Significant Learning Effect Research Articles

What Happens When Verbal Threat Information and Vicarious Learning Combine?

AbstractRecent research has shown that the verbal information and vicarious learning pathways to fear create long term fear cognitions and can create cognitive biases and avoidance in children. However, it is unlikely that these pathways operate in isolation in the aetiology of childhood fear and the interaction between these pathways is untested. Three preliminary experiments are reported that explore the combined effect of verbal threat information and vicarious learning on self-reported fear beliefs in 7–9-year-old children. Results showed that prior negative information significantly facilitated the effect of negative vicarious learning on children's fear beliefs (Experiment 1); however, there was not a significant combined effect of verbal threat information and vicarious learning when they the information was presented during (Experiment 2) or after (Experiment 3) vicarious learning. These results support the idea that verbal information can affect CS-US associations formed in subsequent vicarious learning events, but contradict the proposal that it can change fear beliefs already acquired through vicarious learning by changing how a person evaluates the vicarious learning episode.

Aussagekraft zweier Versionen des Nine-hole-peg-Tests bei Patienten nach Schlaganfall

BACKGROUND: To measure hand dexterity after paresis or injury, in literature different models of the nine-hole-peg test (NHPT) are described. OBJECTIVE: This study compared 2 different NHPT versions in stroke patients according to the following questions: Do the test results of both NHPT versions differ? Is there a learning effect during the test procedure? Do they show comparable sensitivity performance changes? METHODS: In this cross-sectional and longitudinal pilot study 9 patients with reduced manual dexterity in early phases after stroke performed 6 times both NHPT versions before and after 3 weeks of therapy. RESULTS: The 2 NHPT versions did not show significant differences for stroke patients. There was no evidence for a significant learning effect within the 6 test reruns. Both versions are sensitive for improvements of the manual dexterity within 3 weeks. CONCLUSIONS: In terms of a screening test both NHPT versions are suitable for documenting manual dexterity changes. It is irrelevant which of the versions is used. As there is no learning effect within the 6 test reruns 1 measurement for each test day is sufficient. However, it must be considered that this study included also patients with poor manual dexterity, but the NHPT is rather suitable for patients with moderate to good hand dexterity.

The effect of learning on listening to ultra-Fast speech

We investigated the intelligibility of ultrafast speech which may be used for screen reader for persons with visual disability. The subjects were 35 women who are university students and are not visually/hearing impaired. They were divided into four groups and they listened to 150 words with the speed of approximately 20 morae/s. The vocabulary contained the tasks of high and low familiarity words, and the orders of tasks were different by the groups. Four morae Japanese words from the FW03 database were used as the vocabulary of the recall test. As a result, significant learning effect was observed in cases where the subject listened the high familiarity words in succession. This indicates that the learning effect to the ultrafast speech is promoted when the mental lexical access is easy. We also investigated the mental workloads of the listening task using the NASA-TLX method. As the results, significantly high workload scores were observed at the listening of low familiarity words. The results also suggested that the mental workload decreases when the subject was aware that the mental lexical access was difficult.

Influence of Learning Effect on Blue-On-Yellow Perimetry

Some studies have found that a significant blue-on-yellow perimetry (B/YP) learning effect exists in patients with ocular hypertension (OHT) or open-angle glaucoma who were experienced in standard automated perimetry. However, very little is known about the B/YP learning effect in normal subjects and patients without previous white-on-white perimetry (W/WP) experience. Meanwhile, it is unclear whether the B/YP learning effect is influenced by age and refraction. Twenty healthy subjects, 26 OHT and 14 primary open angle glaucoma (POAG) patients, underwent three full-threshold B/YP tests at intervals of 7 to 21 days. Of the 60 subjects, 38 had no previous W/WP experiences, 22 had previous W/WP experiences for at least two times. The parameters investigated to detect a learning effect were the perimetric indices and the test duration (TD). Learning effects were demonstrated for mean deviation (MD), pattern standard deviation (PSD), short-term fluctuation (SF), and TD. Significant differences were found between the MD, PSD, SF, and TD of the first test and those of the second and third tests (p<0.05). However, no difference was found between those parameters of the second and third tests. No statistically significant differences were noted in terms of MD1st-2nd, MD1st-3rd, PSD1st-2nd, PSD1st-3rd, TD1st-2nd, and TD1st-3rd between the group with W/WP experience and the group without previous W/WP experience (p>0.05). No statistically significant differences were noted in terms of those parameters among the normal subjects and the patients with OHT or POAG (p>0.05). No significant difference was found in the B/YP learning effect among various age groups (p>0.05) and among various refraction groups (p>0.05). A significant learning effect was observed between the first and the second or third tests and the perimetric indices appeared improved at full-threshold B/YP. The previous W/WP experience and the subject age and refraction did not influence the B/YP learning effect. This above all should be taken into account when considering the clinical use of this test to avoid erroneous diagnostic conclusions.

