Perceptual Training Research Articles

Agility in Invasion Sports: Position Stand of the IUSCA

Agility is a complex skill that is influenced by several physical, technical and cognitive factors. In this position stand, we discuss agility as it relates to invasion sports such as the many football codes. An important concept when conceptualising agility is understanding how it is applied on the field or court. Agility is particularly important in contests between attackers and defenders. For example, an attacker needs to create space or separation from defenders, in order to evade or to maintain possession of the ball. Conversely, defenders may require agility to reduce time and space in relation to the attacker, thereby applying pressure with the intention of achieving a turnover of possession. The movements performed in an agility scenario are diverse, and may involve an isolated deceleration, or a range of actions to produce a lateral displacement of the body at various angles and speeds. To create novel insights into agility, the interactions between predators and prey are explored in the animal world and reveal that successful pursuit (like a defender) or escape (like an attacker) is influenced by the ability to accelerate and attain high speeds, decelerate, and manoeuvre with control at optimum speeds, as well as expressing perceptual and cognitive skills. A plethora of sports literature claiming to discuss agility actually refers to pre-planned change-of-direction (COD) movements, known as COD ability. There are several differences between agility and COD ability, which should be considered when testing and prescribing agility activities. The characteristics of different agility techniques are presented and discussed with consideration to performance and the risk of injury such as anterior cruciate ligament (ACL) rupture, with the aim of creating multiple movement solutions for the athlete. Due to the diversity of agility actions performed in invasion sports, physical development should include tissue strengthening as well as fast and slow stretch-shortening cycle exercises to cater for different speeds and angles of agility movements. The speed and accuracy of decision-making in agility contests (cognitive component) are determined by the athlete’s ability to anticipate opponent’s actions, visually scan the environment, recognise patterns of play, and predict movement strategies based on knowledge of situations. One versus one contests, small-sided games, and video perceptual training can enhance the cognitive component of agility. Finally, there is no single coaching strategy or method that should be used to develop agility. Instead, the appropriate methodology must fit the individual needs of athletes, and therefore a mixed multicomponent approach is needed as part of an agility framework. Training examples to develop agility are presented throughout this position statement.

Self-supervised Natural Image Reconstruction and Large-scale Semantic Classification from Brain Activity

Reconstructing natural images and decoding their semantic category from fMRI brain recordings is challenging. Acquiring sufficient pairs of images and their corresponding fMRI responses, which span the huge space of natural images, is prohibitive. We present a novel self-supervised approach that goes well beyond the scarce paired data, for achieving both: (i) state-of-the art fMRI-to-image reconstruction, and (ii) first-ever large-scale semantic classification from fMRI responses. By imposing cycle consistency between a pair of deep neural networks (from image-to-fMRI & from fMRI-to-image), we train our image reconstruction network on a large number of “unpaired” natural images (images without fMRI recordings) from many novel semantic categories. This enables to adapt our reconstruction network to a very rich semantic coverage without requiring any explicit semantic supervision. Specifically, we find that combining our self-supervised training with high-level perceptual losses, gives rise to new reconstruction & classification capabilities. In particular, this perceptual training enables to classify well fMRIs of never-before-seen semantic classes, without requiring any class labels during training. This gives rise to: (i) Unprecedented image-reconstruction from fMRI of never-before-seen images (evaluated by image metrics and human testing), and (ii) Large-scale semantic classification of categories that were never-before-seen during network training. Such large-scale (1000-way) semantic classification from fMRI recordings has never been demonstrated before. Finally, we provide evidence for the biological consistency of our learned model.

Role and perception of clinical microbiology and infectious diseases trainees during the COVID-19 crisis.

Aim: To evaluate the role and perceptions of trainees during the COVID-19 pandemic. Method: An online survey was designed to provide an insight into the significance of the COVID-19 pandemic on working conditions of infectious diseases and clinical microbiology trainees. Results: The main roles of trainees included management of patients hospitalized for COVID-19 (55%), research (53%) and diagnostic procedures (43%). The majority (82%) of trainees felt useful in managing the crisis. However, more than two-thirds felt more stressed and more tired compared with other rotations. Only 39% of the participants had access to psychological support. Conclusion: Due to the significant impact of the pandemic on infectious diseases and clinical microbiology trainees, further research should focus on their health and welfare in the post-pandemic period.

