Kong, Ying Yuk. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 135-142). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Introduction --- p.4 / Chapter 2.2 --- Corrective Feedback --- p.5 / Chapter 2.2.1 --- Focus on Form (FonF) --- p.5 / Chapter 2.2.2 --- Different Forms of Corrective Feedback --- p.7 / Chapter 2.2.3 --- The Role of Corrective Feedback in SLA --- p.8 / Chapter 2.2.4 --- Summary --- p.16 / Chapter 2.3 --- Interaction and Language Development --- p.16 / Chapter 2.3.1 --- Input during Interaction and SLA --- p.17 / Chapter 2.3.2 --- Output during Interaction and SLA --- p.17 / Chapter 2.4 --- Definition(s) of Recasts --- p.19 / Chapter 2.4.1 --- Long's Definition of Recasts (2007) --- p.19 / Chapter 2.4.2 --- Other Forms of Recasts in Classroom Settings --- p.20 / Chapter 2.4.3 --- Summary --- p.21 / Chapter 2.5 --- The Supporting Side FOR the Role of Recasts --- p.21 / Chapter 2.5.1 --- High Frequency of Occurrence --- p.21 / Chapter 2.5.2 --- Increase Learners' Noticing --- p.22 / Chapter 2.5.3 --- Empirical Support --- p.23 / Chapter 2.6 --- The Opposing Side AGAINST the Role of Recasts in SLA --- p.23 / Chapter 2.6.1 --- Recasts and its Ambiguity --- p.23 / Chapter 2.6.2 --- Recasts， Repair and Uptake --- p.24 / Chapter 2.6.3 --- Summary --- p.28 / Chapter 2.7 --- Recasts and its Saliency --- p.29 / Chapter 2.7.1 --- General Overview of the Forms of Recasts in Previous Studies --- p.29 / Chapter 2.7.2 --- : Doughty and Varela (1998) --- p.30 / Chapter 2.7.3 --- Leeman (2003) --- p.31 / Chapter 2.7.4 --- Lowen and Philp's Study (2006) --- p.34 / Chapter 2.7.5 --- Summary --- p.35 / Chapter 2.8 --- Noticing and SLA --- p.35 / Chapter 2.8.1 --- Attention，Noticing and Understanding --- p.36 / Chapter 2.8.2 --- Difficulty in Operationalizing 'Noticing' --- p.38 / Chapter 2.8.3 --- Summary: Saliency of Recasts，Noticing and Uptake --- p.40 / Chapter 2.9 --- The Notion of Learnability --- p.41 / Chapter 2.9.1 --- Processability Theory (PT) --- p.41 / Chapter 2.9.2 --- Relationship between Learnability and Provision of Feedback --- p.44 / Chapter 2.10 --- Pilot Study (2007) --- p.45 / Chapter 2.10.1 --- The Aim of the Pilot Study --- p.45 / Chapter 2.10.2 --- Methods --- p.45 / Chapter 2.10.3 --- General Results and Discussions --- p.47 / Chapter 2.10.4 --- Modification of the Instrumentation --- p.49 / Chapter 2.10.5 --- Summary --- p.50 / Chapter 2.11 --- Research Questions --- p.51 / Chapter CHAPTER THREE --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Participants --- p.54 / Chapter 3.3 --- Target Structure --- p.55 / Chapter 3.4 --- Materials --- p.56 / Chapter 3.4.1 --- Testing Tasks --- p.56 / Chapter 3.4.2 --- Treatment Tasks --- p.57 / Chapter 3.4.3. --- Others --- p.58 / Chapter 3.5 --- Design --- p.58 / Chapter 3.5.1 --- Salient Recasts vs. Non-Salient Recasts --- p.58 / Chapter 3.5.2 --- Participants ´ة Developmental Level --- p.59 / Chapter 3.5.3 --- Participants ' Responses to Recasts --- p.60 / Chapter 3.6 --- Procedures --- p.61 / Chapter 3.6.1 --- Pre-Test --- p.62 / Chapter 3.6.2 --- Treatments --- p.63 / Chapter 3.6.3 --- Post-Test and Delayed Post-Test --- p.63 / Chapter 3.7 --- Data Processing --- p.64 / Chapter 3.8 --- Data Analysis --- p.65 / Chapter CHAPTER FOUR --- GENERAL STATISTICAL RESULTS FROM SPSS --- p.66 / Chapter 4.1 --- Introduction --- p.66 / Chapter 4.2 --- General Results --- p.67 / Chapter 4.2.1 --- General Mean Scores of the Testing Tasks --- p.67 / Chapter 4.2.2 --- Participants ' Responses to Recasts --- p.70 / Chapter 4.3 --- Answer to Research Question 1 --- p.77 / Chapter 4.4 --- Answer to Research Question 2 --- p.84 / Chapter 4.5 --- Answer to Research Question 3 --- p.89 / Chapter 4.6 --- Answer to Research Question 4 --- p.97 / Chapter 4.7 --- Conclusion --- p.100 / Chapter CHAPTER FIVE --- DISCUSSION --- p.103 / Chapter 5.1 --- Introduction --- p.103 / Chapter 5.2 --- Discussion about Each Research Question --- p.103 / Chapter 5.2.1 --- Discussion about Research Question 1 --- p.104 / Chapter 5.2.2 --- Discussion about Research Question 2 --- p.108 / Chapter 5.2.3 --- Discussion about Research Question 3 --- p.111 / Chapter 5.2.4 --- Discussion about Research Question 4 --- p.116 / Chapter 5.3 --- "Input Saliency, Uptake, Noticing and Long-term Memory" --- p.119 / Chapter 5.3.1 --- Input Saliency vs. Noticing --- p.120 / Chapter 5.3.2 --- Input Saliency vs. Uptake vs. Noticing --- p.123 / Chapter 5.3.3 --- Input Saliency vs. Input´ةs Long-term Memory --- p.124 / Chapter 5.4 --- Conclusion --- p.126 / Chapter CHAPTER SIX --- "PEDAGOGICAL IMPLICATIONS, LIMITATION AND SUGGESTIONS FOR FUTURE RESEARCH" --- p.127 / Chapter 6.1 --- Introduction --- p.127 / Chapter 6.2 --- Pedagogical Implications --- p.127 / Chapter 6.3 --- Limitations of the Current Study --- p.131 / Chapter 6.4 --- Suggestions for Future Research --- p.133 / REFERENCES --- p.135 / APPENDIX I TESTINF TASK / APPENDIX II TREATMENT TASK / APPENDEX III-VIII SPSS Outputs

