Self-controlled Practice Research Articles

Обоснование формирования новой трудовой этики через призму философии постопераизма и концепции «проектного града»

The article attempts to analyze the formation of a new work ethic in modern society through the prism of the post-operaist concept and the theory of "projective city". It is demonstrated that labor has undergone significant changes in comparison with the labor of the Fordist stage, as a consequence of which a new justification of justice and individual good was required, which would promote involvement in project labor. Drawing on the concept of post-Fordist labor, the emergence of such a rationale is examined. The article reveals the key points of post-Fordist theory that deal with the transformation of labor. conditions of postFordism. It is shown that, on the one hand, labor becomes immaterial, biopolitical, affective, on the other hand, such features contribute to the formation of new practices of ethical justification of labor. It is demonstrated that the organization of "immaterial labor" or biopolitical labor is formed as a network. At the same time, it is the project that becomes the value model that allows the formation of a new work ethic. Thus, the destruction of hierarchical structures leads to the formation of a network mode of labor organization, which does not allow an answer to the question of the fair distribution of material and symbolic goods. Then project work imposes a certain framework that allows us to restore the procedure of fair evaluation. Through the concept of "projective city" by L. Boltanski and E. Chiapello the logic of development of justification of individual benefits for a person included in hired labor is comprehended. It is revealed that justification is built through increasing the opportunities for selfrealization and the expansion of personal freedom. The article shows that the reliance on the concept of "projective city" allows to consider the contradictions associated with the formation of new ethical justifications and value structures. When the apparatus of argumentation of labor involvement in the "projective city" works with the principle of justice and individual good, the worker is offered the opportunity for self-realization and development of his own potential through practices of self-control. The conclusion is that the value changes described above are indicative of the emergence of a new ethic of labor relations.

Effect of Self-Controlled Practice on Neuro-Cortical Dynamics During the Processing of Visual Performance Feedback

Evidence has accumulated that learners participating in self-controlled practice can both acquire skills and process task-relevant information more effectively than those participating in externally controlled practice. However, the impact of self-controlled practice on neuro-cognitive information processing during visual performance-related feedback has received limited investigation. We expected that individuals participating in self-controlled practice would exhibit elevated neuro-cognitive information processing, as assessed via electroencephalography (EEG), compared with those engaged with externally controlled practice. Participants practiced a golf-putting task under self-controlled or externally controlled (yoked) conditions while EEG data were recorded. Results indicated that EEG theta power was maintained at an elevated level during the feedback period in the self-controlled group relative to the yoked group. The yoked group did not display increases in theta power until the time at which the ball stopped. Both groups displayed similar improvement over the course of the experiment. Correlational analyses revealed that performance improvement within each group was related differently to EEG theta power. Specifically, the self-controlled group displayed positive relationships between theta power and performance improvement, while the yoked group displayed negative relationships. These results have implications regarding the relative effectiveness of self-controlled and externally controlled practice and the instances in which they may provide the most benefit.

다양한 자기통제 연습의 운동기술 학습효과 및 자기효능감

The purpose of this study is to examine the mixed effects of general practice and self-controlled practice using baseball pitches and to analyze the difference of self-efficacy between groups. Subjects(n=60) were randomly assigned to general＋self-control(GS), general＋self-control yoke(GSY), self-control＋self-control(SS), self-control＋self-control yoke(SSY), and general(GG). The task was to throw the ball accurately at the target point using a non-dominant hand. The accuracy score was used as a dependent variable. Statistical analysis was performed by one-way ANOVA in pre-test. In the acquisition phase, delayed retention test, transfer test, and self-efficacy, two-way ANOVA was performed. The results of the study were as follows: First, GS group showed more effective learning effect than GG, GSY, SSY groups and SS group showed more effective learning effect than SSY group in retention and transfer test. Second, In the self-efficacy test results, only GS group showed partial effects. The results showed that the learning effect in the general and autonomy support environment showed a significant effect and it could be extended to the learning environment of various exercise skills.