Neural Mechanisms of Visual Field Recovery after Perceptual Training in Cortical Blindness.

Extensive training can improve performance on almost every visual task, through a process called visual perceptual learning ([He et al., 2021][1]). Visual perceptual learning has been applied to rehabilitate impaired vision for patients with low vision ([He et al., 2021][1]). In addition, visual

A structured approach to Shared Decision Making training and assessment of knowledge, attitudes and perception of second year medical students

ABSTRACT Shared decision making (SDM) has been acknowledged in the last decade. Literature has shown that when physicians are engaged in SDM and form a relationship with their patients, there is higher patient satisfaction of care. Moreover, SDM has been reported to improve patient outcomes and clinical measures. Despite this clear benefit of implementing SDM into clinical practice, there is little evidence for including SDM learning into preclinical medical education. We integrated an exercise for second year medical students to practice the steps of shared decision making. In this paper, the quantitative and qualitative results from a survey of medical students following the SDM learning exercise will be discussed. Students were more educated regarding SDM after this exercise and were motivated to use it in their future clinical careers. They also expressed overall positive attitudes towards SDM tools such as decision aids. Feedback to improve this SDM learning experience included the use of standardized patients, and to expand such education to the clinical environment training. This research provides a model of SDM practice integration into medical education. Similar programs can be beneficial for the development of SDM and other interpersonal skills.

The effects of perceptual training on speech production of Mandarin sandhi tones by tonal and non-tonal speakers

This study examined the effects of perceptual training on the acquisition of sandhi tones by both tonal (Cantonese) and non-tonal (English) speakers. In the pre- and post-training tasks, participants were presented with two monosyllables in each trial and were asked to produce them as disyllables. During perceptual training, they heard trials of disyllabic words with and without sandhi rule applications and were trained to identify the two types of disyllabic words. Based on functional data analyses, Cantonese speakers improved in building up more detailed and native-like allotone representations and in turn exhibited more native-like speech production in many cases. However, American learners showed improvement mainly in the offset f0 values or the turning point, indicating that they might have failed to pay attention to the shape of the entire tonal contour during perceptual training. For tonal speakers, the improvement of allotone production occurred on both real and wug words, indicating that the perceptual training may lead to more accurate production of tone sandhi rules regardless of syllable types. American learners, however, might need more training to further modify the allotone representation to perform more accurate sandhi tone application, especially in wug words. Finally, phonetic bias did not correctly predict the success of allotone acquisition since other factors such as the acoustic cues used in processing allotones during perceptual training might have affected the learning results.

Dual-Task Treadmill Training for the Prevention of Falls in Parkinson's Disease: Rationale and Study Design.

Various factors, such as fear of falling, postural instability, and altered executive function, contribute to the high risk of falling in Parkinson's disease (PD). Dual-task training is an established method to reduce this risk. Motor-perceptual task combinations typically require a patient to walk while simultaneously engaging in a perceptual task. Motor-executive dual-tasking (DT) combines locomotion with executive function tasks. One augmented reality treadmill training (AR-TT) study revealed promising results of a perceptual dual-task training with a markedly reduced frequency of falls especially in patients with PD. We here propose to compare the effects of two types of concurrent tasks, perceptual and executive, on high-intensity TT). Patients will be trained with TT alone, in combination with an augmented reality perceptual DT (AR-TT) or with an executive DT (Random Number Generation; RNG-TT). The results are expected to inform research on therapeutic strategies for the training of balance in PD.

Using Blur for Perceptual Investigation and Training in Sport? A Clear Picture of the Evidence and Implications for Future Research.