Validation of Two Instruments to Assess Technical Bronchoscopic Skill Using Virtual Reality Simulation

Background: In an era of increased emphasis on patient safety and competency-based education, demonstration of significant variability in the teaching of flexible bronchoscopy has led to initiatives for new standardized curricula and assessment tools. Objectives: To evaluate the efficacy of such curricula and to assess bronchoscopic skill, 2 measuring instruments have been developed: the Bronchoscopy Skills and Tasks Assessment Tool (BSTAT) and the Bronchoscopy Step-by-Step Evaluation Tool (BSET). We studied the validity and reliability of these 2 instruments. Methods: Two independent testers simultaneously scored 22 volunteer participants at 3 levels [novice (n = 7), fellow (n = 8) and attending (n = 7)] on a virtual reality bronchoscopy simulator using the 2 instruments; each participant was tested twice, in 2 separate sessions. Intertester and test-retest reliability were analyzed with intraclass correlations (ICC); ANOVA was used to assess concurrent validity based on the subjects’ expected skill level. Results: The ICCs between the testers were 0.98 for both the BSTAT and BSET. Comparison of the scores between the sessions showed high test-retest reliability by ICC (0.86 and 0.85 for BSTAT and BSET respectively), with a small yet statistically significant learning effect. The novice group’s scores were lower than the fellows’ and attendings’ (p < 0.001) for both the BSTAT and BSET; the fellows’ scores were consistently lower than the attendings’ on both tests, yet the differences were not statistically significant. Conclusion: This validation study of 2 objective tests of bronchoscopic skill demonstrated high reliability and concurrent validity. These instruments can now be used to evaluate the effectiveness of new competency-based bronchoscopy curricula.

Imperfect Information, Macroeconomic Dynamics and the Yield Curve: An Encompassing Macro-Finance Model

In this paper we estimate an encompassing Macro-Finance model allowing for time variation in the equilibrium real rate, mispricing and learning dynamics. The encompassing model specification incorporates (i) a small-scale (semi-) structural New-Keynesian model, (ii) flexible price of risk specifications, (iii) liquidity premiums in the form of (constant) deviations from (Gaussian) no-arbitrage and (iv) learning dynamics. This model is estimated on US data using MCMC techniques. We find that the encompassing model outperforms significantly standard Macro-Finance models in terms of marginal likelihood and BIC. Three findings stand out. First, unlike standard Macro-Finance models, a substantial fraction of the variation in long-term yields is attributed to changes in the perceived equilibrium real rate. Second, statistically and economically significant learning effects, especially for inflation expectations, are found. Finally, historical decompositions show that the model can replicate the US yield curve dynamics over the period 1960-2007.

The Effect of Paired Pitch, Rhythm, and Speech on Working Memory as Measured by Sequential Digit Recall

Educational and therapeutic objectives are often paired with music to facilitate the recall of information. The purpose of this study was to isolate and determine the effect of paired pitch, rhythm, and speech on undergraduate's memory as measured by sequential digit recall performance. Participants (N = 120) listened to 4 completely counterbalanced treatment conditions each consisting of 9 randomized monosyllabic digits paired with speech, pitch, rhythm, and the combination of pitch and rhythm. No statistically significant learning or order effects were found across the 4 trials. A 3-way repeated-measures ANOVA indicated a statistically significant difference in digit recall performance across treatment conditions, positions, groups, and treatment by position. No other comparisons resulted in statistically significant differences. Participants were able to recall digits from the rhythm condition most accurately while recalling digits from the speech and pitch only conditions the least accurately. Consistent with previous research, the music major participants scored significantly higher than non-music major participants and the main effect associated with serial position indicated that recall performance was best during primacy and recency positions. Analyses indicated an interaction between serial position and treatment condition, also a result consistent with previous research. The results of this study suggest that pairing information with rhythm can facilitate recall but pairing information with pitch or the combination of pitch and rhythm may not enhance recall more than speech when participants listen to an unfamiliar musical selection only once. Implications for practice in therapy and education are made as well as suggestions for future research.

