Instruction Cue Research Articles

Contextual cuing survives an interruption from an endogenous cue for attention.

Three experiments explored how the repetition of a visual search display guides search during contextual cuing under conditions in which the search process is interrupted by an instructional (endogenous) cue for attention. In Experiment 1, participants readily learned about repeated configurations of visual search, before being presented with an endogenous cue for attention towards the target on every trial. Participants used this cue to improve search times, but the repeated contexts continued to guide attention. Experiment 2 demonstrated that the presence of the endogenous cue did not impede the acquisition of contextual cuing. Experiment 3 confirmed the hypothesis that the contextual cuing effect relies largely on localized distractor contexts, following the guidance of attention. Together, the experiments point towards an interplay between two drivers of attention: after the initial guidance of attention, memory representations of the context continue to guide attention towards the target. This suggests that the early part of visual search is inconsequential for the development and maintenance of the contextual cuing effect, and that memory representations are flexibly deployed when the search procedure is dramatically interrupted.

Functional role of area 8A in the posterior dorsolateral frontal region of the human brain: A single case study.

Area 8A has traditionally been considered to be the frontal eye field (FEF), i.e. the area for the motor production of eye movements. However, recent research has shown that the FEF lies posteriorly in premotor area 6. Research in macaque monkeys has demonstrated that, in contrast to premotor area 6, which is involved in the production of motor actions, area 8A is implicated in the cognitive allocation of attention to stimuli based on instruction cues. The aim of the present study was to elucidate the specific cognitive role of area 8A by examining a unique patient with a lesion restricted to area 8A, i.e. sparing the premotor cortex. This right-handed male patient underwent neuropsychological assessment and testing on two conditional associative-learning tasks: the motor hand conditional associative-learning task (MCALT) assessing the selection of motor actions based on instruction cues and the visual conditional associative-learning task (VCALT) assessing the selection of visual stimuli based on instruction cues. The patient's performance on the VCALT was significantly impaired compared to control subjects, but performance on the MCALT and on an Eye Movement Control Task was preserved. The present study provides evidence that area 8A is critical for the cognitive process regulating the allocation of attention to different stimuli in the environment, but not in the production of eye movements. These findings enhance understanding of the functional organization of the posterior dorsolateral frontal region in the human brain and suggest a specialized role of area 8A in high-level cognitive processes.

How varying cue duration influences item-method directed forgetting: A novel selective retrieval interpretation.

A series of four experiments tested the assumptions of the most prominent and longstanding account of item-method directed forgetting: the selective rehearsal account. In the item-method directed forgetting paradigm, each presented item is followed by its own instructional cue during the study phase - either to-be-forgotten (F) or to-be-remembered (R). On a subsequent test, memory is poorer for F items than for R items. To clarify the mechanism underlying memory performance, we manipulated the time available for rehearsal, examining instructional cue durations of 1 s, 5 s, and 10 s. Experiments 1a and 1b, where the order of cue durations was randomized, showed no effect of cue duration on item recognition of unrelated single words, for either R or F items. Experiment 2, using unrelated word pairs, again showed no effect of randomized cue duration, this time on associative recognition. Experiments 3 and 4 blocked cue duration and showed equivalent increases in recognition of both R and F single words and word pairs with increasing cue duration. We suggest that any post-cue rehearsal is carried out only when cue duration is predictable, and that such limited rehearsal is equally likely for F items and R items. The consistently better memory for R items than for F items across cue duration depends on selective retrieval involving (1) a rapid retrieval check engaged for R items only and (2) a rapid removal process implemented for F items only.

Effects of attentional focus on quiet standing balance control in individuals with non-specific chronic low back pain

