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DOCUMENV RESUME
ED 051 523 24 CG 006 455
AUTHOR Lindquist, Edith L.TITLE Study of the Cognitive Plan in the Acquisition of
Complex Motor Skill. Continuation of Study I: GoodMotor Learners. Final Report.
INSTITUTION San Jose State Coll., Calif.SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau
of Research.BUREAU NO BR-9-I-107PUB DATE Apr 71GRANT OEG-9-70-0012(057)NOTE 266p.
EDRS PRICEDESCRIPTORS
EDRS Price MF-$0.65 HC-$9.87Child Development, Human Development, *IndividualDevelopment, Learning, Learning Processes, *MotorDevelopment, *Perceptual Motor Coordination,*Perceptual Motor Learning, Performance Factors,Psychomotor Skills, *Skill Development
ABSTRACTThis study continues the investigation of the
general organizational plan used by good motor learners in acquiringa complex motor skill (tennis serve). The General Serve ProblemSolving Model (GSPS), developed in earlier research, was utilized inan effort to improve and broaden it so that other types of learnersmay be studied and compared. Six subjects were observed over sevenone-half hour learning sessions. They learned to serve by observing aloop film and still pictures and by asking questions. Resultsindicate that the model, in order to fit these six subjects, neededcertain revisions. These are discussed. (Author/TL)
. 1
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FINAL REPORT
Project No. 9-1-107
GI-ant No. OEG -9 -70- 0012(057)
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STUDY OF THE COGNITIVE PLAN IN THE ACQUISITION OF
COMPLEX MOTOR SKILL. CONTINUATION OF STUDY 1:
GOOD MOTOR LEARNERS
EDITH L. LINDQUIST
DEPARTMENT OF PHYSICAL EDUCATION FOR WOMEN
SAN JOSE STATE COLLEGE
SAN JOSE, CALIFORNIA 95114
April 1971
U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE
Office of EducationBureau of Research
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oukcny AS NECQ140 MOM 111111100N ONORGANIZATION OMOIIIATING TT POINTS OfVIEW OR OPINIONS 1TATD DO NOT PIECESSANDY NIMITS041 Of OCTAL °MCI Or EDOTATTOO POSITION DI POLICI
FINAL REPORT
PROJECT No. 9-I-1C7
GRANT No. 0EG-9-70-0012(057)
STUDY OF THE COGNITIVE PLAN IN THE ACQUISITION OF
COMPLEX MOTOR SKILL. CONTINUATION OF STUDY I:
GOOD MOTOR LEARNERS.
Edith L. Lindquist
San Jose State College
San Jose, California 95114
April 1971
The research reported herein was performed pur-suant to a grant with the Office of Education,U. S, Department of Health, Education, and Welfare.Contractors undertaking such projects under Govern-ment sponsorship are encouraged to express freelytheir professional iuegment in the conduct of theproject. Points of view or opinions stated do not,therefore, necessarily represent official Officeof Education position or policy.
U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE
Office of EducationBureau of Research
rftern V6, '
Chapter
CONTENTS
Page
ABSTRACT vii
I. INTRODUCTION ANT) PURPOSES 1Justification and Limitations 2Definition cf Terms 2
II. PROCEDURES FOR GATHERING DATA 5
III. METHODS OF ANALYSIS 7Individual Subject Analysis 7Group Analysis 9
IV. RESULTS AND DISCUSSION 11Subject One 11Subjects Two 20Subject Three 30Subject Four 39Subject Five 48Subject Six 53
V. RESULTS AND DISCUSSION 70Comparison of Subjects 70
VI. REVISED GSPb MODEL 76
VII. CONCLUSIONS 78
VIII. RECOMMENDATIONS 80
REFERENCES 81
BIBLIOGRAPHY 83
APPENDIXES: GENERAL
I. The First OSPS Model 91II. Speed-Accuracy Score Sheet 93
III. Instructions to the Subject (Taped) . 94IV. Motor Behavior Analysis . . 96V. Verbal Behavior Analysis (Form) . . . 98
VI. Abbreviations and Symbols Used ie. theFollowing Appendixes 99
SUBJECT ONE
VII. Hewitt Serve Test Score Analysis . . . . 102VIII. Accuraoy-Speed Mean Daily Scores . . . 102
IX. Order Subject 1 Reads in Variables,Values, Properties, and Elementn . . 103
3
CONTENTS (continued)
Appendixes Page
X. Verbal-Motor Behavior Graph 105XI. Synopsis of Verbal-Motor
Behavior Graph 116XII. Analysis of Verbal 1,=ublems by
Motor Plot Scores 117XIII. Analysis of Highest Scores During
Each Problem 119XIV. Increases and Decreases in Motor
Performance Scores Within andBetween Days 121
XV. The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 121
XVI. Analysis of Verbal Problems byAccuracy /Speed Scores 122
XVII. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 123
XVIII. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores 123
SUBJECT IMO
XIX. Hewitt Serve Test Score Analysis . . . .
XX. Accuracy-Speed Mean Daily Scores .
XXI. Order qubject 2 Reads in Variables,Values, Properti3s, and Elements .
XXII. Verbal-Motor Behavior GraphXXIII. Synopsis of Verbal-Motor
Behavior GraphXXIV. Analysis of Verbal Problems by
Motor Plot ScoresXXV. Analysis of Highest Scores During
Each ProblemXXVI. Increases and Decreases in Motor
Performance Scores iithin andBetween Days
XXVII. The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performanca Scores
XXVIII. Analysis of Verbal Problems byAccuracy/Speed Scores
XXIX. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days
XXX. The Efieots of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed scores
z
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124124
125127
144
145
147
149
14911
150
152
152
;1
CONTENTS (continued)
Appendixes
SUBJECT THREE
Page
XXXI. Hewitt Serve Test Score Analysis . . . . 153XXXII. Accuracy -Speed Mean Daily Scores . . . . 153
XXXIII. Order Subject 3 Reads in Variables,Values, Properties, and Elements . . . 154
XXXIV. Verbal -Motor Behavior Graph 156XXXV. Synopsis of Verbal-Motor
Behavior Graph 165XXXVI. Analysis of Verbal Problems by
Motor Plot Scores 166XXXVII. Analysis of Highest Scores During
Each Problem 167XXXVIII. Increases and Decreases in Motor
Performance Scores Within andBetween Days 169
XXXIX. The Effecte of Rest Upon the Within-Day Increases ani Decreases ofMotor Performance Scores . . . 169
XL. Analysis of Verbal Problems byAccuracy /Speed Scores 170
XLI. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 171
XLII. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores 171
SUBJECT FOUR
XLIII. Hewitt Serve Test Score Analysis . . . . 172XLIV. Accuracy-Speed Mean Daily Scores . . . . 172XLV. Order Subject 4 Reads in Variables,
Values, Properties, and Elements . . . 173XLVI. Verbal-Motor Behavior Graph 175
XIVII. Synopsis of Verbal-MotorBehavior Graph 190
XLVIII. Analysis of Verbal Problems byMotor Plot Scores 191
XLIX. Analysis of Highest Scores DuringEach Problem 193
L. Increases and Deoreases in MotorPerformance Scores Within andBetween Days 195
LI. Tht Effects of Rest Upon the Within-Day Increases and Decreases of
. Motor Performance Scores 195LII. Analysis of Verbal Problems by
Acouraoy /Speed Scores 196LIII. :Increases and Deoreases in Accuraoy
and Speed Scores Within andBetween Days 197
iii
CONTENTS (continued)
Appendixes
LTV. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores
SUBJECT FIVE
Page
197
LV. Hewitt Serve Test Score Analysis . . . . 198LVI. Accuracy-Speed Mean Daily Scores . . . . 198
LVII. Order Subject 5 Reads in Variables,Values, Prop. ties, and Elements . . . 199
LVIII. Verbal-Motor Behavior Graph 201LIX. Synopsis of Verbal-Motor
Behavior Graph 211LX. Analysi3 of Verbal Problems by
Motor Plot Scores 212LXI. Analysiu of Highest Scores During
Each Problem 214LXII. Increases and Decl.eLses in Motor
Performance Scores Within andBetween Days 216
LXIII. The Meets of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 216
LXIV. Analysis of Verbal Problems byAccuracy/Speed Scores 217
'XV. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 218
LXV1. The Effects of Rest Upon the Withia-Day Increases and Decreases ofAccuraoy and Speed Scores 218
SUBJECT SIX
LXVII. Hewitt Serve Test Score Analysis . . . . 219LXVIII. Accuracy-Speed Mean Daily Scores . . . . 219
LXIX. Order Subject 6 Reads in Variables,Values, Properties, and Elements . . 220
LXX. Verbal-Motor Behavior Graph 222LXXI. Synopsis of Verbal-Motor
Behavior Graph 235LXX1I. Analysis of Verbal Probiome by
Motor Plot Scores 236LXXIII. Analysis of Highest Scores During
Each Problem 238LXXIV. Increases and Decreases in Motor
Performance Scores Within andBetween Days 240
iv
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Appendixes
LXXV.
LXXVI.
LXXVII.
LXXVIII.
LXXIX.LXXX.
LXXXI.LXXXII.
11XXI]I.LXXXIV.LXXXV.
LXXXVI.
LXXXVII.LXXXVIII.LXXXIX.
XC.
XCI.
,re ow, "1.110A "prelle4...es
CONTENTS (continued)
Page
The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 240
Analysis of Verbal Problems byAccuracy/Speed Scores 241
Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 242
The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy ar Speed Scores 242
COMPARISON OF SUBJECTS
Initial Wallboard Test 243Hewitt Serve Accuracy Tests 243Hewitt Serve Speed Tests' 243Mean Daily Accuracy Scores 244Mean Daily Speed Scores 244Range of Motor Scores 244Performance Scores by All Subjects
on All Motor Tests 245Rank Order by Subjects on theMotor Scores 245
Total Test Ranking 245Number of Variables Read in Daily . . 20Comparison of Betwuen-Day Tncreases
and Decreases in MotorPerformance Scores 246
Within-Day Increases and Decreasesin Motor Performance Scores 247
The Effects of Rest Upon the Within. Day Increases and Decreasesof Motor Performance Scores 247
XCII. Between Day Increases and Delresesin Aocuraoy and Speed Scores 248
XCIII. WithinDay Increases and Decreasesin Accuracy and Speed Scores 249
XCIV. The Effects of Rest Upon the Within-. Day Inoreases and Decreases ofAcouraoy and Speed Scores . . . . . . 250
XCV. Analysis of Episodes of HighestScores by General Plan 251
XCVI. Model Changes 252XCVII. Analysis of Properties 253
XCVIII. .Rank Order of Elements and Propertiesto Determine Priority 255
XCVIV. Revised GSP8 Model Diagrammed 256
v .
LIST OF ILLUSTRATIONS
Figure Page
1. Subject One. Plot of High Motor PerformanceScores by Problems 13
2. Subject One. Plot of Mean Motor PerformanceScores by Problems 15
3. Subject One Plot of High Accuracy aidSpeed Scores by Problems 18
4. Subject One. Plot of Mean Accuracy apdSpeed Scores by Problems 19
5. Subject Two. Plot of High Motor PerformanceScores by Problems 23
6. Subject Two. Plot of Mean Motor PerformanceScores by Problems 25
7. Subject Two. Plot of High Accuracy andSpeed Scores by Problems 27
8. Subject Two. Plot of Mean Accuracy andSpeed Scores by Problems 28
9. Subject Three. Plot of High Motor PerformanceScores by Problems 32
10. Subject Three. Plot of Mean Motor PerformanceScores by Problems 34
11. Subject Three. Plot of High Accuracy andSpeed Scores by Problems 35
12. Subject Throe. Plot of Mean Accuracy andSpeed Scor.'s by Problems 38
13. Subject Four. Plot of High Motor PerformanceScorer by Problems
. 4214. Subject Four. Plot of Mean Motor Performance
Scores by Problems 4315. Subject Four. Plot of High Accuracy and
Speed Scores by Problems 4616. Subject Four. Plot of Meal; Accurucy and
Speed Scores by Problems 4717. Subject Five. Plot of High Motor Performance
Scores by Problems 5118. Subject Five.' Plot of Mean-Motor Performance
Scores by Problems 5319. Subject Five., Piot of .High Accuracy and
S.iled Scores by Problems 5520. Subject Five. ; Plot of Mean Accuracy and
Speed Scores by Problems 5721. Subject Six. Plot of High Motor Performance
Scores by Problems 6122. Subject Six. Plot of Mean Motor Performance
cores by Problems 6323. Subject Six.. Plot of High Accuracy and
Speed Scores by Problems 6524. Subjeot Six. Plot of Mean Accuracy and
Speed Scores by Problems . 67
vi
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ABSTRACT
The purpose of this study was to coictinue to investigatethe general organizational plan used by good motor learnerTin acquiring a complex motor skill (tennis serve). It washypothesized that the General Serve Problem-Solving model,developed in a prior study, would Ile followed for acceptablebut not rejected problem solution;.;. Six subjects wore ob-served over seven one-half hour learning sessions performing3405 serves. They learned to by obserring a loop filmand still pictures and by asking questions. Both verbal andmotor data were o:Illected on video tape. The motor data weretranscribed and coded serve-by-serve and analyzed by means ofa computer program which assigned a value to each part of theserve and printed these individlal parts with their respect-vevalues. The sum of these values for each serve was plottedand printed. Accuracy and speed .cores for each sere werealso analyzed and plotted. High scores, low scores, plateaus,and mean scores for motor performace, accuracy, and speedscores were analyzed. These records presented a detailed aswell as general picture of what, happening in the perform-ance of the serve. In order to analyze the verbal data, thedata were divided into problems investigated by the subjects.These problems were analyzed by means of a Verbal -MotorBehavior Graph. These results were then processed by handthrough the GSPS model to determine accuracy of the model andalso to determine where and how learning takes place. Resultsindicated that the model, in order to fit these six subjects,needed the following revisions: order of reading the mairproperties CRT was changed to TM forward and mixed patternsfor calling the properties were also incllided, altnough thereverse pattern. still predocinated; order of priority of theother properties was added. Tie model was revised accordingto the results of the experiment. High scores, low scores,and plateaus all appeared to perform important functions inthe total learning situation when the Verbal-Motor BehavicrGraph was consulted. Contrary to the results obtained inthe first research, learning appeared to take place withinthe problems rather than between.
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1,..V".lemwnro.
CHAPTER I
INTRODUCTION AND PURPOSES
The following two phenomena are often evident to thoseworking with students: (1) a learner's concept of what heis doing and what he actually is doing aro often quite dif-ferent; (2) when a suggestion is giver, for impr wement, thestudent appears to ignore the suggestion and contirues withhis own plan of attack. The frequent occurrence of thesephelomena has prompted the experimenter to investigate theplan of attack used by learners in solving a compT.ex motortask (a tennis serve). A further qu)stion is also involved:coo all learners follow a similar plan of attack or are thereas many plans as there are students? Knowledge of consis-t.:oies between piers of learners would help in teaching thisskill; and, in that there are similarities between motorskills, the knowledge would help in teaching other motorskills. Teachers are aware that a motor performance testis an indicat7.on of progress in learning, but it does notexplain what ocours between the instructor's initial demon-stration and verbal explanation and the student's final testscores on that skill. This study attempts to bridge the gapbetween initial instructions and final performance.
The purpose of this research is to coti.lue study onthe plan of attack used by good motor learners in acquiringa complex motor skill. (tennis serve). The initial study(Lindquist, 1968) presented a General Serve Problem SolvingModel (GSPS) that represented the plan used by one subjectin learning to serve. This model employed some of the basicconcepts used by Newell and Simon (1963) in developing theGeneral Problem Solver (GPS) which simulates human problemsolving. The initial study theorized that the modal fitsproblems with acceptabl) solutions but not problems withrejeotec; solutions. A brief account of this model appearsin a previous research article (Lindquist, 1970).
In order to pursue the main purpose of the study, thefollowing objectives were established prior to undertakilgthe project:
1. To collect, in depth, data on a sufficient numberof good performers of a motor skill so that com-pariscns can be made between these learners.
2. To obtain more datt, in an effort to determine fito.2 the present GSPO model to other subjects ofsimi:!ar ability.
3. To :Improve the present model so that '.%ther types
1See Appendi:: for this model.
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of learners may be studied and compared to themodel in an effort to determine where discrepancieslie.
4. To study the learning process from the verbal/motor data collected on the six subjects to detectthe following: where in the total process learningappears to take place, where stabilizing and fluc-tuating patterns appear and for what reasons, whattypes of pattern or plan the subjects follow inorder to solve the problem of learning to servethrough observation and asking questions, and whatsimilarities and differences in these patterns orplans exist between subjects.
5. To begin to build a library of motor skills onvideo tape to assist students and faculty in analy-zing complex skills.
Justifications and Limitations
Past research used motor performance data predomin-antly to the exclusion of other types of observable data,limiting our knowledge of what takes place during thelearning process. Those who study human behavior are recog-nizing the necessity for the inclusion of a variety of typesof data i... order tO more adequa ely explain what is hap-pening to man while he learns. Kaufman (1968) substantiatesthe inclusion of numerous types of observable data instudying man--data such as movements, sighs, verbal data,and facial expressions. The model used as a means of studyor explanation is useful in that it can include a largenumber of variables.