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children

ABSTRACT This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article reports on the effects of the PictoPal intervention on pupil literacy and communication skills. Two small-scale studies were conducted. Observation results from the first study showed that children are able to work independently with the program after a few instruction sessions. The second study showed a statistically significant learning effect of experimental versus control group scores after two months of using PictoPal in the classroom under the guidance of a parent volunteer. Further research is needed to arrive at a better understanding of these learning gains with a larger group of pupils.

Reliability of posturographic measurements in the assessment of impaired sensorimotor function in chronic low back pain

The evaluation of postural stability using posturography could be both a valuable functional diagnostic and treatment outcome monitoring tool in rehabilitation practice of patients with chronic low back pain (cLBP). No evidence, however, seems to exist, whether or not such posturographic measures are reliable in these patients and therefore clinically and scientifically useful. The aims of this study were manifold and aimed at investigating (1) differences of posturographic measures between cLBP patients and healthy controls (HCs), (2) short- (intrasession-) and long-term (intersession-) reliability of these measurements, and (3) the relationship between both pain intensity and test-related feelings and significant learning effects of the posturographic measures in cLBP. A total of 32 cLBP patients and 19 non-sportive HCs completed (1) comprehensive clinical examination, (2) quantitative posturographic testing (SMART EquiTest, Neurocom International, Clackamas, Oregon) that included all the sensory organisation test (SOT), the motor control test (MCT) and the adaptation test (ADT) and (3) psychological ratings of pain as well as posturographic test related personal feelings and fear associated beliefs. Of these, 22 cLBP patients who received no therapy repeated all measurements and examinations on a second day, 2–3 weeks later. Results revealed significant differences between cLBP patients and HCs in the more demanding postural test conditions of the SOT and the SOT composite score only. Intra-session reliability testing demonstrated significant improvements of the SOT and ADT measures for both HCs and cLBP patients. Results of long-term reliability testing showed significant improvements of the more challenging SOT conditions and SOT composite score. VAS ratings of pain, feelings and fear associated beliefs were not associated with such longitudinal changes. Conclusion Our findings suggest that the significant learning effects observed for the SOT conditions may limit the clinical application of SMART EquiTest postural stability measures for cLBP patients in rehabilitation everyday practice. Further development in software processing will be necessary to identify new postural parameters that are less prone to learning effects.

Identification of the correct lumbar level using passive intersegmental motion testing

This study aimed to assess the accuracy and agreement between examiners when attempting to identify a single lumbar spinal level using passive intersegmental motion testing, a technique commonly used by physical therapists. Thirty-five adults were examined independently by an experienced and a novice clinician. Each examiner was asked to identify and note the interspace between the fifth lumbar vertebra and the first sacral vertebra, and to mark it. The mark was invisible to the second clinician asked to identify the same lumbar interspace. The true level was then identified by fluoroscopic imaging and was correct in 54-57% of cases. Interobserver agreement was poor. A significant learning effect was found for the experienced examiner, with proportionately more correct levels identified during the second part of the study (79%) when compared to the first (31%). The results show that intersegmental motion testing is a relatively unreliable method of identifying the correct spinal level.

Route learning in amnesia: a comparison of trial-and-error and errorless learning in patients with the Korsakoff syndrome

Objective: To examine the errorless learning approach using a procedural memory task (i.e. learning of actual routes) in patients with amnesia, as compared to trial-and-error learning. Design: Counterbalanced self-controlled cases series. Setting: Psychiatric hospital (Korsakoff clinic). Subjects: A convenience sample of 10 patients with the Korsakoff amnestic syndrome. Intervention: All patients learned a route in four sessions on separate days using an errorless approach and a different route using trial-and-error. Main measures: Error rate was scored during route learning and standard neuro-psychological tests were administered (i.e. subtest route recall of the Rivermead Behavioural Memory Test (RBMT) and the Dutch version of the California Verbal Learning Test (VLGT)). Results: A significant learning effect was found in the trial-and-error condition over consecutive sessions (P = 0.006), but no performance difference was found between errorless and trial-and-error learning of the routes. VLGT performance was significantly correlated with a trial-and-error advantage (P < 0.05); no significant correlation was found between the RBMT subtest and the learning conditions. Conclusion: Errorless learning was no more successful than trial-and-error learning of a procedural spatial task in patients with the Korsakoff syndrome (severe amnesia).