Born which Way? ADHD, Situational Self-Control, and Responsibility

Debates concerning whether Attention Deficit/Hyperactivity Disorder (ADHD) mitigates responsibility often involve recourse to its genetic and neurodevelopmental etiology. For such arguments, individuals with ADHD have diminished self-control, and hence do not fully satisfy the control condition for responsibility, when there is a genetic or neurodevelopmental etiology for this diminished capacity. In this article, I argue that the role of genetic and neurobiological explanations has been overstated in evaluations of responsibility. While ADHD has genetic and neurobiological causes, rather than embrace the essentialistic notion that it directly diminishes self-control and, therefore, responsibility, we ought to think of ADHD as constraining only some self-control practices. In particular, situational self-control strategies remain feasible for people with ADHD. However, not all individuals have access to these strategies. I suggest a way to evaluate responsibility in terms of situational rather than agential pleas, which tracks whether the individual had access to self-control behaviors. While I restrict my discussion to ADHD, the access-based approach is also relevant for assessments of responsibility for other cases where self-control failures are at stake.

Cognitive Loading During and After Continuous Task Execution Alters the Effects of Self-Controlled Knowledge of Results.

Previous research has repeatedly demonstrated that providing learners with self-control (SC) over their feedback schedules enhances motor skill learning. Increased information processing under SC conditions has been shown to contribute to these benefits. However, the timing of critical information processing for SC participants during the acquisition of continuous tasks is unknown. The present study was designed to enhance clarity related to this issue. Participants learned a continuous tracing task under SC or yoked (YK) conditions. Groups of participants also completed a secondary cognitive load task either during or after the execution of each primary task trial. Results showed enhanced learning for SC compared to YK participants who did not complete the cognitive load task. However, this benefit was eliminated for SC participants who completed the cognitive load task either during or after the primary task. These findings suggest that effective information processing both during and after continuous task execution is critical for reaping the benefits of self-controlled practice. Further interpretations and implications of these findings as well as suggestions for future research are discussed.

Self-controlled practice and nudging during structural learning of a novel control interface.

Self-controlled practice schedules have been shown to enhance motor learning in several contexts, but their effectiveness in structural learning tasks, where the goal is to eventually learn an underlying structure or rule, is not well known. Here we examined the use of self-controlled practice in a novel control interface requiring structural learning. In addition, we examined the effect of 'nudging'-i.e., whether altering task difficulty could influence self-selected strategies, and hence facilitate learning. Participants wore four inertial measurement units (IMUs) on their upper body and the goal was to use motions of the upper body to move a screen cursor to different targets presented on the screen. The structure in this task that had to be learned was based on the fact that the signals from the IMUs were linearly mapped to the x- and y- position of the cursor. Participants (N = 62) were split into 3 groups (random, self-selected, nudge) based on whether they had control over the sequence in which they could practice the targets. To test whether participants learned the underlying structure, participants were tested both on the trained targets, as well as novel targets that were not practiced during training. Results showed that during training, the self-selected group showed shorter movement times relative to the random group, and both self-selected and nudge groups adopted a strategy of tending to repeat targets. However, in the test phase, we found no significant differences in task performance between groups, indicating that structural learning was not reliably affected by the type of practice. In addition, nudging participants by adjusting task difficulty did not show any significant benefits to overall learning. These results suggest that although self-controlled practice influenced practice structure and facilitated learning, it did not provide any additional benefits relative to practicing on a random schedule in this task.

Abortion stigma, class and embodiment in neoliberal England

Research on abortion stigma has given insight into how women experience abortion, tell stories about abortion, and make decisions about abortion. Stigma encompasses a range of feelings, experiences and discourses that can make having an abortion a negative experience or one that women might wish to conceal. This paper explores how abortion stigma is both classed and embodied, using the life stories of 15 middle-class women who have had abortions in England in ‘neoliberal times’. It argues that the women’s class position gave them access to various discursive resources with which to articulate their abortion stories, shaping their experiences and narration of stigma. It also draws attention to the ways in which both class and stigma are ‘made through marking’ on the body, and thus to the under-theorised embodied aspects of abortion stigma. In doing so, it argues that abortion stigma acts as a regulatory ‘technology of the self’ that is enabled by middle-class practices of self-control.

