Search results for "Project management"
showing 10 items of 1539 documents
Auditory Short-Term Memory Activation during Score Reading
2013
Performing music on the basis of reading a score requires reading ahead of what is being played in order to anticipate the necessary actions to produce the notes. Score reading thus not only involves the decoding of a visual score and the comparison to the auditory feedback, but also short-term storage of the musical information due to the delay of the auditory feedback during reading ahead. This study investigates the mechanisms of encoding of musical information in short-term memory during such a complicated procedure. There were three parts in this study. First, professional musicians participated in an electroencephalographic (EEG) experiment to study the slow wave potentials during a t…
Spared place and object-place learning but limited spatial working memory capacity in rats with selective lesions of the dentate gyrus
2007
We studied the cognitive performance of rats with colchicine-induced lesions of the hippocampal dentate gyrus (DG) on a range of spatial, non-spatial and mixed spatial/procedural tasks. Rats were assigned to three experimental groups receiving large colchicine lesions (7 μg per hippocampus), small colchicine lesions (1.75 μg per hippocampus) or sham lesions. Stereological estimates of cell density indicated that the colchicine treatments induced dose-dependent damage to the DG, while sparing in large part other hippocampal subfields. Remarkably, the behavioural results showed that the colchicine lesions did not affect the performance of rats in an object discrimination task, in an object-pl…
Becoming a beer expert: is simple exposure with feedback sufficient to learn beer categories?
2015
Category learning is an important aspect of expertise development which had been little studied in the chemosensory field. The wine literature suggests that through repeated exposure to wines, sensory information is stored by experts as prototypes. The goal of this study was to further explore this issue using beers. We tested the ability of beer consumers to correctly categorize beers from two different categories (top- and bottom-fermented beers) before and after repeated exposure with feedback to beers from these categories. We found that participants learned to identify the category membership of beers to which they have been exposed but were unable to generalize their learning to other…
Learning to learn: Theta oscillations predict new learning, which enhances related learning and neurogenesis
2011
Animals in the natural world continuously encounter learning experiences of varying degrees of novelty. New neurons in the hippocampus are especially responsive to learning associations between novel events and more cells survive if a novel and challenging task is learned. One might wonder whether new neurons would be rescued from death upon each new learning experience or whether there is an internal control system that limits the number of cells that are retained as a function of learning. In this experiment, it was hypothesized that learning a task that was similar in content to one already learned previously would not increase cell survival. We further hypothesized that in situations in…
Absolute Memory for Tempo in Musicians and Non-Musicians
2016
The ability to remember tempo (the perceived frequency of musical pulse) without external references may be defined, by analogy with the notion of absolute pitch, as absolute tempo (AT). Anecdotal reports and sparse empirical evidence suggest that at least some individuals possess AT. However, to our knowledge, no systematic assessments of AT have been performed using laboratory tasks comparable to those assessing absolute pitch. In the present study, we operationalize AT as the ability to identify and reproduce tempo in the absence of rhythmic or melodic frames of reference and assess these abilities in musically trained and untrained participants. We asked 15 musicians and 15 non-musician…
Conceptual implicit memory: a developmental study.
1995
The widely accepted standpoint that implicit memory emerges earlier in development than explicit memory, and is more stable from childhood to adult age, is based on experimental data essentially collected in perceptual tasks. The present study was aimed at investigating whether these findings still hold when a more conceptual task is used. We compared the performance of children at two age levels (2nd and 4th grades) on a category-exemplar generation task. Results showed that performances of the two groups were comparable when the target items were typical of their categories, as in Experiment 2, and for a subset of the items in Experiment 1. However, the older children outperformed the you…
Effects of dual task difficulty in motor and cognitive performance: Differences between adults and adolescents
2017
In the present study our aim was to compare dual-task performance in thirteen adolescents and fifteen young adults while concurrently performing a cognitive and a motor task. The postural control variables were obtained under three different conditions: i) bipedal stance, ii) tandem stance and iii) unipedal stance. The cognitive task consisted of a backward digit span test in which the participants were asked to memorize a sequence of numbers and then repeat the number in reverse order at three different difficulty levels (i.e. with 3, 4 and 5 digits). The difficulty of the cognitive task was seen to have different effects on adolescents and young adults. Adolescents seem to prioritize post…
Effects of A Dual-Task Intervention in Postural Control and Cognitive Performance in Adolescents.
2019
The aim was to assess dual- versus single-task training for motor performance and cognitive performance in adolescents. Two experiments were performed. In the first, 30 adolescents were randomized to three groups to determine the effect of dual-task difficulty on postural control: α-scaling and root mean square (RMS). In the second, 20 adolescents were randomized to two groups to determine the effect of dual-task practice to improve working memory. RMS in the post-test was lower than the pre-test in both dual-task groups, while α-scaling was lower in post-test than pre-test only in the high-difficulty dual-task group. A practice effect was observed on the percentage of correct answers only …
Working Memory Task Influence in Postural Stability and Cognitive Function in Adolescents.
2018
This paper describes a study on postural stability and cognitive function according to the difficulty increment of a working memory task (WMT) and age group in adolescents. One hundred and twenty-three participants (13–16 years) performed single and dual tasks in a bipedal standing position while barefoot. Four trials were conducted, consisting of single and dual tasks in three progressively difficult WMT conditions (i.e., 3-, 5-, and 7-digit sequences). Friedman’s analysis of variance and Kruskal–Wallis tests were conducted to test the effect of the WMT and age group, respectively. Both the WMT and age were found to affect performance (p < .01). As the cognitive requirements increased, the…
Apparent vs real effects of scopolamine on the learning of an active avoidance task.
1996
The effects of scopolamine hydrobromide (0.5 and 2 mg/ kg) administered intraperitoneally to Balb/c male mice before or after training in active avoidance were explored in four training sessions and in a subsequent test session, free of drug. Animals given scopolamine prior to training performed better than controls, an effect that was reversed in the session free of drug. However, a deeper analysis of the data permits us to interpret this increment in the number of avoidance responses as a consequence of the increase in activity produced by the drug and not as learning. In the animals injected with scopolamine after sessions no effects were observed. In conclusion, the results of the prese…