The experimenter renognizes that this study is in itsbeginning phase. The subjects are in a natural setting withas little interference as possible. Few variables are con-trolled, and those controlled are described under methodology.The study attempts to include all variables that impinge uponthe human .n an ordinary learning situation rather than toeliminate or control them. The study is based on a smallselect sample, and any attempt to predict the model's appli-cability to other persona and situations must be done withthis knowledge in mind. Although the possibility of gath-ering and analyzing a large amount of data on a large numberof variables is present, this study will be limited to theanalysis of certain variables that occur in the originalGSPS model with the addition of certain factors that aredirectly related to clarifying the model.
Delinition of Terms
The term "serve" is used to describe the total con-dition of the server's situation at a particular time, in-cluding position of the tennis ball, motor and verbal
2
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behaviors of the subject, and feedback from past serves.The term "variable" stands for the parts of the tennisserve: .i.e., stance, grip, and height of ball toss. "Value"refers to the descriptive or numerical limitatl.ons attachedto the variable. The term "property" denotes both variablesand .values of the serve. The are two types of values at-tached to variables. One is descriptive and used by thesubject; the other is the numerical value assigned to thevariable by the experimenter for purposes of analysis. Ata certain time, the serve can be described by the variables(if a general description is desired), by values (if a morespecific explanation is needed), or by the properties of theserve (if both variables and values are used in the descrip-tion). The term "element" is used to describe a combinationof properties into a larger unit. An example of the use ofthese terms appears below:
Variable--Vertical position of '-all toss or T.Value--Ball toss too high. The value "too high" is
assigned by the subject to the variable ball tossor T.
Property--At a particular time and place "ball toss toohigh" equals the property since it includes botha variable and a value (whether assigned by the sub-ject or experimenter). To the experimenter, "balltoss too high" equals T
3--a label much easier to
work with and program. A value of 5 is attached toT3 in determining "form" performance or motor per-
formance of the subject.Element--A combination of properties into a larger
whole. An example is: ball toss (T) too high (T3)+ ba2,1 toss too far in front (0
5) + Stepping (S
9)."..
BALANCE (t). The subject has described the pro-perC 1 leading to the problem of balance and com-bined them under her own label. The experimenterhas done the same with more easily coded symbols.
"Main Goal" equals speed and accuracy. These goal-were presented to the subject by the experimenter. "Sub-goal A" is the formation of balance, coordination, timing,rhythm, feeling, fora and other elements described andlabelled by the subject and experimenter. "Sabgoal B" con-sists of adding of valves, variables, properties, and ele-ments; assigning of values to variables; assigning equiva-lences between values, variables, properties, or elements;and subtracting values, variables, properties, or elements."Subgoal C" consists of reading in,calling, or testingvalues, variables, properties, and elements.
An "episode" is one serve plus the verbal /motor datarelated to that particular serve. A "problem" occurs in
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the verbal data of a subject. It is marked by a stated goaland ends in either accepting, rejecting, :tentatively ac-cepting or rejecting, or setting aside of that goal. A"plateau" occurs when four or more individual episodes orlarge problems have the same score (depending upon the dataanalyzed). A 'transition period" occurs when there arethree or more serves without verbal data. "Forgetting" isthe resulting condition of a decrease in motor score be-tween problems within or between days. "Remembering" is theterm used to describe the condition that exists when a servescore remains the same between problems within or betweendays. The term "learning" describes two conditions: O.)the result of an increase in motor score between problemswithin and between days and (2) the subject's use of variousoperations to solve the problems, which may or may not re-sult in an increase in motor scores.
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476111P. ,70...6311
CHAPTER II
PROCEDURES FOR GATHERING DATA
Equipment. A General Electric Typo TE22 Vidicon Camerawith Angenieux 15 X 150 mm. lens was used to collect themotor data. The verbal data were collected simultaneouslyon an Ampex VR66OB recorder. A Vega wireless microphone wasused on the subject,and the subject's voice was recorded onaudio tract one. Serve identification was recorded separatelyon audio track two. The tennis court was set up for Hewitt'sserve tests (1966). A card table was placed in back of thebaseline on the tennis court behind .the subject and a SuperX loop film projector with loop on the tennis serve (Ath-letic Institute) was placed on the table together with stillpictures (Driver, 1964 and Gould, 1964).
Personnel. A television supervisor and one technicianwere present at all filmings and recordings. An extra per-son recorded serves on a hand counter while one technicianrecorded the number verbally onto track two of the tapewhile the subject served. Two graduate assistants recordedaccuracy and speed scores on all serves on special recordingsheets, 1 assisted in setting up and taking down equipment,and helped to gather balls. They also administered theScott-French Wallboard Revision of the Dyer Test (1959).
Subjects. Posters were male announcing the need forsubjects :nd the necessary qualifications which were:female, right-harde, good in motor skills, freshmen, andno previous i;ennis _lessons. The subjects were paid for sixono-half hour learning sessions. Those responding werequestioned as to their suitability and availability duringEaster vacation. Five subjects were selected from those ap-plying; a sixth subject was added on the second day due totechnical difficulties with one subject. The difficultieswere minor and the data on all six subjects were used inthe study.
Schedule for gathering data. Dates for filming werescheduled over Easter vacation due to availability of equip-ment and technicians at that time. The following dates wereselected: March 20, 21,'23, 24, 25, 26, and 27. Althoughwind tod cold weather prevailed on some of these dates, nocha2:ges in schedule had to be made, Each subject was sched-uled to appear on each half hour beginning at 8:30 a.m.The equipment and courts were prepared prior to their ar-rival. On the first day each subject was given the wall-board test to determine initial ability. This is a test ofagility, hand-eye coordination, ability to hit forehands
1See Appendix II for a sample of these sheets.
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and backhands against a board within a certain period oftime, and ability to use a long le-,er. Since nom) of thegirls knew how to serve, a preliminary serve test did notseem feasible. Although the relationship between the wall-board test and ,serving may be questioned, a preliminarymeasurement of where each girl stood on the above-mentionedskills in relationship to 250 other beginning students whohad previously taken the test was obtained. i Each subjectthen listened to instructions which were prerecorded.2 Theseinstructions contained the main goals of accuracy and speedas well as the idea of form. Subjects were instructed notto observe each other, practice, or even to think aboutserving outside of the learning sessions. Each subject re-ported at her specified time on each of the seven days. Shewas instructed to watch the loops, still pictures, serve,ask questions, or rest whenever she needed for her half hour.The last 10.serves ere Hewitt test serves and the subjectwas informed when these were taken, although the results ofall of the serves were recorded in the same manner as thetest serves. Testing equipment remained stationary for allserves. On the seventh day the subjects observed the lastpart of their prev.us day's performance. Each subject wasin as natural a setting as possible except for the presenceof extra equipment, personnel, and the Vega microphone aroundher neck. Each subject had a bucket of balls and a choice oftennis racket.;. The foot fault rule was introduced at thebeginning of the second day. Bac}, day thereafter the sub-jects were instructed to proceed as they wished. The entiresession for each subject was recorded on video taps.
1So Appendix VI of reference (1) for these ncrms.
2See Appendix III for these instructions.
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CHAPTER III
METHODS OF ANALYSIS
Individual Subject Analysis
Methods for analyzing motor data. The wallboard scoreswfor each subject were recorded, T-scores assigned, and pre-Aminary comparisons between subjects made. The Hewittserve achievement test scores were taken at the end of eachsession. These were analyzed by comparing them to testnorms. Accuracy and speed mean daily scores were calculatedand tabulated for comparison purposes. Prior to thn study,Motor Behavior Analysis Sheets' were devised on which partsof the serve were coded and values assigned to each variableaccording to expert opinion. Each serve was analyzed on aseparate sheet. The video tapes were played and still-framedas necessary in order to determine each serve part. Sinceeach subject served between 470 and 650 serves in seven days,the analysis amounted to observing 3406 serves. A televisiontechnician and a graduate assistant aided the experimenterin running the recorder, observing, and transcribing themotor data. Only track two giving the number of the servewas played while the motor data were being transcribed ontothe Motor Behavior Analysis Sheets. In order to preventthese data from biasing the motor analysis, the verbal datawere not played. This process took over two months' time,the experimenter working several hours per day during theweek and all day Saturday. The Motor Performance Plot Pro-gram (form data), which was previously written for the IBM360 computer, was altered to run on the CDC 3300. This pro-gram assigns values to each part of the serve, totals thevalues, plots the motor performance scores, and prints outthe serve number, score, and plot of each serve. Plots ofboth accuracy and speed scores and print-outs of these scoreswere added to this computer program so that these three plotsand scores parallel each other for easy inspection. Print-outs of the punched IBM cards were used to examine the indi-vidual scores for each serve. A Commodore calculator wasused to analyze the data on each problem; this was fasterthan trying to program the computer to find this data onproblems that could range from one serve to any number ofserves.
Methods for analyzing verbal data. The verbal datawere placed on regular tape to be analyzed separately. A
1See Appendix IV for a sample sheet.
2The maximum score a subject can achieve is 70. An
intermediate-advanced player on the intercollegiate tennisteam at San Jose State College scored 60.
O
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stereo recorder was rented in order to transcribe the verbaldata onto Verbal Data Recording Sheets,1 which was done by agraduate assistant. The serve number was verified by switchingto the second track. The experimenter divided the verbaldata of each subject into problems. The problem solutionswere evaluated according to the following results and codedaccording to the corresponding number:
1. Subject tentatively accepts the serve and solu-tion = ?.
2. Subject rejects the serve and solution =3. Subject accepts serve and solution = +.4. Subject rejects serve, accepts solution = +.
5. Subject accepts serve, rejects solution = +6. TR = transition period.7. TEST = Hewitt serve test period.
Each set of verbal data was analyzed using information-processing techniques which resulted in a Verbal-Motor Be-havior Graph for each subject.. A synopsis was made of theresults obtained in this graph. The order of reading invariables, properties, and elements; the order of acceptanceof the ORT properties; the order of call of the CRT values;model changes, and the general pattern employed in solvingthe problem were recorded for each subject.
Combined analysis of the Verbal-Motor data. In an at-tempt to combine the two sets of data, the verbal problems ofeach subject were analyzed using motor plot, accuracy, andspeed scores. For each problem the initial, final, mean,and highest scores of motor plot, accuracy, and speed scoreswere investigated. Reasons for high and low scores as wellas plateaus were investigated in the Verbal-Motor BehaviorGraph.
Increases and decreases between and within days inmotor performance, accuracy and speed scores by problems withand without rest were analyzed for each subject. The highestmotor performance accuracy and speed scores of each subjectfor each probltAll were analyzed by employing the Verbal MotorBehavior Graph data in order to determine reasons for thesehigh scores. General patterns were described for each sub-ject using only the data relevant to these highest scoresper problem. These included a study of the highest of these
ISee Appendix V for a sample sheet.
2The CRT variables are the 3 main variables used in
the GS1'S model of the previous subject. C = horizontal posi-tion of ball toss; R = position of the face of the racket oncontact, and T = vertical position of ball toss.
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"neer,. s.,,F
high scores, the lowest of the high scores, and the pla-teaus.
Group Analysis
Methods for analyzing motor data. The data for allthe subjects were compared in an attempt to determine simi-larities and differences between subjects. The subjectswere ranked according to the results of the wallboard testscores in order to determine initial motor ability and alsoto determine the ability of this test to predict final per-formance on the other motor scores for these six subjects.The other motor scores included the Hewitt serve tests,mean daily accuracy and speed scores, and mean motor perfor-mance scores. In order to do this, the subjects were rankedon the wallboard test; then the rank order for all the othertests combined was determined and comparisons were made be-tween the scores.
Methods for analyzing the verbal data and combining theverbal-motor analysis. The mean daily accuracy, speed, andmotor performance scores were tabulated for all the subjectsin order to determine consistent patterns of high scores,low scores and plateaus. The number, time, and order inwhich subjects read-in properties were tabulated in order tocompare those with the verbal data to determine consistentpatterns. In order to analyze these, the following criterionwas used: those properties considered by three subjects orless were considered properties individual to the subject;those considered by more than three subjects were consideredconsistent among subjects. The properties read in by allsubjects appear first in the order of priority. This orderwas determined by adding all the positions of reading inthe variables. Next, the properties considered by five sub-jects were computed, followed by four and three. These re-rults were recorded in order to determine priority forcalling properties and elements. The lowest scoring ofthese properties and elements in each group would have thehighest priority since they were called the earliest by mostsubjects.
The order of reading in the CRT variables for all sub-jects was analyzed by recording the orders used by all sixsubjects aid determining the most frequent pattern. Themost prevalent pattern for reading in properties was deter-mined by tabulating all the patterns for all the problemsfor each subject and summing these. The most prevalent pat-tern for initial calling of the values of the CRT propertieswas determined by tabulating the order of reading-in eachof these values for each subject. The order of priority maydiffer from the order of calling of the variables since theyare determined differently.
9
18
The between-day increases and decreases and scores re-maining the same for motor performance, accuracy and speedscores were tabulated for all the subjects. Analysis wasmade by summing the frequency of these scores. How much in-crease and decrease could possibly by attributed to reminis-cence, forgetting, or remembering between. days was ascertained.
The within-day increases, decreases and scores remainingthe same for motor performance scores, accuracy and speedscores for all subjects was tabulated. These were summed,and frequency of each of these determined. Increases, de-creases and scores remaining the same with and without restwere then analyzed in q7:Tier to determine how much credit for
;increases and decreases could possibly be attributed to dis-sipation or accumulation of fatigue factors or short termdecay and how much might be due to other factors.
In an effort to determine consistent patterns betweensubjects analysis of the highest scores in each problem wasmade by comparing the pattern used by each subject inachieving the highest of these high scores, the lowest ofthese high scores, and the plateaus.
10
19: f
"PO V.t. APEPIIIMP V+4+471,W +0++++++ +CM
CHAPTER IV
RESULTS AND DISCUSSION
Subject One
Motor daa. The subject had a raw score of 22 on theallboard test which was in the 40th percentile (T-Score 47).This indicates she was slightly below average on this ini-tial test. Her ranking was 4 in comparis9n to the other sub-jects. On the Hewitt serve accuracy test"- her raw scoresranged from 7 on day 1 to 12 or. day 7. Her ranking was 5.On the Hewitt serve speed test her scores ranged from 4 cnday 1 to 11 on day 7. Her low score was 0 on day 2. Therange of T-Scores woo 38-70. Her ranking was 4 in compari-son to the other subjects. Her range of mean daily scores'went from . ..8 on day 2 to .4.8 on day 'I. Her rankiilg was 5.Her mean daily speed scores 9 ranged from .29 on day 2 to .80on day 7. Her ranking was 3. Since these scores were takenonly on the research subjects, there were no norms withwhich to compare them. The range of mean motor performancescores went from 4 en day 2 to 59 on day 2. Her rankingwas 2.
In considering tine accuracy and speed scores, thissubject performed according to the usual expectation: lowscores occurred on days 1 and 2 and high scores on day 7.On the motor performance test she was atypical: low andhigh scores both occurred on day 2. On her total compositescore her rank order was 3. Her predictive score would haveplaced her 4.
Verbal 4ata. The order the subject read in propertiesand elements 4 'was rhythm, backswing, vertical position ofball toss, horizontal position of ball toss, movement on thecourt, accuracy, wrist, contact on center of the strings,coordination, the ball hit down, speed, the ball hit dia-gonally, timing,simultaneous toss and swing, position of theracket face, choked grip, reach, the whole body, followthrough, "ping-pong" concept, whole arm, contact on top ofthe ball, type of grip, warmup, and wind. The subjectstarted with an element; position of the racket face wasread in late.- She went from elements to variables, values,and properties, and then again to elements--from simple goals
1See Appendix VII.
2See Appendix VIII. 3Ibid.
4See Appendix IX for a detailed analysis which includesthe order of assigning values.
11
20
or ideas to more complex concepts, from large body problems to
small problems such as grip. The position of the ball toss pre-dominated the program early and maintained its prime positionthroughout the program. Racket face position did not hold aposition of importance.
In analyzing the Verbal Motor Behavior Graph1
as toagreementp and disagreements with the GSPS model, the CRTvariables were investigated first. CRT was not the orderin which the subject accepted these variables; TCR or pos-
. sibly TRC would be more descriptive of the order uoed forboth accepted and rejected solutions to the problems. Theorder of accepting variables followed all three types of pat-terms: forward, reverse, and mixed. With the rejected solu-tions, the forward order prevailed; with the accepted so:utions,the mixed or.q.er prevailed. As shown in the motor plot scores,the subject reached a state of plateauing early and she alsoreached a high skill level early. Negative solutions pre-vailed in her plan. The order of call of the CRT variableswas: C= C
3'C C
4'C3'andCR=R RT..=T T3, andC1; R2,
l'T2,
3'
T 1 .In scanning for variables the subject often went back and
forth selecting variables rather than in a straight forwardand/or reverse direction. In fact, she had more success withher solutions to problems if she followed this scanning ormixed pattern.
