (P = .003) and a higher degree of difficulty (P = .046). Assessments in medical education should comprise combinations of questions with various characteristics in order to encourage better student performance, but also obtain optimal degrees of difficulty and levels of item discrimination.

Rainbow trout discriminate 2-D photographs of conspecifics from distracting stimuli using an innovative operant conditioning device.

Cognitive abilities were studied in rainbow trout, the first continental fish production in Europe. Increasing public concern for the welfare of farmed-fish species highlighted the need for better knowledge of the cognitive status of fish. We trained and tested 15 rainbow trout with an operant conditioning device composed of self-feeders positioned in front of visual stimuli displayed on a screen. The device was coupled with a two-alternative forced-choice (2-AFC) paradigm to test whether rainbow trout can discriminate 2-D photographs of conspecifics (S+) from different visual stimuli (S-). The S- were applied in four stages, the last three stages representing increasing discrimination difficulty: (1) blue shapes; (2) black shape (star); (3) photograph of an object (among a pool of 60); (4) photograph of another fish species (among a pool of 60). Nine fish (out of 15) correctly managed to activate the conditioning device after 30-150 trials. The rainbow trout were able to discriminate images of conspecifics from an abstract shape (five individuals out of five) or objects (four out of five) but not from other fish species. Their ability to learn the category "fish shape" rather than distinguishing between conspecifics and heterospecifics is discussed. The successful visual discrimination task using this complex operant conditioning device is particularly remarkable and novel for this farmed-fish species, and could be exploited to develop cognitive enrichments in future farming systems. This device can also be added to the existing repertoire of testing devices suitable for investigating cognitive abilities in fish.

Relationship between auditory discrimination of Serbian language phonemes and dysgraphia in different forms of written expression

<p>Introduction. Writing is the most complex human ability and the most direct form of communication. Auditory discrimination is the ability to distinguish different sounds of language. After the age of seven, difficulties in auditory discrimination, even of similar sounds, are considered a pathological phenomenon. The aim of the research was to determine whether difficulties in auditory discrimination of phonemes are related to the manifestation of dysgraphia in children of younger school age. Methods. The research was conducted at the Elementary School "Vuk Karadzić" in Priboj, during 2020, with the previous consent of the school principal, as well as the students' parents. The research sample included fifty children of the third and fourth grade, aged 9 and 10. For the purpose of this research, two tests were used: the Phonemic Discrimination Test (Kostić, Vladisavljević, Popović, 1983) and the Dysgraphic Handwriting Assessment Test (Ajuriaguerra, Auzias. 1971). Results. There was no significant difference in achievement in the Phonemic Discrimination Test between boys and girls. Half of the tested students achieved the maximum score in the Phonemic Discrimination Test and they were fairly equal in their achievement in the Phonemic Discrimination Test. Girls generally had harmoniously developed handwriting, while more than half of the boys in the categories had inconsistent handwriting or dysgraphic handwriting when it came to the forms of dictation, free topic and transcription. No statistically significant correlations were found between the results in the Phonemic Discrimination Test and the Dysgraphic Handwriting Assessment Test, p > 0.05. Conclusion. Based on the assessment of writing ability and auditory discrimination in young school children, no statistically significant association was found between auditory discrimination of sounds and manifestations of dysgraphic handwriting in all three forms of written expression (dictation, free topic, transcription).</p>

Fabrication of a "Selenium Signature" Chemical Probe-Modified Paper Substrate for Simultaneous and Efficient Determination of Biothiols by Paper Spray Mass Spectrometry.

Significant efforts have been made to develop robust and reliable methods for simultaneous biothiols determination in different matrices, but there still exist the problems such as easy oxidation, tedious derivatization, and difficulty in discrimination, which brings unsatisfactory results in their accuracy and fast quantification in biological samples. To overcome these problems, a simultaneous biothiols detection method combining a "selenium signature" chemical probe and paper spray mass spectrometry (PS-MS) was proposed. In the strategy, the modified-paper substrate is used to enhance the analytical performance. Chemical probe Ebselen-NH2 that has a specific response to biothiols was designed and covalently fixed on the surface of an oxidized paper substrate. By the identification of derivatized product with distinctive selenium isotope distribution and employment of the optimized PS-MS method, qualitative and quantitative analysis of five biothiols including glutathione (GSH), cysteine (Cys), cysteinylglycine (CysGly), N-acetylcysteine (Nac), and homocysteine (Hcy) were realized. Biothiols in plasma and cell lysates were measured with satisfactory results. The established method not only provides a novel protocol for simultaneous determination of biothiols, but also is helpful for understanding the biological and clinical roles played by these bioactive small molecules.

