Schedule at NY: S1 = R1(X), W1(X), R2(X), W2(X) Schedule at LA: S2 = R2(X), W2(X), R1(X), W1(X)
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Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press. Farrow, D., & Abernethy, A. (2003). Do expertise and the degree of perception-action coupling affect natural anticipatory performance Perception, 32, 1127 1139. Ferrari, M. (1999). Influence of expertise on the intentional transfer of motor skill. Journal of Motor Behavior, 31, 79 85. F ry, Y., & Crognier, L. (2001). On the tactical significance of game situations in anticipating ball trajectories in tennis. Research Quarterly for Exercise and Sport, 72, 143 149. Ford, P., Hodges, N. J., Huys, R., & Williams, A. M. (in press). Skilled performance and end-effects information in the performance of a sports skill. Motor Control. Ford, P., Hodges, N. J., & Williams, A. M. (2005). Online attentional-focus manipulations in a soccer-dribbling task: Implications for the proceduralization of motor skills. Journal of Motor Behavior, 37, 386 394. Franks, I. M. (1993). The effects of experience on the detection and location of performance differences in a gymnastic technique. Research Quarterly for Exercise and Sport, 64, 227 231. Franks, I. M., & Hanvey, T. (1997). Cues for goalkeepers: Hightech methods used to measure penalty shot response. Soccer Journal, 42, 30 33. French, K. E., & McPherson, S. L. (1999). Adaptations in response selection processes used during sport competition with increasing age and expertise. International Journal of Sport Psychology, 30, 173 193. French, K. E., Nevett, M. E., Spurgeon, J. H., Graham, K. C., Rink, J. E., & McPherson, S. L. (1996). Knowledge representation and problem solution in expert and novice youth baseball players. Research Quarterly for Exercise and Sport, 67, 386 395. French, K. E., & Thomas, J. R. (1987). The relation of knowledge development to children s basketball performance. Journal of Sport Psychology, 9, 15 32. Gobet, F., & Simon, H. A. (1996). Recall of random and distorted chess positions: Implications for the theory of expertise. Memory and Cognition, 24, 493 503. Goulet, C., Bard, C., & Fleury, M. (1989). Expertise differences in preparing to return a tennis serve: A visual information processing approach. Journal of Sport and Exercise Psychology, 11, 382 398. Gray, R. (2004). Attending to the execution of a complex sensorimotor skill: Expertise differences, choking, and slumps. Journal of Experimental Psychology: Applied, 10, 42 54. Haas, R. (1995). Bewegungserkennung und Bewegungsanalyse mit dem synergetischen computer. Aachen, Germany: Shaker-Verlag Universit t Stuttgart. Haken, H. (1996). Principles of brain functioning: A synergetic approach to brain activity, behavior, and cognition. Berlin, Germany: Springer.
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8-bit grayscale images do commonly have near duplicates in the color table, so this test fails on them. 8-bit grayscale is far less common than 8-bit color, but it is hardly a rarity. Use of 8-bit grayscale would not by itself be an indicator of hidden data; however, you can try this to determine whether data has been hidden in a grayscale image. In normal images, each pixel has a strong correlation with its neighboring pixels. The bit changes that S-Tools uses to embed data break up this correlation. Therefore, a program that measures the average correlation of a pixel with its neighbors will detect data hidden in grayscale images.
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Double-click the My Computer icon on your desktop. If this icon is not available, then click the Start button in the lower-left corner of Windows and click My Computer. If you can t nd the My Computer icon anywhere, do the following: a. Right-click in the empty space on your desktop. b. Select Properties. c. A window will open. Click the Desktop tab. d. Near the bottom of the window, click the Customize Desktop button.
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psychology research. Its considerable development and refinement have resulted in a generally robust and psychometrically sound scale. But despite several studies reporting a consistent pattern of dimensionality and ideal number of items (i.e., a unidimensional scale of 7 items), results are inconsistent regarding which items should be included in a 7-item SPAS. Such inconsistencies are largely due to the use of data-driven model modification processes rather than conceptual and theory-driven processes. Ideally, adjustments to any scale should be consistent with the scale s underlying theoretical rationale, but the SPAS conceptual framework has never been clearly delineated. The lack of a conceptual blueprint for guiding measurement refinements (along with differences in study samples and translations of the SPAS) likely contributes to differences in the proposed 7-item models. Furthermore, very few psychometric studies have investigated samples other than physically active adolescents and college-age students. Little is known about the SPAS s psychometrics in other populations, such as the elderly, low-socioeconomic-status groups, or sedentary samples. It should also be noted that the SPAS assesses only the cognitive manifestations of SPA. Presumably, like other forms of social anxiety, SPA also has somatic manifestations. For instance, people who experience high levels of SPA may blush or experience an increase in their heart rate or breathing rate in situations where they believe their body to be scrutinized by others. These types of symptoms are not captured by the SPAS. Summary and Recommendations. Inconsistencies in the observed item structure of the 7-item models can leave researchers wondering just which 7 items they should administer to assess social physique anxiety. Given the lack of consensus, we recommend continued use of the 9-item version of the SPAS to prevent the exclusion of items that may be relevant for a particular sample. Research is still needed to validate and cross-validate the SPAS in different populations and cultures, and until that time, it seems premature to discard items that may be pertinent for a particular group. Consideration should also be given to expanding the SPAS to include items that tap into the somatic manifestations of SPA. We encourage continued efforts to translate the SPAS into other languages and to validate it outside of North America, as such psychometric advances will facilitate cross-cultural studies and expand our knowledge of cultural influences on SPA. When possible, latent means are recommended for comparing group differences in SPAS scores.
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Figure 6.9 Humidograms of 50-, 100- and 250-nm particles measured at 10 C during increasing RH scans at the high alpine site Jungfraujoch located in the free troposphere. (Reprinted with permission from [170]. Copyright 2002 American Chemical Society.)
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