The purpose of this study was to evaluate, auditory feedback as a training procedure to increase the effectiveness of throwing a "right cross.” Auditory feedback was evaluated in multiple baselines across behaviors design with 4 mixed martial arts students, two males and two females, 25-54 years old. The percentage of correct steps of the right crosses.” was stable .during baseline for all participants improved substantially following the introduction of the auditory feedback, and maintained at 90 percent or more for all participants during follow-up.

Among the most impressive of aspects of human intelligence is skill acquisition—the ability to identify important behavioral components, retain them as skills, refine them through practice, and apply them in new task contexts. Skill acquisition underlies both our ability to choose to spend time and effort to specialize at particular tasks, and our ability to collect and exploit previous experience to become able to solve harder and harder problems over time with less and less cognitive effort. Hierarchical reinforcement learning provides a theoretical basis for skill acquisition, including principled methods for learning new skills and deploying them during problem solving. However, existing work focuses largely on small, discrete problems. This dissertation addresses the question of how we scale such methods up to high-dimensional, continuous domains, in order to design robots that are able to acquire skills autonomously. This presents three major challenges; we introduce novel methods addressing each of these challenges. First, how does an agent operating in a continuous environment discover skills? Although the literature contains several methods for skill discovery in discrete environments, it offers none for the general continuous case. We introduce skill chaining, a general skill discovery method for continuous domains. Skill chaining incrementally builds a skill tree that allows an agent to reach a solution state from any of its start states by executing a sequence (or chain) of acquired skills. We empirically demonstrate that skill chaining can improve performance over monolithic policy learning in the Pinball domain, a challenging dynamic and continuous reinforcement learning problem. Second, how do we scale up to high-dimensional state spaces? While learning in relatively small domains is generally feasible, it becomes exponentially harder as the number of state variables grows. We introduce abstraction selection, an efficient algorithm for selecting skill-specific, compact representations from a library of available representations when creating a new skill. Abstraction selection can be combined with skill chaining to solve hard tasks by breaking them up into chains of skills, each defined using an appropriate abstraction. We show that abstraction selection selects an appropriate representation for a new skill using very little sample data, and that this leads to significant performance improvements in the Continuous Playroom, a relatively high-dimensional reinforcement learning problem. Finally, how do we obtain good initial policies? The amount of experience required to learn a reasonable policy from scratch in most interesting domains is unrealistic for robots operating in the real world. We introduce CST, an algorithm for rapidly constructing skill trees (with appropriate abstractions) from sample trajectories obtained via human demonstration, a feedback controller, or a planner. We use CST to construct skill trees from human demonstration in the Pinball domain, and to extract a sequence of low-dimensional skills from demonstration trajectories on a mobile robot. The resulting skills can be reliably reproduced using a small number of example trajectories. Finally, these techniques are applied to build a mobile robot control system for the uBot-5, resulting in a mobile robot that is able to acquire skills autonomously. We demonstrate that this system is able to use skills acquired in one problem to more quickly solve a new problem.

The purpose of the study was to determine if antecedent bouts of exercise, through the means of a basketball practice, are beneficial to 5 children aged 8 to 11 with autism spectrum disorder (ASD) in decreasing competing behaviors (e.g., stereotypy, disruptive behaviors). Additionally, basketball skill mastery was measured. Antecedent exercise was corroborated by measuring heart rate. The results of the study indicate that antecedent exercise decreased disruptive behaviors and had no effect on stereotypic behaviors. Of the 5 participants, 4 of them had heart rate levels that indicated they were engaged in moderate to vigorous physical activity. All 5 participants increased in their basketball skill mastery. These findings suggest that children with ASD would benefit from antecedent exercise to decrease disruptive behaviors. They also have the ability to acquire motor skills in order join sports programs and participate in athletics along with typically developing peers.

No description available.

No description available.