Fatigue is a difficult phenomenon to study because the response can vary based upon task-specific (i.e. contraction type, intensity, position– vs. load-matching and muscle group/joint region) and subject-specific (i.e. sex and age) variables. Although numerous investigations have provided insight into muscle fatigue, further efforts were needed to better characterize the influence of age, sex, joint/muscle group, contraction type, and task complexity have upon fatigue. The primary purpose of this series of three studies was to identify and characterize the influences of potential moderating variables (i.e., sex, joint, age, contraction type, and task complexity) upon fatigue resistance during voluntary muscle contraction fatigue tasks through both empirical (systematic review and meta-analysis) and experimental methods. In general, women demonstrated either the same or better fatigue resistance than men (men never better), the sex advantage was joint specific not systematic, old men were more fatigue resistant than young men, task complexity was not an influential factor and fatigue differences were more readily apparent under isometric conditions. The inclusion of empirical and experimental methods helped clarify the driving factors of localized muscle fatigue. This in turn will better direct future study design and power for mechanistic, training and performance response studies.

The effects of degree of sexual homogeneity, in groups of preschool children, on performance of a task were studied. Twenty four-year-old male children from the Utah State Child Development Laboratories served as subjects. Each subject performed the task of placing pegs in a pegboard during a sixty-second time interval; once in a group of opposite-sex peers; once in a group of same-sex peers; and once on a one-to-one basis with the author. The findings seemed to indicate that preschool children's rate of task performance is not influenced by the presence or absence of peers of the same-and opposite - sex. Differences between scores of subjects under each experimental condition were not significant.

