Types Of Training Tasks Research Articles

Physiological and perceptual responses of firefighters wearing protective clothing under various training environment and activity conditions

To enhance operational capabilities of firefighters in live-fire scenarios, daily training is absolutely important which involves various types of training tasks in diverse thermal environments. Fire training in heat may impose severe heat stress on firefighters. Yet, the thermal burden associating with different training has rarely been studied. In this study, twelve healthy male firefighters performed 50 min of treadmill exercise while wearing firefighting protective clothing (FPC) in two environmental conditions (34 °C and 37 °C) with three training intensities (3 km/h, 4.5 km/h and 6 km/h). Results showed that in hot environments, training intensity exhibited a more pronounced effect on physiological responses than ambient temperature. Exposure to 37 °C with heavy activity produced high level of core temperature (38.8 ± 0.2 °C), near maximal heart rate (164±18 bpm), increased energy expenditure (27.10±1.42 ml/min/kg) coupled with mild dehydration (2.08%±0.35%). The forehead, back and chest which showed the highest level of thermal sensation vote, wetness sensation vote and thermal comfort vote are suggested to be primarily considered when designing cooling strategies. Moreover, when providing recovery and cooling for firefighters working in extreme heat while wearing fully encapsulated FPC, the priority should be given to work intensity and duration, followed by environmental conditions.

Neural correlates of working memory training: An fMRI meta-analysis

Working memory (WM) can be improved by cognitive training. Numerous studies examined neural mechanisms underlying WM training, although with differing conclusions. Therefore, we conducted a meta-analysis to examine the neural substrates underlying WM training in healthy adults. Findings from global analyses showed substantial neural changes in the frontoparietal and subcortical regions. Results from training dosage analyses of WM training showed that shorter WM training could produce neural changes in the frontoparietal regions, whereas longer WM training could produce changes in the subcortical regions (striatum, anterior cingulate cortex, and insula). WM training-induced neural changes were also moderated by the type of training task, with updating tasks inducing neural changes in more regions than maintenance tasks. Overall, these results indicate that the neural changes associated with WM training occur in the frontoparietal network and dopamine-related brain areas, extending previous meta-analyses on WM training and advancing our understanding of the neural underpinnings of WM training effects.

Analysis of Intensities Using Inertial Motion Devices in Female Soccer: Do You Train like You Compete?

Intensity research in female soccer is limited. This study aimed to investigate whether female professional soccer players train with external and internal intensities similar to those recorded in real competition. The specific players’ position, the game situation and training task type were analyzed in a total of 18 female players (26.25 ± 3.89 years). The empirical, descriptive and associative study was structured into two parts. Part 1: characterizing the training sessions (n = 13) and official matches (n = 3) using the Integral Analysis System of Training Tasks. The association between sports planning variables was evaluated using adjusted standardized residuals from contingency tables, Chi-Square and Fisher tests, as well as the Phi and Cramer’s V coefficients. The main findings show that the coach and/or physical trainer predominantly planned training sessions using small-sided games, which integrate physical fitness and tactical-technical behaviors of the game and imply a medium-high subjective external intensity (20.63 ± 5.79 points). The subjective external intensity of the matches was very high (30.00 ± 0.00 points). Part 2: quantifying the external and internal intensity through the inertial motion devices and heart rate monitors. Differences in the intensities according to the type of session (training session and match), specific position of the players, game situation and type of the training task were assessed through different statistical tests. By specific position (Kruskal–Wallis H and one-factor ANOVA tests), defenders performed fewer accelerations/min and decelerations/min, while they recorded higher heart rates in training sessions and official matches. In contrast, the wingbacks performed higher accelerations/min and decelerations/min in training sessions and official matches. The wingers had the lowest heart rate in official matches. Regarding the game situation (Kruskal–Wallis H test) measured during training sessions, the unopposed tasks recorded higher accelerations/min and decelerations/min, while the small-sided games and full games recorded higher values in the rest of the intensities (both subjective and objective). With regard to the type of training task (Kruskal–Wallis H test), the simple application exercises recorded higher accelerations/min and decelerations/min. Distance in meters/min was greater in the complex application exercises. High-intensity activity/min and player load/min were higher in the simple specific game. In addition, modified sport and real game recorded higher subjective external intensity*min, sprints/min and heart rate. Furthermore, training sessions differed statistically (Mann–Whitney U test) from official matches in terms of subjective intensity and the objective external and internal intensity variables weighted by minutes. For all these reasons, female players do not train (training sessions) as they compete (official matches). The use of inertial motion devices has made it possible to quantify intensities during training sessions and real competition in soccer.

