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Jonathan P. Maxwell [3]Jon P. Maxwell [1]Jon Maxwell [1]
  1.  36
    Cognitive Demands of Error Processing Associated with Preparation and Execution of a Motor Skill.Wing Kai Lam, Richard S. W. Masters & Jonathan P. Maxwell - 2010 - Consciousness and Cognition 19 (4):1058-1061.
    Maxwell et al. [Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. . The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049–1068] suggested that, following unsuccessful movements, the learner forms hypotheses about the probable causes of the error and the required movement adjustments necessary for its elimination. Hypothesis testing is an explicit process that places demands on (...)
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  2.  25
    Marginally Perceptible Outcome Feedback, Motor Learning and Implicit Processes.Rich S. W. Masters, Jon P. Maxwell & Frank F. Eves - 2009 - Consciousness and Cognition 18 (3):639-645.
    Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible . Participants who received feedback that was not perceptible showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both (...)
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  3.  19
    Attention and Time Constraints in Perceptual-Motor Learning and Performance: Instruction, Analogy, and Skill Level.Johan M. Koedijker, Jamie M. Poolton, Jonathan P. Maxwell, Raôul R. D. Oudejans, Peter J. Beek & Rich S. W. Masters - 2011 - Consciousness and Cognition 20 (2):245-256.
    We sought to gain more insight into the effects of attention focus and time constraints on skill learning and performance in novices and experts by means of two complementary experiments using a table tennis paradigm. Experiment 1 showed that skill-focus conditions and slowed ball frequency disrupted the accuracy of experts, but dual-task conditions and speeded ball frequency did not. For novices, only speeded ball frequency disrupted accuracy. In Experiment 2, we extended these findings by instructing novices either explicitly or by (...)
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  4.  61
    Was Early Man Caught Knapping During the Cognitive (R)Evolution?Rich Masters & Jon Maxwell - 2002 - Behavioral and Brain Sciences 25 (3):413-413.
    Wynn describes a revolution in cognitive abilities some 500,000 years ago, which added new sophistication to the curiosity of early man – the ability to form hypotheses. This derivative of archaic curiosity is a fundamental feature of learning, and it is our contention that the naive hypothesis testing behavior of early man will have left a distinctive trail in the archaeological record.
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  5.  32
    Taking a Conscious Look at the Body Schema.Jonathan P. Maxwell, Richard S. W. Masters & John van der Kamp - 2007 - Behavioral and Brain Sciences 30 (2):216-217.
    Dijkerman & de Haan (D&dH) propose a somatosensory perceptual pathway that informs a consciously accessible body image, and an action pathway that provides information to a body schema, which is not consciously accessible. We argue that the body schema may become accessible to consciousness in some circumstances, possibly resulting from cross talk, but that this may be detrimental to skilled movement production.
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