Combined verbal motor analysis. In ana;yzing the ver-bal pro lei ms by the motor performance scores, 7 the range ofscores sent from 24 on day 1 to 59 on day 2. This subjectreached a high skill level early, plateaued at a high scoreof 52 for 9 problems; her score rose again to 55 for 2 pro-blems, plateaued again at 52 for most of the remainder ofthe program. If we plot the high scores as in Figure 1, wesee a "strange" learning curve. In examining these highestmotor scores' we find that 37 of these scores occurred with-out any benefit of rest and 1 followed a brief rest whilegathering balls. Although one rise in score could be attri-buted to the factor of the dissipation of fatigue factors,we must look elsewhere for the explanation in the case ofthe other 36 high scores. During one very high score thesubject was in a testing period, and it may be that the pres-sure of the test motivated her to achieve higher. The fol-lowing pattern exists for the plateaus: the subject was com-bining variables individually, or combining variables into
1,1See Appendix X for the complete graph and Appendix XI
for a synopsis of the graph.
2See Appendix XI for this analysis.
3See Appendix XII. 4See Appendix XIII.
12
21.
71 69 65 S3 6i
1_
59 i57 5355 A 45 43 42 39 37 35
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1 2
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38PROBLEM
Figure 1.--Subjtct One.
Pict of high motor performance ::cores by problems.
larger motor patterns such as timing or what the subjectcalled "the whole servr." Contrary tc one theory for pla-teaus, the lack of motivation, it appears that the subjectwag highly motivated and very actively at work. She was com-bining properties into larger elements and appeared to beworking with a large number of variables rather than notenough as would be evident if she were bored. When the scoresexceeded 52 (the plateau score), she was concentrating on onevariable, property, or element and employing a positive goal.Negative evaluations were more frequent than positive eval-uations throughout this subject's program of learning.
An interesting factor to note is-that in spite of thefact that the subject plateaued at 52 at episode 165, day 3,learning ccntinued thraafter as noted by the reading in of15 new variables, the assigning of values tq previously ac-cepted variables, and the combining of variables into largerelements and concepts. These evidences can only be found inthe analysis of the verbal data.
in looking at the mean motor scores in Figure 2, wefind much fluctuation at the beginning, plateaus in the mid-dle and more .fluctuation at the end. In order to explain thetotal general pattern we will examine the Verbal-Motor Be-haior Graph. We find the following general pattern: at thebeginning'the subject primarily read in, called, and tastedone variable or assigned one value to a variable which re-sulted in a fluctuating pattern. During the middle of theprogram she was involved in combining variables singly orinto larger elements, subtracting variables or values tkathad not been successful, combining properties and elements,or working with high-level concepts such as "ping-pong" con-cept. Towards the end of the learning program, she was againtesting individual variables and dealing with other problemssuch as warmup and wind. She was not reading in new variablesbut went directly to the main goal of accuracy-speed from theindividual variables without calling the elements and/orcombinations of properties.
In examining the betweyn-day increases and decreasesin motor performance scores, 1 we see that in only one out ofsix days did an increase occur between days (16.66% increase).Therefore, the probability of only a slight increase in motorscores being due to reminiscence is present. In the otherfive instances, scores between days decreased (83.330 .
Scores either increased or decreased cotween days; they didnot remain the same. The large number of decreases in scoreswould indicate that forgetting was a more prevalent factoroccArring between days than reminiscence or remembering when
J'See Appendix XIV.
14
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.10.
11,
railI
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59 57 55 53 51 49 43
41 39 37 35 33 31
29
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PROBLISMS
Figure 2.--Subject One.
Plot of mean motor performance scores by problems.
using motor performance scores as the criterion of learning.
Within-day increases and decreases in motor performancescores' reveal that an almost equal number of increases anddecreases occurred between problems (46.87% increase; 37.50%decrease) which shows only a very slight proLability that thesubject's initial scores would increase rather than decrease.In examining the increased scores we find that very few ini-tial scores were higher thin any scores achieved in the priorproblem. These facts seem to indicate that with this parti-cular subject, learning took place within the problems ratherthan between the problems, contradicting the findings of theprevious study.
In examining the effects of rest upon the wit4n-dayincreases and decreases in motor performance scores, therewas a 31.25% increase without rest as compared to 15.62% in-crease with rest; a 28.12% increase without rest as comparedto 9.37% decrease with rest; 5.52% remained the same withcu.rest and 0.00% stayed the same with rest. In comparing theincreases and decreases with rest, we see more increases thandecreases indicating the possibility of learning contributionfrom dissipation of fatigue factors. Since there were aboutan equal number of increases and decreases without rest be-tween problems, short term decay and learning occurred aboutequally between problems with this subject. Few within-dayincreases and decreases could be attributed to rest.
I analyzing the verbal problems by accuracy and speedscores, the low score was .00 on day 5 and the ;nigh scoreswere 1.33 and 1.31 on days 1 and 6. We find the lowest meanaccuracy score corresponding to the lowest mean speed score.The highest mean speed scores occurred during problems 3 and4 on day 1, episodes 8-22. This may indicate that the sub-ject's goal on day 1 was focused more on speed than on theother days. However, data from the Verbal Motor BehaviorGraph does not substantiate this; she eaid that she wasworking on accuracy only during these episodes. The speedgoal cams :i.nto prominence during problem 5 episodes 23-28.During these episodes her goal was actually to decrease speed.In examining the above episodes, we find rather low averagespeed scores except for episode 21. During episode 32, wherethe subject's verbal goal was to decrease speed, her speedscore doubled from that of the previous problem. This is agood example of the difference between what a subject saysand does.
'Ben Appendix XIV..
2See Appendix XV.
3See Appendix XVI.
16
25
rte., rfrftr.MT 'WY ftr.11446SMnrewonms rrrwrrr. r neirrrrrr,r-rersre,rarrrrrrIr:',,P0orme.*.
In examining the plot of high scores only, as shown inFf_gure 3, we see a widely fluctuating pattern of accuracyscores. Upon examination of the high scores at TR after 9,10, 14, 16, 32, and 34, the following similarities can beseen: accuracy goal; the subject performed the followingoperations--called variables and properties, assigned valuesto variables, called T or TO only, and employed a mixed orreverse pattern in calling variables and properties. At thelowest of the highest scores, 23 and 25, we see the followingsimilarities: accuracy goal; the subject called variablesand properties, assigned or called values. In looking atthe hi6nest speed scores in Figure 3, there were many scoresat 3 (her highest score). This is a high score for women.At the plateau (problems 13-22) we see mostly accuracy goals(in problems 17, 20, 21, 22 there were speed goals also).She was working on the element timing, adding properties toproduce an increase in speed, and was adding the followingvariables and properties: WH + WB + S at episode 22.
In examining the plot of the mean accuracy and speedscores in Figure 4, we see a very fluctuating pattern with-out plateaus. The lack of plateaus in the data might indi-cate that accuracy and speed goals took precedence over formor "feeling good" goals at this particular point in the pro-gram. Mean performance scores levelled off during problems12-22; whereas from 12-14 we see a rise in the accuracy andspeed goals followed by a fall from problems 16-18, a risein 19, a fall in 20, a rise at .l, and a fall at 22. Oneexplanation for the fall at the begisning,and end of theprogram is that the subject is working on form goals Et thesepoints. Speed and accuracy goals are also noticed at thebeginning of the program, in the middle, and again towardsthe end. The variables, properties, and elements combinedin the center of the program consist of speed, accuracy, andform goals.
In referring to the Verbal-Motor Behavior Graph, in-creases and decreases appear to be due to the reading in,calling, assigning values, adding, subtracting, assigningequivalencies, testing variables, properties, and elementsrelated to the problem. Both increases and decreases appearto be necessary parts of the learning proceed, since assigningvalues and testing of eventually unsuccessful properties areparts of these processes. It is possible that if the con-ditions of learnii; had been more controlled and the subjectfed variables and properties under highly controlled con-ditions, the results might have been different. There weretimes in the learning situation, however, when the subjectasked for a specific answer, got it, and did not use the in-formation until daya later so that there is some evidencethat the subject would pursue her own plan of attack insolving the problem even under controlled conditions.
The following results can be sees upon examination of
17
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FROMM
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Figure 3.--Subject One.
Plot of :sigh accuracy and speed scores by problems.
(Maximum accuracy score = 6.
Maximum speed score = 4).
6.0
3.8
5.6
5.4
5.2
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8PROBLEMS
Figure 4. - -Subject One.
Plot of mean accuracy and speed scores by problems.
the accuracy and speed scores between days.1 Only one increasein both accuracy and speed scores took Place between days.This 16.66% increase could be attributed to reminiscence.There was one decrease between days and four scores remainedthe same. There was a greater possibility that scores wouldremain the same than they would either increase or decreasewith this subject. Therefore, neither reminiscence nor for-getting were major factors when using accuracy and speedscores as indexes of learning.
In examining the incrases and decreases within days inaccuracy and speeu scores, we see that increases far ex-ceeded decreases (8-1; 9-1); however, both increases and de-creases were minimal in relationship to the scores remainingthe same. Three times as many scores (71.79%) remained thesame as either increased or decreased-between problems. Thisindicates that the major portion of learning, as indicatedin accuracy and speed scores, must take place wit}; problemsrather than between.
In examining the effects of rest upon the within-dayincreases and decreases of accuracy and speed scores,3 wesee that with the accuracy scores more scores remained thesame between problems without rest than either increased ordecreased (51.51% remained the same without rest). Therewere six increases without rest (18.18%) and two with rest(6.06%). Mese increases could be attributed to some dis-sipation of fatigue factors, but two out of 33 cases is asmall portion. Approximately the same holds true for thespeed scores. The vast majority of speed scores remainedthe same (57.57%) or increased (24.24%) without the benefitof rest between the problems. This denotes that the majorjumps in performance took place elsewhere. In.comparingthe increases and decreases with rest, we see the same per-centage (3.03%). In comparing the increases and decreaseswithout rest, we see 24.24% increase as compared to 0.00%decreaee, indicating this increase in learning took placebetween problems without rest. The only decrease that oc-curred did so without rest, denoting the existence of shortterm decay.
Subject Two
Motor data. On the wallboard test the subject had aray score of 15, which was in the 12th percentile, and hada T-score of 38. She would be considered below average on
1See Appendix XVII. 2Ibi4.
3See Appendix XVIII.
29
1
1.1,01....IMMOVINPV
this pre-test as compared to 250 other beginning students.Her rank order on this test compared to tbe other 5 subjectswas 5. On the Hewitt serve accuracy test her scores rangedfrom 6 (T-Score 58) on day 5 to 19 (T-Score 80) on day 4.This was an unexpected result in that the highest score pre-ceded the lowest, and these scores both occurred in the mid-dle of the learning sessions. Her ran* order on this testwas 1. On the Hewitt serve speed test her scores rangedfrom 5 (T-Score 58) on days 5 and 7 to 10 (T-Score 69) on day3--again, a unique pattern. Her ranking was 2. The meandaily accuracy scores3 went from .72 on day 4 to 1.10 on day3. This was an unexpected result in that the highest scoreoccurred prior to the lowest score and both occurred in themiddle of the program. HAr ranking was 3. Her mean dailyspeed scores went from .43 on day 7 to .69 on day 3 whichis as unique as her mean accuracy scores. Her ranking was 4on these scores. On the mean motor performance scores, therange went from 8 on day 1 to 52 on day 7, an unexpected pat-tern. Her ranking was 5 on this test. The wallboard testwas a good predictor of this outcome.
In looking at the composite results on th.lse motor data,we find".that the subject was atypical. For all except themotor performance scores her low scores appeared after thehigh scores. Her high ecores appeared on days 3 and 4, herlow scores on days 4, 5, and 7. On the total composite motorscore her rank order was 4. Her predictive score placed her 5.
Verbal data. The order the subject read in variables,properties, and elements5 was: vertical j-sition of balltoss, position of racket face, speed, accuracy, step, bentknees, wrist turned horizontally, follow through, body leanto the left, starting position, type of grip, timing, racketdropped, ball hit down, horizontal position of ball toss,wristflexed or hyperextended positions, foot fault, wholebody, simultaneous toss and swing, backswing, contact theball off center, swing higher, sidearm, control over theracket, reach, contact made on top of the ball, head of theracket comes up, arch, ball contanted overhead, and wind.
The subject started with one of the three subgoals CRT,read in another and attacAed the third in the middle of theprogram. She read in the main goals of speed and accuracynext. She read in single variabl:: first and about thecenter of the program tried larger elements and concepts in-volving more than one variable or property.
1See Appendix XIX. 2
Ibid.
3See Appendix XX. 4Ibid.
5See Appendix XXI.
21
In analyzing the Verbal Motor Behavior Graph'` as toagreement and disagreements with the GSPS model, the CRTvariables 4 were investigated first. The CRT variables wereread in .'71 the following order: TRC. She added informationon R to T. T and R combinations were considered most fre-quently; C was not attacked as often. (Subject 1 attacked Tand C frequently, R infrequently). In consideration of thepattern used, to call variables, for the problems with posi-tively accepted solutions, the forward calling of variablesprevailed; with the rejected problem solutions, a mixed pat-tern prevailed. This result did not agree with the previousmodel in that the subject for the first model called variablesin reverse order for acceptable solutions. It can be notedthat all three patterns (forward, reverse, and mixed) werefound in the calling of variables for all three types of prob-lems. For subject two there was a large number of repetitionsof.variables in testing and retesting. A reverse pattern wasevident in calling values rather than variables. The orderof call of the C variable was: C
3'C2'
C4'
and Cl'
The order
of call of the R variable was: R4
and R1; she did nol non-
eider R3
or R2. The order of call of the values of the T
variable was T2, T3, and Tl'
The order of call of the C
values differed from both the first experimental subject andSubject One of this experiment. The order of call of T valueswas the same for both the first experimental subject and Sub-ject One of this experiment. Subject Two substituted R4 forR2
end R3.
Combined verbal/motor analysis. 4 analyzing the ver-bal problems by :'tor perfoinance scores, we find that therange of scores went from 8 on day 1 to 52 on day 7. Thesubject followed a typical pattern of expectation in her motorplot improvement. Her high scores did not plateau as didSubject One's scores but followed a fluctuating pattern asseen in Figure 5. The pattern of high scores could be des-cribed as rising, but fluctuating. If we examine thesehighest scores further, we find that 40 out of 41 cases ap-peared within rather than between problems. Only one ap-pearnd between problems and this appeared after rest. The
1See Appendix XXII for the complete graph, AppendixVI for the explanation of the coded variables and values, andAppendix XXIII for a synopsis of the graph.
2See Appendix XXIII for the complete analysis.
3See Appendix XXIV for the complete analysis.
22
31
ij
\
71 69 67
65 63 61
59
5755 53 51
4947
45 43
39 37 35 33 3129 27 25 23 2119 17 1513
12
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12
13
14
15
17
18
19
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35PROBLEMS
Figure
5.
-Subject
Two.
Plot
of
high
motor
performance
scores
by
problems.
theory of reminiscence does not explain these rises in per-formance, nor does the theory of dissipation of fatigue fac-tors. In order to find out what occurred around these highscores, an analysis of highest score episodes by verbal datawas made.1 The subject followed this type of pattern whenexamining only these highest scores: assigned values to vari-ables, combined variables early, combined properties intolarger subgoals, assigned equivalences, tested variables,narrowed the goal by combining variables into la!ger elements,assigned equivalence::, and tested variables. Both positiveand negative evaluations were present; however, goals werestated positively for the most part. Very high scores alsoappeared during transition and testing periods.
Upon examination of the mean motor scores in Figure 6,we see a fluctuating but rising plot. The total learningpattern is quite similar to the pattern for highest scores.In looking at the bptween-day increases and decreases in motorperformance scores, we see that there was an equal possi-bility of increases or decreases in scores occurring betweendays. Increaskls in initial scores on three out of the sixdays could be. attributed to the factor of remin:.Jcence. Onthe other three days the subject began with a lower or equalmotor score than on the previous day. In consideration ofthe within -day increases and decreases in motor performancescores, the problems resulted in an almost equal number ofincreases and decreases in scores between problems (38.88%increase; 41.66% decrease). Reminiscence could account for39% of these increases, and forgetting for 42% of the de-creases. The other 19% of the scores remained the same.
In examining the effects of rest upon the wiqin-dayincreases and decreases of motor scores within days. 44 we seethat of the 15 decreases (41.66%) between problems, only fiveoccurred following rest (13.88%). Of the 14 increases(38.88%), only two (5.55%) occurred with rest. There appearsto be more probability that a reEt will result in a decreasein initial motor score than in an increase with this subject.Therefore, it seems more probable to look elsewhere than tothe theories of reminiscence and dissipation of fatigue fac-tors for the explanation of most of the increases in motorperformance scores. Of the 17 increases between problems,six resulted in scores higher than any scores made on theprevious day. Other rises indicate that learning took placewithin the problem. Considering all the problems, more
1See Appendix XXV for the complete analysis.
