Results for ' induced muscular tension'

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  1.  29
    Induced muscular tension, incentive, and blink rate in a verbal learning task.Joseph B. Sidowski & Conrad Nuthmann - 1961 - Journal of Experimental Psychology 61 (4):295.
  2.  18
    The relationship of induced muscular tension, tension level, and manifest anxiety in learning.O. Ivar Lovaas - 1960 - Journal of Experimental Psychology 59 (3):145.
  3.  20
    The effect of induced muscular tension upon various phases of the learning process.J. C. Stauffacher - 1937 - Journal of Experimental Psychology 21 (1):26.
  4.  17
    Effects of foreperiod, induced muscular tension, and stimulus regularity on simple reaction time.Warren H. Teichner - 1957 - Journal of Experimental Psychology 53 (4):277.
  5.  29
    Effect of experimentally induced muscular tension on psychomotor performance.Jack A. Adams - 1954 - Journal of Experimental Psychology 48 (2):127.
  6.  32
    Relations between experimentally induced muscular tension and memorization.F. A. Courts - 1939 - Journal of Experimental Psychology 25 (3):235.
  7.  14
    Supplementary report: The relationship of induced muscular tension to manifest anxiety in learning.O. Ivar Lovaas - 1960 - Journal of Experimental Psychology 59 (3):205.
  8.  20
    Induced muscle tension and response shift in paired-associate learning.Irwin P. Levin - 1967 - Journal of Experimental Psychology 73 (3):422.
  9.  4
    Effect of Experimentally-Induced Trunk Muscular Tensions on the Sit-to-Stand Task Performance and Associated Postural Adjustments.Alain Hamaoui & Caroline Alamini-Rodrigues - 2017 - Frontiers in Human Neuroscience 11.
  10.  13
    Muscular tension and the human blink rate.Donald C. King & Kenneth M. Michels - 1957 - Journal of Experimental Psychology 53 (2):113.
  11.  20
    The role of muscular tension in the comparison of lifted weights.B. Payne & R. C. Davis - 1940 - Journal of Experimental Psychology 27 (3):227.
  12.  14
    Changes in muscular tension during learning.C. W. Telford & W. J. Swenson - 1942 - Journal of Experimental Psychology 30 (3):236.
  13.  11
    Changes in muscular tension in coordinated hand movements.B. Johnson - 1928 - Journal of Experimental Psychology 11 (5):329.
  14.  22
    Apparatus for measuring muscular tensions.J. B. Stroud - 1931 - Journal of Experimental Psychology 14 (2):184.
  15.  20
    The role of muscular tension in the recall of interrupted tasks.D. W. Forrest - 1959 - Journal of Experimental Psychology 58 (2):181.
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  16.  13
    The role of muscular tensions in stylus maze learning.J. B. Stroud - 1931 - Journal of Experimental Psychology 14 (6):606.
  17.  14
    Changes in distribution of muscular tension during psychomotor performance.Lee W. Gregg - 1958 - Journal of Experimental Psychology 56 (1):70.
  18.  19
    Changes in neuro-muscular tension accompanying the performance of a learning problem involving constant choice time.E. Ghiselli - 1936 - Journal of Experimental Psychology 19 (1):91.
  19.  18
    The influence of muscular tension on the eyelid reflex.F. A. Courts - 1940 - Journal of Experimental Psychology 27 (6):678.
  20.  12
    The influence of an increase in muscular tension on mental efficiency.Edna Nelson Zartman & Hulsey Cason - 1934 - Journal of Experimental Psychology 17 (5):671.
  21.  8
    Compensatory reinforcements of muscular tension subsequent to sleep loss.G. L. Freeman - 1932 - Journal of Experimental Psychology 15 (3):267.
  22.  12
    Adaptation of the muscular tension response to gunfire.R. C. Davis & D. W. Van Liere - 1949 - Journal of Experimental Psychology 39 (1):114.
  23.  14
    Dr. Courts on the influence of muscular tension on the lid reflex.H. Peak - 1942 - Journal of Experimental Psychology 30 (6):515.
  24.  13
    Effect of induced muscle tension on acquisition and retention of verbal material.Helen C. Beh & Carole A. Hawkins - 1973 - Journal of Experimental Psychology 98 (1):206.