Direcionar a atenção do aprendiz para diferentes fontes de informação pode afetar a aprendizagem de habilidades motoras. Estudos sugerem que o foco de atenção externo produz melhores efeitos sobre a aprendizagem motora que o foco interno. Este estudo investigou como os diferentes focos de atenção afetam a aprendizagem motora de crianças com autismo. Crianças com diagnóstico de transtorno do espectro do autismo de gravidade leve e moderada (idade média = 11,8 anos), pareadas por idade e massa corporal, foram distribuídas aleatoriamente em dois grupos experimentais para realizar uma tarefa de equilíbrio dinâmico sobre uma plataforma de estabilidade sob instruções de foco externo (N=12) ou interno (N=12). Cada participante realizou seis blocos de cinco tentativas de 20 segundos na fase de aquisição. O desempenho foi avaliado através de medidas de tempo em equilíbrio e número de oscilações da plataforma e a aprendizagem aferida por testes de transferência e retenção. Os resultados demonstraram que não houve diferenças estatisticamente significativas de desempenho entre os grupos de foco externo e interno na fase de aquisição e no teste de transferência (p > 0,05). O desempenho do grupo de foco interno foi marginalmente superior ao grupo de foco externo no teste de retenção (p = 0,087, η² = 0,12). Os resultados demonstraram ainda que os dois grupos aumentaram as respectivas medidas de tempo em equilíbrio, reduziram o número de oscilações e apresentaram menor variabilidade de desempenho ao longo dos blocos de tentativas da fase de aquisição e retiveram as melhorias de desempenho adquiridas no teste de retenção. Essas evidências indicaram que as crianças com autismo foram capazes de aprender a tarefa de equilíbrio dinâmico nas duas condições experimentais propostas e que não é possível afirmar que os efeitos benéficos da adoção do foco de atenção externo em relação ao foco interno na aprendizagem motora sejam generalizáveis para essa população / Directing the learner´s attention to different sources of information can affect the learning of motor skills. Studies suggest that the external focus of attention produces better effects on motor learning than internal focus. This study investigated how different foci of attention affect the motor learning of children with autism. Children diagnosed with autism spectrum disorder of mild to moderate severity (mean age = 11.8 years) matched for age and body mass were randomly assigned to two experimental groups to perform a dynamic equilibrium task on a stability platform under instructions of external (N = 12) or internal (N = 12) focus. Each participant performed six blocks of five 20-second attempts in the acquisition phase. The performance was evaluated through measures of time in equilibrium and number of oscillations of the platform and the learning measured by transfer and retention tests. The results showed that there were no statistically significant differences in performance between the external and internal focus groups in the acquisition phase and in the transfer test (p> 0.05). The performance of the internal focus group was marginally higher than the external focus group in the retention test (p = 0.087, η² = 0.12). The results also demonstrated that the two groups increased their respective time measures in equilibrium, reduced the number of oscillations and presented lower variability of performance throughout the blocks of the acquisition phase and retained the performance improvements obtained in the retention test. These evidences indicated that children with autism were able to learn the task of dynamic balance in the two experimental conditions proposed and that it is not possible to affirm that the beneficial effects of adopting the external attention focus in relation to the internal focus in motor learning are generalizable to population

Studiens syfte är att bidra med en ökad förståelse för vilka pedagogiska färdigheter skidinstruktörerna värdesätter och anser vara centrala i deras arbete och varför. För att undersöka detta så har en fallstudie av en svensk skidskola utförts där skidskolans instruktörer blev intervjuade om vilka pedagogiska färdigheter de värdesatte och även hur den externa samt interna utbildningen upplevdes förhålla sig till dessa. Studiens resultat visar hur instruktörerna värdesatte social kompetens, lyhördhet och förmågan att inspirera som centrala pedagogiska färdigheter för en skidinstruktör. Genom en god förmåga i dessa färdigheter möjliggjordes skapandet av en god relation till elev under lektion och även tillämpning av rätt typ av undervisning som anpassas till eleven och situationen. Den externa utbildningen ansågs inte direkt utveckla dessa färdigheter utan hade snarare ett fokus på skidteknisk förmåga och förståelse. Utbildningen utvecklade dock indirekt färdigheterna genom interaktion med övriga deltagare och ett förebildskap av instruktören. Den interna utbildningen ansågs även den ha ett mer skidtekniskt fokus men också där utvecklades de värdesatta färdigheterna genom deltagande och interaktion mellan skidinstruktörerna. / The purpose of this study is to contribute a deeper understanding about what skills are valued by ski instructors and perceived as central in their line of work and, why. To this end, a case study was conducted of a Swedish ski school. Six ski instructors and one manager were interviewed about what skills they value, and about how the external ski instructor training they underwent were perceived in relation to those skills. The results show that social skills, perceptiveness and the ability to inspire were regarded as central skills for a competent ski instructor. By having this set of skills the instructor is able to create a good social relation to the student by using pedagogy and instruction adapted to the particular student and situation. The external education was not perceived as developing these skills directly; instead, it was perceived as a way of developing a technical understanding of skiing. The instructors however experienced that the education developed the valued skills indirectly through interaction with the participants as well as with the instructor acting as a role model. The workplace education was also perceived as having a ski-technical focus but also as developing the valued skills through participation and interaction between the ski instructors.