2See Appendix XXVI. 3lbid.
4See Appendix XXVII.
24
33
6967 65 63 59 55 53 51 47 45 43 41 39 37 35 33 33.
29 27 25 23 21 19
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re 6
.--S
ubje
ct T
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otor
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ance
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res
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robl
ems.
resulted in increases without rest (33.33%) followed by de-creaseE. without rest (27.77%), decreases with rest (13.88%),and those remaining the same without rest (13.88%). Whenusing increases in motor performance scores as the crii,eri:nof learning, the effects of rest seem to play a rather insig-nificant role in the total learning picture.'
In examining the accuracy mean scores of the problems,we see the low score of .29 (days 2 and 4) and to high scoreof 2.20 (day 1). In examining the speed scores, the lowestmean score was .29 (days 2 and 4) and the highest mean score1.20 (day 1). This was a very atypical pattern in that onewould not expect highest scores to occur on the first day.
In examining the plot of high accuracy and speedscores in Figure 7, we find a very flvetuatlrg pattern ofhigh and low s,,res. In looking at the Verbal-Motor BehaviorGraph high scores at problems 2, 3, 15, 22, TR, 32, 36, 39,and 40, we find that: most of the problems had a stated ac-curacy goal; the subject called variables and properties andcalled and assigned valaes; the CRT pattern of calling thesevariables prevailed on the very highest scores; on the others,C, T, TR, ana TOR patterns prevailed; the order of callingvariables and properties was mixed or reverse.
At the low scores (problems 1, 4, 5, 6, 10, 14, 18,28, TR after 31) both accuracy and speed goals were pre-sent; T and TR patterns of calling the three main subgoalswere used; either forward or mixed patterns for calling thevariables and properties were employed. The high speedscores followed a fluctuating pattern between scores 1 and 2only. At only one problem did the subject score 3 (at epi-sode 37) where she was working almost exclusively on accuracy;she called T, and used a forward pattern of calling variablesand properties.
Upon examining the accuracy and speed plot of meanscores in Figure 8, a very fluctuating pattern of increasesand decreases in both speed and accuracy scores can be seen.These high peaks occurred at problems 2 and 3, problem 22,and a transition period following problem 31. In order tounderstand the reasons for the rises in accuracy and speedscores at these points, the Verbal-Motor Behavior Graph wasconsulted. In problems 2 and 22 the subject had a stated ac-curacy goal--to "hit the left hand corner." In problem 31the goal was to "hit the left hand corner" and to decreasespeed--"too hard." In examining t'e.e other problems, accur-acy and speed goals appeared there also.
'See Appendix XXVIII.
2Ibid.
26
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3.4
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l 3.2
CI
ts.)
al
3.0
IS Z.6
1.8 \
1.6
:
... , St
.,z.k
vi8
2.2
1.41
\ i
,1.
21 :
10/0
-6:*
.8 6 .4
piE
re 7
.- -Slibect Two
?lot of high acclIracy Ea.d. speed
.2
ri
xecilthel
oro
12
35
6 7
910
tt.12
1314
151
.6v
M9
20z.
2223
2410
57b7
222,
2930
3001
.3,3
34,3
5157
3810
soPROMOS
scores by problems.
ae ee U 0
o.C1_
5.8
5.6
5.4
5.2
5.0
4.8
4.6
4.4
4.2
4.0
3.8
3.6
3.&
3.2
3.0
2.8
2.6
2 2.2
2.0
7..8
1.6
1.4
1.2
1.0
. 8
. 6
.4.
.2
. 0
1I
xx ACCURACY
o--- o
SPEED
1 2 3 4 5 6 7 8 9 V 1 2131415161718
Figure 8.--Subject Two.
Plot of
(Maximum accure:y = 6.
Maximum speed
19 2021 2 232+2 25262733293031TM
3334)5363738391+0
FROMM
mean accuracy and speed scores by problems.
= 4).
The following results can be seen upon examination ofthe increases and decr,,..ases between days in the alcuracy andspeed scores.' ,Among the accuracy scores we see 66.66% de-creasing scores between d-ys, 16.66% increasing scores and16.66% remaining the rame. This shows only a slight increasewhich could be attributed to reminiscence; the large rercen-tage of decrease could be attributed to forgetting. The samepercentages were true of the speed scores.
Concerning the increases and decreases wj.thin days Inthe accuracy and speed scores,2 we see about an equal pro-portion of increases (25%) to decreases (27.77%). The scoresremaining the same equalled 47.22% indicating that with thissubject learning took place within the actual problem,' ratherthan between them within days, In analyzing the speed scoreswe see that 33.33% of the scores decreased, 19.44% increased,and 47.22% remained the same. This shows a greater possi-bility that a score would decrease or remain the same thanincrease between problems within days with this subject. Onemust look elsewhere than between problems for the reasons forhigh scores.
In examining the effects of rest upon the withi4-dayincreases and decreases of accuracy and speed scores, in-creases in accuracy scored without rest occurred 11.11%-,increases with rest 13.88%, decreases without rest 19.44%,decreases with rest 8.33%, scores remaining the same withoutrest 41.66%, and scores remaining the'same with rest 5.55%of the tine. There were more increases with rest than with-out rest. These five increases with rest could be attributedto reminiscence. When comparing the increases with rest tothe decreases with rest, we see more increases (13.88% com-pared to 8.33%) again favoring the idea of reminiscence.The large number of scores that remained the same withoutrest indicates that the learning took place either becauseof or in spite of large number of scores remaining the same.
In examining the speed scores, we see that 11.11% in-creased withoiat rest, 8.33% increased with rest, 25% de-creased without rest, 8.33% decreased with rest, 36.11% oftho scores remained tne same without rest, and 11.11% ra-maincid the same with rest. There were more increases anddecreazzPs without rest than with it; however, total decreasesexceeded total increases. In comparing increases with restto decreases with rest, we see an equal percentage of both- -8.33%. This seems to indicate an equal possibility that theinitial Lcore after rest would result in an increase or de-creasean increase due to the dissipation of fatigue factors
1See Appendix XXIX. 2Mid. 3See Appendix XXX.
29
as often as a decrease cue to short term decay or other fac-tors. Within the total picture the 8.33% increase that mightbe due to the dissipation of fatigue factors, however, was notgreat.
Subject Three
Motor de a. On the wallboard test he subject had araw score of 25 which was in the 51 percentile (T-Score 50).From this predictive score one might expect that this subjectwould be average in motor skill in tennis. Her rank order onthis test was 3 compared tc the other suWects in this experi-ment. On the Hewitt serve accuracy testl her raw scoresranged from 2 (T-Score 48) on day 7 to 13 (T-Score 70) on day3. This was rather atypical in that one would expect a be-ginner's scores to rise steadily. Her ranking compar0 to theotnor subjects was 4. On the Hewitt serve speed test herscores ranged from 3 (T-Score 51) on days 5 and 7 to 7 (T-Score 63) on day 4. This was again an atypical pattern withhigh scores ocgurring prior to low scores. Her mean dailyaccuracy score ranged from .52 on day 2 to 1.01 on day 3. A
Her ranking on this test was 4. Her mean daily speed scores'ranged from .30 on day 5 to .64 on day 4. Her rank order was5. The subject's mean motor performance scores7 ranged from13 or day 1 to 44 or day 6. Her rank order was 6.
In considering the composite results on Subject Three'smotor data, she was atypical in that most often high scoresappeared on days prior to low scores except for the motor per-formance scores. Both high and low scores appeared mostly ondays 3, 4, and 5. One low score appeared on day 7. Reasonsfor high scores not appearing on the last day could be attri-buted to weather, less practice, the result of watching herperformance, or the pattern used in the analysis and solvingof the problem. Her overall ranking was 5 on these teits.Her initial predictive score placed her number 3.
Verbal data, The subject read in variables, proper-ties and elements 0 in the following order: serve feels com-fortable, accuracy, grip, vertical position of the call toss(T), arm (straight or curved), eyes en the ball, followthrough, starting position of the body, horizontal positionof ball toss (C), pendular continuous motion, timing, speed,motion (bat. hit, push, put (R)), contact on top of the ball,feet, whole body, wrist, concentration, arch, bent knees,racket heavier, contact off center, lean, practice, control,swing like a baseball, and reach.
1See Appendix XXXI. 2See Appendix XXXII. 3lbid.
4 Ibid. 5See Appendix XXXVI. 6See Appendix XXXII.
30
She read in the main goals of accuracy, speed and formearly. Two of the main properties of CRT, C and T, were readin early. R was read in in the middle of the program. Singlevariables and values were read in early followed by more com-plex elements; most of the comple,c elements were read in inthe middle of the program. She dealt with variables, proper-ties, and less complex elements at the end except "swing likea baseball" which is a complex concept. This pattern is simi-lar to that of Subject 0116.
In analyzing the Verbal Motor Behavior Graph1 as to
agreements and disagrements with the GSPS model, the CRTvariables were investigated first. She read in T first, fol-lowed by C, and d'.(.1 not investigate R as suc::. The order forthis subject would be TC. She investigated the motion vari-able (batting, hitting, pushing, putting into the air). Ifnotion is equated with position of the racket face (R) [R1 =
pushing (flat), R2 = putting into the air (open), and R3 =
batting, hitting (closed)], then the order of reading in wouldbe TCP. Patterns for problems with questionable or tentativelyr:cceptable solutions were TR or TC. Patterns for problemswith acceptable solutions were RT or CT. The three were nevercombined in one problem. There were only two rejected solu-tions, and the pattern employed was CT. For the positive prob-lems the order of calling the properties and variables wasreversed; for the negative problems, either forward or mixed;z.nd for the questionable or tentative solutions, either for-ward or reversed. The order of call of the values of the Cvariable was: C
1,C4'
C3'
and C5'
The order of call for the
T valuea was: T , T2, T3, and the order for the R variablewas R P and
3' l' 2'
Combined verbal-motor aralysis. In analyzing the ver-bal problems by the motor performance scores, the range ofscores went from 13 on day 1 to 44 on day 6. Upon examinationof the plot of highest motor scores in Figure 9, we see afluctuating but steadily rising pattern. In looking at thehighest scores in more depth, we find that 26 cases occurredwithin the problems, and only two highest scores occurred be-tween the problems. One of these two rises occurring betweenproblems also occurred between days; the other occurred with-in a day without rest. Therefore, 27 problems of highestscores could be attributed to something other than reminis-
1See Appendix XXXIV for the complete Verbal-Motor Be-
havior Graph and Appendix XXXV for a synopsis of the graph.
2See Appendix XXXVI for the complete analysis.
31
69 67 65 63 61 59 57 55 53 51
49 47 45 43 /41.
s2 3
9vJ
37 35 33 31 29 27 25 23 21 19 17
\\
1 2
3 4
5 6
7 8
,741
1) a
lis21
314i
5161
7181
92D
2i 2
231
33Z
262
7MIA=
Figure 9. - Subject Three.
Plot of high motor performance scores by problems.
I
I
I
rL
ro S. Car'?
cence and dissipation of fatigue factors. In order to furtherexamine the reasons for these rises, an analysis of highestscores based on the verbal data was made.-1- In examiningthese high scores, the .9,11-)ject followed this pattern: shewent from one variable to a combining of variables, assigningequivalences between variables, combining values and vari71.blesinto larger properties, assigning values to variables, com-bining these into a variety of combinations, and narrowing thenumber of properties to the testing of a few large properties- -speed, accuracy, vertical and horizontal positions of balltoss (T,0). At the very highest scores she was combiningvalues and variables of properties singly or into larger ele-ments.
Upon examination of the plot of the mean motor perfor-mance scores in Figure 10, we see a sudden rise, followed bya drop and then a steady but fluctuating rise until a trans-ition period after problem 24 where the high score was made;the sccres dropped again between problems 25-57. The subjectread in the majority f variables (42) before problem 15,where we see a steady rise of scores. After that the subjectread in only 12 variables during which time a levelling oc-curred and then the scores dropped. Problems 3-8 show asteady mean rise with predominantly tentative solutions. Mostof day 1 shows a steady rise. The stew:J drop between problems9 and 10 finds the subject introducing a new variable (arch)which resulted in problems of coordination and timing (ele=ments) which she reorganized. She sought her solutions inother elements such as starti;g position, bent knees, and leantogether with a large number of other variables read in andcalled. During the drop from TR, 25, 26, 27, she was pri-marily concerned with ::peed and accuracy; elements such astiming, comfort; addIng together of properties; and she didnot read in any new variables.
Upon examination of the betweRn-day increases and de-creases in motor performance scores, there was 66.66% de-crease and only 16.66% increase, indicating fiat very littlelearning could be directly attributed to the theory of remin-iscence. Scores remaining the same amounted to 16.66%, whichwas equal to the percentage of increases.
In looking at the within-day increases and decreasesin motor performance scores', there were nine increases(40.92%), eight decreases (36.66%), and five scores remainedthe same (22.72%) between problems. There appears to be
1See Appendix XXXVII for the complete analysis.
2See Appendix XXXVIII for the complete analysis.
3Ibid.
33
4
71 69 67 65 63 61 59 57 55 53 51 49 47 43 39
cz37
g 35 33 29 25 23 19 17 15
ii
i_I
I1
1 2
3 4
5 6
7 8
97R
1)11
111.
2 13
14
1,5
1617
181
9 23
a 2
2 23
Zi.
1R25
25
27P
RO
BLE
MS
Figure 10.--Subject Three.
Plot of mean motor performance scores by problems.
^Or .+A 'a
slightly more possibility that a score would increase thanthat it would decrease. I. examining the effects of restupon these scores, a large number of both increases and de-creases occurred during periods of no rest rather than withshort rest periods. Approximately 60% of the scores resultedin either increases without rest or decreases without rest(27.27% increase; 31.81% decrease). This indicates that al-though the subject was allowed to rest as often as desired,she seldom rested, and when she did, there appeared to be alittle less probability that the score on the serve followingthe rest would improve in motor performance than that itwould not improve. Concerning the four rest periods, threeresulted in increases and one in a decrease, indicating thatin three out of 22 cases rises in scores could be attributedto dissipation of fatigue factors. The other increases be-tween problems were due to other causes.
Upon examining the verbal problems by accuracy andspeed mean scores, the lowest mean accuracy score was .16 onday 2, and the highest sccre was 2.33 on day 4. The lowestmean speed score was .16 on day 2, and the highest was 1.33on day 4. High scores were achieved by other subjects alsoon the fourth clay. There could be a number of reasons forthis. (1) the weather was windy and cold the last three days,(2) after the fourth day the subject read in very few vari-ables; the problem became one of adding, subtracting, as-signing values to the variables, testing, and assigning equi-valencies rather than initially investigating new variables,which might be less motivating and which require more complexmental processes.
The plot of high accuracy and speed scores in Figure 11reveals the following: few if any plateaus occurred exceptat the highest score and rises in accuracy scores followedtwo out of three transition periods. Since there were so manyhigh scores, these scores would follow the general pattern ofthe total Verbal-Motor Behavior Graph. At the lowest ac-curacy scores (1, 7, 8, and 24) we see the following simi-larities: the solutions were mostly tentative; speed andaccuracy goals both were present; there was much assigningof equivalencies and adding of variables, reading in andcalling of variables and properties; T only was called tosolve the problem, and both forward and reverse patterns wereused in calling variables and properties.
In examining the plot of the highest speed scores inFigure 11, it can be seen that the high scores plateau at 2.The total pattern of the Verbal-Motor Behavior Graph woulddescribe the high scores. At the highest score, 3.00 at
13ee Appendix XXXIX. 2See Appendix XL.
354
4
6.0
5.8
5.6
5.4
5.2
5.0
4.8
4.6
4.4
4.2
4.0
3.8
3.6
3.4
3.2
1:1
3.0
E 2
.8..(
2 2.
6c.
)4 2
.42.
22.
01.
51.
61.
41.
21.
0 .8 .6 .4,
.2 .0I.
2 3
4 5
6 7
8 9
1113
0it 111213 *1516171.819 2D21.2223 2118252627
FROMM
Figure 11. -- Subject Three.
Plot of high accuracy and speed scores by problems.
problem 27, the following pattern was employed by the sub-ject: a tentative solution, accuracy and form goals, testedvalues of T, assigned equivalency and added variables (ac-curacy = T + C + eyes on the ball), eared three properties,assigned two values, employed TC, and c6Aled properties withthe reverse pattern.
In examining the accuracy speed plot of mean scoresin Figure 12, we see a rather strange pattern of extreme risesin the accuracy scores within a very fluctuating pattern ofscores. In referring to the Verbal-Motor Behavior Graph tor:ee what occurred at these high rises in accuracy at problems5, 12, and 20, we see that wiring problem five the subjectwas pursuing the possibilities of batting, hitting, puchingor putting the ball into the air (R). She did not have astated goal of accuracy. During problem 12 she was again at-tacking the possibilities of batting the ball or pounding itinto the ground with stated goals of speed and accuracy. Shewas also working on various positions of vertical ball tosswhile expressing confusion in goal. If she tossed high, shehad a better reach but less accuracy; if she tossed lower,she had more accuracy but less speed. These goals do notseem to be vastly different from the goals of the neighboringproblems. Goals of accuracy and speed predominated through-out the entire program, although there might be more positiveattacks on accuracy and speed here. Examining the low scoresat problems 7 and 23, we find that the subject was working onthe problem of tossing the ball high and reaching for it withthe result of a decrease in accuracy or tossing it lower,hitting with a sidearm, with less speed but more accuracy.This was the same problem she was trying to solve in problem32--a high scoring problem. She rejected the high toss inproblems 7 and 23 because of the poor speed results.