Despite the widespread research about the effects of attentional focus on balance control in different populations, to the best of our knowledge, no study has yet investigated the effects of attentional focus instructions on balance control in individuals with chronic low back pain (CLBP). Therefore, this study was aimed to compare the effects of internal focus (IF) and external focus (EF) of attention on quiet standing balance control between individuals with CLBP and healthy controls. Twenty individuals with CLBP and 20 healthy controls were enrolled in this quasi-experimental study. The participants were asked to stand still with eyes open and eyes closed while performing three tasks: baseline standing with no focus instructions, internally focusing on their feet, and externally focusing on two markers were placed on the force platform. Statistical analyses showed a significant main effect of group for mean total velocity (p = 0.02), area (p = 0.01), and displacement in mediolateral (ML) direction (p = 0.003). Moreover, a significant main effect of vision was observed for mean total velocity (p < 0.001), area (p < 0.001), and displacement in anteroposterior (AP) (p < 0.001) and ML directions (p < 0.001). Also, the results revealed a significant main effect of attentional focus for mean total velocity (p < 0.001), area (p < 0.001), and displacement in AP (p < 0.001) and ML directions (p = 0.01). Our results showed that in both healthy controls and individuals with CLBP, EF led to improve quiet standing balance control compared to IF and control conditions. From a clinical perspective, it may be useful for physical therapists to consider the use of instruction cues that direct performer's attention away from the body for improving quiet standing balance control in individuals with CLBP.

Words matter: Effects of instructional cues on pressure pain threshold values in healthy people

BackgroundPressure pain threshold (PPT) measurements require standardised verbal instructional cues to ensure that the increasing pressure is stopped at the correct time consistently. This study aimed to compare how PPT values and their test-retest reliability were affected by different instructional cues. MethodsAt two separate sessions, two PPT measurements were taken at the anterior knee for each of four different instructional cues: the cue of the German Neuropathic Research Network instructions (‘DFNS’), the point where pressure first feels uncomfortable (‘Uncomfortable’), 3/10 on the numerical pain rating scale (‘3NPRS’), and where pain relates to an image from the pictorial-enhanced NPRS scale (‘Pictorial’). Linear mixed modeling was used to quantify differences between pairs of instructional cues. Test-retest reliability was estimated using intraclass correlation coefficients (ICC[2,1] and ICC[2,k]). ResultsTwenty participants were recruited. The cue resulting in greatest PPT value was DFNS (394.32 kPa, 95%CI [286.32 to 543.06]), followed by Pictorial (342.49 kPa, 95%CI [248.68 to 471.68]), then Uncomfortable (311.85 kPa, 95%CI [226.43 to 429.48]), and lastly 3NPRS (289.78 kPa, 95%CI [210.41 to 399.09]). Five of six pairwise contrasts were statistically significant. Regardless of the cues, the point estimates of ICC (2,1) ranged from 0.80 to 0.86, and the ICC (2,k) values ranged from 0.89 to 0.93. No statistically significant differences were found between any pairwise contrasts of reliability indices. ConclusionWords matter when instructing people when to stop testing in pressure algometry. Clinicians should use the same instructional cue when assessing pain thresholds to ensure reliability.

The benefits of item-method-directed forgetting

ABSTRACT The present experiments examined the encoding and retrieval conditions in an item-method-directed forget (IMDF) study that included a novel control condition. In the IMDF condition, half of the items were followed by a remember cue whereas the other half were followed by a forget cue. In a remember-both control condition, half of the items were followed by an item identifier called Set A; whereas the other half of the items were followed by a Set B identifier. At the test, items were recalled as a function of the instruction cue or the set identifier. Across two experiments, directed-forgetting effects and associated benefits were found. Further, results from both studies revealed a new way to demonstrate the benefit of IMDF – directed-forgetting participants made more correct source attributions compared to remember-both participants. These benefits were obtained using a within-subjects IMDF paradigm (Experiment 1) as well as a between-subjects IMDF paradigm (Experiment 2). These patterns of results are consistent with several current theories of item-method-directed forgetting.

Differential Modulation of Local Field Potentials in the Primary and Premotor Cortices during Ipsilateral and Contralateral Reach to Grasp in Macaque Monkeys.

Hand movements are associated with modulations of neuronal activity across several interconnected cortical areas, including the primary motor cortex (M1) and the dorsal and ventral premotor cortices (PMd and PMv). Local field potentials (LFPs) provide a link between neuronal discharges and synaptic inputs. Our current understanding of how LFPs vary in M1, PMd, and PMv during contralateral and ipsilateral movements is incomplete. To help reveal unique features in the pattern of modulations, we simultaneously recorded LFPs in these areas in two macaque monkeys performing reach and grasp movements with either the right or left hand. The greatest effector-dependent differences were seen in M1, at low (≤13 Hz) and γ frequencies. In premotor areas, differences related to hand use were only present in low frequencies. PMv exhibited the greatest increase in low frequencies during instruction cues and the smallest effector-dependent modulation during movement execution. In PMd, δ oscillations were greater during contralateral reach and grasp, and β activity increased during contralateral grasp. In contrast, β oscillations decreased in M1 and PMv. These results suggest that while M1 primarily exhibits effector-specific LFP activity, premotor areas compute more effector-independent aspects of the task requirements, particularly during movement preparation for PMv and production for PMd. The generation of precise hand movements likely relies on the combination of complementary information contained in the unique pattern of neural modulations contained in each cortical area. Accordingly, integrating LFPs from premotor areas and M1 could enhance the performance and robustness of brain-machine interfaces.