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  25.  20
    An attempt to appraise individual differences in level of muscular tension.M. A. Wenger - 1943 - Journal of Experimental Psychology 32 (3):213.
  26.  8
    Performance in eyelid conditioning related to changes in muscular tension and physiological measures of emotionality.W. N. Runquist & K. W. Spence - 1959 - Journal of Experimental Psychology 58 (6):417.
  27.  8
    The effects of induced muscle tension during tracking on level of activation and on performance.Lawrence R. Pinneo - 1961 - Journal of Experimental Psychology 62 (5):523.
  28.  22
    The influence of practice on the dynamogenic effect of muscular tension.F. A. Courts - 1942 - Journal of Experimental Psychology 30 (6):504.
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  29.  16
    A correlation between illumination intensity and nervous muscular tension resulting from visual effort.M. Luckiesh & F. K. Moss - 1933 - Journal of Experimental Psychology 16 (4):540.
  30.  9
    The relation of respiration and reflex winking rates to muscular tension during motor learning.C. W. Telford & A. Storlie - 1946 - Journal of Experimental Psychology 36 (6):512.
  31.  28
    Summation of manifest anxiety and muscular tension.Donald R. Meyer & Merrill E. Noble - 1958 - Journal of Experimental Psychology 55 (6):599.
  32.  17
    The knee-jerk as a measure of muscular tension.F. A. Courts - 1939 - Journal of Experimental Psychology 24 (5):520.
  33.  13
    Effects of aspiration and achievement on muscular tensions.Saul S. Leshner - 1961 - Journal of Experimental Psychology 61 (2):133.
  34.  7
    Perceptual efficiency as related to induced muscular effort and manifest anxiety.Milton F. Shore - 1958 - Journal of Experimental Psychology 55 (2):179.
  35.  19
    Sense of effort and sense of muscular tension.D. I. McCloskey - 1978 - Behavioral and Brain Sciences 1 (1):156-157.
  36.  17
    Absolute judgment of distance as a function of induced muscle tension, exposure time, and feedback.N. M. Agnew, Sandra Pyke & Z. W. Pylyshyn - 1966 - Journal of Experimental Psychology 71 (5):649.
  37.  16
    Effects of residual tension on output and energy expenditure in muscular work.L. H. Sharp - 1941 - Journal of Experimental Psychology 29 (1):1.
  38.  14
    The relation of overt muscular discharge to physiological recovery from experimentally induced displacement.G. L. Freeman & J. H. Pathman - 1942 - Journal of Experimental Psychology 30 (2):161.
  39.  24
    Facilitating effects of induced tension upon the perception span for digits.William A. Shaw - 1956 - Journal of Experimental Psychology 51 (2):113.
  40.  6
    Tension Experience Induced By Nested Structures In Music.Lijun Sun, Chen Feng & Yufang Yang - 2020 - Frontiers in Human Neuroscience 14.
  41.  10
    The optimal locus of 'anticipatory tensions' in muscular work.G. L. Freeman - 1937 - Journal of Experimental Psychology 21 (5):554.
  42.  16
    Duchenne muscular dystrophy and the neuromuscular junction: The utrophin link.Anthony O. Gramolini & Bernard J. Jasmin - 1997 - Bioessays 19 (9):747-750.
    Although the precise function of utrophin at the postsynaptic membrane of the neuromuscular junction still remains unclear, despite recent genetic ‘knockout’ experiments(1,2), a separate study in a transgenic mouse model system for Duchenne muscular dystrophy (DMD) has nonetheless shown that overexpression of utrophin into extrasynaptic regions of muscle fibers can functionally compensate for the lack of dystrophin and alleviate the muscle pathology(3). In this context, the next step is to identify the mechanisms presiding over expression of utrophin at the (...)
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  43.  4
    An evaluation of the effect of induced tension on performance.Lyle E. Bourne Jr - 1955 - Journal of Experimental Psychology 49 (6):418.
