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F F Eves

Publications and source records attributed to F F Eves.

8 recordsLinked to original sources
PubMed2005

Implicit motor learning of a balancing task.

This study examined the implicit learning of a balancing task. Three treatment conditions were constructed using different motor learning strategies. In two of the treatment conditions, explicit learning of the balancing task was impeded by using either an analogy or an errorless learning technique. In the third treatment condition, participants learnt the task by discovery learning, which typically results in explicit knowledge. It was hypothesised that in the analogy and errorless learning conditions, learning of the balancing task would be implicit in character. Three criteria of implicit learning were used to test this hypothesis; the accumulation of few explicit rules, robustness under secondary task loading and durability over time. Although the discovery learners acquired more explicit rules, all groups appear to have acquired the skill implicitly, in that all groups were robust to imposition of a concurrent task load and over time. Indeed, balance performance with a concurrent verbal task was better than balance performance alone. Discussion focuses on the contribution of verbal and non-verbal processes to balancing.

Adult↗
PubMed2003

The role of working memory in motor learning and performance.

Three experiments explore the role of working memory in motor skill acquisition and performance. Traditional theories postulate that skill acquisition proceeds through stages of knowing, which are initially declarative but later procedural. The reported experiments challenge that view and support an independent, parallel processing model, which predicts that procedural and declarative knowledge can be acquired separately and that the former does not depend on the availability of working memory, whereas, the latter does. The behaviour of these two processes was manipulated by providing or withholding visual (and auditory) appraisal of outcome feedback. Withholding feedback was predicted to inhibit the use of working memory to appraise success and, thus, prevent the formation of declarative knowledge without affecting the accumulation of procedural knowledge. While the first experiment failed to support these predictions, the second and third experiments demonstrated that procedural and declarative knowledge can be acquired independently. It is suggested that the availability of working memory is crucial to motor performance only when the learner has come to rely on its use.

Adult↗
PubMed2000

From novice to no know-how: a longitudinal study of implicit motor learning.

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.

Adult↗
PubMed1995

Genetic and environmental factors in premenstrual symptom reporting and its relationship to depression and a general neuroticism trait.

Previous work has indicated a genetic contribution to premenstrual symptom reporting, regularity and menarche but no genetic contribution to cycle length, and no consistent genetic contribution to premenstrual symptom reporting. This paper reports the results (n = 634) of multivariate genetic analysis in which premenstrual symptom reporting is included in a general personality factor along with extroversion (E), neuroticism (N) and depression (D). The results showed that N, E, D and PMS all fitted on a common personality factor. There was no evidence for a specific genetic contribution of depression or premenstrual symptom reporting over and above those shown in the common personality factor. There were, however, unique/specific environmental contributions for PMS. For E and N, in contrast, both unique genetic and environmental contributions were apparent.

Adolescent↗
PubMed1995

Menstrual cycle symptom reporting in three British ethnic groups.

Three different British ethnic groups were targeted to assess the influence of learned or culturally prescribed symptom reporting behaviour across different phases of the menstrual cycle. Forty-eight Afro-Caribbean, 73 Caucasian and 32 Oriental subjects completed a Positive/Negative Affectivity scale, a Retrospective assessment of premenstrual symptoms and daily symptom reports for 35 days. The results showed a significantly elevated level of symptomatology premenstrually and menstrually in the Caucasian group compared to both others. Analysis of subscales suggested elevated symptom reporting occurred for the psychological mood, body symptoms and pain, but not for the mental performance and social behaviour subscales. Intermenstrual reports of symptoms and Negative Affectivity did not differ between groups. A response bias or underlying trait is therefore unlikely to account for the selective reporting observed. It is suggested that the question of learning variables playing an important role in the reporting of symptoms at different phases of the menstrual cycle may be reopened.

Adolescent↗
PubMed1989

The effects of alcohol on psychological functions in normal volunteers after 8 days' treatment with pipequaline (PK 8165), diazepam or placebo.

The effects of daily administration for 8 days of 50 mg pipequaline, 10 mg diazepam and placebo were assessed in a double-blind cross-over study with 12 healthy volunteers. This study also tested for an interaction between the drugs and alcohol on the eighth day. Subjective ratings, psychomotor and memory performance were evaluated. Diazepam produced the typical pattern of changes, namely impairments in psychomotor performance and reductions in the retention of newly memorised information. In contrast, the effects of pipequaline were relatively minor. In general, neither drug potentiated the effects of alcohol on performance, only isolated instances of non-additive interactions occurring. Subjective reports revealed that whereas both active drugs increased feelings of calmness, this result was accomplished by pipequaline with considerably less drowsiness, no euphoria and a general absence of the adverse side effects of diazepam.

Adult↗
PubMed1988

The effects on memory of pipequaline, alone or in combination with diazepam.

Pipequaline (PK 8165) is a putative mixed agonist/antagonist at benzodiazepine receptors. The effects of pipequaline and diazepam on memory were assessed in 12 normal volunteers. Diazepam 10 mg or placebo was added to two doses of pipequaline, 50 and 150 mg, or to placebo in a double-blind crossover design. Diazepam produced impairments of episodic memory. In contrast, the effects of pipequaline were minor. Addition diazepam to pipequaline increased drowsiness and general lethargy, with a less marked effect occurring for the higher dose of pipequaline alone. Pipequaline did not antagonise any of the effects of diazepam.

Adult↗