The sociological implications of taking self-injury as a practice: an author meets critic interview

Baptiste Brossard’s 2018 monograph, Why Do We Hurt Ourselves? Understanding Self-Harm in Social Life, reports on his 2006–2011 PhD research into non-suicidal self-injury in France and Canada. Brosssard advances two main arguments: first, that self-injury is a practice of self-control used to preserve the interaction order, and second, that self-injury is a technique of social positioning used to manage a sense of pressure or distress that may be internalized and psychologized, but which is essentially social in origin. In this interview, Peter Steggals talks to Brossard about these themes, taking as their departure point the idea of framing self-injury as a form of practice, rather than an expression of illness. Through this discussion, Brossard uses an interactionist sociology of deviance and Bourdieu’s theory of practice to formulate a sociological version of the affect regulation or ‘pressure-cooker’ theory of self-injury. People who self-injure find themselves in certain social configurations, often family configurations, that encourage them to manage their emotions discretely. The idea of expressing their true feelings is associated with a threat to the interaction order, and the anxiety provoked by the possibility of such a face-losing event is what motivates them to vent off their feelings through private practices like self-injury.

TOTALITARIAN CULTURAL SPACE AND THE PHENOMENON OF “SOVIET BALCONIES”

Our study reveal a final list of the influence of totalitarian cultural space on the emergence of the phenomenon of “Soviet balconies” in Ukraine. 1) Lack of personal space, fear, and desire to protect yourself from the world, the state, and adverse weather conditions. Snowfalls and other factors that contribute to the desire to glaze the balcony, there are in other European countries, but there they are not perceived catastrophically against the background of the fact that the state works to help residents and in case of a dangerous situation will solve problems. Also, state regulation of heating becomes one of the reason that if a person does not want to freeze with other disenfranchised people in the state, it has a glazed balcony. To regulate this issue, it is necessary to reform the principles of public policy so that people feel more secure.2) Lack of practice of self-control, external locus control and attempts to do something only for fear of punishment. To solve the problem, it is necessary to introduce examples of positive motivation, to popularize the achievements of stakeholders.3) Lack of culture of public communication for the development of urban space. To solve this problem, it is necessary to popularize the experience of solving problems by society. A good example is the recent festival of Odessa yards, and the ethno-festival of the Krasnoselka community “Chumatsky Shlyakh”.4) False aesthetic standards that are a sign of success are large rooms, in particular a large balcony. This problem has already been solved with the help of social networks that allow you to assert yourself without the help of a balcony. But this does not solve the problem of already built balconies.

Self-Controlled Practice to Achieve Neuro-Cognitive Engagement: Underlying Brain Processes to Enhance Cognitive-Motor Learning and Performance

While self-controlled practice has been shown to be an effective practice methodology, the neuro-cognitive correlates of its effectiveness are unclear. We investigated whether learners participating in self-controlled practice exhibit increased neuro-cognitive engagement compared to externally controlled practice. Two groups (self-controlled and yoked) of 16 participants practiced and performed a golf putting task over 3 days. Working memory engagement, central executive activity, and cortical activation were assessed via electroencephalography as indicators of neuro-cognitive engagement. The self-controlled group exhibited more consistent working memory engagement, and greater central executive activity, compared to the yoked group during practice. Relationships were also observed between neuro-cognitive engagement during self-controlled practice and performance improvement, indicating that self-controlled practice uniquely benefitted from increased neuro-cognitive engagement.

마음챙김 학습을 통한 골프퍼팅과제의 자기통제 연습효과 검증

마음챙김 학습을 통한 골프퍼팅과제의 자기통제 연습효과 검증

배구 서브 기술에서 점진적 연습 방법과 자기통제 연습 방법의 효과

배구 서브 기술에서 점진적 연습 방법과 자기통제 연습 방법의 효과

The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting

ABSTRACTPurpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and feedback control (self-controlled or yoked). The participants in the two groups (dual-factor gradual self-control and self-controlled task difficulty group) that granted control over task difficulty in the acquisition phase were told they could choose any of the pre-set distances from the target. All groups were given 100% feedback in the first half of the acquisition phase, but the participants in the two groups (dual-factor gradual self-control group and self-controlled feedback) that could control their feedback were told that in the second half of the acquisition phase they would be able to ask for feedback when needed. The practice schedule of each member of the dual-factor gradual self-control group was used as a basis to plan the practice of predetermined distances and feedback presentation to the corresponding participants in the yoked conditions. Results: ANOVA with repeated measures showed that the practice method involving gradual self-control of two factors had a positive impact on accuracy and movement pattern of golf putting in the retention and transfer tests compared to other methods (ps < .05). Conclusion: The advantages of self-control practice presumably come from better adjustment of challenge points by the learner in the course of the practice.