Children with autism spectrum disorder (ASD) often require early intensive behavioral interventions (EIBI) to improve their skills in a variety of domains. Error correction is a common instructional component in EIBI programs because children with ASD tend to make persistent errors. Ineffective error correction can result in a lack of learning or undesirable behavior. To date, research has not systematically investigated the use of reinforcement during error correction for children with ASD. This study compared the effects of correcting errors with and without reinforcement and their impact on preferences of young children with autism spectrum disorder (ASD). Four boys with ASD between 3 to 7 years old in China participated in this study. In the context of a repeated-acquisition design, each participant completed three sets of matching-to-sample task under the two error-correction procedures. During the error correction with reinforcement condition, the participants received the reinforcers after correct responses prompted by the researcher following errors. During the without-reinforcement condition, the participants did not receive any reinforcers after prompted responses. The number of sessions required to reach mastery criterion under the two conditions varied among the participants. Visual analysis did not confirm a functional relation between the error-correction procedures and the sessions required to reach mastery. With regard to children’s preferences, three children preferred the with-reinforcement condition and one preferred the without-reinforcement condition. The findings had conceptual implications and suggested practical implications relating to treatment preference.

<p>The present thesis explores factors and processes associated with the artistic profession and development of opera singers. The profession of opera singers has a long story deriving its origin in early 1600s in Italy. What is performed on opera stages today is written in the musical scores in the 18th and 19th century. The question arises how the modern opera singers live, learn and excel in their contemporary pursuit in order to meet the high demands on performance. The initial study identified health issues related to the professional activity of opera singers. Qualitative and quantitative measurements indicated that psychological problems were associated with a distinct worry for possible negative evaluation from significant others and a fear of vocal indisposition. A range of health-promoting activities was demonstrated aiming at preventing the occurrence of somatic problems that could cause vocal indisposition. Psychosocial problems concerned difficulties to maintain a family life and relations due to irregular working hours. In Study II, the psychological and physiological effects of singing lessons were investigated with respect to amateur and professional levels of singing experiences. Amateur singers experienced more well-being measured by self-reports of emotional states and by lower levels of stress hormones than professionals. In Study III, narrative accounts were collected to identify factors and processes in the artistic development during higher opera education. A descriptive model was created that embraced the development of various skills such as singing technique, means of expressiveness and interpersonal skills. Outcome variables from the education were artistic autonomy, artistic competence and change in self-concept. In Study IV, personality characteristics were assessed among elite students in opera and business education representing an artistic versus a traditional educational streaming. Female opera students, female business and male business students shared the personality characteristic of extraversion indicating a disposition towards sensation seeking. Male opera singers exhibited a profile of elevated levels of emotionality. In general, the findings across the studies demonstrate that the individual development of operatic artistry is a complex process where health-related issues, personality characteristics, skills acquisition and sociocultural values are critical constituents. A major result was the marked focus on the instrument per se, the voice. Vocal functioning in singing was described as a means of enabling operatic singing, a mode for artistic expression and indicator of health.</p>

Objective: The purpose of this study was to assess certified athletic trainers' knowledge acquisition, knowledge retention, and satisfaction, following a continuing professional education (CPE) program offered in either a traditional, lecture-oriented format or an interactive format addressing adult learning strategy preferences. Design: We used a pre-test, post-test experimental design with comparison groups utilizing stratified randomization. Setting: The CPE program was held in the University wellness center classrooms. Subjects: Forty-six certified athletic trainers participated. Measurements: After determination of learning strategy preferences, a 30 item multiple-choice exam was administered prior to, immediately after, and one-month following the CPE program to determine level of knowledge acquisition and retention. Participant self-reported level of satisfaction was assessed with a questionnaire immediately following the CPE program. Results: A significant main effect for treatment (F2,70 = 6.02, p < 0.004) was observed indicating that subjects in the lecture format CPE program acquired and retained more knowledge than subjects in the interactive format regardless of learning strategy preference. There was no significant loss in knowledge observed one-month following the CPE program regardless of learning strategy preference or treatment (lecture or interactive CPE format). No significant differences in level of satisfaction by treatment (lecture or interactive CPE format) or by learning strategy preference (navigators, problem-solvers, or navigators) were noted; however, 13 (28.3%) reported an excellent level of satisfaction (mean satisfaction score of 4.0) and 31 (67.4%) reported an above average level of satisfaction (mean satisfaction scores of 3.0 to 3.88). Conclusions: Our data indicate that lecture format CPE programs may be optimal for knowledge acquisition and retention, independent of learning strategy preference. Knowledge retention did not decrease regardless of learning strategy preference or CPE format and actually demonstrated a further increase using the lecture format. Although our data suggest that participant satisfaction is independent of learning strategy preference and CPE format, the homogeneity of responses made it difficult to detect any relationship with regard to learning style preference and satisfaction.