It has been previously shown that rodents exposed to stressful experiences show a biphasic response of the mesolimbic dopamine (DA) system, that is, initial increase of DA release followed by a decrease below control levels (Puglisi-Allegra et al., 1991). Evidence is now presented showing that mice exposed to a series of foot shocks show an increase of DA release in the nucleus accumbens septi ...

The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positiv...

the aim of the present study was to investigate the effects of various scheduled practices (self-regulated and non-self-regulated) on the acquisition, retention and transfer of simple and complex tracking tasks. 96 right-handed undergraduate students (age rang: 18-24 years old) volunteered to participate in this study (48 females, 48 males). these students participated in physical education cla...

The present study investigated the effects of practice variability on the learning of relaxed phonation using a motor learning perspective. Twenty-one individuals with hyperfunctional voice problems were evenly and randomly assigned to three groups of practice conditions: constant, blocked, and random practice conditions. During training, participants in the constant practice condition were ask...

Patients with anxiety disorders often experience a relapse in symptoms after exposure therapy. Similarly, threat responses acquired during Pavlovian threat conditioning often return after extinction learning. Accordingly, there is a need for alternative methods to persistently reduce threat responding. Studies in rodents have suggested that exercising behavioral control over an aversive stimulu...

Background: The development of clinical expertise depends not only on abundant practice but also on guidance through good feedback. Clinical teachers can improve learners’ skills by providing specific, performancebased feedback. In Taiwan, evidence-based practice (EBP) education has been taught through workshops, hands-on practice and small group discussion. However, the impact of feedback in E...