Dynamic, interactive sports require athletes to identify, pick-up and process relevant information in a very limited time, in order to then make an appropriate response. Perceptual-cognitive skills are, therefore, a key determinant of elite sporting performance. Recently, sport scientists have investigated ways to assess and train perceptual-cognitive skills, with one such method involving the use of blurred stimuli. Here, we describe the two main methods used to generate blur (i.e., dioptric and Gaussian) and then review the current findings in a sports context. Overall, it has been shown the use of blur can enhance performance and learning of sporting tasks in novice participants, especially when the blur is applied to peripheral stimuli. However, while intermediate and expert level participants are relatively impervious to the presence of blur, it remains to be determined if they are positive effects on learning. In a final section, we describe some of the methodological issues that limit the application of blur and then discuss the potential use of virtual reality to extend the current research base in sporting contexts.

Face recognition improvements in adults and children with face recognition difficulties.

While there have been decades of clinical and theoretical interest in developmental and acquired face recognition difficulties, very little work has examined their remediation. Here, we report two studies that examined the efficacy of an existing face training programme in improving face-processing skills in adults and children with developmental face recognition impairments. The programme has only been trialled in typical children to date, where 2 weeks of perceptual training (modelled on an adapted version of the popular family game Guess Who?) resulted in face-specific improvements for memory but not perception after 2 weeks of training. In Study 1, we performed a randomized, parallel groups, placebo-controlled trial of the same programme in 20 adults with a pre-existing diagnosis of developmental prosopagnosia. Assessment tasks were administered immediately before and after training, and 2 weeks later. Face-specific gains in memory (but not perception) were observed in the experimental group and were greatest in those with the poorest face recognition skills at entry. These gains persisted 2 weeks after training ceased. In Study 2, a case-series approach was used to administer the experimental version of the training programme to four children who presented with difficulties in face recognition. Improvements in face memory were observed in three of the participants; while one also improved at face perception, there was mixed evidence for the face specificity of these gains. Together, these findings suggest plasticity in the human face recognition system through to at least mid-adulthood and also pave the way for longer-term implementations of the face training programme that will likely elicit greater gains in both adults and children.

Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees

Online Counseling: Perceptions of Counselors, Counselor Educators and Trainees

Reporting radiographer academy training model; an evaluation of the impact for trainees and clinical service

IntroductionDemand on imaging services continues to increase on a background of complex issues and barriers to care. Collaborative cross organisational working through the development of imaging networks is recommended to address these issues including managing reporting workloads. Standardisation of reporting practices and collaborative cross region reporting radiographer training has been recommended to be supported by a regional reporting radiographer academy model to achieve these aims. This research explores the perceptions of trainees and their managers/mentor who undertook radiographer academy training model with a view to integrated imaging network formalisation in the region. MethodsAn online questionnaire was designed to capture qualitative and quantitative data with three phases; 1) trainees perception of the academy model, 2) trainees perception of the differences in training models and 3) the perceptions of the managers/mentors related to the academy model. ResultsThere were overwhelmingly positive opinions of the academy training model from both cohorts in this study, with the two main benefits emerging being the protected study time away from clinical departments and minimal disruption to clinical services due to reduced onus on the local mentors. Peer support was also highlighted as a positive aspect of the model which would facilitate future integrated imaging network working. ConclusionThe academy model has been well received by both cohorts in this study with positive outcomes highlighted and the model being seen as promoting and facilitating integrated imaging network working between departments. The small sample size of the study requires consideration when extrapolating the results to wider academy models, however some themes may be applicable. Implications for practiceInvestment in the reporting radiographer academy model is justified and provides a practical alternative to the traditional model.

Training the pronunciation of L2 vowels under different conditions: the use of non-lexical materials and masking noise.