The Impact of phonetic Cues in Connected Speech

The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream?
 In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech. 
 The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues.
 In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made

Perceptions of specialist doctors of the ability of doctors with colour vision deficiency to practise their specialty safely

Some doctors with severe congenital colour vision deficiency (CCVD) may experience difficulty in colour discrimination that can affect their decision-making. In the absence of evidence-based guidelines, learners with CCVD are arbitrarily debarred from specialising in some disciplines. This cross-sectional, anonymous, questionnaire-based study asked specialists from all over the country if doctors with CCVD should avoid specialising in their respective disciplines. Of 218 responses, 80 (36.7%) said they should avoid it, citing colour discrimination as critical. The 32 (14.7%) participants who were unsure and 106 (48.6%) who said that CCVD would not be a problem gave reasons that mirrored those in the literature: the degree of deficiency is variable; experience helps; automation, history-taking, close observation, good illumination, contrast, touch, and peer-corroboration can reduce dependency on colour. Awareness of the deficiency and finding ways to compensate for it during training may mitigate errors and safeguard patients. Instead of blocking people with CCVD from admission to some specialties, specialists should consider these findings and support learners who are aware of their deficiency and still wish to specialise in a particular discipline.

Measurement Invariance of the Reactive and Proactive Aggression Questionnaire (RPQ) across Self- and Other-reports

ABSTRACT Many researchers have used the self-report version of the Reactive and Proactive Aggression Questionnaire (RPQ) to test aggression in other-reports in recent years. However, the validity and applicability of the self-report version of RPQ used as an other-report version have not been tested. This study aims to test the measurement invariance of the RPQ across self- and other-reports by multi-group confirmatory factor analysis. There were 485 students from grade 4 to grade 6 who completed the questionnaire by themselves, and 485 students from grade 1 to grade 6 who were rated by their mothers using the self-report version of RPQ. Item analysis using the graded response model (GRM) reveals 22 items (except item 19) have high discrimination and reasonable difficulty distribution. Confirmatory factor analyses were conducted on RPQ in a self-report sample and in an other-report sample. The results suggested that both samples fit two-factor model well (TLI =.933, CFI =.940, and RMSEA =.041 for self-report sample; TLI =.947, CFI =.952, RMSEA =.520 for other-report sample). Measurement invariance analysis for RPQ across self- and other-reports was tested after deleting item 22. The results support that the self-report version of RPQ is of high validity and invariance when it is used as an other-report instrument.

A diffusion model analysis of sustained attention in children with attention deficit hyperactivity disorder.

Whether children with attention deficit hyperactivity disorder (ADHD) have deficits in sustained attention remains unresolved due to the ongoing use of cognitive paradigms that are not optimized for studying vigilance and the fact that relatively few studies report performance over time. In three independent samples of school-age children with (total N = 128) and without ADHD (total N = 59), we manipulated event rate, difficulty of discrimination, and use signal detection (SDT) and diffusion models (DM) to evaluate the cause of the vigilance decrement during a continuous performance task. For both groups of children, a bias toward "no-go" over time (as indexed by the SDT parameter B″ and the DM parameter z/a) was responsible for generating the vigilance decrement. However, among children with ADHD, the rate at which information accumulated to make a no-go decision (vNoGo) also increased with time on task, representing a possible secondary mechanism that biases children against engagement. At all time points, children with ADHD demonstrated reduced sensitivity to discriminate targets from nontargets. Children with ADHD are particularly sensitive to the cost of task engagement, but nonspecific slower drift rate may ultimately provide a better conceptualization of the cognitive atypicalities commonly observed in that group. Results are interpreted in the context of updated conceptualizations of sustained attention and vigilance. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The effects of discrimination on the adoption of different strategies in selective stopping

Selective stopping is demanded in situations where responses must be suppressed to certain signals, but not others. To explore this type of inhibition, the standard stop-signal task has been modified to include a selective implementation of response inhibition by introducing a new stimulus that participants should ignore. However, a stimulus-selective stop-signal task can be performed following different strategies. Some participants fulfill the selective implementation of the stopping process after discriminating the stop and ignore signals, but some others stop the ongoing response whenever any new stimulus appears. The factors that influence this strategy choice are being explored, where both task and participant variables are under consideration. This study aimed to investigate whether the difficulty in discriminating between stop and ignore signals influences strategy adoption. Additionally, we examined whether participants modify their strategy in a flexible manner throughout the task in alternating easy and hard discrimination condition blocks. In the easy discrimination condition, the stop and the ignore signals differed both in color and shape, whereas in the hard discrimination condition, they only differed in shape. Our results from 64 participants revealed that manipulating the difficulty of signal discrimination strongly influenced strategy choice. Also, we found that participants can adapt their strategy according to task demands. They preferentially adopted a selective stopping strategy when discrimination was easy, whereas they changed to a nonselective stopping strategy under the hard discrimination condition. Overall, results from the current study suggest that signal discrimination difficulty influences the adoption of strategies in selective stopping.