Independent data collectors decrease bias in the measurement of adherence to anterior cruciate ligament injury prevention programs

ObjectivesStudies on adherence to neuromuscular training (NMT) for anterior cruciate ligament (ACL) injury prevention are frequently biased due to the use of self-reporting by coaches or the athletes themselves. Few NMT studies use data collectors (aside from the athletes or the individuals administering the NMT program) to decrease bias when assessing the adherence of coaches and sports teams. We hypothesized that the use of a data collector who is independent of the team to evaluate adherence to NMT programs would be reliable. MethodsIn a prior a cluster-randomized controlled trial evaluating adherence to NMT training trial, twelve boys' and nine girls' high school athletic teams in a variety of sports were enrolled. Eight data collectors (unaffiliated with the NMT program) were hired specifically to record adherence of the athletes to the NMT exercises at each team's warm-ups 2–3 times a week, prior to practices and games. In addition to the data collectors, a control group of independent observers made visits throughout the season to also record adherence (solely for the purpose of this study, alongside the data collectors and in the same fashion) in order to evaluate the data collectors' performance and determine inter-observer reliability. The inter-observer reliability between data collectors and independent observers was measured using the Kappa statistic. ResultsA total of 399 warm-ups for practices or games were observed by data collectors to obtain adherence data. Independent observers also measured adherence at 58 practices or games for inter-observer reliability. Exercise instruction and alignment cues for 29 different exercises were analysed. The Kappa values ranged from 0.63 to 1.0, indicating substantial to perfect agreement. The overall Kappa values of 0.89 and 0.90 for exercise instruction and alignment cues, respectively, indicated almost perfect agreement. ConclusionThe use of a data collector who is independent of the team to evaluate adherence to NMT programs (rather than athlete or coach self-reporting), was shown to be a reliable method for measurement of adherence in studies of NMT for injury prevention. Avoiding self-reporting in adherence research to NMT training may decrease bias. Level of EvidenceI.

Golf skill learning: An external focus of attention enhances performance and motivation

An external focus of attention has been shown to enhance the performance and learning of motor skills, relative to an internal focus (see Chua, Jimenez-Diaz, Lewthwaite, Kim, & Wulf, 2021). In the present study, we examined possible motivational consequences of learners’ experience of greater movement success with an external focus. Participants were asked to learn a golf pitch shot. In addition to measuring learning, we assessed self-efficacy, as well as positive and negative affect in groups that received external versus internal focus instructions. Furthermore, we examined the feasibility of providing several focus instructions in the same practice session as the learning of complex skills typically requires more than one instructional cue. The results showed that skill learning was enhanced by instructions that promoted external foci, as measured by golf shot accuracy on delayed retention and transfer tests. The external focus group also showed higher positive affect and reduced negative affect at the end of practice, and higher self-efficacy before retention testing, compared with the internal focus group. These findings provide support for several assumptions of the OPTIMAL theory (Wulf & Lewthwaite, 2016). From a practical perspective, they highlight the attentional and motivational benefits of an external focus.

Dynamic structure of motor cortical neuron coactivity carries behaviorally relevant information.

Skillful, voluntary movements are underpinned by computations performed by networks of interconnected neurons in the primary motor cortex (M1). Computations are reflected by patterns of coactivity between neurons. Using pairwise spike time statistics, coactivity can be summarized as a functional network (FN). Here, we show that the structure of FNs constructed from an instructed-delay reach task in nonhuman primates is behaviorally specific: Low-dimensional embedding and graph alignment scores show that FNs constructed from closer target reach directions are also closer in network space. Using short intervals across a trial, we constructed temporal FNs and found that temporal FNs traverse a low-dimensional subspace in a reach-specific trajectory. Alignment scores show that FNs become separable and correspondingly decodable shortly after the Instruction cue. Finally, we observe that reciprocal connections in FNs transiently decrease following the Instruction cue, consistent with the hypothesis that information external to the recorded population temporarily alters the structure of the network at this moment.