Determinates of Youth Saving Habit in Kembeta Timbaro Zone: Case of Doyogena Woredad

Most youths have low rate of saving behavior, so that improving saving behavior is a primary goal for people living in this part of the world. Improving saving behavior of individuals is given attention to look at a variety of savings services used by customer in the community. Improving this depends not only on attending of government provider but also on appropriate execution of recommending components of saving in household of the community and institutions or sectors. The objective of the study is to assess the saving habits of the youths (those in the age range of 18 to 30) and associated factors that determine the saving behavior of these youths in Doyogena Woreda. Both descriptive and econometrics methods used anddata from questionnaire were analyzed using SPSS and presented accordingly. The study found that there is a low saving behavior of the youths in Doyogena Woreda and they have a poor awareness of the financial services and packages. The factors determining the low saving behavior of the youths were the low financial literacy of the youths, the less parental socialization regarding saving the money, peer influence and less self-control practices of the respondents. The researcher recommended that it would be better if they get financial literacy form financial institutions and multimedia to alleviate their saving behavior. It would be much better if they control themselves towards managing the money they have and avoid bad temper. Good interaction between youths and their parents was recommended. Keywords: Saving behavior, peer influence, financial literacy, and linear regression. DOI : 10.7176/JAAS/56-03 Publication date :June 30 th 2019

Web-based self-help with and without chat counseling to reduce cocaine use in cocaine misusers: Results of a three-arm randomized controlled trial

BackgroundIn recent years, cocaine use has increased in many countries, but only a minority of users seek treatment. Cognitive behavioral therapy (CBT) is seen as first-choice face-to-face treatment. However, a web-based intervention might serve as an alternative. AimsTo test the efficacy of a web-based self-help intervention, with and without chat counseling, grounded in CBT, at reducing cocaine use in cocaine misusers not in treatment for a substance use disorder. MethodsSubjects were randomly assigned to (1) a self-help intervention with chat support, (2) a self-help intervention without chat support, or (3) a waiting list control group. The fully-automated self-help program consisted of eight modules based on motivational interviewing, self-control practices and CBT. The primary outcome was the quantity of cocaine use per week. Secondary outcomes included frequency of cocaine and other substance use and mental health symptoms. Linear regression analysis was performed to investigate changes in primary and secondary outcomes. ResultsIn total, 416 users registered online for the trial, of whom 311 completed the baseline assessment. Participants were predominantly male (73%) and averaged 33 years old (SD = 7.6). Despite considerable efforts on our part, only 47 of 311 (15.1%) subjects completed the 6-month follow-up assessment. Frequency of cocaine use and severity of cocaine dependence decreased only in the intervention groups. No significant difference in the primary outcome was observed between the study arms, but several differences in secondary outcomes were observed by complete case analyses. ConclusionsMany cocaine misusers from the general population and not otherwise in treatment could be reached and decreased their cocaine use utilizing a CBT-based online intervention. However, due to the high percentage of dropouts and serious difficulties reaching subjects for follow-up assessments, no conclusions can be drawn regarding study arm differences. Implications for future studies are discussed.

Directing Attention Externally and Self-Controlled Practice Have Similar Effects on Motor Skill Performance

There were two aims to the present study. First, we sought to investigate how a form of self-controlled practice compared to a well-established strategy of explicitly directing a mover’s attention externally when performing the standing long jump. Those two forms of practice were also compared to conditions in which participants were instructed to focus their attention internally or neutrally (i.e., control condition). Second, we investigated if the skill level of the participants was a factor in the comparison of these two forms of training (i.e., directing attention externally and self-controlled practice). In the External condition, volunteers were told to focus on jumping toward a cone that was placed in front of them at a distance of 5-m. In the Internal condition, participants were told to focus on the extension of their knees. In the Self-control condition, volunteers were allowed to choose a distant target to focus their attention on while executing the jump. Participants also completed jumps in a Control condition in which no explicit instructions were provided. Results demonstrated that both skilled and low-skilled participants jumped significantly farther in the External and Self-control conditions compared to jumps completed in the Control and Internal conditions. The findings of this study demonstrate that providing instructions that direct attention externally, or allowing the participant to choose where to direct their attention, resulted in similar enhancements in jumping performance in both low- and high-skilled jumpers.