Classroom-based physical activity is a newly explored avenue for providing physical activity opportunities to children within the school, but it is one that is showing academic gains in areas such as on-task behavior. The purpose of this study was to explore the impact of pedal desks placed in high school classrooms. Three main objectives were examined: 1) The possible increase in physical activity self-efficacy among high school students in the classroom, 2) the effectiveness of pedal desks on increased physical activity among high school students, and 3) the impact of pedal desks on increasing classroom on-task behavior. Participants included 114 high school students in a traditional high school setting. All of the students were enrolled in two Junior Reserve Officers’ Training Corps (JROTC) teachers’ classrooms. The design was quasi-experimental. Two teachers and their respective classes were randomly assigned to a treatment or wait list control group. The study included a baseline and 2 waves. Researchers gathered demographic information of students, as well as pre- and post-data on self-efficacy and physical activity participation. On-task behavior of students was also collected daily by researchers via momentary time sampling. Results indicated lower self-efficacy confidence for the treatment group compared to the control group at the end of the study after controlling for initial scores. Significance was also found for heart rate. Limitations and implications are discussed.

There is no consensus on the relationship between working memory resources and mind wandering. The purpose of the current study is to investigate whether mind wandering requires working memory resources to be sustained. The resource-demanding view is that mind wandering requires working memory resources to sustain an internal train of thought (Smallwood, 2010). The resource-free view is that mind wandering is a result of executive control failures and this internal train of thought proceeds in a resource-free manner (McVay & Kane, 2010). Participants were presented with thought probes while they performed a Simon task in single and dual task conditions. From the resource-demanding view, individuals with high WMC should experience more Task unrelated thought (TUT) in single and dual task conditions compared to those with low WMC. From the resource-free view, individuals with high WMC should experience fewer TUT compared to low WMC individuals. Results indicated that, WML eliminated the Simon effect for high WMC and reduced it for low WMC group. Mind wandering was decreased in dual task conditions however there was no effect of working memory capacity on mind wandering. Also, mind wandering correlated with task performance measures for the low WMC but not high WMC group. The results of the current study do not provide strong support for either a resource-demanding or resource-free view and are discussed in terms of a context dependent relationship between WMC and mind wandering

Although modeling and simulation are fertile areas for research and development within medicine, education, and human factors, there is a growing need for fully integrated organ systems as part of any digital human model (DHM). This need is particularly high in task-based survivability assessment. However, the current static geometry used in DHM is insufficient for evaluating conditions during simulated task performance. This insufficiency is due to the fact that internal viscera are inherently non-rigid objects. Therefore, undesirable, and unrealistic behaviors occur when using static models to represent internal viscera as the DHM moves through a variety of postures. The capacity for DHMs to take on a variety of postures and positions contributes to their overall usefulness in modeling and simulation. By using static models to represent internal viscera, errors in model behavior must be tolerated, or the DHM must be limited to a posture that matches the models’ configurations. With the either option being undesirable there is a need to represent internal viscera using dynamic models. A dynamic model will allow for the geometry used in representing the internal viscera to deform as the DHM. Thus this work proposes a computational platform for controlling the motion and deformation of internal viscera models within a DHM. This platform consists of two components. The first component is a new method for maintaining a relative position within a dynamic character’s mesh called skin-based parenting. The second component is a system which takes a free-from deformation technique used in artistic modeling and eliminates the manual input that is usually required. This platform produces representations of internal viscera which conform to the character’s posture in real-time at an interactive rate. Thus enabling the assessment of how particular environmental influences relate to the position and orientation of internal viscera models within a DHM in a variety of postures.

The purpose of this study was to compare and contrast within and between participant performance on three different measures of listening effort: a dual-task paradigm, pupillometry, and skin conductance; participants also subjectively rated the difficulty of their experience. A repeated measures design was used to address the reliability and validity of each measure. 20 participants were recruited and attended two sessions; the second occurred a minimum of one week after the first. Participants listened to sentences presented in stationary noise at four different signal-to-noise ratios: quiet, 0, -3, and -5 dB SNR. The variables of interest were: change in peak-to-peak pupil diameter, change in reaction time from baseline, skin conductance response amplitude, and skin conductance response quantity. The results indicated that as SNR decreased, speech perception performance decreased and subjective listening effort increased. Participants accurately and consistently rated the more difficult conditions as requiring more listening effort. The change in reaction time from baseline, peak-to-peak pupil diameter, and skin conductance response quantity increased as SNR decreased; skin conductance response amplitude did not vary as task difficulty increased, but skin conductance response amplitude was larger for incorrect responses than it was for correct responses. There was a significant practice effect observed for the reaction time data. The dual-task paradigm and pupillometry measures had the greatest reliability and validity. This study demonstrated that listening effort can successfully be quantified both subjectively and objectively by using a variety of tasks. Future studies may be able to use these measures to further assess listening effort in the clinic and in the real-world.