Instructional cues in the teaching of dribbling in school physical education classes

Background and Study Aim. A cue is a short and concise instruction about the key aspects of a successful performance. In addition to an attentional strategy, an instructional cue has been considered as a Physical Education teaching content for developing the students' knowledge about performing motor skills. This study investigated the effects of perceptual and motor instructional cues on the learning of dribbling during physical education classes at school. Material and Methods. The sample comprised 81 students from three elementary full-time classes of a public school, aged between 6 to 9 years old. The study consisted of three experimental groups each one from a given PE classroom: (1) perceptual cue - “eye on the circuit”; (2) motor cue - “pushing the ball at waist level”; and control group – no cue. Results. Results showed that motor cue group improved the performance in relation to all measures (stage of development, ball control, and runtime). In addition, they revealed that this group had superior performance comparatively to perceptual cue and control groups. Conclusions. This study examined the effect of verbal motor cues on students' learning of dribbling in a Physical Education class. The results showed that the verbal motor cue functioned as a useful tool for providing students with information about the correct technique for dribbling. This information helped students to understand and execute the correct technique, resulting in improved dribbling performance. Overall, this study suggests that verbal motor cues can be a valuable teaching tool for Physical Education teachers when designing practice tasks. By selecting instructions that have the potential to improve students' knowledge about performance, teachers can help their students to acquire skills more effectively. These findings have important implications for the design of practice tasks in Physical Education classes and can help to optimize student learning outcomes.

Induced effects of electrical muscle stimulation and visual stimulation on visual sensory reweighting dynamics during standing on a balance board.

Providing instruction cues on body motions using stimulations has the potential to induce sensory reweighting dynamics. However, there are currently very few quantitative investigations on the difference in the induced effects on the sensory reweighting dynamics between stimulation methods. We therefore investigated the difference in the induced effects of electrical muscle stimulation (EMS) and visual sensory augmentation (visual SA) on sensory reweighting dynamics during standing on a balance board. Twenty healthy participants controlled their posture to maintain the board horizontally in the balance-board task, which included a pre-test without stimulation, a stimulation test, and a post-test without stimulation. The EMS group (n = 10) received EMS to the tibialis anterior or soleus muscle based on the board tilt. The visual SA group (n = 10) received visual stimuli via a front monitor based on the board tilt. We measured the height of the board marker and calculated the board sway. Before and after the balance-board task, the participants performed static standing with their eyes open and closed. We measured postural sway and calculated the visual reweighting. The visual reweighting showed a strong negative correlation with the balance board sway ratio between the pre- and stimulation tests in the EMS group and a strong positive correlation with that in the visual SA group. Moreover, for those who reduced the balance board sway in the stimulation test, the visual reweighting was significantly different between the stimulation methods, demonstrating that the induced effect on sensory reweighting dynamics is quantitatively different depending on which method is used. Our findings suggest that there is an appropriate stimulation method to change to the targeted sensory weights. Future investigations on the relationship between sensory reweighting dynamics and stimulation methods could contribute to the proposal and implementation of new training methods for learning to control the target weights.

Neural dynamics underlying self-control in the primate subthalamic nucleus.

The subthalamic nucleus (STN) is hypothesized to play a central role in neural processes that regulate self-control. Still uncertain, however, is how that brain structure participates in the dynamically evolving estimation of value that underlies the ability to delay gratification and wait patiently for a gain. To address that gap in knowledge, we studied the spiking activity of neurons in the STN of monkeys during a task in which animals were required to remain motionless for varying periods of time in order to obtain food reward. At the single-neuron and population levels, we found a cost-benefit integration between the desirability of the expected reward and the imposed delay to reward delivery, with STN signals that dynamically combined both attributes of the reward to form a single integrated estimate of value. This neural encoding of subjective value evolved dynamically across the waiting period that intervened after instruction cue. Moreover, this encoding was distributed inhomogeneously along the antero-posterior axis of the STN such that the most dorso-posterior-placed neurons represented the temporal discounted value most strongly. These findings highlight the selective involvement of the dorso-posterior STN in the representation of temporally discounted rewards. The combination of rewards and time delays into an integrated representation is essential for self-control, the promotion of goal pursuit, and the willingness to bear the costs of time delays.