The following results can be seen when examining theincreases and decreases botween days in accuracy and speedscores with and without rest.-1- Of the six possible increasesor decreases in accuracy, only ene increase and two decreasesoccurred. The 16.60 increase could be attributed to remin-iscence. The fact that two cases resulted in decreases andthree remained the same shows that little learning as evi-denced in motor performance scores of this subject could beattributed to this factor. In looking at the speed scores,two cases increased, one case decreased, and three remainedthe same. Two in six cases or 33.33% of the cases could beattributed to reminiscence.
Increases aLd decreases within days in accuracy aLd
1:T7ee XLI for the complete al.alysis.
3'1
4 f;
G.0 5.8
5.6
5.4
5.2
5.0
4.8
4.6
4.4
4.2
4.0
3.8 t
g3
3.6
ca,
3.4
3.2
r2.
8v,
2l 2
.62.
4°
2.2
2.0
8 1.
8--
1.6
11.4
1.0 . 8 . 6 .4 . 2 . 0
xx ACCURA(-
4,----0
SPEED
1
1 2
3 4
.g 6
78
9 11
11.0
1R11
2131
4151
1712
)21.
22gi
tZ26
27--
PRO
BL
EM
S
Figure 12.--Subject Three.
Plot of mean accuracy and speed scores by problems.
speed scores' were about equal (accuracy = 21.73% increase,17.39% decrease; speed scores resulted in 13.04% increaseand 17.39% decrease). This indicates that there was about anequal probability that a score would increase or decreasewith this subject. A large percentage of scores remained thesame (58.62%).
In studying the effects of rest upon the increases anddecreases of accuracy and speed scores, we find that with theaccuracy scores there was 17.39% increase without rest to4.34% increase with rest; 17.04% decrease without rest to4.34% decrease with rest; 30.43% of the scores remained thesame both with and without rest. In looking at the speedscores, we see 13.04% increased without rest, 6% increasedwith rest; 17.39% decreased without rest; 0.00% decreasedwith rest; 47.82% of the scores remained the same without restand 31.25% stayed the same with rest. There were no increasesor decreases with rest, indicating that reminiscence could notbe a factor contributthg to the learning with this subject.More scores remained the same than either increased or de-creased. Rests did not appear to be a significant factor inincreases in accuracy and speed scores. As with the motorperformance scores, most increases occurred within the problems.
Subject Four
Motor data. On the wallboard test the subject had araw score of 26 which was in the 70th percentile and had a T-Score of 54. from this initial predictive score, it would beexpected that this subject would perform better than average.Her rank order on this test compared to the other subjects ,
in this experiment was 1. On the Hewitt serve accuracy test,'her scores ranged from 6 (T-Score 58) on day 6 to 18 (T-Scoreover 60) on day 4. This was rather an atypical pattern witha high scoring day preceding a low scoring day. Her scoresdid not follow a pattern of daily fluctuation which might havebeen an explanation; but a pattern of }sigh, low, high, high,low, low, high. Her reap( order on this test was 2. On theHewitt serve speed test' her scores ranged from 3 (T-Score51) on days 2 and o to 12 (T-Score 75) on day 4. This againW-3 an atypical pattern. Her racking on this test ':as 3.Her mean daily accuracy sccre5 went from .J0 or. day 1 to 1.93on day 7, a typical pattern. Her ranking was i. Her meandaily seed scores ranged from .23 on day 1 to 1.00 on day 7;
1See Appendix XLII for the complete analysis. 2
Ibid.
3See Appendix XLIII for the complete analysis.
4 See App.mdix XLIV for tne complete analysis.
5 Ibid.6Ibid.
3)
4
a typical pattern. her ranking was 2. On the mean motor per-formance scores- her scores ranged from 41.20 on day 1 to 52.64on day 1, problem 1. Her rank order was 1. Her lowest andhighest mean scores appeared on day 1 and her highest meanscore occurred in the first p" ::'em, a very strange occurrence.
In examining the composite results on the motor datafor Subject Four, we see that she scored the highest on theinitial placement test and she ranked first on the total rankorder on all tests. Her high scores on accuracy and speedwere atypical--highest scoring days occurred before lowestscoring days. Her motor performance scores followed a typicalpattern--low scores on the first day, high scores on the lase.One wonders why high accuracy and speed scores occurred on thefirst day and form scores on the last.
Verbal data. Th order the subject read in variables,properties and elements was: ve:qical position of ball toss(T), reach, arch, smash, wrist (horizontal), racket broughtdown, accuracy, racket brought up, grip, lift, whole body,horizontal position of ball toss (C), lean, relax, speed,angle, top, backswing, forward swing, feet still, on toes,contact on tcp.of the ball, timing, sway, position of racketface (R), feel of it, follow through, thinking, thumb in,contact on cerr';er of the racket, elbow up, hitting down offarm, waiting position, wind, body position, control of theracket, and natural, smooth stroke--whole stroke. She readin the main goals accuracy and speed and also the main prop-erties early. R was read in about midway in the pro am;(this pattern was used by Subjects One and Three also .
Single variables and larger elements were read in about equal-ly throughout the program. There ware more complex elementslater in the program than earlier.
In analyzing the Verbal-Motor Behavior Graph3 as toagreements and disagreements with the GSPS model, the CRTvariables were investigated first. The subject read in thesevariables in the following order: TCR. The T and C variableswere the most prevalent and occurred together most frequentlyfor both accepted and rejected problems. The predominant pat-tern for acceptable solutions was TCR but for unacceptablesolutions it was MR.
The pattern for reading in variables was mixed in
1See Appendix XLVIII for the complete analysis-.
2,.3ee Appendix XIV for the complete analysis.
jSee Appendix XLVI fub the complete Verl'al Xotor pc-havior Graph and Appehdix XLVII fo2 a synopsis of te aaIh.
40
4 :;
positive, negative and tentatively acceptable solutions. Ifthe mixed pattern is not considered, the forward pattern pre-dominated for the negative solutions and the reverse pEq-tern predominated slightly for the positive solutions. In
the mixed pattern we see the following type of pattern: for-ward, jump back to early variable, forward, jump back, for-Ilard, etc. So actually, a forward-backtracking pattern pre-vailed. This pattern was true for reverse-mixed palternsalso. However, no particular pattern was consistently pre-sent. This subject was a negative strategy learner-2;negative soIotions to three tentative solutions and 11 posi-tive solutions. The order of reading in the C variables wasC1, C5' C2' C
4'the T variables was: T2, T3' T1, and the R
variables: R1
and R-wist
(unique to this subject).-T
Combined verbal/motor analysis. In anayzing the ver-bal problems by the motor performance scores,-1- the range ofscores was 31 on day 5 to 63 on days 2, 3, 4, and 5. Uponexamination of the plot of highest motor scores in Figure 13,we see that there was a high fluctuatior between low and highscores at the beginning, a levelling off, another high rise,a low score, a levelling off and more fluctuation betwcanhigh and low scores. In looking at the highest scores only,all 32 capes occurred within problems, none between. Sinceno rests occurred here, in no cases could highest scores beattributed to reminiscence or dissipation of fatigue factors.In order to further examine the reasons for these rises,reference was made to the Verbal Motor Behavior Graph.2 Inexamining these high scores, we see this pattern: she wentfrom examination of a few variables, to reading in, assigningvalues to a large variety of single variables, to combiningthem singly, to combining them into larger elements, as-signing equivalency, putting them into a larger elementcalled "everything together" at the end of the program. 31eworked with positive goals and used both negative and posi-tive evaluations. At the very highest scoring episodes, shecombined values, variables and properties into larger com-binations of single variables or into larger elements or sub-goals or assigned equivalencies.
Upon examination of the plot of the mean motor scoresin Figure 14, we cee a much different, type graph than withthe previous subjects. She began with much higher meanscores than the others and her scores had a narrow range- -41 -53. Small fluctuations occurred at the beginning,levelling sff in the middle, a Trop at problem 24, rise at
1Aprendix XLVIII for the complete analysis.
2.lee f.lendix XLVI for the complete wAlysis.
41
)
71 69
1-67 65 63 59 57 55 53 Si
.49 14
7
45 4,1 39 37 35
^33 31 29 27 25
"-
23 21 19 17L
3.5 \1_
1 2
3 4
5 6
7 8
9101
1. 2
1314
1516
1718
1923
2122
2324
2525
2728
2930
'202
3334
,353
6373
839
PRO
BL
EM
S
13.--Subject Four.
Plot of high motor performance
scores by problems.
2 A
71
69
67
6563
61 59 5755
53
51
494745
43
39
37
35 33 31 29 27 25 23
21
19
1715
1
1 2
34 5
7 = 9 10 11 1213 14 15 16 17159 27a
22
a2425 26 2723 29
3D31
32 3
3343
5 36
yPROBLEMS
14.--SUb,ject Four.
Plot of mean motor performance scores by problems.
25 followed by more fluctuating scores. From the Verbal-MotorBehavior Graph we see that at the beginning, during the fluc-tuating scores, the subject read in, assigned values, anddealt with 42 variables. Ai- the levelling off period (prob-lems 13-23, days 3 and 4) she dealt only with five variables.At the drop at problem 24, she was tense--she told herself to"relax and concentrate"; the only variable she called was grip,her main goal was accuracy and she dealt with the whole serve.At the rise (problem 25), she called 10 values and variables,denoted problem with the wind, called two elements--"feeling"and "timing" and was working on accuracy as stated. From 26-28, where scores decline, she was working on a number of vari-ables and values plus large elements of timing and balance.From problems 30-38 where the scores level off, fluctuate,but rise slightly she did not read in any new variables butcalled many old ones and combined them into larger elements.
In considering the between-day increases and decreases'in motor scores, there was 50% increase in motor scores and33.33% decrease (not a great deal of difference). Scores re-maining the same equalled 16.66%. This sh,:w6 a possibilitythat reminiscence took place between days half of the time.In looking at the w4.thin-day increases and decreases in motorperformance scores,' there were 16 increases, 13 decreases,and three scores remained the same. Increases amounted to50%, decreases to 40.62%, and scores remaining the same to9.32% of the total scores. There appears to be about anequal chance that scores would increase or decrease with thissubject. In examining the effect of rest upon these within-day scores on accuracy and speed,) we see that there were moreincreases and decreases occurring without rest (43.75% in-crease, 34.37% decrease) than wish rest (3.72% increase, 9.37%decrease). Scores remaining the same with rest equalled 3.12%and scores remaining the same without rest equalled 16.25%.This subject seldom chose to rest, and if she did, the shortrest period did not result in an increase in the following in-itial motor performance score any more than a decrease. Inonly one case was there an increase in score following a shortrest period. This increase could be attributed to the dis-sipation of fatigue factors. The increases between the 14other problems must be attributed to other factors.
In analyzing the verbal problems by the accuracy andspeed scores, 4 upon examining the accuracy scores the fol-lowing can be seen: the low accuracy mean score was 0 onday 1 and the high score 2.21 on day 7. The lowest speedscore was 0 on day 1 and the highest was 1.14 on days 5, 6,
1117.^e Appendix L.
2ItAd, 3 Aprendix LI.
4,,See Apiendix LIII for the complete analysic-.
44
and 7. This subject followed what would be a typical pat-tern with low scores on day 1 and high scores on day 7. Inexamining the plot of high accuracy and speed scores inFigure 15, two extremely low scores occurred at problems 3and 4. At these low scores the subject came either to atentative solution or to an acceptable solution, and goalsof speed and accuracy were present. She read in two pro-perties, called four properties, assigned four values, usedCT only, and used a reverse pattern of call. At the highestscores (7, 8, 11, 15, 16, 17, 21, 29, 36, 38, and 39) thesubject did the following: she employed accuracy and speedgoals, called properties, assigned values, used TCR or RCTto solve the problem, and used a variety of pattern in callingvariables. At the one plateau (22-28) we see the following:the subject worked on the accuracy goal, on the elementstiming and form; called variables; assigned values; used Ror RC in solving the problem, and used a mixed pattern ofcall. In examining the plot of highest speed scores, thesubject levelled off at two. The general plan of the totalVerbal- Motor Behavior Graph describes the pattern of thehighest speed scores. The low scores at three and four co-incided with the low accuracy scores above.
In examining the plot of mean accuracy and speed scoresin Figure 16, we see a very fluctuating pattern of accuracyscores. The speed scores also followed a fluctuating pat-tern, but the scores were not as high. There were no plateaus.In referring to the Verbal-Motor Behavior Graph at problems18 and 33 where the low scores occurred, we see that at 18the subject was examining the whole serve; working on "timing"and "feeling" elements; reading in a new variable (H); cal-ling nine variables, four values; reading in variables in aforward pattern; and rejecting the solution. In problem 33she was working on accuracy, calling three variables in re-verse, and rejecting the solution. The only thing in commonbetween these 4s that she rejected both solutions and wasworking on hituing down.
Upon examination of the increases and decreases betweendays in accuracy :old speed scores,' we see that there were noincreases in SCO1J, one decrease, and five scores remainingthe same in accuracy; and no increases between days, no de-creases, and six scores remaining the same in speed scores.This no percentage of increase or decrease in either scoreindicates that no increase could be attributed to reminis-cence or to forgetting.
In looking at the increases and decreases within daysin the accuracy and speed scores,2 there were a;Troximately
-See Arl,endix TAIL
45
5tY1
2i.
id.
6.0
5.8
5.6
5.4
5.2
f.0
4.8
4.6
4.4
4.2
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3.6
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6
1.2
1.0
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. 0
0-0-
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-0-
x-x ACCURACY
1I
Ico- -- o
SPEED
1I
I1 2
3 4
5 6
78
9 1u
1112
13 1
4 15
16 1
7181
9 20
2122a
P-25
25.
27 2
329
3D31
3233
31+
3535
3738
39
PROBLEMS
Figure l5.--Subject Four.
Plot of high accuracy and speed scores by problems.
6.0
5.8
5.6
5.4
5.2
5.0
4.8
4.6
4.4
4.2
4.0
3.8
3.6
3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0.8 .6 .2
.0
rx- x ACCURACY
oo
SPEED
1 2
34
5 6
78 9 1 0 1 1
1 21
3 1
4 1
5 1
6 1
7 ]
81 9
2 ) 1
2 2
2 32 4 25
26PROBLEMS
16.--Subject Four.
Plot of mean accuracy
accurac:, = 6.
Maximum speed = 4).
2 7 2 8 2 9 3 0 3 1 3 2
3 3
3 +
3 5
3 6
3 7
3 8
39
and speed scores by
four times as many increases as decreases in the accuracyscores. The percentage of increases was 46.87%, decreaseswas 12.5 %, and 40.62% remained the same. In looking at thespeed scores within days, we see 43.75% increased, 9.37% de-creased, and 46.87% remained the same. This 43.75% increasetook place between the problems. However, concerning boththe accuracy and speed scores, the large percentage of scoresthat remained the same or decreased must also be noted. Thesescores indicate that either much of the learning did not takeplace between the problems or that both increases and scoresremaining the same and are essential to the learning process.
In examining the effects of rest upon the increases anddecreases of the accuracy and speed scores,' it can be seenthat with the accuracy scores there was 0% increase occurringwith rest and that the 46.87% increase occurred without thebenefit of rest. In considering the decreases, 3.12% tookplace with rest and 9.37% without rest; scores remaining thesame equalled 12.50% with rest and 28.12% without rest. Inexamining the speed scores, 0% increase took place with rest,43.75% increase took place without rest; 3.12% decrease tookplace with rest, 6.25% decrease took place without rest; 32.5%of the scores'remained the same with rest and 34.37% stayedthe same without rest. All increases in scores took placewithout rest. The subject rested very little--only four times,and after the four rests, her scores remained the same. Noincrease in scores could then be attributed to the dissipationof fatigue factors. In comparing the increases and decreaseswith rest, there were more decreases (3.12%) than increases(0.00%) in both accuracy and speed scores without rest, in-dicating forgetting as the prime factor between problems inaccuracy and speed scores.
Subject Five
Motor data. On the wallboard test this subject had araw score of 12 which was in the 7th percentile (T-Score 4)compared to other students of beginning tennis. Although thesubject felt she had better than average motor skill, thisdid not appear to be the case, at least on this skill. Herrank order on this test was six compared to the other sub-jects in this experiment. On the Hewitt serve accuracy testher scores ranged from 2 (T-Score 48) on day 5 to 11 (T-ZJcore67) on day 7. Although her low score preceded her high score.it seems unusual that her low score occurred on day 5. Thismight be attributed to the wind factor which was not such apr,:dominant factor on the first four da.;:s. Her rank orderthis test was 6. On the Hewitt revve sieed portion of thet2st2 her scores ranged from 2 (T-Sc:re 46) on (lays 4 aLd 5,to 7 (T-Score 63) on day 7. 'Die low score on ci,:y 4 could rot
lee ApFendix L1V. 2See Ailendix LV.