TEST ITEM ANALYSIS OF READING COMPREHENSION EXAMINATION FACULTY OF TEACHERS AND TRAINING EDUCATION

It is not uncommon to put a blame on the students when they fail in the semester examination. The examiner or the one who constructs the test is rarely blamed or questioned why such a thing can happen. There is never a question whether the test is valid or reliable. In other words, the test itself is never evaluated in order to know if it meets the level of difficulty and power of discrimination. Madsen (1983: 180) says that item analysis tells us three things: (1) how difficult each item is, (2)whether or not the question discriminated or tells the difference between high and low students, (3) which distracters are working as they should. Â This reading comprehension examination consists of 44 items, 35 items of reading comprehension and 9 items of vocabulary. The number of test takers are 18 students. The result of the analysis shows that only 5 students (27.7%) can do the test within average, meaning they can answer the test 50% correct of the total test items. This belongs to moderate category, not high nor excellent. Of the 44 test items, 33(75%) are bad items in that they do not fulfill one or both of the requirements concerning the level of difficulty and power of discrimination. And only 11 items (25%) meet the requirements of level of difficulty and power of discrimination. Regarding the distracters, there are 20 items (45.45%) whose distracters are not chosen either one or two. There are two items (4.54%), 25 and 34, the correct answer of which is not chosen by the test takers, including the high and low group. In short, these 20 items needs revising in term of distracters. Revision is made to those items whose distracters are not chosen and those which do not fulfill the requirements of level of difficulty and power of discrimination. Distracters which look too easy are changed, and those which are not totally chosen are revised.Â

A Longitudinal Test of a Feminist Pathways Model Among Black Youth: Incorporating Racial Discrimination and School Difficulties

This study addresses important gaps in previous quantitative tests of feminist pathways theory by utilizing longitudinal data from Black men and women and by incorporating racial discrimination and school difficulties. We examine early physical abuse, sexual abuse, and racial discrimination as risks for criminal behavior and psychological distress, school difficulties, and substance use as links between early trauma and young adulthood crime. Consistent with previous studies, early abusive experiences were more salient for Black women than men, but racial discrimination was meaningful for both women and men. Moreover, the connections among mediators differed. Policy implications are offered.

Greater discrimination difficulty during perceptual learning leads to stronger and more distinct representations.

Despite the conventional wisdom that it is more difficult to find a target among similar distractors, this study demonstrates that this disadvantage is short-lived, and that high target-to-distractor (TD) similarity during visual search training can have beneficial effects for learning. Participants with no prior knowledge of Chinese performed 12 hour-long sessions over 4 weeks, where they had to find a briefly presented target character among a set of distractors. At the beginning of the experiment, high TD similarity hurt performance, but the effect reversed during the first session and remained positive throughout the remaining sessions. This effect was due primarily to reducing false alarms on trials in which the target was absent from the search display. In addition, making an error on a trial with a specific character was associated with slower visual search response times on the subsequent repetition of the character, suggesting that participants paid more attention in encoding the characters after false alarms. Finally, the benefit of high TD similarity during visual search training transferred to a subsequent N-back working-memory task. These results suggest that greater discrimination difficulty likely induces stronger and more distinct representations of each character.

When You CAN See the Difference: The Phonetic Basis of Sonority in American Sign Language

Spoken and signed languages (SL) deliver perceptual cues which exhibit various degrees of perceptual validity during categorization: In spoken languages, listeners develop perceptual biases when integrating multiple acoustic dimensions during auditory categorization (Holt & Lotto, 2006). This leads us to expect differential perceptual validity for dynamic gestural units HANDSHAPE, MOVEMENT, ORIENTATION, and LOCATION produced by manual articulators in SLs. In this study, we use a closed-set sentence discrimination task developed by Bochner et al. (2011) to evaluate the perceptual saliency of the gestural components of signs in American Sign Language (ASL) for naïve signers and deaf L2 learners of ASL proficient in another SL. Our goal is to gauge which of these features are likely to present the phonetic basis of sonority in sign modality and relay phonemic contrasts perceptible for even first-time signers.25 deaf L2 ASL signers and 28 hearing English speakers with no experience in any SL participated in this study. Results reveal that phonemic contrasts based on HANDSHAPE presented an area of maximum difficulty in phonological discrimination for sign-naïve participants. For all participants, contrasts based on ORIENTATION and LOCATION and involving larger scale articulators, were associated with robust categorical discrimination.

