Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Kuhlmeier, Valerie A.; Olmstead, Mary C.

doi:10.3389/fpsyg.2016.00020

Cited by 3 publications

(8 citation statements)

References 10 publications

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“…Our second finding was that the functional adaptations in the international crew were mainly experienced simultaneously and similarly, sometimes as meaningless and sometimes as meaningful. This emphasizes that at the international level, the rowers were able to exhibit adaptive variability in their behavior (i.e., individual kinetic or kinematic data outside of the confidence interval) and experience it as meaningless (as already underlined by R'Kiouak et al, 2016 ). In addition, when the rowers experienced a destabilization in their behavior and/or interpersonal coordination as meaningful, they seemed to do so mainly simultaneously and similarly.…”

Section: Discussionmentioning

confidence: 63%

“…Data were collected during the race using the Powerline system (Peach Innovations, Cambridge, UK, http://www.peachinnovations.com ). This system has a data acquisition and storage center connected to (a) two sensors to measure the forces applied at the pin of each oarlock (in the direction of the longitudinal axis of the boat), (b) two sensors to measure each oar angle in the horizontal plane (angle between the oar and the axis perpendicular to the longitudinal axis of the boat), and (c) an accelerometer and a speed sensor (impeller fixed to the hull of the boat) placed at the center of the boat (for further details, see R'Kiouak et al, 2016 ). The accuracy of the force and angle sensors is respectively 2% of full scale (1500 N) and 0.5°, and data were sampled at 50 Hz (Coker et al, 2009 ).…”

Section: Methodsmentioning

confidence: 99%

“…To do so, we analyzed each rower's personal course of action and compared them in order to understand whether the typical concerns of the two rowers led them to: (a) simultaneous or not simultaneous, (b) meaningful or meaningless, and (c) similar or diverging concerns. These three criteria were used to characterize the rowers' shared experiences in four collective phenomenological categories (for a similar study, see (R'Kiouak et al, 2016 )). The first collective phenomenological category was labeled Simultaneously and Similarly Experienced as Meaningless (SSE-L) when the rowers did not pay attention to the joint action at the pre-reflective level of their activity.…”

Section: Methodsmentioning

confidence: 99%

“…For this latter point, Baudouin and Hawkins ( 2002 ) mentioned that “ coordination and synchrony between rowers in a multiple rower shell affects overall system velocity ” (p. 401); to improve this factor, they advised to examine how force-time profiles between rowers match, which helps to generate a balanced cumulative blade force. This coordinative aspect of rowing performance was recently investigated through the analysis of how rowers experienced their activity (Lund et al, 2012 ; Millar et al, 2013 ; R'Kiouak et al, 2016 ): the authors emphasized that the rowers not only attempted to coordinate their limbs (i.e., intrapersonal coordination) and themselves (i.e., interpersonal coordination), but also sought to coordinate with other environmental information such as the variations in the boat velocity (i.e., extrapersonal coordination) (Millar et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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Interpersonal Coordination and Individual Organization Combined with Shared Phenomenological Experience in Rowing Performance: Two Case Studies

et al. 2017

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The principal aim of this study was to examine the impact of variability in interpersonal coordination and individual organization on rowing performance. The second aim was to analyze crew phenomenology in order to understand how rowers experience their joint actions when coping with constraints emerging from the race. We conducted a descriptive and exploratory study of two coxless pair crews during a 3000-m rowing race against the clock. As the investigation was performed in an ecological context, we postulated that our understanding of the behavioral dynamics of interpersonal coordination and individual organization and the variability in performance would be enriched through the analysis of crew phenomenology. The behavioral dynamics of individual organization were assessed at kinematic and kinetic levels, and interpersonal coordination was examined by computing the relative phase between oar angles and oar forces and the difference in the oar force impulse of the two rowers. The inter-cycle variability of the behavioral dynamics of one international and one national crew was evaluated by computing the root mean square and the Cauchy index. Inter-cycle variability was considered significantly high when the behavioral and performance data for each cycle were outside of the confidence interval. Crew phenomenology was characterized on the basis of self-confrontation interviews and the rowers' concerns were then analyzed according to course-of-action methodology to identify the shared experiences. Our findings showed that greater behavioral variability could be either “perturbing” or “functional” depending on its impact on performance (boat velocity); the rowers experienced it as sometimes meaningful and sometimes meaningless; and their experiences were similar or diverging. By combining phenomenological and behavioral data, we explain how constraints not manipulated by an experimenter but emerging from the ecological context of a race can be associated with functional adaptations or perturbations of the interpersonal coordination.