  44.  9
    Effects of Classroom-Based Resistance Training With and Without Cognitive Training on Adolescents’ Cognitive Function, On-task Behavior, and Muscular Fitness.Katie J. Robinson, David R. Lubans, Myrto F. Mavilidi, Charles H. Hillman, Valentin Benzing, Sarah R. Valkenborghs, Daniel Barker & Nicholas Riley - 2022 - Frontiers in Psychology 13.
    Aim: Participation in classroom physical activity breaks may improve children’s cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents’ cognitive function.Methods: Participants were 97 secondary school students. Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance (...)
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  45.  37
    Ethics of Incongruity: moral tension generators in clinical medicine.Nicholas Kontos - 2019 - Journal of Medical Ethics 45 (4):244-248.
    Affectively uncomfortable concern, anxiety, indecisionand disputation over ‘right’ action are among the expressions of moral tension associated with ethical dilemmas. Moral tension is generated and experienced by people. While ethical principles, rules and situations must be worked through in any dilemma, each occurs against a backdrop of people who enact them and stand much to gain or lose depending on how they are applied and resolved. This paper attempts to develop a taxonomy of moral tension based on (...)
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  46.  91
    Benefits to research subjects in international trials: Do they reduce exploitation or increase undue inducement?Angela Ballantyne - 2006 - Developing World Bioethics 8 (3):178-191.
    There is an alleged tension between undue inducement and exploitation in research trials. This paper considers claims that increasing the benefits to research subjects enrolled in international, externally-sponsored clinical trials should be avoided on the grounds that it may result in the undue inducement of research subjects. This article contributes to the debate about exploitation versus undue inducement by introducing an analysis of the available empirical research into research participants' motivations and the influence of payments on research subjects' behaviour (...)
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  47.  12
    Interdisciplinary System Integration and Inducement of Innovation: A Methodological Approach for Interdisciplinary Research.Dietmar Wechsler & Annette C. Hurst - 2011 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 42 (1):141-155.
    The increasing significance of inter- and transdisciplinary research raises the demand for principles with respect to methodology and philosophy of science. The discussion of this question leads to the development of an interdisciplinary research process with two methodic core areas: system integration and inducement of innovation. It will be shown that interdisciplinary research can be understood as a discipline of its own, while its potential of synthesis cannot be declared as a central distinctive feature relative to other disciplines. In fact (...)
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  48. ChatGPT and the Technology-Education Tension: Applying Contextual Virtue Epistemology to a Cognitive Artifact.Guido Cassinadri - 2024 - Philosophy and Technology 37 (14):1-28.
    According to virtue epistemology, the main aim of education is the development of the cognitive character of students (Pritchard, 2014, 2016). Given the proliferation of technological tools such as ChatGPT and other LLMs for solving cognitive tasks, how should educational practices incorporate the use of such tools without undermining the cognitive character of students? Pritchard (2014, 2016) argues that it is possible to properly solve this ‘technology-education tension’ (TET) by combining the virtue epistemology framework with the theory of extended (...)
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  49.  3
    Interdisziplinäre Systemintegration und Innovationsgenese: Ein methodologischer Zugang für die interdisziplinäre ForschungInterdisciplinary System Integration and Inducement of Innovation: A Methodological Approach for Interdisciplinary Research.Dietmar Wechsler & Annette C. Hurst - 2011 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 42 (1):141 - 155.
    Die zunehmende Bedeutung inter-und transdisziplinärer Forschungsfelder wirft die Frage nach entsprechenden methodischen und wissenschaftstheoretischen Grundlagen auf. Die Auseinandersetzung mit dieser Frage führt hier zur Entwicklung eines interdisziplinären Forschungsablaufes mit zwei methodischen Kernbereichen, die Systemintegration und Innovationsgenese. Eine wissenschaftstheoretische Betrachtung zeigt auf, dass sich die interdisziplinäre Forschung selbst als eigenständige Disziplin begreifen lässt, und ihr Synthesepotential nicht als zentrales Unterscheidungsmerkmal zu anderen Disziplinen angesehen werden kann. Vielmehr ist die hier entwickelte Methodologie zunächst analytisch und im Wesentlichen auf die Erschließung des Forschungspotentials (...)
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  50.  19
    An action potential study of neuromuscular relations.S. R. Hathaway - 1935 - Journal of Experimental Psychology 18 (3):285.
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