The current study extends traditional perceptual high-variability phonetic training (HVPT) in a foreign language learning context by implementing a comprehensive training paradigm that combines perception (discrimination and identification) and production (immediate repetition) training tasks and by exploring two potentially enhancing training conditions: the use of non-lexical training stimuli and the presence of masking noise during production training. We assessed training effects on L1-Spanish/Catalan bilingual EFL learners' production of a difficult English vowel contrast (/æ/-/ʌ/). The participants (N=62) were randomly assigned to either non-lexical (N=24) or lexical (N=24) training and were further subdivided into two groups, one trained in noise (N=12) and one in silence (N=12). An untrained control group (N=14) was also tested. Training gains, measured through spectral distance scores (Euclidean distances) with respect to native speakers' productions of /æ/ and /ʌ/, were assessed through delayed word and sentence repetition tasks. The results showed an advantage of non-lexical training over lexical training, detrimental effects of noise for participants trained with nonwords, but not for those trained with words, and less accurate production of vowels elicited in isolated words than in words embedded in sentences, where training gains were only observable for participants trained with nonwords.

Replace, amplify, transform: a qualitative study of how postgraduate trainees and supervisors experience and use telehealth for instruction in ambulatory patient care

BackgroundLittle is known about using telehealth patient visits as an educational mode. Therefore, rapid implementation of telehealth during the COVID-19 pandemic had to be done without understanding how to optimize telehealth for education. With the likely sustained/post-pandemic use of telehealth in ambulatory patient care, filling gaps in our understanding of how telehealth can be used for instruction in this context is critical. This study sought to understand perceptions of pediatric postgraduate trainees and supervisors on the use of telehealth for instruction in ambulatory settings with the goal of identifying effective ways to enhance learning during telehealth visits.MethodsIn May–June of 2020, the authors purposefully sampled first- and third-year postgraduate trainees and supervising attendings from pediatric fellowship programs at one institution that implemented telehealth for instructional activities. They conducted semi-structured interviews; interviews lasted a median of 51 min (trainees) and 41 min (supervisors). They conducted interviews and data analysis iteratively until reaching saturation. Using thematic analysis, they created codes and constructed themes from coded data. They organized themes using the Replace-Amplify-Transform (RAT) model, which proposes that technology can replace in-person learning and/or amplify and transform learning.ResultsFirst-year trainees (n = 6), third-year trainees (n = 5) and supervisors (n = 6) initially used telehealth to replace in-person learning. However, skills that could be practiced in telehealth visits differed from in-person visits and instructional activities felt rushed or awkward. Trainees and supervisors adapted and used telehealth to amplify learning by enhancing observation and autonomy. They also transformed learning, using telehealth to develop novel skills.ConclusionsTo harness telehealth for instructional activities, our findings indicated that trainees and supervisors should shift from using it as a direct replacement for in-person education to taking advantage of novel opportunities to amplify and transform education in PGME. The authors provide data-driven recommendations to help PGME trainees, supervisors and educators capitalize on the educational advantages of telehealth.

A Cross-Sectional Study of Resident Training in Robotic Surgery in India.

BackgroundThe widespread implementation of robotic surgery in the Indian subcontinent has received mixed reactions from residents and mentors alike. To date, however, no study has documented the perception of Indian surgical trainees on the effect of robotic surgery on surgical training. Therefore, we conducted a questionnaire-based study on Indian surgical residents to assess their views about robotic surgery and the effect, they believe, it might have on resident training.Materials and methodsQuestionnaires were distributed to 300 surgical residents from programs that do not have surgical robots. All other residents, faculty, medical students, and interns were excluded from the study. The responses were collected and analyzed using appropriate statistical methods.ResultsOverall, 210 surgical residents responded to the survey. A majority of them (57.72%) reported low levels of knowledge regarding robotic surgery. While 88.10% of the study participants reported that the use of robotic surgery will continue to rise in India, an equal proportion (88%) believed that procuring a robot in their program will impair their training in open and laparoscopic surgeries.ConclusionsThe introduction of robotic surgery into surgical residency programs is seen, by most residents, as a threat to training in traditional surgical methods. This calls for the effective incorporation of robotic training into residency training with equal distribution of resident training cases in programs across the country.