Long-term Reproducibility of Screening for Glaucoma With FDT-Perimetry

Aim of this study was to evaluate the long-term reproducibility of frequency doubling technology (FDT) screening procedures. Longitudinal data of 433 eyes of 294 patients with no progression of glaucomatous optic disc atrophy were retrospectively analyzed: 62 control eyes, 184 ocular hypertensive eyes, 104 preperimetric, and 83 perimetric open-angle glaucoma eyes. All subjects had annual tests with the FDT perimeter and a standardized ophthalmologic examination (ie, conventional perimetry, optic disc inspection, tonometry, lens opacity measurement for exclusion of cataract). The present analysis used a published overall screening score with case-wise recalculation of missed localized probability levels. We analyzed long-term variability by correlation analysis, sign tests, and limits of agreement (LoA) as introduced by Altman and Bland. All subjects had at least 2 annual tests. Three hundred twenty-six eyes had 2 annual tests with the C-20 procedure and at least 1 test with the N-30 protocol another year later. One hundred thirty-five eyes had 1 C-20 and 2 annual tests with the N-30 protocol. Analyses of repeated measurements revealed a significant learning effect (P<0.001, LoA: -4, 17) between the first and second examination but no significant difference between the second and following tests with the C-20 protocol (P>0.6, LoA: +/-9). In addition, there was no significant difference between second C-20 and N-30 tests (P>0.5, LoA: -12, 6). The study demonstrates the variability of FDT tests over several years. Longitudinal FDT-results in a clinical study showed a higher reproducibility if the first test was discarded. Reproducibility of screening with the N-30 protocol is comparable to the C-20 procedure if an overall score is considered.

Transfer or specificity? An applied investigation into the relationship between fundamental overarm throwing and related sport skills

Background: Optimum sequencing of skills so that learners can benefit from the transfer of previous learning is an important issue in teaching and learning of motor skills. There is a lack of empirical evidence on the specificity and transfer of learning and its application to teaching/coaching situations. Purpose: To investigate the concepts of transfer and specificity in a practical physical education setting. The study examined the effects of two teaching intervention programmes on the performance and learning of the fundamental overarm throw, badminton overhead clear and javelin throw in a practical physical education setting. Participants and setting: Forty-six participants (27 males, 19 females; mean age 15.8 ± 0.60 years) from three secondary schools were assigned to one of three practice groups, i.e. the fundamental group, which practised the fundamental overarm throw; the badminton group, which practised the badminton overhead clear; and the control group, which did not practise but took part in normal physical education (PE) lessons. Intervention: The intervention programme consisted of six PE classes, and the skills taught were based on the practice groups. The control group carried on PE classes as normal, but no skills involving the overarm throwing action were taught. Research design: This study employed a repeated measures design involving three practice groups and three repeated measures (pre, post, retention). Performance scores for fundamental overarm throw, badminton overhead clear and javelin throw were measured. Data collection: Pre, post and retention tests were carried out on the fundamental overarm throw, badminton overhead clear and the javelin throw. All testing and teaching intervention classes were carried out in the participants' schools at scheduled physical education class time. Data analysis: Video tapes of all skill trials were analysed using qualitative analysis procedures. Data were statistically analysed to determine changes in skill performance between repeated measures. Findings: Results indicated that there was transfer from the fundamental overarm throw to the badminton overhead clear and the javelin throw (p < 0.05) but that there was no transfer from the badminton overhead clear to the javelin throw. The results indicate that participants in the fundamental throw teaching programme showed significant learning effects not only in the fundamental overarm throw but also in the specific sport skills of the badminton overhead clear and the javelin throw. Conclusions: The results support the notion of transfer between fundamental motor skills and sport specific skills. This has practical implications for the teaching of physical education.