Research on the Design of Virtual Reality Online Education Information Presentation Based on Multi-Sensory Cognition

The popularity of the online teaching model increased during the COVID-19, and virtual reality online education is now firmly established as a future trend in educational growth. Human–computer interaction and collaboration between virtual models and physical entities, as well as virtual multi-sensory cognition, have become the focus of research in the field of online education. In this paper, we analyze the mapping form of teaching information and cue information on users’ cognition through an experimental system and investigate the effects of the presentation form of online virtual teaching information, the length of the material, users’ memory of the information, and the presentation form of information cues on users’ cognitive performance. The experimental results show that different instructional information and cue presentation designs have significant effects on users’ learning performance, with relatively longer instructional content being more effective and users being more likely to mechanically remember the learning materials. By studying the impact of multi-sensory information presentation on users’ cognition, the output design of instructional information can be optimized, cognitive resources can be reasonably allocated, and learning effectiveness can be ensured, which is of great significance for virtual education research in digital twins.

Attentional Focus Strategies to Improve Motor Performance in Older Adults: A Systematic Review.

Previous literature shows the beneficial effects of an external focus of attention on various sports skills in young adults. The objective of this systematic review is to evaluate the effects of external and internal focus of attention on motor performance in healthy older adults. The literature search was conducted in five electronic databases (PsycINFO, PubMed, SPORTDiscus, Scopus, and Web of Science). Eighteen studies that met the inclusion criteria were evaluated. Most of the motor tasks targeting older adults were related to postural control and gait. Over 60% of the included studies reported that the effect of an external focus was superior to that of an internal focus on motor performance in older adults. An external focus generally results in better motor performance than an internal focus among healthy older adults. However, the advantage of an external focus on locomotion may not be as significant as those illustrated in previous attentional focus studies. A challenging cognitive task may allow more automatic motor control than an external focus. Practitioners might provide clear instruction cues guiding performers to divert their attention away from their body and towards the movement effect for better performance, particularly in balancing tasks.

Can masked gaze and arrow stimuli elicit overt orienting of attention? A registered report

Viewing an averted gaze can elicit saccades towards the corresponding location. Here, the automaticity of this gaze-following behaviour phenomenon was further tested by exploring whether such an effect can be detected in response to briefly-presented masked averted gazes. Participants completed an oculomotor interference task consisting of making leftward/rightward saccades according to a symbolic instruction cue. Crucially, either a task-irrelevant averted-gaze face or an arrow (i.e., a non-social control stimulus) was also presented in different blocks of trials. Faces and arrows were presented for either 1000 ms, or 8 ms and then backward-masked, to reduce the likelihood of conscious processing. Worse oculomotor performance emerged when the saccade direction did not match (vs match) that suggested by the task-irrelevant gaze/arrow stimuli in the unmasked condition. However, in the masked condition, no oculomotor interference occurred for any task-irrelevant stimulus. Results enrich knowledge about boundary conditions for gaze/arrow-driven orienting using ecological attention measures.

Integrated neural dynamics for behavioural decisions and attentional competition in the prefrontal cortex.

In the behaving monkey, complex neural dynamics in the prefrontal cortex contribute to context-dependent decisions and attentional competition. We used demixed principal component analysis to track prefrontal activity dynamics in a cued target detection task. In this task, the animal combined identity of a visual object with a prior instruction cue to determine a target/nontarget decision. From population activity, we extracted principal components for each task feature and examined their time course and sensitivity to stimulus and task variations. For displays containing a single choice object in left or right hemifield, object identity, cue identity and decision were all encoded in population activity, with different dynamics and lateralisation. Object information peaked at 100-200 ms from display onset and was largely confined to the contralateral hemisphere. Cue information was weaker and present even prior to display onset. Integrating information from cue and object, decision information arose more slowly and was bilateral. Individual neurons contributed independently to coding of the three task features. The analysis was then extended to displays with a target in one hemifield and a competing distractor in the other. In this case, the data suggest that each hemisphere initially encoded the identity of the contralateral object. The distractor representation was then rapidly suppressed, with the final target decision again encoded bilaterally. The results show how information is coded along task-related dimensions while competition is resolved and suggest how information flows within and across frontal lobes to implement a learned behavioural decision.