Abstract 319: Development of a Knowledge Measure to Evaluate a Decision Aid for Patients Choosing Between Home and Hospital Based Cardiac Rehabilitation

Background: Home-based cardiac rehabilitation (CR) has similar efficacy as center-based CR, but the choice of which meets the needs of individual patients is preference-sensitive. Our objective was to develop a knowledge measure to be used to evaluate a shared decision-making tool for patients choosing between home and center-based CR. Methods: We generated 11 true/false questions about home and hospital-based CR. The statements were reviewed for accuracy by 8 exercise physiologists. Cognitive testing was performed with 10 patients using the “think-aloud” method to understand their interpretation of what each item was asking. The statements were then revised to improve acceptability and clarity. We tested the knowledge statements in a sample of 124 participates from the lay public recruited via mTurk. Psychometric properties of item difficulty, item uncertainty, and index of discrimination were evaluated. Differences between groups based on education level, age, sex, and race/ethnicity were also evaluated. Results: Of 124 respondents 66% were female, 69% were white, 69% were between 18-44 years of age, and 89% had at least some college education. On average respondents answered 70% of questions correctly. Item difficulty ranged from 51% to 98% correct. Item uncertainty ranged from 9% to 36%. Index of discrimination was highest for questions 2 (75%), 7 (74%) and 9 (68%). (see Table) Within each subgroup, the following groups had the highest average score: African Americans, (77%), females (74%), advanced degree (80%) and ages 55-64 (78%). Conclusion: The knowledge measure developed in this study can be used to assesses knowledge about key concepts central to making an informed decision about home vs. hospital-based CR. This knowledge measure will be further validated and used to evaluate a decision aid for patients in our safety net hospital system choosing between home and hospital-based CR.

한국인 학습자의 영어 단모음 인지 연구

The purpose of this research is to corroborate PAM and PAM-L2 model including uncategorized phones. In order to accomplish this research purpose, the assimilation and discrimination experiments were conducted from 27 college students. The R statistics was used for data analysis. The findings of data analysis showed that 1) /ʌ/ was categorized as an uncategorized phone, 2) /ɛ-ӕ/ and /u-ʊ/ vowel pairs were categorized as SC, /i-ɪ/ as CG, /ʌ-ɔ/ as TC, and /ɑ-ʌ/ as UC-P assimilation type, 3) the degree of difficulties in discrimination was expected to be higher in the order of SC, UC-P=CG, and TC, & 4) the accuracy rate of discrimination was 59.2% & 66.7% for SC, 66.7% for UC-P, 77.8% for CG, and 96.3% for TC. The expectations of PAM and PAM-L2 model regarding the perceptual assimilation types and the degree of difficulties in discrimination were substantiated by the experiment results. Lastly, instructional implications for the foreign speech learning and suggestions for further study were also discussed.

Effects of Ultrasound Familiarization on Production and Perception of Nonnative Contrasts

Background/Aims: We investigated the efficacy of ultrasound imaging of the tongue as a tool for familiarizing naïve learners with the production of a class of nonnative speech sounds: palatalized Russian consonants. Methods: Two learner groups were familiarized, one with ultrasound and one with audio only. Learners performed pre- and postfamiliarization production and discrimination tasks. Results: Ratings of productions of word-final palatalized consonants by learners from both groups improved after familiarization, as did discrimination of the palatalization contrast word-finally. There were no significant differences in the improvement between groups in either task. All learners were able to generalize to novel contexts in production and discrimination. The presence of palatalization interfered with discrimination of word-initial manner, and ultrasound learners were more successful in overcoming that interference. Conclusion: Ultrasound familiarization resulted in improvements in production and discrimination comparable to audio only. Ultrasound familiarization additionally helped learners overcome difficulties in manner discrimination introduced by palatalization. When familiarizing learners with a novel, nonnative class of sounds, a small set of stimuli in different contexts may be more beneficial than using a larger set in one context. Although untrained production can disrupt discrimination training, we found that production familiarization was not disruptive to discrimination or production.