The roles of task, segment type, and attention in L2 perceptual training

AbstractPrevious studies show that attention plays an important role in second language (L2) phonetic attainment. This study compares the effect of two high variability phonetic training methods (identification (ID) and categorical AX discrimination (DIS)) on specifically targeted sounds and on implicitly exposed but untargeted sounds. Four groups of Spanish/Catalan bilingual learners of English were trained on either a subset of English vowels (/iː ɪ æ ʌ ɜː/) or word-initial and word-final stops. The study also examined if the potential effect of training generalized to new stimuli and persisted two months after training. Results revealed that trainees significantly outperformed the controls in their identification of targeted sounds, and improvement generalized to new stimuli and was maintained after training, showing the efficacy of both training methodologies. However, while all trainees performed similarly with initial stops, ID trainees outperformed DIS trainees in vowel perception. Interestingly, only DIS trainees showed a significant improvement in the perception of untargeted sounds, indicating that this training method (possibly due to the absence of labels and the exposure to two physically present stimuli in each trial) may be more suited to enhance learners’ perception of both targeted and untargeted sounds.

American Medical Trainee Perspectives on Ethical Conflicts during a Short-Term Global Health Rotation in Ethiopia: A Qualitative Analysis of 30 Cases.

There has been a significant increase in the number of students, residents, and fellows from high-income settings participating in short-term global health experiences (STGHEs) during their medical training. This analysis explores a series of ethical conflicts reported by medical residents and fellows from Emory University School of Medicine in the United States who participated in a 1-month global health rotation in Ethiopia. A constant comparative analysis was conducted using 30 consecutive reflective essays to identify emerging categories and themes of ethical conflicts experienced by the trainees. Ethical conflicts were internal; based in the presence of the visiting trainee and their personal interactions; or external, occurring due to witnessed events. Themes within internal conflicts include issues around professional identity and insufficient preparation for the rotation. External experiences were further stratified by the trainee's perception that Ethiopian colleagues agreed that the scenario represented an ethical conflict (congruent) or disagreed with the visiting trainee's perspective (incongruent). Examples of congruent themes included recognizing opportunities for collaboration and witnessing ethical conflicts that are similar to those experienced in the United States. Incongruent themes included utilization of existing resources, issues surrounding informed consent, and differing expectations of clinical outcomes. By acknowledging the frequency and roots of ethical conflicts experienced during STGHEs, sponsors may better prepare visiting trainees and reframe these conflicts as collaborative educational experiences that benefit both the visiting trainee and host providers.

Determinant Implementasi Informasi Akuntansi Usaha Kecil Menengah Di Kabupaten Banjarnegara

This study examines the effect of SMEs' perceptions, education level, accounting knowledge, accounting training on the application of accounting information by small and medium enterprises. This study aims to test empirically the effect of perception, education, accounting knowledge and accounting training of SMEs on the application of accounting information. This study uses a quantitative method with purposive sampling technique using the Slovin formula. The data used in this study is primary data obtained from online and offline questionnaires distributed to 104 SMEs throughout Banjarnegara Regency using the purposive sampling method with the slovin formula. From the results of this study, it can be concluded that there is a significant influence between the perception of Small and Medium Enterprises actors and the level of education on the application of accounting information in Small and Medium Enterprises. And there is no significant effect between accounting knowledge and accounting education on the application of accounting information in small and medium enterprises. Suggestions related to the results of this study are: several parties with an interest in improving small and medium enterprises in Banjarnegara Regency, especially the Ministry of Industry, Trade, Cooperatives and Small and Medium Enterprises in Banjarnegara Regency to provide advice and guidelines for the application of accounting information in the operation of a business because accounting information is very necessary in managing a business, do not see that the business is still small or large.