Eye Movement Patterns for Novice Teen Drivers

Attention to the road is essential to safe driving, but the development of appropriate eye glance scanning behaviors may require substantial driving experience. Novice teen drivers may focus almost exclusively on the road ahead rather than scanning the mirrors, and when performing secondary tasks, they may spend more time with eyes on the task than on the road. This paper examines the extent to which the scanning of novice teens improves with experience. For this study, 18 novice teen (younger than 17.5 years old) and 18 experienced adult drivers performed a set of in-vehicle tasks and a baseline driving segment on a test track, the teens within 4 weeks of licensure and then again 6 months later. This paper addresses the following questions: Did teen eye glance performance improve from initial assessment? Did teens and adults still differ after 6 months? Results for some tasks showed that rearview and left mirror-window (LM-W) glances improved for teens from initial testing to the 6-month follow-up and that some differences between teens and adults at initial testing were no longer significant at the 6-month follow-up, suggesting significant learning effects. The frequency of rearview and LM-W glances during secondary tasks improved among teens at the 6-month follow-up, but teens still had significantly fewer glances to mirrors than did adults when engaged in a secondary task.

The repeatability of submaximal endurance exercise testing in cystic fibrosis

Submaximal endurance cycle ergometer exercise tests are used to measure the efficacy of an exercise intervention, but the repeatability of these tests in patients with cystic fibrosis (CF) has not been established. The purpose of this study was to examine the repeatability of submaximal endurance testing in stable CF. Fifteen adults with CF underwent two submaximal endurance tests carried out over a 7-day period. A subset of six subjects returned 28 days later for a third submaximal endurance test. Workload was set at 80% of maximum workload and exercise was performed to exhaustion. Oxygen consumption, minute ventilation, tidal volume, carbon dioxide output, respiratory rate, heart rate, and oxygen saturation were measured at rest, at end exercise and at four matched times during the submaximal endurance tests (20, 40, 60, and 80% of exercise duration calculated from the first endurance test). Submaximal endurance test time was highly repeatable with no significant learning effect identified on multiple testing. Submaximal endurance exercise time demonstrated a variability of 5.7% which is consistent with high levels of repeatability. Metabolic, ventilatory and cardiac variables were all also highly reproducible between test days. Submaximal endurance testing is repeatable in stable CF, confirming that submaximal endurance tests are a reliable tool for assessment of therapeutic benefit in patients with CF.

Learning Effect of Short-wavelength Automated Perimetry in Patients With Ocular Hypertension

To evaluate the learning effect of short-wavelength automated perimetry (SWAP) on a group of patients with ocular hypertension experienced with standard automated perimetry (SAP). Thirty patients with ocular hypertension underwent 5 full-threshold SWAP tests at intervals of 7+/-2 days. The parameters investigated to detect a learning effect were duration, the perimetric indices, and the number of points with a P of <5% and 1% in the total and pattern deviation maps. Differences in learning effect were also evaluated by comparing the sensitivities of central, paracentral, and peripheral areas, hemifields and quadrants. Learning effects were demonstrated for mean defect (P<0.0001, analysis of variance), duration (P=0.0001), the number of points with P<5% in the pattern deviation map (P=0.003), and short fluctuations (P=0.03). The effect was greater in the peripheral than in central areas (P=0.04). Mean defect was the most sensitive parameter, for which the learning effect was statistically significant between the first and the fifth test. The results of this study demonstrate a significant learning effect at full-threshold SWAP. This may limit the efficacy of this kind of perimetry in detecting early glaucoma, and should therefore be carefully considered when creating normative databases for new SWAP strategies.

Humans do not switch between path knowledge and landmarks when learning a new environment

Using a metric shortcut paradigm, we have found that like honeybees (Dyer in Animal Behaviour 41:239-246, 1991), humans do not seem to build a metric "cognitive map" from path integration. Instead, observers take novel shortcuts based on visual landmarks whenever they are available and reliable (Foo, Warren, Duchon, & Tarr in Journal of Experimental Psychology-Learning Memory and Cognition 31(2):195-215, 2005). In the present experiment we examine whether humans, like ants (Wolf & Wehner in Journal of Experimental Biology 203:857-868, 2000), first use survey-type path knowledge, built up from path integration, and then subsequently shift to reliance on landmarks. In our study participants walked in an immersive virtual environment while head position and orientation were recorded. During training, participants learned two legs of a triangle with feedback: paths from Home to Red and Home to Blue. A configuration of colored posts surrounded the Red location. To test reliance on landmarks, these posts were covertly translated, rotated, or left unchanged during six probe trials. These probe trials were interspersed during the training procedure to measure changes over learning. Dependence on visual landmarks was immediate and sustained during training, and no significant learning effects were observed other than a decrease in hesitation time. Our results suggest that while humans have at least two distinct navigational strategies available to them, unlike ants, a computationally-simpler landmark strategy dominates during novel shortcut navigation.