A Wearable Hand Rehabilitation System With Soft Gloves

Hand paralysis is one of the most common complications in stroke patients, which severely impacts their daily lives. This article presents a wearable hand rehabilitation system that supports both mirror therapy and task-oriented therapy. A pair of gloves, i.e., a sensory glove and a motor glove, was designed and fabricated with a soft, flexible material, providing greater comfort and safety than conventional rigid rehabilitation devices. The sensory glove worn on the nonaffected hand, which contains the force and flex sensors, is used to measure the gripping force and bending angle of each finger joint for motion detection. The motor glove, driven by micromotors, provides the affected hand with assisted driving force to perform training tasks. Machine learning is employed to recognize the gestures from the sensory glove and to facilitate the rehabilitation tasks for the affected hand. The proposed system offers 16 kinds of finger gestures with an accuracy of 93.32%, allowing patients to conduct mirror therapy using fine-grained gestures for training a single finger and multiple fingers in coordination. A more sophisticated task-oriented rehabilitation with mirror therapy is also presented, which offers six types of training tasks with an average accuracy of 89.4% in real time.

Tactile angle discriminability improvement: roles of training time intervals and different types of training tasks.

Perceptual learning, which is not limited to sensory modalities such as vision and touch, emerges within a training session and between training sessions and is accompanied by the remodeling of neural connections in the cortex. However, limited knowledge exists regarding perceptual learning between training sessions. Although tactile studies have paid attention to between-session learning effects, there have been few studies asking fundamental questions regarding whether the time interval between training sessions affects tactile perceptual learning and generalization across tactile tasks. We investigated the effects of different training time intervals on the consecutive performance of a tactile angle discrimination (AD) task and a tactile orientation discrimination (OD) task training on tactile angle discriminability. The results indicated that in the short-interval training group, AD task performance significantly improved in the early stage of learning and nearly plateaued in the later stage, whereas in the long-interval training group, significant improvement was delayed and then also nearly plateaued in the later stage; additionally, improved OD task performance resulted in improved AD task performance. These findings suggest that training time interval affects the early stage of learning but not the later stage and that generalization occurs between different types of tactile tasks.NEW & NOTEWORTHY Perceptual learning, which constitutes important foundations of complicated cognitive processes, is learning better perception skills. We demonstrate that training time interval can affect the early stage of learning but not the later stage. Moreover, a tactile orientation discrimination training task can also improve tactile angle discrimination performance. These findings may expand the characteristics of between-session learning and help understand the mechanism of the generalization across tactile tasks.

Stimulus familiarity improves consolidation of visual working memory representations.

Short-term consolidation is a process that stabilizes visual working memory (VWM) representations so that they are less susceptible to interference. The current study examined this process, specifically if training on specific shapes facilitated the consolidation of visual representations in working memory. Three experiments using two different training tasks compared performance between trained and novel stimuli using the backward masking paradigm. Experiment 1 used a four alternative forced choice task and found an overall advantage for trained shapes as well as evidence for faster consolidation for trained shapes and this cannot be explained by verbal labeling of the trained items (Experiment 3). Experiment 2 used a change-detection training task and showed no overall benefit of training but did show evidence of transfer of training to novel shapes. Taken together, these results show that long-term visual representations can facilitate VWM processing, but the type of training task used impacts the degree to which the long-term representations will affect VWM.

Uwarunkowania skuteczności treningu tendencyjności uwagi w zaburzeniach psychicznych

This paper focuses on a method of attention bias training, considering in particular its efficacy and usability in several mental disorders. The results of current meta-analyses and selected experiments indicate possible efficacy of training in case of some anxiety disorders (generalised anxiety disorder and social phobia), particularly in young individuals. Its efficacy in other previously tested disorders such as depression and addictions seems questionable. We analysed moderators of training efficacy considered in previous studies: subjects' age, type of training task, type and location of emotional stimuli, duration of training, awareness of test objective and place of testing (research laboratory or subjects' homes). It seems that greater efficacy of attention bias can be achieved by conducting longer trainings, located in a laboratory, rather than in-house, and using verbal rather than visual stimuli. It is not clear whether participants should be informed of the training objective or whether arranging stimuli vertically is more efficient than horizontally.

