Extensive use of sensorimotor properties has been shown to lead to use-dependent plasticity in the human motor cortex as well as sensory areas. The sensory consequences of these cortical changes, however, remain widely unclear. We were interested whether job-related long-term haptic training is measurable in terms of changes in haptic perception (active touch exploration) in manual physiotherapists (PT). To that end, the haptic thresholds of PT (students and employed) and registered osteopathic manual therapists (OMT; PT with postgraduate specialization) were measured and compared to age- and sex-matched control groups. Additionally, tactile acuity (passive static touch) was assessed using grating domes. PT and OMT had superior mean haptic thresholds compared to the control group, suggesting an increase in sensitivity through use. An age-related decline in haptic perception capacity occurred only in the control group, suggesting that the job-related training of the manual therapist groups may have slowed their age-related decline. Contrary to our expectation, we found significantly poorer mean haptic threshold results in the PT student group than for the controls. No significant differences or changes in tactile acuity were found for any of the groups (students and professional). The present results demonstrate use-dependent plasticity in manual therapists. Furthermore, the results underline the known effect of a superior discrimination ability of haptic as opposed to tactile perception.

In two experimental studies, the influence of question-based reflection on the quality of design solutions was investigated. Students and experts with different know-how and professional experience had to design an artefact that should meet a list of requirements. Subsequently, they were asked to answer a system of interrogative questions stimulating reflection on the solutions with the opportunity to modify or revise them. These questions cause the participants to explain, justify and evaluate their finished design and, hence, aiming at the semantic relations in systems. In all groups significant improvements of the solutions were obtained whereby the improvements of engineers with a lower workexperience (job beginners) were significantly higher as those with higher experience. The integration of a specific type of questioning behaviour in the design education is discussed.

The quasi-experimental field study with 174 advanced engineering students analysed the possibilities to assist the requirement analysis when solving design problems. Technical check lists are in common practice for assisting the requirement analysis. We wondered if a generic question answering system (GQAS) aiming at the 'semantic relationships' would offer an additional benefit to the exhaustive identification of the requirements of a design task when a technical check list were offered at the same time. Therefore, the students were asked to develop a list of requirements for the design of a machine collecting windfall. Whereas one group was offered the technical check list together with the generic question answering system, the other group was only offered the technical check list in assisting their task. The entire number of identified applicable requirements is significantly higher for the group with the additional GQAS. The additional benefit of answering generic interrogative questions holds for the majority of the individual categories of technical requirements. The benefit is explained with the proven stimulation of meta-cognitive processes by means of systems of interrogative questions. Practically, the consideration of generic procedures of problem solving in engineering design education may be recommended.

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