Exploring the Neurophysiological Effects of Self-Controlled Practice in Motor Skill Learning

Considerable research has been devoted to understanding how intrinsic motivation can augment the learning of motor skills. Many manipulations targeting intrinsic motivation have led to improved learning, but the mechanisms underlying this effect are not known. Replicating a previous study, we manipulated intrinsic motivation by giving one group self-control over the difficulty of practice, while a control group was yoked to that schedule. We collected measures of intrinsic motivation, engagement, and physiological measures related to dopamine (spontaneous eye-blink rate; sEBR) and approach motivation (frontal alpha asymmetry; FAS) to understand mechanisms underlying learning effects. Although the effect of self-control was not significant in the current experiment, the overall result was statistically significant when combined with the results of our previous study. Overall, there is evidence for a benefit of self-control during practice, but the true effect-size is smaller than initially estimated. Furthermore, even though self-control led to increased intrinsic motivation in the current experiment, individual differences in motivation were not correlated with learning. Similarly, neither sEBR nor FAS were related to learning. Taking a cumulative view, these data suggest that self-control of practice is beneficial to both learning and motivation, but increased motivation does not appear to directly cause improved learning.

Self-Control and Weight-Loss Practices: An Exploration of Repertory Grid Constructs

Attempting weight loss is an increasingly common behavior for many people and a variety of practices are used. However, lapses in self-control may hinder progress. This study explores how women construe their weight-loss practices. In 10 semistructured interviews, the repertory grid technique (RGT) was used to explore elicited bipolar constructs using weight-loss practices as elements. Qualitative interpretation of the grids highlighted the fundamentally different ways self-control was seen as being enhanced. The amount of weight to be lost and self-esteem issues were interpreted as impacting expectations of increased self-control from practices. Suggestions for future research into these relationships are outlined.

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

The purpose of the study was to provide an empirically based argument that grounds the relation between potentials of athletic performance and participatory settings within the autonomous inner logic of competitive sports. Therefore, the present paper systematically reviewed the empirical evidence of the association between complex motor learning and performance, and self-controlled practice conditions. Six electronic databases, reference lists and citations of full-text articles were searched for English and German language peer-reviewed articles. The search string multiply combined different terms relating to motor learning AND self-control. Two reviewers evaluated the full-text articles and critically appraised the included studies. Thirty-one studies with 1273 participants met the inclusion criteria. The vast majority of the studies reported significant learning advantages for experimental groups under self-controlled practice conditions compared to experimenter-imposed yoked groups. No study showed adverse effects. Thereby, the effects of self-controlled practice conditions have been shown to be relatively generalised to a variety of participatory variables and target groups. Advantages in accuracy, form and performance were more frequently reported than advantages in consistency. Despite increasing research efforts, the explanatory underpinnings behind the learning benefits remain debatable. The evidence indicates that complex motor learning and motor performance are typically enhanced when learners are given the opportunity to take part in decisions and therefore presents profitable implications for coaches and anyone responsible in competitive sports. However, in order to become a professional effective argument, the social context and the status of reasoning in changing habits need to be considered.

Examining the impact of error estimation on the effects of self-controlled feedback

Two experiments were conducted that examined the motivational and informational perspectives concerning learning advantages from self-controlled practice. Three groups were tasked with learning a novel skill; self-controlled (SC), yoked traditional (YT), and yoked with error estimation required during the acquisition phase (YE). Results from the delayed learning measures showed the YE group performed better than the SC and YT groups, for Expt. 1. A similar pattern emerged for Expt. 2, albeit, this was not significant. While there were no motivation differences across the groups in either experiment, a strong correlation in Expt. 2 was shown between error estimation capabilities, which were best for the YE group, and learning. These combined results suggest that informational processes contribute more to the self-controlled feedback learning advantage, relative to motivational contributions.