The Effects of Strategic Self-Talk on Concurrent Training Exercise Performance

Self-talk is a multidimensional construct comprised of self-statements that provide instruction or motivation to complete a task. The matching hypothesis suggests that instructional cue words are beneficial for tasks involving precision and accuracy, whereas motivational cue words are effective for tasks involving endurance, strength, and power (Theodorakis et al., 2000). Exploring the effects of strategic self-talk through concurrent training (i.e., a combination of endurance and precision exercise tasks) provides a unique opportunity to test the differential predictions of the matching hypothesis. The purpose of the present study was to analyze the effects of instructional and motivational cue words during concurrent exercise training on a task that consisted of running and overhead squatting. Thirty participants were divided into three groups (i.e., control, instructional, and motivational) and examined across two exercise sessions. A 3 x 2 repeated measures ANOVA revealed a significant interaction for overhead squat mechanical scores and group. Post hoc testing revealed the instructional cue words group performance improved and the control group’s performance declined, all other analyses were not significant. The results provide minimal support for the matching hypothesis, with instructional cue words benefiting the precision motor task. A unique finding was that participants in the control and strategic self-talk groups reported using organic self-talk during the training task that served either motivational or instructional functions, despite not being directed to do so. Further research is needed to examine the interaction between strategic and organic self-talk during concurrent training tasks.

Inter-observer evaluation of practical lesson delivery in physical education setting: Nature and demonstration of teachers’ instructional cues

Often, teachers plan for instructional activities, yet fail to plan for instructional cues they would use to facilitate skill acquisition among students. During practical lesson delivery, it is ideal for instructional cue (IC) of the teacher to be short, descriptive and integrated in a manner that promotes students’ retention of information necessary for learners to execute the skill correctly. Teachers should avoid lengthy and unnecessary ICs in teaching and learning environment. In this pedagogical study, we used descriptive processes to investigate the nature and demonstration of teachers’ ICs, the proportion and rate per minute of teachers’ ICs in practical physical education (PE) setting involving pre-service teachers (n=77) and professional PE teachers (n=4). Self-developed event recording instrument was found valid using expert consultation procedure. In each recorded event, inter-observer agreement was above 80% which indicated a good reliability of data for making research decisions. Evaluation of the video-recorded lesson suggested that teachers were able to utilise a variety of instructional cues (i.e., short, descriptive and integrated) to facilitate students’ learning in practical PE setting. Findings indicated that teachers were largely able to simulate skills and techniques during practical lesson delivery. Again, verbal instructional cues demonstrated with equipment occupied the largest proportion of events, while verbal instructional cues demonstrated without equipment placed second. Non-verbal instructional cues demonstrated without equipment occupied the least proportion of events in the entire observation. Generally, the study revealed a normal phenomenon in practical PE setting where verbal cues occurred more frequently than non-verbal cues. The practical PE class is usually composed of high and low prior learners. It was recommended that cues delivered by the teacher should cater for such individual differences in every practical PE setting.

Spatial Perception Enhancement in Assembly Training Using Augmented Volumetric Playback

Conventional training and remote collaboration systems allow users to see each other’s faces, heightening the sense of presence while sharing content like videos or slideshows. However, these methods lack depth information and a free 3D perspective of the training content. This paper investigates the impact of volumetric playback in a Mixed Reality (MR) spatial training system. We describe the MR system in a mechanical assembly scenario that incorporates various instruction delivery cues. Building upon previous research, four spatial instruction cues were explored; “Annotation”, “Hand gestures”, “Avatar”, and “Volumetric playback”. Through two user studies that simulated a real-world mechanical assembly task, we found that the volumetric visual cue enhanced spatial perception in the tested MR training tasks, exhibiting increased co-presence and system usability while reducing mental workload and frustration. We also found that the given tasks required less effort and mental load when eye gaze was incorporated. Eye gaze on its own was not perceived to be very useful, but it helped to compliment the hand gesture cues. Finally, we discuss limitations, future work and potential applications of our system.