Reliability of a New Instrument for Measuring Maximum Rising Strength

To assess the intrarater test-retest reliability of a newly developed instrument for measuring maximum rising strength (MRS) in comparison with that of maximum knee extension strength (KES). Three replications of isometric MRS and KES were measured on three test occasions separated by 1 wk in 97 healthy men and women aged 23-90. MRS was measured in seated subjects using a dynamometer fixed on the ground and connected by an adjustable nonelastic cord to a padded belt. The intraclass coefficients (ICCs) of MRS were 0.92 and 0.93 at 60 and 70 degrees of knee flexion, respectively, and 0.98 when the mean of three highest peak values of MRS at 60 degrees and the three highest peak values at 70 degrees knee flexion on each session were considered vs. 0.95 for KES. A significant increase in MRS and KES strength was found between the first and the third sessions (+7 to 8%)(P < 0.001). No side effects of strength measurements were noticed. Despite a significant learning effect, MRS measurement is reliable in men and women of a wide range of ages. Whether this instrument will be useful for targeting individuals with early sit-to-stand difficulties requires further investigation.

Developing geometry thinking through multimedia learning activities

In this study, a multimedia learning software program named GeoCAL is described. It is based on van Hiele's geometric thinking level theory, which consists of four levels: recognition, visual association, description/analysis, and abstraction/relation. In addition to presenting the software design, this study also explores the learning effects of GeoCAL on each of the geometric thinking levels and on overall geometric thinking. The subjects of this study are second-grade elementary school students of an average age of eight who have not previously had formal lessons in geometry. The experimental results indicate that, with the exception of recognition ability, GeoCAL produces significant learning effects on visual association, description/analysis and abstraction/relation as well as overall geometric thinking.

Validity and Reliability of Sit-to-Stand and Box-lift Strength Tests for Elderly Subjects

PURPOSE: To determine the validity and reliability of the 30s Chair Stand (30CS, Rikli and Jones, 1999) test for muscular power in the lower extremity and a modified version of the Progressive Isoinertial Lifting test (PILE, Mayer et al., 1998) for total body lifting power. METHODS: 22 high functioning elderly subjects (73±5 yr, 74±12 kg, 17 male, 5 female) participated. The number of unsupported sit-to-stand repetitions in 30s (30CS) was compared with calculated average power during single, “fast-as-possible” chair-to-stand movements performed on a force platform (CSpow). The modified PILE test consisted of repeated lifts of a progressively heavier box (2.25kg increments) from floor to chin height in a single motion (instead of the original two-part movement). Maximal lifted load (PILEfield) was compared with peak power directly measured (linear encoder attached to box) during single maximal effort trials with 15% of static 1RM(PILElab). Testing was completed on two occasions 3–7 days apart to quantify test-retest reliability across days. RESULTS:Sit-to-Stand Tests: 5 repeat trials of CSpow revealed no significant learning effects across trials. Test-retest reliability across days was high (871 ± 259 vs 876±255 watts p=0.83, CV= 6.1%, r= 0.93). Test-retest reliability for 30CS was fair (17.2±2.6 vs 17.1±2.2 reps p=0.81, CV= 6.2%, r= 0.69). However, the correlation between 30CS and CSpow was only moderate (r=0.53, p=0.05). PILE tests: 5 repeat trials of the PILElab also revealed no significant learning effects. Across days test-retest reliability of PILElab was good (1419±424 vs 1442 ± 354 watts p= 0.7, CV = 8.5%, r=0.81). Test-retest reliability of PILEneld was also high (17 ± 7 vs 17 ± 6 kg, CV = 6%, r=0.93). However, the correlation between the field and laboratory versions of the PILE test was also only moderate (r=0.69, p=0.001). CONCLUSIONS: Both the CSpow and the 30CS were reliable across days. However the correlation between these two tests was only modest. Similarly, the floor-to-chin lifting test proved reliable in both lab and field forms, but the correlation between the two was moderate. Based on these results, we question the validity of typical multiple repetition field versions of these functional strength tests as measures of maximal force or power in elderly subjects.