Frequency shifts and depth dependence of premotor beta band activity during perceptual decision-making

Neural activity in the premotor and motor cortices shows prominent structure in the beta frequency range (13–30 Hz). Currently, the behavioral relevance of this beta band activity (BBA) is debated. The underlying source of motor BBA and how it changes as a function of cortical depth are also not completely understood. Here, we addressed these unresolved questions by investigating BBA recorded using laminar electrodes in the dorsal premotor cortex of 2 male rhesus macaques performing a visual reaction time (RT) reach discrimination task. We observed robust BBA before and after the onset of the visual stimulus but not during the arm movement. While poststimulus BBA was positively correlated with RT throughout the beta frequency range, prestimulus correlation varied by frequency. Low beta frequencies (∼12–20 Hz) were positively correlated with RT, and high beta frequencies (∼22–30 Hz) were negatively correlated with RT. Analysis and simulations suggested that these frequency-dependent correlations could emerge due to a shift in the component frequencies of the prestimulus BBA as a function of RT, such that faster RTs are accompanied by greater power in high beta frequencies. We also observed a laminar dependence of BBA, with deeper electrodes demonstrating stronger power in low beta frequencies both prestimulus and poststimulus. The heterogeneous nature of BBA and the changing relationship between BBA and RT in different task epochs may be a sign of the differential network dynamics involved in cue expectation, decision-making, motor preparation, and movement execution.Published versio

IUS guidance algorithm gamma guide assessment

The Gamma Guidance Algorithm which controls the inertial upper stage is described. The results of an independent assessment of the algorithm's performance in satisfying the NASA missions' targeting objectives are presented. The results of a launch window analysis for a Galileo mission, and suggested improvements are included

Development of a Cohesion Questionnaire for Youth: The Youth Sport Environment Questionnaire

The purpose of the current study was to initiate the development of a psychometrically sound measure of cohesion for youth sport groups. A series of projects were undertaken in a four-phase research program. The initial phase was designed to garner an understanding of how youth sport group members perceived the concept of cohesion through focus groups (n = 56), open-ended questionnaires (n = 280), and a literature review. In Phase 2, information from the initial projects was used in the development of 142 potential items and content validity was assessed. In Phase 3, 227 participants completed a revised 87-item questionnaire. Principal components analyses further reduced the number of items to 17 and suggested a two-factor structure (i.e., task and social cohesion dimensions). Finally, support for the factorial validity of the resultant questionnaire was provided through confirmatory factor analyses with an independent sample (n = 352) in Phase 4. The final version of the questionnaire contains 16 items that assess task and social cohesion in addition to 2 negatively worded spurious items. Specific issues related to assessing youth perceptions of cohesion are discussed and future research directions are suggested

Rio Grande : Two Step

https://digitalcommons.library.umaine.edu/mmb-ps/2480/thumbnail.jp

Career readiness for all

The goal of the Coalition for Career Development is to make career readiness the first priority of American education. Our vision is to ensure that ALL students secure productive employment in their chosen pathway as efficiently and cost-effectively as possible.Accepted manuscrip

Two-body anticorrelation in a harmonically trapped ideal Bose gas

We predict the existence of a dip below unity in the second-order coherence function of a partially condensed ideal Bose gas in harmonic confinement, signaling the anticorrelation of density fluctuations in the sample. The dip in the second-order coherence function is revealed in a canonical-ensemble calculation, corresponding to a system with fixed total number of particles. In a grand-canonical ensemble description, this dip is obscured by the occupation-number fluctuation catastrophe of the ideal Bose gas. The anticorrelation is most pronounced in highly anisotropic trap geometries containing small particle numbers. We explain the fundamental physical mechanism which underlies this phenomenon, and its relevance to experiments on interacting Bose gases.Comment: 10 pages, 5 figures. v2: Minor changes and corrections to figures and text. To appear in PR

Role Ambiguity in Sport Teams

The general purpose of the present study was to examine the nature of role ambiguity in sport teams and to explore the construct validity of the operational definition of role ambiguity developed by Beauchamp, Bray, Eys, and Carron (2002). Role ambiguity was operationalized as a multidimensional construct (Scope of Responsibilities, Behavioral Responsibilities, Evaluation of Performance, and Consequences of Not Fulfilling Responsibilities) that occurs in two contexts, offense and defense. Consistent with the a priori hypothesis, perceptions of role ambiguity exhibited some degree of within-group consistency and group-level variability, but most of the variance in role ambiguity was seen at the individual level. Also, perceptions of role ambiguity decreased from early to late season. Finally, veteran athletes experienced less role ambiguity than first-year athletes at the beginning of the season, but not at the end. Implications of the findings and suggestions for future research are discussed

Item Wording and Internal Consistency of a Measure of Cohesion: The Group Environment Questionnaire

A common practice for counteracting response acquiescence in psychological measures has been to employ both negatively and positively worded items. However, previous research has highlighted that the reliability of measures can be affected by this practice (Spector, 1992). The purpose of the present study was to examine the effect that the presence of negatively worded items has on the internal reliability of the Group Environment Questionnaire (GEQ). Two samples (N = 276) were utilized, and participants were asked to complete the GEQ (original and revised) on separate occasions. Results demonstrated that the revised questionnaire (containing all positively worded items) had significantly higher Cronbach α values for three of the four dimensions of the GEQ. Implications, alternatives, and future directions are discussed

The Effect of Role Ambiguity on Competitive State Anxiety

The purpose of this study was to examine the relationship between role ambiguity and precompetition state anxiety (A-state). Consistent with multidimensional anxiety theory (Martens, Vealey, & Burton, 1990), it was hypothesized that role ambiguity would be positively related to cognitive but not to somatic A-state. Based on the conceptual model presented by Beauchamp, Bray, Eys, and Carron (2002), role ambiguity in sport was operationalized as a multidimensional construct (i.e., scope of responsibilities, role behaviors, role evaluation, and role consequences) potentially manifested in each of two contexts, offense and defense. Consistent with hypotheses, ambiguity in terms of the scope of offensive role responsibilities predicted cognitive A-state (R2 = .19). However, contrary to hypotheses, offensive role-consequences ambiguity also predicted somatic A-state (R2 = .09). Results highlight the importance of using a multidimensional approach to investigate role ambiguity in sport and are discussed in terms of both theory advancement and possible interventions

Development of a two-stage assessment of student learning outcomes in DoGGS

This project focused on building an assessment instrument (survey) to ensure that the Department of Geography, GIS, & Sustainability is meeting its learning outcomes. Over the long-term, we hope to understand the following using this assessment tool: How do students describe their self-efficacy, perception of teaching, and experiential learning opportunities in their sophomore year when it comes to the above learning outcomes? How do students describe their self-efficacy, perception of teaching, and experiential learning opportunities in their senior year when it comes to the above learning outcomes? Do our students’ responses to questions that measure the above questions show that we are meeting or exceeding our own expectations when it comes to our program-level learning outcomes? Are our students leaving UNC with the skills described in the Institutional Learning Outcomes, including Mastering Foundational Skills, Strengthening Interactions with Others, Connecting Ideas and Experiences, and Developing Professional Competence