2JIAd.
48
Jr
be attributed to the wind although it could on day 5. Herrank order was 6. Her mean daily accuracy scores went from.24 on day 4 to .95 on day 1. This was a very atypical pat-tern as one would expect the high score to be on the last dayrather than on the first. 4er ranking on this test was 6.Her mean daily speed scores ranged from .19 on day 4 to .63on day 1, again a very atypical pattern. Her rank order onthis test was 6. The mean motor performance score) went from12 on day 1 to 53 on day 4. Her rank order was 3. The highscore on day 4 with low scores on days 5, 6, and 7 might beattributed to weather conditions.
In considering her composite results on the motor tests,she ranked the lowest in both initial placement test and onthe composite score. The only score -hich was not last washer motor performance score. Her high scores followed herlow scores on all tests; her high testing scores occurred onday 7 and her high mean scores were found on day 4, which isan interesting result. Did she give an all-out effort thatmotivated her to achieve on the last test in spite of heraverage performance?
Verbal data. Thc order the subject read in variables,properties and elements"' was: speed, contact on center, ac-curacy, vertical position of bail toss (T), arm (move less),wrist (horizontal position), nervousness (relaxati,..m), grip(tighter), concentration, control, timing, arm (elbow posi-tions), movement on the court, angle, horizontal position ofball toss (C), grip (type), starting position, reach, form- -feeling, exchange of rackets, spin, arch, step back, lean,follow through, racket brought up, position of racket face(R), momentum, foot position, movement of whole body, co-ordination, wrist (snapped), wind, balance, faster movement(timing), finger on the racket, and backswing. She read invariables and values quickly--33 on days one and two. Onthe other five days she read in a total of 28 variables, Sheread in the main goals of accuracy and speed early and alsothe CT variables. The R variable was introduced late in theprogram. (This CT-R pattern was followed by Subjects One,Three, and Four also). She read in a mixture of variables,properties and elements. The longer, more complex elementswere scattered throughout the program rather than more ofthem being introduced at the middle or end.
In analyzing the Verbal-Motor Behavior Graph5 as to
1See Appendix LVI. 2See Appendix LV.
3See Appendix LX. 4See Appendix LVII.
5See Appendix LVIII for the complete Verbal-Motor Be-havior Graph and Appendix LIX for the synopsis of the graph.
49
56
agreements and disagreements with the GSPS model, the CRTvariables were investigated first. The subject read in thesevariables in the following order: TCR. T and O predominatedin all solutions whether they were negative, positive, or ten-tatively accepted. T predominated in all early problems. Rdid not appear until episode 21. The reverse pattern forreading in variables predominated in problems with acceptableand negative solutions. Mixed patterns, followed by reversepatterns, occurred most frequently in tentatively accentedsolutions. A positive-type learning strategy prevailedthroughout the first part of the program with such positivereinforcements as "I like my serve" or "My serve is pleasingto me." Later the subject showed more insecurity or questioning.On the last day, after watching herself on the television moni-tor, she said nothing. The order of calling the C variablewasC
C4'C the order ofC1' 4' 2' Left (unique to S.)' 03-
:
reading in tho T variables was: T1, T3, T2 . (It is difficult
to distinguish between T1 and T3
in the verbal protocol.) R
was considered in two problems only, and the consideration ofR occurred when considering the arm-elbow position.
Combined verbal motor analysis. In analyzing the ver-bal problems by the motor performance scores, the range ofscores went from 12 (day 1) to 58 (day 4). Upon examinationof the plot of highest motor scores in Figure 17, we see thatthere was a fluctuation between high and low scores from thetransition period following problem 29 until problem 33 whenwe see a drop followed by a rise and another drop. In fur-ther examining these high scores, we see that 41. rises oc-curred within problems and 2 between. In all cases includingthe two high scores between problems, rises occurred withoutrest. Learning as indicated by high performance scores tookplace within the problems themselves ...sxcept for two cases,indicating that highest Scores of this subject cannot be at-tributed to reminiscence or the dissipation of fatigue factors.In order to further examine the reasons for these rises, an ,analysis of highest scores based en the verbal data was made.'In examining these high scores only, we see,that on each ofthese scores the subject was assigning values to variables,testing one positive goal, assigning equivalences, and com-bining single variables. At the lowest points (4 and 14),she was working on decreasing speed (not form). At problem28, the highest scoring problem, she was working on accuracyassigning eqvivalencies, and combining variables (accuracy =angle + spin hit down). At the plateau of high scores(TR-33) she was working on a largJr element--coordination;introducing two new properties--lean and body position; as-signing equiva]encies (coordination -dean + body position);
)See Appendix LX. "See Appendix LXI.
50
5p.
C9 67 1_
65 63 61 59 57 55 53 51 49 47
Cr)
45
1 43
L.)
839 37
-g 3
5'
33 27al
l29 25 23 21 19 17 15
1
1 2
3 4
5 6
7 8
9101
1121
3141
5161
7181
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2527
2329
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31.X
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+35
3637
3839
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LE
MS
Figure 17.--Subject Five.
Plot of high mctor performance
scores by pro'clems.
testing and combining variables (body position + angle + T +lean). She started with a transition period with no comments.The last half of the program was marked by fluctuating scores;she was testing variables, combining properties into largerelements, assigning values, assigning equivalencies, andtesting one variable. She used both positive and negativeevaluations. Most of her goals were positively stated.
Upon examination of the Plot of the mean motor scoresin Figure 18, we see a pattern that is quits similar to theplot of highest scores. The high mean score at problem 19also contains the highest score. A plateau occurred at prob-lems 22-24 where there is a pronounced rise in score, on thehighest scores. In examining the Verbal-Motor Behavior Graphwe see that during these problems, the subject was working onboth accuracy and speed and she was highly dissatisfied withboth. She stated she was satisfied with the serve in episode23. She was working on the element timing and the followinvariables: horizontal position of the ball toss
(Cleft' C45'reach, tighten grip, and angle. She accepted all three solu-tions to the problems but rejected most of the serves. Sheused reverse reading in of the variables. Upon examinationof the total Vrbal Motor Behavior Graph, we see that earlyin the program the subject read in single variables and singleelements, assigned values, rejected some values and acceptedothers, called in more complex elements, as feeling, at prob-lem 13. At problem 17 she worked on the complex concept ofaccuracy-speed, vertical l'osition of ball toss, spin, gripand wrist snap combinations. She added variables and com-bined them into a complex pattern (scores drop due to com-plexity of the task). She called previously read-in vari-ables, assigned values, combined them into elements, rejectedand accepted values until problem 20 which is marked by alarge rise in score. At 20 she dealt with the complex prob-lem of changing grips (score drops) and called nine variables(combined them) in trying to solve the problem which resultedin P. tentatively accepted solution. She continued callingvariables, assigning values, adding and subtracting variablesand values, dealing with accuracy, speed, form, and timingelements until problem 26 where she looked at the pictures(drop in the scores). After looking at the pictures, sheread in two new variables (26 and 27 low scores) in workingon accuracy and speed and called 12 variables to attack theproblem, ending in a tentative solution. At 28 (high score)she read in new variables, called two variables, assignedvalues, worked on the accuracy goal, and accepted the solution.At 29, timing and coordination elements were attacked in pur-suit of the speed and accuracy goals. She called two vari-ables and rejected the solution. She continued in this mannerof calling variables, assigning values, adding, subtractingvalues and variables, working on coordination, timing, and formelements in attacking the main problem of accuracy and speed.She called fewer variables from problem 39 until the end(almost entirely without comment).
52
61
71 69 67 65 -
63 61 59 57 55
.-53 51
.
4941
47
845 3
le 3
901
37 35 3? 29
8 <z5 23 21
19
1715
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3 4
56
78 91011.1213141516171819202122232425262723291R3D31)23334353637,3391R1R4OTR
PROBLEMS
Figure 18.--Subject Five.
Plot of mean motor performance scores by problems.
In examining the between-day increases and decreasesin motor performance scores,1 there was a 33.33% increase,66.66% decrease and 0.00% of the motor performance scores re-mained the same between days. This indicated more likelihoodthat forgetting rather than reminiscence took place betweenthe days. In looking at the within-day increases and de-creases in the motor performance scores, there were 16 in-creases (43.24%), 15 decreases (40.54%) and six scores (16.21%)remained the same within days between problems. These scoresindicate that there appears to he a very slight probabilitythat a score would increase rather than decrease with thissubject. There is more chance that the score would eitherincrease or decrease than that it would remain the same.
In considering the effects of rest upon the motor per-formance scores,3 there were many more increases occurringwithout rest than with rest (14 or 37.83% without rest to 2or 5.40% with rest). Also 14 (37.83%) decreases occurredwithout rest to 1 (2.70%) with rest; 5 (13.51%) remained thesame without rest, and 1 (2.70%) stayed the same with rest.There appears to be more chance that a score would increaseor decrease without rest than with rest. In comparing in-creases and decreases with rest, there appears to be only aslight possibility that scores would increase rather than de-crease. In two cases (5.40% of the cases) rises could be at-tributed to the dissipation of fatigue factors.
In analyzing the verbal problems by th accuracy andspeed scores,4 the low accuracy mean score was 0 on days 3and 4 and the high score was 2 on day 3; the low speed scorewas 0 on days 3 and 4 and the high score was 2 on day 3. Thiswas an atypical pattern with high and low scores both oc-curring in the middle and in the same problem. In examiningthe plot of highest accuracy and speed scores in Figure 19,we see the following similarities in examining the highestof the accuracy scores at 3, 23, 33, 33, and TR following 40;the subject was examining elements, Galling variables and.properties, assigning values, and employing a forward patternof call. At the one plateau at 4-8, we see the following:both accuracy and speed goals, reading in and assigning values,T only used in solving the problem, mixed order in callingvariables and properties. In examining the low scores amongthe highest accuracy scores, at 18, 19, 20, 26, 27, 28, and TRfollowing 29, we see the follOwing similarities: mostly ac-curacy goals, examining of elements, reading in, calling, as-signing values, T or TO investigated, mixed order in calling.In examining the plot of high speed scores, there was a
1See Appendix LXII. 2Ibid.
3See Appendix LXIII. 'See Appendix LXIV.
54
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X
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plateauing of high scores around 2 as with Subject Four; also,many scores stood. at 1. A few scores were 0. For the 1 and 2scores, one can examine the general pattern of the Verbal-Motor Behavior Grap11. At the lowest scores we see the samesimilarities as those of the low accuracy scores. In exam-ining the plot of mean accuracy and speed scores id Figure 20,we see fluctuating rises and falls throughout the programmarked by a few plateaus (18-20 and 24-36), a few very highmean accuracy scores (3, 14, and 25) and mean speed scoros(17 and 25). In referring to the Verbal-Motor Behavior Graph,at plateau 18-20 the subject was primarily working on spin,arching her back and grip together with a number of accompanyingvariables. She was disgusted at episode 19, although she saidit "feels good"; and uncertain at 2C--"as much spin"? Atplateau 24-36 she was uncertain, looked at pictures, came upwith new variables, questioned a number of variables, was dis-gusted, didn't know what she was doing wrong,, blamed the wind,was working on timing, came up with many tentative solutions,and ended with the stated goal she was "getting everything to-gether." After that her scores rose, dropped, and rose again.In examining the high accuracy mean scores at 3, 14, and 25,we see accuracy goals and the acceptance of her serve--"feelsgood"; but the serve was too hard at 14. There was no statedgoal at 25. In looking at the high speed scores at 17 and 25,we see a stated speed goal arvi a desire to increase spin; how-ever, this decreased accuracy. At 25 there Ias no staged goal.
In examining the increases and decreases between daysin accuracy and speed scor6s,1 we see that there were 0 in-creases, 1 decrease (16.66%), and 5 scores (83.33%) remainedthe same with both speed and accuracy scores. Learning couldnot be attributed to reminiscence, and only 16.66% decreasescould be attributed co forgetting. Most scores remained thesame. Most of the learning took place elsewhere. In exam-ining the increases and decreases within days in accuracy andspeed scores, we see 13 increases (35.13%), 8 decreases(21.62%) and 16 (43.24% of the scores remained the same. Withthe speed scores there were nine increases (24.32%), seven de-creases (18.91%), and 21 scores remained the same (56.75%).
The effcts of rest upon the increases and decreasesof accuracy scores within days) resulted in two increases withrest (5.40%) and seven increases without rest (18.91%). Thisincrease could be attributed to the dissipation'of the fatiguefactors. There was one decrease with rest which could be at-tributed to short term decay. There were six decreases withoutrest (16.21%) which might be attributed to the accumulation offatigue factors, short term decay, or other explanations.
1See Appendix LXV for the complete analysis. 2Ibi6.
3See Appendix LXVI.
56
65
6.0
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85.
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1121
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Figure 20. - -Subject Five.
Plot of mean accuracy and speed scores byproblems.
(Maximum accuracy = 6.
Maximum speed = 4).
One score remained the same with rest (2.70%) and 20 scoresstayed the same without rest (54.05%). We see the followingeffects of rest upon the increases and decreases of the r..±eedscores: two increases with rest (5.40% and 11 increaseswithout rest (29.72%). The two increases could be attri-outedto the dissipation of fatigue factors, the 11 without lesb toother learning factors. There was one decrease (%_.70%)withrest and seven decreases (18.91%) without rest. The sevendecreases without rest could be attributed to the accumulationof fatigue factors, the decrease with rest to short-termforgetting or other learning factors. Fifteen scores re-mained the same without rest (40.54%) and one stayed the samewith rest (2.70%)
Subject Six
Motor data. On the wallboard test the subject had araw score of 26 which was in the 59th percentile (T-Score 521compared to other beginning students. She was about averageon this motor skill. Her ranking compared to the other sub-jects in t4s experiment was two. On the Hewitt serve ac-curacy test -L her scores went from 4 (T-Score 53) on day 1 to19 (T -Score over 80) on day 5, a typical pattern. On day 6(her last day) her score dropped very low which may be at-tributed to wind, short practice period, or watching herselfon the television monitor. Her ranking on this test was 1.On the Hewitt serve speed test2 her scores ranged from 4 (T-.Score 53) on day 1 to 12 (T-Score 75) on day 6; again, atypical pattern. Her ranking was two. Her mean daily ac-curacy scores3 ranged from .67 on day 1 to 1.02 on day 3.This differed from the Hewitt serve test results. The highscore on day 3 might be attributed to weather factors althoughother factors appear in the Verbal-Motor Behavior Graph. terranking was two. The range of her mean daily speed scoree+went from .43 on day 1 to .90 on day 3. This was the samepattern as for the Hewitt serve speed scores. Her ranking,was one. On the mean motor performance performance scoresher scores ranged from 25 on day 5 to 58 on days 4 and 5. Thiswas the subject's only atypical pattern--low and high scoresappearing on the same day. A further analysis of low and highscores will be made later. Her ranking on this test was four,which was her lowest ranking on any, of the motor tests.
Composite results of the motor data ranked this subjecttwo. Her initial ranking on the wallboard test was also two.She followed a typical pattern (low scores on first day withhigh scores on the last day) except for the mean motc,2 perfor-mance scores.
1See Appendix LXVII.2Ibid. 3See Appendix LXvIII.
4Ibid, 5See Appendix 'XII.
5b
I
tr. v.,.
Verbal data, The order the sub.ect real in variables,properties and elements1 was: form--feel, grip (steady),position of racket face (R), wrist. (flexion, eyension,hyperextension), the ball hit down, vertical r):1_tion of balltoss (T), accuracy, speed, follow through, cont..!t on centerof the racket, foot action, backswing, movement .1-1 the court,bend knees, eyes on the ball, balance, horizontai positionof the ball toss (C), wrist action (horizontally), reach,forward swing, timing, arch, br,ly .dositioninc, elbow (bentor straight), racket brought up, the ball hit ui., step back,slice, wind, forearm (shorter or longer), ccmtact on top ofthe ball, left leg stationary, lean to the lef-L, and theracket follows the ball in the air. The subject read in 31variables on the first two days, more than the number of vari-ables read in on the last four days combined! read inonly one variable on the fourth day, none en the fifth. ShereaU in the main goals of accuracy and speed, the subgoal ofform, and the CRT variables early. Most of the elements wereread in from the middle of the program to near the end.