Reward has been shown to improve multiple forms of learning. However, many of these studies do not distinguish whether reward directly benefits learning or if learning is boosted by modulation of top-down factors such as attention and motivation. The work outlined in this dissertation explores the modulatory effects of reward and punishment without directly manipulating top-down factors such as attention or motivation. We achieved this goal by studying the effects of reward and punishment on incidental learning – a branch of procedural learning where learning occurs without intention and through repetition. Our results reveal that reward is able to bolster incidental learning during the performance and learning of an associative task, even when awareness of how to achieve the reward is minimized (Experiments 1 and 2). However, a similar benefit was not observed in an analogous set of experiments examining the effect of punishment on incidental learning (Experiments 3 and 4). A direct comparison between the effect of reward and punishment on incidental learning revealed a significant advantage for rewarded combinations over punishment. However, this advantage was only observed when high cognitive (associative) demands were emphasized (Experiment 6), as opposed to high motor demands (Experiment 5). Finally, we explored the role of dopamine in the effect of reward on incidental learning. Because dopamine neuron dynamics have been implicated in both reward processing and in various forms of learning, we hypothesized that patients with Parkinson's disease (PD), who experience an accelerated rate of death of dopamine neurons, would experience impaired learning from rewards compared to healthy older adults. Experiment 7 revealed a significant impairment in reward-related incidental learning for patients with Parkinson's disease relative to comparisons. The amount of levodopa medication taken by PD patients predicted the effect of reward, demonstrating a potential link between dopamine levels and the effect of reward on incidental learning. Together, this dissertation demonstrates that 1) reward improves incidental learning, 2) reward may be an exceptional form of feedback, as opposed to punishments, and 3) dopamine levels may potentially drive the effect of reward on incidental learning

