Reducing Stereotype Threat With Embodied Triggers: A Case of Sensorimotor-Mental Congruence

Stereotype Threat Effect on a Simple Motor Task: An Investigation of the Visuo-Spatial Working Memory

Purpose: Based on the Chalabaev et al. (2013) study showing that in a Stereotype Threat (ST) situation the velocity of force production in a simple motor task can be affected, this study aimed to replicate this result and tested the role of Visuo-Spatial Working Memory (VSWM) in the ST effect. Method: Twenty one female athletes performed maximum voluntary contractions of the knee extensor muscles on an isokinetic dynamometer (Biodex), under neutral, ST, and ST with mental imagery conditions. The Rate Force of Development (RFD), a velocity indicator, was measured under each condition. VSWM and avoidance-related processes were measured in at a separate time. Results: Data confirmed that the RFD decreased when the stereotype threat was introduced, but also that mental imagery of the movement in the pre-contraction stage prevented this effect. Moreover, in the ST condition avoidance-related processes did not affect the RFD. In contrast, higher VSWM performance was associated with higher RFD. Conclusion: These findings suggest that the ST effects on a simple motor task can be explained by an alteration of working memory which impairs movement preparatory processes in the pre-contraction stage.

Translating the learning sciences into practice: A primer for clinical and translational educators

The learning sciences have yielded a wealth of insights about the mechanisms and conditions that promote learning, yet the findings from this body of research often do not make their way into educational practice. This fundamentally translational problem is one we believe that educators from translational fields, with their evidence-based orientation and familiarity with the challenges and importance of translation, are well-positioned to address. Here, we provide a primer on the learning sciences to guide educators in the Clinical and Translational Science Institutes and other organizations that train translational researchers. We (a) describe the unique teaching and learning environment in which this training occurs, and why it necessitates attention to learning research and its appropriate application, (b) explain what the learning sciences are, (c) distill the complex science of learning into core principles, (d) situate recent developments in the field within these principles, and (e) explain, in practical terms, how these principles can inform our teaching.