In analyzing the Verbal Motor Behavior Gra h 2as to
agreements and disagreements with the GSPS mod the CRTvariables wore considered first. She read in -6nese variablesin the following order: RTC. The most prevalent pattern wasTRO. The portion RT predominated early; C was picked up inproblem 7. The reverse calling pattern predominated in rega-tive and positive. solutions; the mixed pattern followed bynegative pattern predominated in the tentative or question-able solutions. Negative solutions were more common thanpositive or tentatively accepted solutions. The subjectshowed disgust, tiredness, and soreness toward the end ofthe learning sessions. Negative solutions predominated nearthe beginning and enu of the sessions, positive solutions inthe middle. Alter observing herself on the television moni-tor, she reacted with negative solutions and feelings of dis-gust.' The order of reading in the C variable was: C C3,
3'0 the order for the T variable was: T3, T2, T the5' Cl; 3' 2' l'order for R was: R3, R2, R
l' and Rleft (subject's individualvalue).
Combined verbal motor analysis. In anolyzing the ver-bal pra.lems performance scores), the range of
'See Appendix LXIX.
2See Appendix LXX for the complete Verbal Motor Behavior
Graph and Appendix LXXI for a synopsis of the graph.
73See Appendix LXXII for tho complete analysis.
59
68
scores went from 25 on day 5 to 58 on days 4 and 5. In examin-
ing the highest motor scores onlyl there were 36 within-problemincreases and only one between-problem increase among these
scores. All of the rises, including the one between problemrise, took place without the possibility of reminiscence oc-curring. These highest scores per problem are plotted inFigure 21. In analyzing these highest motor score episodesusing the Verbal Motor Behavior Graph, we see the followingpattern: assigned values, tested variables, combined vari-ables, combined variables and properties, assigned equival-ences, combined propert ies into elements, tested properties,recycled through the above processes, narrowed down propertiesand elements, and assigned new equivalences. During theearliest scores she was assigning values, testing one vari-able, and combining variables. In the middle of the programshe combined variables.and properties, assigned values, com-bined variables and properties into elements, tested and en-larged the number of properties. Late in the learning situ-ation the subject narrowed down the number of properties intolarger elements which were-easier to call, tested, investi-gated single variables, and assigned equivalences. At thehighest score (12) the subject was increasing accuracy anddecreasing speed, working on form, calling five properties,did not read in any new variables or properties, assigned orcalled four valuer, used RC to solve the problem, and usedthe reverse pattern in calling the variables. At the lowestof the highest scores (33) she was working on accuracy andform. She read in one variable, called two properties, as-signed one value, did not use either 0, R, or T, employed areverse pattern in calling variables, and was tired and dis-gusted. There were three short plateaus: 5-7, 9-11, and 15-17. In looking at the Verbal Motor Behavior Graph at theseplateaus, we see at 5-7 the subject was vorkinfr.on increasingaccuracy, debating between various heights of ball toss,reading in six new variables, attacking the element of bal-ance, assigning equivalences (R = hit square and aim), callingsix properties, calling or reading in nine values; callingTRC to solve the problem, and using reverse and forward pat-terns in calling tho variables; the solutions are either posi-tive or negative and she has a positive, attitude toward theserves. At 9-11 (all positive solutions) her main goal wasaccuracy, she called the elements balance and feeling, readin one variable, was working on various heights of ball t.ss,called seven variables, read in or called eight values, usedTCR to solve the problem, and used forward or reverse pat-terns in calling. At 15-17 the main goals were to increaseaccuracy and speed; she attacked the elements of timing andform, assigned equivalences (B = RCH), added variables (TB; RCH + T + B + T
3 '
)* she did not read in any new properties,
1See Appendix LXXIII.
60
69
69: 6
7 65 63 61 59 57 55 53 51 -49 47 45 43 39 37 35 33 '31 29 27 25 23 21 19 15
1 2
3 4
5 6
7 8
9101
1121
3141
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1819
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BLE
MS
Figure 21.--Subjet Six.
Plot of high motor performance scores by problems.
called three properties only (was testing these three), calledor read in seven values, used TRC to solve the problem, usedreverse or forward-backtracking (mixed) patterns in callingthe variables; solutions were sositive, rejected the solu-tions, accepted or tentatively accepted the serves. Plateausdid not seem marked by lack of motivation or a decrease inlack of effort. For this subject, these plateaus were markedby: insecurity in goal (denoted by "maybe" statements), toomany goals, attending a new problem, assigning values oradding variables, combining properties into larger elements,elimination of some properties through testing, and narrowingdown the scope of investigation. In order to do the latter,many possibilities were investigated. These plateaus appearto be a time of increased mental activity, rather than de-creased. They also appear to be necessary for future in-creases.
Upon examination of the plot of the mean motor scoresin Figure 22, ve see that there were no plateaus; scoreseither increased or decreased within a small range. At thehigh scores at 18, 24, and 36 we see the following. at 18the subjeot came to a positive solution, the main goal was toincrease accuracy; she added variables (RCH + B T), calledfive properties, assigned or called three values; TO was usedto solve the problem, and the reverse pattern was used incalling variables. At problem 24 we find the following: anegative solution, acceptance of the serve; her goal was taincrease accuracy; she read in one variable, called six pro-perties, read in or assigned nine values ; .CRT was used tosolve the problem, and a miced pattern was employed to callvariables. At 26 (a questionable solution) her goals were toincrease accuracy and decrease speed; form goal was present;she read in one property, called six previously accepted pro-perties, assigned or read in four values; used TO to solve theproblem, and used the reverse pattern to call the variables.Only the following similarities seem to be present: to in-crease accuracy was the goal; she called properties and as-signed values.
At the low scores at problems 16, 30, and 33 we findthe following: at problem 16 the subject arrived at a nega-tive solution, accepted the serve, her goal was to increaseaccuracy. She was working on the element timing; added vari-ables (T + B; BCH + T + B), assigned equivalences, calledthree properties, assigned or called six values; used T onlyto solve the problems, and used forward or forward-backtracking(mixed) pattern in °ailing properties. At problem 30 she cameup with a positive solution; was working on the accuracy goal- -right hand corner; was working on the elements tiring, form,and Calance; read in two properties; called 10 properties;Assigned or read in ?2 values; used RTC to solve the problemand employed forward backtracking (mixed) patterns to callthe variables.' At problem33 we find a tentative solution:her goal was to increase accuracy, she was working on the
62
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Figure 22.--Subject Six.
Plot of mein motor performance scores by problems.
1
element balance, called four properties, assigned or read inthree values, used CE to solve the problem, ani employed areverse pattern in calling the variables. Common operationsoccurring at these low mean scores were: accuracy goal,called properties, read and called values (same as the highestmean scores).
In examining the between-day increases and decreasesmotor performance scores,1 wa find two increases (40),
three decreases (60%), and 0 scores remained the same. Withthis subject there was more probability of decrease occurringbetween days tha-1 increase, more possibility of forgettingthan reminiscence. Withln-d,,y increases and decreases inmotor performance scores' resulted in 10 increases (32.25%),nine decreases (29.03%), and scores remaining the same(38.700). These scores indicate that there was about an evenpossibility that scores would either increase, decrease, orremain the same within days between problems with this sub-ject.
In the effects of rest on the motor performance scores,-there were more increases vithout rest (32.25%) than, with rest(0%). There were more decreases without rest (29.03%) thanwith rest (0%).: Problems remaining the same without rest were55.480, and those remaining the same with rest equalled 3.22%.That a score would either increase, decrease or remain thesame with rest were all about equally probable. If initialscones between problems decrea;is as often as increase, learningmust either take place in this manner or learning must takeplace elsewhere thar between the problems (as hypothesizedin the initial experiment). There were an equal ntImber of in-creases and decreases with rest (0%); no learning could beattributed to th, dissipation of fatigue factors. It mightbe pointed out that with rest the nine decreases might nothave occurred. This does not seem very likely, however,since the subject could rest as needed.
In analysing the verbal problems by accuracy and speedscores, we find the low accuracy mean score was .14 on day4 and the high score was 1.83 on day 3. Upon examination ofthe speed scores, the lowest mean score was .14 on day 4 andthe highest was 1.33 on day 3. The pattern of accuracy andspeed mean scores was atypical ln that lowest mean scoresfollowed highest wean scores. In eyamining the plot of highaccuracy and speed scores in Figure 23, a highly fluctuatingpattern is evident. At the very highest ocores we find thefollowing similarities: the subject pursued the accuracygoal; employed tentatively accepted solutions; called vari-
1See Appendix LXXIV. 2ibid.
3See Appendix LXXV. 4See Appendix LXXVI.
64
73.
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Figure 23.--Subiect Six.
Plot of high accuracy and speed scores by problems.
(Maximum accuracy = 6.
Maximum speed = 4).
ables; assigned values; T, TR, or TC predominated in solvingthe problems; a variety of pattern was used; reverse patternof calling was most predominant. In examining the lowest ofthe high accuracy scores we eee the following similarities:the subject was working on a more complex mental task suchas assigning equivalence; adding variables; testing twovalues; calling propertie,F. or variables; assigning vaiaes;employing T or TC to solve the problem ; or using a varietyof patterns of call, although reverse pattern predominated.The differences between highest scores and lowest of the highscores in accuracy seems to be that on the high scores thesubject had centered her thinking,on accuracy and for the lowscores she was involved with more complex operations. Therewere no plateaus.
In looking at the plot of the highest of the speedscores, we find that the subject's scores plateaued at twothroughout the whole program. The general plan taken fromthe Verbal Motor Behavior Graph would describe what occurredat these scores. On examining tte lowest of the high speedscores we see the following similarities between the scores:most of these occurred in the first part of the learningperiod, most involved complex mental processes of assigningequivalences, adding, testing, or calling variables and pro-pertAes; assigning values; employing T or TRO to solve theproblems; or employed a variety of patterns in calling of pro-perties with the reverse pattern predominating.
In examining the plot of mean accuracy and speed scoresin Figure 24, we see a very fluctuating pattern with highrises particularly in accuracy scores. There were no plateausamong the accuracy scores. Among the speed scores there werea few plateaus at problems 1-3i 14-16. In referring to theVerbal-Motor Behavior Graph at these places, at 1-3 we seetie following: a negative solution, acceptance of serve,and a tentative solution; goals were to increase accuracy anddecrease speed; the subject worked on form; she read in 11variables, assigne3 one equivalence (decrease speed = decreasefollow through), called three properties, assigned or read in10 values, employed RT to solve the problem, and used thereverse pattern in calling the variables. At 14-16 we find atentative solution, acceptance of the solution, and a re-jection of the solution and the serve; goal was accuracy,worked on timing and form elements; assigned equivalence(B=RCH); read in no new variables; called four properties;
`,assigned or called five.values; PR were used to solve theproblem; and she employed reverse or forward-backtracking pat-tern in calling variables. At bath plateaus we see the fol-lowing similarities: accuraoy'goa1; the subject assignedequivalence, worked on the element of form, called and as-signed values, and used the reverse pattern in calling vari-ables.
In examining the highest mean accuracy °cores at 4,
66
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PROBLEMS
Figure 24. --Subject Six.
Plot of mean accuracy and speed scores by
problems.
(Maximum accuracy = 6.
Maximum speed = 4).
12, 17, 20, and 23 the following similarities can be seen:thesubject employed toth accuracy and speed goals; called pro-perties, called a large number of values, and employed areverse pattern in car.ing variables for all out one problem.Upon examining the lowest scores in both accuracy and speedscores at problem 29 we see: a tentative solution, a testingperiod, subject read in one property, tested values of thisproperty, called s4.x formerly used properties, called or as-signed five values, used T only to solve the problem, and em-ployed a mixed pattern in calling the variables.
In looking at the increases and decreases between daysin accuracy and speed scores,_ we find the follc :ing: therewas one increase (20%), one decrease (20%), and three (60%)of the scores remained the same with both the accuracy andspeed scores. There was one riee that could be due to remin-iscenca, one decrease that could be attributed to forgetting;nothing appears to occur with most of the scores. In lookingat the increases and decreases in accuracy and speed scoreswithin days,3 we see there were 11 increases (35.48%), ninedecreases (29.03%), and 11 scores remained the same (35.48%).With the speed scores, there were eight increases (25.80%),nine decreases'(29.03%), and 14 scores remained the same(45.16%).
In order to further analyze these increases we willlook at the effects of rest upon these scores.3 With the ac-curacy scores increases without rest occurred ten times (32.25%),with rest one time (3.22%); decreases without rest occurrednine times (29.03%), decreases with rest 0, : :cores remainingthe same without rest occurred 11 times (35.48%), and scoresremaining the same with rest occurred 0 times. With thissubject most of the increases took place without rest. The
'one increase with rest (3.22% of the cases) might be attri-buted to the dissipation of fatigue factors. We must lookelsewhere for the increase without rest in the 35.48% of thecases where rises occurred. The 29.07% of decreases withoutrest might be attributed to the accumulation of fatigue fac-tors, short term decay, or other factors. In examining theeffec:; of rest on the speed scores, we see one increase withrest (3.22%), seven increases without rest (22.58); no de-creases with rent, nine decreases without rest; no scores re-mained the same with rest, and 14 remained the same withoutrest (45.16%). The 3.22% of the increases with rest couldbe attributed to the dissipation of fatigue factors; the22.58% without rest is examined in the Verbal-Motor BehaviorGraph analysis; the 9% degrease without rest could be attri-buted to accumulation of fatigue factors or short term decay.
1See Appendix LXXVII. 2Ibid. 3See Append'A
68
I
Ifttql rpgaws. ',AMMO" ranor ,10,91. n."5, 'IA.
More scores remained the same than either in,reased or de-creased indicating that most of the learning must take placewithin the problems rather than between them. The zerodecrease with rest indicates rest contributes to neitherforgetting nc,r learning, but to remembering with this subject.
69
78 \
CHAPTER V
RESULTS AND DISCUSSION'
Comparison of Subjects
Moto:? data. The subjects were ranked in the followingorder on the wallboard test: 4, 5, 3, 1, 6, and 2. It isinteresting to note that of the sx subjects who consideredthemselves better than average in gencrA_ motor ability, threescored below average (two way below average), two scored av-erage, and only one ,cored well above average. On the Hewittserve accuracy tests' the high scores ,ccurred on days 3-7 andthey centered around days 3 and 5. There we'e no pavticularlyIligh scoring days. On the Hewitt serve speea testa, 2 highscores appeared on days 3-7, centering around days 3 and 5.The high scores on the mean daily accuracy scores4 appeared ondays 1, 3, and 7; most centered around days 3 and 7. The meandaily speed high scores5 appeared on days 1, 3, 4, and 7; butthey centered around days 3 and 7. DI examining the range ofmotor scores, 6 low scores by most subjects took place on days1 and 2, although two subjects had 1j14 scores on day 5. Highscores were most frequent on day 4, but high scores oveurredon all days but the first. From these scores we see that, al-though some high scores occurred before day 4, the majorityappeared day 4 and thereafter. With the previous study it wasfound that the first signs of boredom appeared on day 4. Whatoccurred with that subject and is occurring with these sixsubjects is that by day 4 most of the variables have been readin and explored to some degree. Thereafter, mast of the timeis spent testing old variables, making new combinations ofthese variables and properties, aosigning equivalences, andother Iperations. Rather than exploring new variables andproperties, they are now spending their time applying oper-ations vithin their framework of properties, which might notbe as adventuresome a learning experience. However, due tothe experimental situation, these six subjects did not showsigns of boredom or lack of motivation as learners might dowithout the motivation of a television camera.
It can be noted that learning cannot be entirely mea-sured by motor performance scores at a particular time andplace, for in the learning situation the score is dependentupon the operations the subject is utilizing. In order to eli-minate undesirable.values end variables, combine variables and
1Ben Appendix LXXIA.
3See Appendix LXXXI.
5See Appendix LXXXIII.
2See Appendix LXXX.
4See Appendix LXXXII.
6See Appendix LXXXIV.
70
79,
assign values and equivalences, the subject must test thesevalues and operations. These tests result in low scores,high scores, and plateaus depending upon the goodness ofthe property applied and how the property fits into thetotal framework being developed by the subject. Thesescores are all parts of the total learning situation. Thestr'iggle to learn is marked by a slowly rising mean scorewitn many fluctuations as can be seen by most of the motorscore plots of most of the subjects.
comparing the performance scores of all the sub-ject. ' it can be seen that the initial wallboard test wasa good predictor of the final outcomes of the serve motortests. Only one subject was out of order.
Verbal data. In considering the number of properties2read in by these subjects, tLe vast majority of variableswere read in during days 1 and 2. By day 4 (except for Sub-ject Four) most of the variables were read in. Subject Four,who read in 10 variables on day 5, was the highest scoringsubject on the motor tests. Subjects Five and Six exper-ienced soreness, tiredness or nervousness on day 5 whichmight be one reason for the drop in the reading in of vari-ables, although the scores for Subjects One, Two, and Threedropped off sharply after day 4 also.
In examining the between-day increases and decreasesin motor performance scores of all the subjects,' there were12 increases (34.25 %),'21 decreases (60.00%), and two (5.71%)scores remaining the same between days. This indicates that34.28% of the scores could be attributed to reminiscence,50% could be attributed to forgetting, and 5.71% could beattributed to remembering. The GSPS.model must thereforetake into consideration the large forgetting which occurredbetween days and recognize that there was less possibilitythat reminiscence would occur or that the serve would beremembered as it was at the end of the previous day.