Modeling and Visualization Process of the Curve of Pen Point by GeoGebra

This study describes the mathematical construction of a real-life model by means of parametric equations, as well as the two- and three-dimensional visualization of the model using the software GeoGebra. The model was initially considered as the parametric equation of the curve formed on a plane by the point of a pen, positioned on an obstacle of height h, during the process of raising the pen vertically to the surface by linearly moving its back- end on the surface. Firstly a solution was sought for this problem in two dimensions. Based on this problem, two additional sub-problems were formed on a plane, and parametric equations were calculated for these sub-problems as well. The curves formed by these parametric equations were then visualized using GeoGebra. In the second stage, the model was improved, and the parametric equation of the curve formed in the space by the pen point as a result of moving the pen's back-end along any function was determined. The curve formed by this parametric equation was also visualized using the GeoGebra 3-D environment. It is expected that determining mathematical concepts and relationships based on real-life models with these types of training tasks, as well as jointly considering the algebraic and geometric representations during the

When is VE Training Effective? A Framework and Two Case Studies

There are a number of studies that suggest that virtual environment (VE) systems can facilitate transfer of training (Darken & Peterson, 2002; Péruch, Belingard, & Thinus-Blanc, 2000; Rose et al., 2001). Yet this benefit is not universal, as Brooks et al. (2002) found that VE training was not beneficial for a recognition task. Thus, VE training may facilitate some types of training tasks, while not benefiting others. As technology pushes training more frequently into highly immersive environments, it is important to delineate and examine characteristics of VE trainers (such as egocentric perspective or multimodal interactivity) and consider the impact these characteristics have on training tasks and desired outcomes. Towards this end, a preliminary framework is herein presented which suggests that specific characteristics of VE systems impact specific training outcomes. This effort presents two operationally-based case studies that begin to examine different parts of the proposed framework. The first study examines how egocentric perspective was introduced into helicopter navigator training to impact spatial knowledge acquisition; the second study investigates how a VE was used to introduce interactivity into training to improve training outcomes for procedural knowledge. Given the low number of participants, no substantive conclusions can be made; rather, the studies are framed as an initial approach to VE training effectiveness within a theoretical model.

Designing Instructional Simulations: Effects of Instructional Control and Type of Training Task on Developing Display-Interpretation Skills

Instructional simulation is a useful training medium for developing complex skills, but principles are needed to specify the most effective strategies for representing complex tasks and controlling instruction and simulation events within these learning environments. Different types of instructional control and training tasks were examined in three experiments. Adult subjects were taught how to use radar information shown on simulated cockpit displays to estimate the location and heading of target symbols on a computer screen. Overall, program control and part-task training strategies produced the best performance on this task.

問題解決に及ぼす下位目標の提示形態の効果

The present study examined the effects of different forms of subgoal presentation on problem solving (The Tower of Hanoi problem). Subjects solved the training task with some subgoals. There were two types of training tasks in which the presentation form of subgoals varied as follows: 1) Subjects were presented all subgoals simultaneously, and these subgoals were not removed until the subjects reached the final goals (simultaneous presentation and non removal: Group SP-NR); 2) Subjects were presented subgoals successively, these being removed when subjects reached each subgoal (successive presentation and removal: Group SP-R). Subjects were divided into either of the above mentioned training task conditions. Following the training task, subjects were to solve either of two different test tasks (one was identical with the training task, the other was a varied task) without subgoals presented. The results showed that Group SP-NR solved the test task faster than Group SP-R. The finding suggested that the effects of presenting subgoals depended on the form of presentation of subgoals.

Number of types of training tasks and the generality of the learned helplessness effect.

Abstract Under this heading appear summaries of studies which, in 500 words or less, provide useful data substantiating, not substantiating, or refining what we think we know; additional details concerning the results can be obtained by communicating directly with the investigator or, when indicated, by requesting supplementary material from Microfiche Publications. Studies by Cole and Coyne and Tiggemann and Winefield have challenged the generality of the helplessness effect. Likewise, Trice and Woods2 found that unsolvable numerical sequence problems brought about helpless behavior on similar problems at a later date, but the same training brought about enhanced performance on an anagram solution test. Variables demonstrated to affect the generality of helplessness training include training task and test task similarity,2 locus of control,2,3 the extent of training,3,4 and the importance of the task.4 The present study tested the hypothesis that the number of different types of training tasks would exte...

Studies of learning to learn: V. Gains in performance as a function of warm-up and associative practice

This study investigated performance on a paired-associate test list as a function of type and duration of prior training. The design comprised four experimental groups and a control group. The experimental groups represented the factorial combination of two types of training tasks and two levels of practice. Training was either on an unrelated list of paired associates or on a number-guessing task which simulated the physical arrangements and response requirements of paired-associate learning. There were either 4 or 10 training trials. The control group received no prior practice. Performance on the common transfer task was substantially better after the learning than after the nonlearning activity. Under both conditions speed of acquisition increased with the number of training trials. It is concluded that for naive Ss, familiarization with the learning task has greater weight than sheer warm-up in determining subsequent gains in performance.