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Section: Discussionmentioning

confidence: 63%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Interpersonal Coordination and Individual Organization Combined with Shared Phenomenological Experience in Rowing Performance: Two Case Studies

et al. 2017

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“…In contrast, live experimental labs offer students a more realistic depiction of the experimental setting and allow for unexpected events to generate valuable "teachable moments." As an example of the latter, Abramson and colleagues (2011) Despite the advantages, we (Kuhlmeier & Olmstead, 2016) and others (Abramson, 2015a;Beran et al, 2015;Brodbeck & Brodbeck, 2015;Furlong et al, 2015;Krachum, 2015;McMillan & Sturdy, 2015;Osvath & Persson, 2015) have noted challenges in teaching comparative cognition courses. Given that the field is strongly interdisciplinary, some programs encourage students from a wide range of backgrounds and varying foundational knowledge to enrol in courses, which in turn makes it difficult for instructors to 'calibrate' the delivery of material.…”

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confidence: 94%

Comparative Cognition and Cognitive Ecology in the Classroom

Lamontagne¹,

Kuhlmeier²,

Olmstead³

2020

Preprint

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The scientific study of animal cognition has roots in both experimental psychology and evolutionary biology, with researchers often working in related disciplines such as neuroscience, computing science, or ecology. The interdisciplinary nature of the endeavour is both a strength and a challenge for the field. We begin this review with a brief history of comparative cognition and cognitive ecology, focusing on cognitive processes as a mechanistic link between ethology and behaviourism. We then present a ‘snapshot’ of modern-day undergraduate courses in Canada, the United States of America, and the United Kingdom that focus on animal cognition, highlighting the various course names and host departments. We emphasize the value of keeping (or adding) this subject material within curricula, either as independent courses or as enhanced material in other courses. We also present pedagogical approaches to teaching animal cognition that include techniques in large lecture-based courses and in smaller courses that emphasize hands-on experiential learning.

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Comparative cognition and cognitive ecology in the classroom.

Lamontagne¹,

Kuhlmeier²,

Olmstead³

2020

Canadian Journal of Experimental Psychology / Revue canadienne

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The scientific study of animal cognition has roots in both experimental psychology and evolutionary biology, with researchers often working in related disciplines such as neuroscience, computing science, or ecology. The interdisciplinary nature of the endeavour is both a strength and a challenge for the field. We begin this review with a brief history of comparative cognition and cognitive ecology, focusing on cognitive processes as a mechanistic link between ethology and behaviourism. We then present a 'snapshot' of modern-day undergraduate courses in Canada, the United States of America, and the United Kingdom that focus on animal cognition, highlighting the various course names and host departments. We emphasize the value of keeping (or adding) this subject material within curricula, either as independent courses or as enhanced material in other courses. We also present pedagogical approaches to teaching animal cognition that include techniques in large lecture-based courses and in smaller courses that emphasize hands-on experiential learning.

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Keep Calm and Comp. Cog. On. Commentary: A crisis in comparative psychology: where have all the undergraduates gone?

Cited by 3 publications

References 10 publications

Interpersonal Coordination and Individual Organization Combined with Shared Phenomenological Experience in Rowing Performance: Two Case Studies

Interpersonal Coordination and Individual Organization Combined with Shared Phenomenological Experience in Rowing Performance: Two Case Studies

Comparative Cognition and Cognitive Ecology in the Classroom

Comparative cognition and cognitive ecology in the classroom.

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