Gemäß 2-Prozess-Modellen der Abhängigkeit resultiert die Reaktion auf suchtassoziierte Reize aus der Interaktion zweier in Verbindung stehender, aber unabhängig voneinander arbeitender Systeme: Aus dem Zusammenspiel eines dominierenden Implizitsystems und eines geschwächten Explizitsystems ergeben sich starke Annäherungstendenzen, die immer wieder zum Konsum der Droge führen. Den genannten Systemen können eigene aber überlappend arbeitende neuronale Schaltkreise zugeordnet werden. Als Anteil des Implizitsystems generieren Impulse des Striatums Annäherungstendenzen. Gegenspieler hierzu ist der Bereich der Amygdala, hier kann Vermeidungs- und Abwendungsverhalten gegenüber präsentierten Stimuli entstehen. Beiden übergeordnet befähigt der präfrontale Cortex zu einer bewussten Entscheidungsfindung und Verhaltenskontrolle (Triadic Modell). Indirekte Mess-methoden wie die Approach-Avoidance Task (AAT) ermöglichen über die Analyse des gezeigten Verhaltens die Erfassung der vorherrschenden Assoziationen zwischen emotionaler Stimuluswertigkeit und aufkommender Verhaltenstendenz des impulsiven Systems. Grundlage der AAT ist es dabei, dass prinzipiell als positiv bewertete Stimuli vorrangig mit Annäherungs-verhalten, Stimuli mit Negativbewertung dagegen eher mit Vermeidungs-verhalten verknüpft werden. Je nach Aufgabenstellung werden Reizvalenz und geforderte motorische Reaktion unterschiedlich kombiniert. So ergeben sich kompatible bzw. inkompatible Kombinationen zwischen dargebotenem Reiz, geforderter Reaktion (Annäherung vs. Vermeidung) und empfundener Assoziation (positiv vs. negativ). Bei Kompatibilität werden schnellere Reaktionen mit niedrigerer Fehlerrate gezeigt als bei inkompatibler Aufgaben-stellung. Dies lässt auf die vorliegenden Verhaltenstendenzen schließen. In der vorliegenden Arbeit entscheidet der Faktor „Gruppe“ (alkoholabhängige Pro-banden bzw. gesunde Kontrollpersonen) über Kompatibilität bzw. Inkompatibilität der Kombination aus Reiz (alkoholassoziierter bzw. nicht-alkoholassoziierter Stimulus) und Verhalten (Annäherung bzw. Vermeidung). Ziel war es nun die postulierten Annäherungstendenzen gegenüber alkohol-assoziierten Reizen auf Verhaltensebene mittels AAT zu erfassen. Gleichzeitig wurde mittels Nahinfrarot-Spektroskopie (NIRS) die Aktivität der beteiligten kortikalen Strukturen des dorsolateralen Präfrontalcortex (DLPFC), des Orbito-frontalcortex (OFC) sowie des dorsalen fronto-medianen Cortex (DFMC) gemessen und zwischen alkoholabhängigen und gesunden Probanden ver-glichen. Bezüglich der gemessenen Reaktionszeiten ergaben sich wie erwartet bei dem untersuchten Patientenkollektiv Annäherungstendenzen gegenüber alkoholassoziierten Stimuli. Gegenüber nicht-alkoholassoziierten Produkt-bildern waren Vermeidungstendenzen erkennbar. Die Auswertungen der Kontrollgruppe ergaben genau umgekehrte Resultate. Identische Ergebnisse ließen sich für beide Gruppen bei Betrachtung der mittels NIRS gemessenen Hirnaktivität des OFC beschreiben. Diese Ergebnisse werden im Rahmen einer Abhängigkeit als Resultat einer vermehrt positiven Bewertung suchtassoziierter Stimuli mit einem übermäßigen Ansprechen des Belohnungszentrums diskutiert. Unabhängig der Gruppenzugehörigkeit konnten im Bereich des DLPFC durch eine stärkere kortikale Aktivierung bei Vermeidung im Vergleich zur Annäherung der alkoholassoziierten Produktbilder Annäherungspräferenzen gegenüber alkoholischen Produktbildern nachgewiesen werden. Die fehlenden Gruppenunterschiede lassen sich eventuell durch die gegebenen Instruktionen mit Betonung des Bildinhaltes und einem dadurch erzeugten Bewusstsein für die Hypothesen des Experiments erklären. Außerdem bietet eine durch Alkoholabhängigkeit generell verminderte Aktivität des DLPFC einen möglichen Erklärungsansatz. Korrelationsanalysen zwischen DLPFC und OFC unter-stützen die Vorstellung des DLPFC als oberstes Kontrollgremium über sämtlichen dem Belohnungszentrum zuzuordnenden Hirnstrukturen. Ausblickend lässt sich die klinische Bedeutung der erhaltenen Resultate erörtern. Aktuelle Forschungsarbeiten verwenden die AAT im Rahmen eines Trainings zur Rückfallprävention. Durch viele Wiederholungen der inkompatiblen Reiz-Verhaltenskombination werden vorhandene Annäherungs-tendenzen abgeschwächt und Rückfälle vermieden. Offen bleibt die Erforschung der diesen Trainingserfolgen zugrundeliegenden Mechanismen sowie eine mögliche Eingrenzung der davon profitierenden Patientengruppen. / The function of the dorsolateral prefrontal cortex during the regulation of appetitive reaction tendencies in alcohol addiction

Psicóloga / En la presente investigación se exploraron las propiedades psicométricas del Moral Sentimental Task (MST), desarrollado por Moll (2007). Para ello, se aplicó una batería neuropsicológica estandarizada a 26 varones condenados por delitos sexuales y a 26 sujetos controles. Mediante el análisis de la capacidad de discriminación de los ítems, se estableció que 38 de ellos no funcionaban adecuadamente, por lo que se eliminaron. La escala resultante, de 25 ítems y seis dimensiones, presenta un Alfa de Cronbach de 0,79. No se pudo establecer adecuadas evidencias de validez referida a criterio externo, ya que no se presentaron asociaciones significativas entre el MST y las restantes variables evaluadas (inteligencia fluida, percepción social, empatía y funciones ejecutivas en general). Si bien no se observaron diferencias significativas de medias entre ambas muestras, síse encontró una diferencia en la prueba TASIT (acosadores>controles) (t= 2,12 y p<0,05) y en la subprueba go/no go del IFS-Ch(t= -2,14 y p<0,05). En conclusión, el MST aun cuando es fiable, no permite diferenciar entre el grupo de agresores sexuales y un grupo control, por lo que no permitiría anticipar las emociones morales de las personas