Skilling the Indian youth: a State-level analysis

Purpose Market-driven skill development initiatives are essential in India as a large segment of its educated workforce is unemployed or unemployable, with little or no job skills. The “Skill India Mission” aims at endowing the youth with skills that can increase their employability and productivity in jobs. The success of the Mission depends on State-level initiatives in tandem with the Mission. This paper analyzes the impact of job offers extended to the youth of Jharkhand State as an outcome of State-level skill development initiatives. Its broad objective is to assist the Government in the delivery of skill-based training programs.Design/methodology/approach Data were collected through a structured questionnaire administered across various districts of Jharkhand to capture the perceptions of trainees and training centers. The final sample of 498 had attended training in apparel, retail, security, automotive, food and beverage service, IT/ITES, electronics and construction. Findings Statistical analysis reveals a significant increase in the economic status of trainees after joining jobs. Other findings include apathy toward migration, a mismatch between skills gained and jobs, and a dearth of qualified trainers.Practical implications The authors recommend counseling and attitudinal restructuring of the youth, designing multi-skill training programs and promoting entrepreneurial spirit. The authors also propose a stakeholder-based approach for curriculum development to fill the demand–supply gap of training and ensure better trainee retention. The Government could benefit by focusing the skilling programs on the career adaptability of trainees. Skill development and vocational education and training may not operate in silos. Training programs could be planned to be conducted jointly through ITIs and State-level training institutions under the Skill India Mission.Originality/value This research could increase the effectiveness of skill development initiatives across India, thereby improving the socioeconomic status of the youth thus trained. The authors emphasize developing a people-centric perspective in skilling, shifting attention from the existing industry-driven approach, to strike a balance between the demand and supply sides. This perspective can optimize skill development initiatives by reducing the gap between employment demand and skill development.

The construction of knowledge through visual perceptual training in visual arts

Background: Visual perception and observational skills are an essential part of Visual Arts education, through which young learners, in the primary school, acquire important and necessary skills to create artworks during their creative projects. These skills provide learners in the primary school the opportunity to overcome their self-imposed criticism to their own works of art. Similar research projects highlight the inability of learners in the middle childhood to creatively express what they visually perceive. Aim: The study sought to assist learners in the middle childhood to overcome the slump in their creative attempts through a series of visual sharpening exercises, in the form of an Art intervention. Setting: A qualitative case study with elements of action research was conducted at a single site at a primary school in the Northern Suburbs of Cape Town. Methods: The participants of the study comprised of four grade 5 classes divided into a test group and control group. The intervention was administered to the test group in the form of visual sharpening exercises. The practical projects of four grade 5 classes were assessed, analysed, compared, and the findings were discussed according to the themes identified during the study. Results: The results indicate factors that might influence the visual perceptual skills of learners in middle childhood, while completing Visual Art projects. Analysis of the research data revealed an increase in the test group’s score compared to the control group. There was a marked effect on the test group participants’ ability to record what they visually perceived. Conclusion: This study investigated and highlights shortcomings in the CAPS Visual Art curriculum for Grade 5. Bridging the gap between practice and curriculum shortfalls is important. The study suggests that the Department of Education (DoE) should supplement the Visual Arts curriculum with visual perceptual training for middle childhood learners.

A method to improve the hazard perception of young novice drivers based on Bandura’s observational learning theory: Supplement to expert commentary training

Compared with experienced drivers, young novice drivers are more likely to have traffic accidents. The main reasons are that they lack experience, their hazard perception is weak, and their visual search strategy is underdeveloped. Research shows that hazard perception training can improve the visual search strategy of young novice drivers and enhance their hazard perception ability. We propose that a driver's visual search behaviour, like any other action, can be developed by observing the behaviour of a role model. In an experiment based on a driving simulator, we clustered the visual search paths of 20 experienced drivers, selected the drivers with the best visual search behaviour, and obtained visual search path video footage to produce hazard perception training videos. Using these videos, we applied Bandura’s observation learning theory to train 20 young novice drivers. We call this approach “training based on experienced drivers' performance”. To determine the effects of training based on experienced drivers' performance, 20 young novice drivers were given the usual expert commentary training, and 20 young drivers were given no training. The results showed that training based on experienced drivers' performance and expert commentary training had positive effects on the average speed of young novice drivers through hazard sections. Compared with untrained young novice drivers, trained young novice drivers decreased their speed in response to dangerous road sections. Compared with young novice drivers who received expert commentary training and those who did not receive training, young novice drivers who received training based on experienced drivers' performance showed significant improvements in visual search. These results suggest that training based on experienced drivers' performance can help young novice drivers improve their hazard perception, especially in visual aspects. This training method can complement existing training methods for young novice drivers.