In examining the within-day increases and '. ecreases inmotor performance scores of all.subjects,4 there were 81increasos (42.63%), 71 decreases (37.36%), and 38 (20.00%)of the scores remained the same. This indicates that within-day increases should receive first priority, decreases second,and scores remaining the same a small priority in the model.
In examining the effects of rest upon these scores, 5
'See Appendices LXXXV, LXXXVI, and LXXXVII.
2See Appendix LXXXVIII. 3See Appendix LXXXIX.
4See Appendix X0. 5See Appendix X0I.
71
89
we see that 13 (6.84%) increases occurred with rest, 66 (34.73%)increases occurred without rest; 13 (6.84%) decreases occurredwith rest, 60 (31.57%) occurred without rest; 5 (2.63%) re-mained the same with rest, and 33 (17.36% remained the samewithout rest. This indicates that 6.84% of the increaseswithin days could be attributed to the dissipation of fatiguefactors', (although this does not rule out other reasons forthe increases). Reasons for the 34.73% increases which oc-curred without rest will be sought within the verbal-motordata later. It is possible that 6.84% decreases could be at-tributed to short term decay, but the large percentage of de-creases without rest must either be attributed to the accumu-lation of fatigue factors or other learning factors round inthe verbal-motor data. The very low percentage of scores thatremained the same within days following a short rest seems toindicate that nothing in particular occurred between theseproblems to influence these scores. The 17.36% of scoresthat remained the same without rest appear to be necessary tothe learning situation. Within-day increases without restwere 80% greater than those with rest, showing that reminis-cence or rest played a minor part in the total learning pic-ture of these subjects.
In examining the between-day increases and decreasesin accuracy and speed scores1 of all, the subjects, we findthe following taking place with the accuracy scores: therewere four (11.42%) increases, 10 (28.57%) decreases, 21(60.00%) remained the same. The small percentage of in-creases in accuracy scores could be attributed to reminis-cence, the 28.57% decrease to forgetting, and the fact that60% remained the same between days seems to be due to remem-bering. With the speed scores we see there were five (14.28%)increases, eight (22.85%) decreases, and 22 (62.85%) remainedthe same. The same explanations as under accuracy (above)could be given here also.
In looking at the within-day increases and decreasesin the accuracy.and speed scores of all subjects,' it can beseen that with the accuracy scores there were 61 (31.77%)increases, 36 (18.75%) decreases, and 95 (49.47) remainedthe same. With the speed scores there were 50 (26.04%) in-creases, 36 (18.75%) decreases, and 106 (55.20%) remained thesame. It is interesting to note that in spite of the largenumber of initial scores that remained the same, learning.took place. Two explanations are given for this: (1) thelarge number of scores remaining the same were indicative oftesting periods and necessary to the learning process and (2)significantly more learning took place within problems ratherthan between.
1See Appendix X0II. See Appencix
72
81
In examinipg the effects of rest upon the accuracyand speed scores, 1 we see the following: with the accuracyscores there were 11 (5.72%) increases in scores with rest,44 (22.91%) increases without rest; six (3.12%) decrealseswith rest, 31 (16.14%) decreases without rest; 21 (10.(:,3%)scores remaining the same with rest, and 79 (41.14%) remainingthe same without rest. There was much more probability thatincreases would occur without rest than with rest. Decreaseswithout rest also exceeded those with rest. Scores remainingthe same without rest exceeded both increases and decreases.
Only e very small percent of the scores (5.72%) couldpossibly be attributed to dissipation of fatigue factors; theincrease without rest (22.11%) must be attributed to otherfactors. Decreases with rest could be attributed to shortterm decay. In light of the fact that there was a'steadilyrioirg but largely fluctuating mean score increase, and inlight of the fact that so many initial slores remained thesame, learning must have taken place within the problemsrather thF.n between. Factors of reminiscence, dissipationof fatigiv factors, forgetting, and short term decay played avery small part in the programs of these subjects in the to-tal learning picture. In looking at the speed scores, therewere seven increases with rest (3.64%), 46 (23.95%) increaseswithout rest, six (3.23%) decreases with rest, 32 (16.66%)decreases without rest, 18 (9:37%) stayed the same with rest,83 (43.22%) stayed the same without rest. As with the ac-curacy scores only a small percentage of the increase inscores could be attributed to tha dissipation of fatigue fac-tors. Decreases with rest could be attributed to a shortdecay period. The reason for the large number of decreaseswithout rest were sought in the verbal data and appear later.There was a 26% probability that an initial motor score wouldresult in an increased score. This seems to indicate thatmost of the learning took place within the problems ratherthan between them.
In anaXyzing the highest motorrperformance scores ineach problem, we see the following general pattern for allthe subjects: they were investigating singlo variables, as-signing values to variables, testing values, combining valuesand variables, testing, combining into a larger number.ofvariables and properties, assigning equivalences, m,rrowirgdown values, variables and properties by eliminating thosewhich were unsuocessful, combining others into large. sub-goals or elements, testing remaining variables indA lually,assigning values, testing, reassigring equivalehc con-tinuing to narrow down by combining into elements, and .'bn-tinuing with this pattern to the end.
1See Appendix XCIV.
73
8"
e Appendix XCV.
In analyzing the highest accuracy and speed scores ineach problem we see the following similarities in goals andoperations used to accomplish the task of learning to serve:the subjects were working on the accuracy goal, calling andassigning values, using T, TC, CRT, TCR, or RCT to solve theproblem, were employing the reverse calling of variables andproperties predominantly, followed by the mixed pattern.
In comparing the lowest scores of each subject we seethe following similarities-between subjects: they wereworking on both accuracy and speed goals, dealing with com-plex elements, assigning equivalences, adding properties,testing two or more variables, calling and assigning values,using T, TR, CT, TO (never more than two of the three mainproperties) to solve the problem, and using the mixed patternto call the variables, although forward and reverse patternswere also present.
In oompaiing the plateaus between the subjects, we seethe following similarities: accuracy goals predominated,complex elements were involved, the subjects were testing,assigning equivalences, assigning vallies, adding variables,reading and calling properties using R, RC, T (usually onlyone or two of the main properties) to solve the problem, andusing the mixed pattern in calling the variables.
In examining 'All of these similarities, we see thatduring the plateaus and lowest scoring periods the subjectsdealt with more complex processes than during the highestscoring periods. These lowest scoring periods and plateausappeared to be necessary for obtaining the highest scoringperiods. Some of the highest scoring periods occurred duringtransition periods, indicating that a synthesis of informationmight take place during some transition periods. The subjectsmade more frequent use of the main properties CRT during thehighest scoring periods. During the lowest scoring periodsand plateaus, only one or two of these were used. The re-verse pattern predominated during highest scoring periods,mixed order prevailed during both lowest scoring and tran-sition periods. This indicates that when the subjects dealtwith iv)ro complex materials they jumped among accepted pro-pertieu to get the ones desired; during highest scoring epi-sodes, when the subjects were not involved in so many oper-ations, they were apt to all properties in a reverse order.There was no pattern of acceptable, rejected or tentativelyaccepted solutions to problems during either highest scoring,lowest scoring, or plateau periods when looking at only thehighest scores for ePch problem.
In examining the three plots of the raw scores of motorform performance, accuracy, and speed scores we see that 1.ighmotor performance scores did Lot accompany high accuraoy andspeed scores. By sight inspection one would not predict muchcorrelation between the two. Since speed was dependent upon
74
accuracy, high correlation would be expected between thecctwo.
Model chanus.1
The following changes were based onthe results of all six subjects. For the suggested order ofthe CRT variables a better order of readilig in these vari-ables wo..11d be TRC followed by TCR. Order of T would be:2, 3, 1; R: 5, 2, 1; and 0: 2, 4, 3, 5, 1. Removing Rfrom a prime position to a position equal with the other pro-perties and leaving 0 and T as the main properties was alsoconsidered in light of the results of this experiment. How-ever since only two subjects did not place R in a prime posi-tion, it was left there.
The most prevalent pattern in all types of solutionswas the reverse (67), followed by mixed (61), and forward (52).For the negative solutions, there were equal numbers of for-ward, reverse and mixed patterns. For the tentatively ac-cepted solutions, the mixed pattern predominated (16), fol-lowed by the reverse pattern (12), and forward pattern (9).For the positive solutions the reverse pattern predominated(30), followed by the mixed pattern (20), and forward pat-tern (18). Since the positive solutions were the most pro-minent, the reverse pattern will remain in the model in theposition of priority, followed by the mixed, and forward.
Lastly, the order of priority for all the propertiesacid elements except TRC were considered. Accuracy and speedwere the main goals read in in positions two and three. Theother elements and properties read in by at least three ofthe six subjects in the order of priority were: timing,contact on center of the racket, follow through, mind, grip(position of), reach, backswing, elbow position, arch, lean,hit--coming over the top of the ball, wrist (horizontal,vertical positions), hit down, step, foot fault, startingposition of t.le body, wrist (hyperextended, extended), wholebody, hit--bringing the racket up, contact, movement on thecourt, bent knees, form--feeling, thinking. There were 36other elements and properties besides these 28, which couldbe considered individual properties rather than group.
Ilamml1
1See Appendix XCVI.
75
84 *-
CHAPTER VI
. REVISED GSPS MODEL'
1. READ IN Accuracy, Speed: MAIN GOAL.2. READ IN Desired Serve (A).3. READ IN Present Serve (B).4. COMPARE (A) to (B). Does A = B? Yes. GO TO 13 below.
If there are differences that can be reduced, GO TO thelast step before branching here and advance 1 step. Ifthis is the first time at this stop and No, CONTINUE.
5. CALL SUBGOAL Ta. (17) to reduce differences. SELECTnext value. CALL SUBGOAL 16 TEST VALUE. If value isrejected, SELECT next value. If values are exhausted,GO TO 4. If value is accepted or tentatively acceptedbut differencep still exist, CONTINUE.
6. CALL SUBGOAL Ru (18) to reduce differences. SELECT nextvalue. Call SUBGOAL 16: TEST value. If value is re-jected, SELECT next value. CAUL subgoal 16. If valuesare exhausted and serve is rejected, GO TO 5. If valueis accepted, CONTINUE.
7. APPLY R to T. If uncertain, RESET. If ao improvementor negative results, GO TO 6. If improvement, CONTINUE.
8. CALL SUBGOAL Cc (19) to reduce differences. SELECTvalue. CALL SUBGOAL 16, If values are exhausted andall values are rejected, GO TO 6. If value is acceptedbut-differencas still exist, CONTINUE.
9. APPLY C to R. If uncertain, RETEST; if no improvementor negative results, GO TO 8. If accepted or tentativelyaccepted but differences still exist; CONTINUE.
10. READ IN NEW PROPERTIES AND ELEMENTS.11. GO TO SUBGOAL 20. CALL accepted properties and elements
as needed to TEST new property or element. If acceptable,STORE new property or element in ACCEPTED PROPERTY AliDELEMENT AREA, and CONTINUE. If not, GO TO 8..
12. APPLY property to C. If uncertain, RETEST. GO TO 11,CALL SUBGOAL 20. If negative results or no improvement,GO TO 8. If Yes, GO TO 4.
13. WRITE: NEW SERVE ACCEPTED and EXIT.14. PLACE: New Serve Description in Present Serve (A).
GO TO 4.
STOP
16. Subgoal TEST VALUE. MATCH present value to past value.If present value is greater than or equal to past value
'See Appendix XOVIV for the diagraumed model.
E
11
I
wros"....erArrst.'smarrr,K., ist!
RETURN to main program and CONTINUE. If less, REJECTValue and CALL next value that is higher. If noneexist, RETURN this information to the main routine.
17. Subgoal T.a Order of Call: T2, T3, T1.
18. Subgoal R.b Order of Call: R3 ,
R2
, R1 .
19. Subgoal C.c Order of Call: C2, C4, C3, G5, Cl.
20. Subgoal 20. READ IN NEW PROPERTY CALL OLD PROPERTIES.Order of
.
Call: Reverse, Mixed, Forward. Order of prior-ity for group properties and elements: TIM, GC, F, E,RCH, G, W, B, ARCH, LEAN, TOP, W
hor'FEELS, HD, W, TK,
WB, BNG UP, CON, MOC, S14, H, P, S13. Individual pro-
perties: unique to each subject. TEST new property.If acceptable, STORE in ACCEPTABLE SERVE PROPERTIES ANDELEMENTS and kETURN TO the main routine 4. If tenta-tively acceptable, RETEST. If unacceptable, GO TO 8 inthe main routine.
, aC1
in front of front foot, C2= back over head,
C3
out to the side, C4= too far in front, 0
5= right over-
head; R1 = flat, R2 = open, R3 = closed face of the racket;
T1 = correct height above racket, T2 = too low, T3 = too high.
77
86'
CHAPTER VII
CONCLUSIONS
The GSPS model was revised based on the following in-formation obtained from this study:
(1) There were some consistent patterns between sub-jecte that could be used to model a general plan ofattack. There were also a number of individualdifferences for which a complete learning modelmust account.
(2) The model was changed in the following ways: theorder of reading in the main properties, CRT, waschanged to TRC; the most prevalent pattern of callof properties remained the reverse pattern; how-ever forward and mixed patterns were also used andmust be included in the model. The general pro-perties included by at least three of the six sub-jects ti. ere included in the model; other propertieswere considered individual differences.
(3) Data on speeded accuracy scores on each serveprovided additional information as to the goalsought in each proUem.
(4) The Verbal-Motor Behavior Graph proved to be a verygood tool for analyzing verbal data, although itsuse was time consuming.
it
(5) Computer plots of motor performance, accuracy andspeed scores proved to be valuable tools in com-paring verbal and motor data for each subject.
(6) Most of the learning appeared to take place duringthe problems rather than between problems, whichdoes not bear out the conclusion made in the firststudy.
(7) Learning appeared to take place as evidenced in theslow fluctuating rise of mean motor performancescores, and these rises were marked by fluctuationsbetween high and low scores and sometimes plateaus.All these appeared to be necessary functions in thelearning process. At the low scorns and plateaus,the subjects were involved in complex operations.At high scores they attacked one goal or one pro-perty with a positiv'e goal. Rises occurred afterlengthy testing periods marked by transition periodsand/or plateaus.
(8) Reminiscence and fatigue factors Cissipation or
78
87
. TrArMImmume4rosimps70c.mn,.:
(9)
riwraiawrm..,WWMPI.VITIM,"
cumulation) appeared to play very minor roles inthe total learning picture of these six subjects.
The equipment used was superjer to the GeneralElectric Tri-Pack used in the initial investigationdue to its ability to still-frame. It had severaldrawbacks: it was heavier; the film was larger,more costly, and took morn ,:torage space; and moretechnical help was needed to gather and analyzethe data.
79
CHAPTER VIII
RECOMMENDATIONS
Due to the large amount of data collected in this study,it was necessary to limit the investigation to certain vari-ables, particularly those bearing on the development of theGSPS model. Some suggestiono for study on the same data are:study of the effects of testing upon the total learning situ-ation; an investigation of what occurs during periods of ex-treme anxiety or disgust as evidenced in the varbal-motbr data;a study of body language in the learning situation; an analysisof what occurs in the learning pattern after one observes one-self on the television monitor; the effects of changes ofweather on the learning situation.
The same type of study using the same skill could bedone on similar subjects for replication purposes: on poormotor learners or ambidexterous subjects learning to performthe skill on the non-preferred side to see if differencesexist between these subjects and where the differences mightlie. There seems to be a large number of experiments thatcould be performed using this type of research design andanalysis that would aid the teacher in trying to understandthe learning process.
It might be possible to program the verbal data for com-puter analysis in order to shorten the amount of time necessaryfor this stage of the analysis. Some programs already existthat replicate man's solving of other types of problems.
80
89
Lf
REFERENCES
Athletic Institute. Tennis serve. 8 mm "Skill Builder"loop film. The Institute, 805 Merchandise Mart, Chicago.
Driver, H. I. 1964. Tennis for teachers. P. 97. Wiscon-sin: Monona-Driver Book Co.
Gould, D. 1964. Tennis, anyone? Pp. 54-55. Palo Alto,Calif.: National Press.
Hewitt, J. E. 1966. Hewitt's tennis achievement test.Research Quarterly. 37:234-40.
Kaufmann, Harry. 1968. Introduction to the study of humanbehavior. Philadelphia: W. B. gaunders Co.
Lindquist, E. L. 1968. An information processing approachto the study of a complex motor skill. UnpublishedDoctoral Dissertation. University of Michigan.
1970. An information processing approach to thestudy of a complex motor skill. Research Quarterly.41:396-401.
Newell, A. and Simon, H. A. 1963. G.P.S., a program thatsimulates human thought. In E. A. Feigenbaum and J.Feldman (Bdss), Computers and thought. Pp. 279-295.New York: McGraw-Hill Book Co.
Scott, M. G. and French, E. 1959. Measurement.and eval-uation in physical education. Dubuque, /owa: Wm. C.Brown Co.
81
90
-0'nfleVer,1","a" ,7,1.2/s.M.r."Irramona,ormr1,...... erwlsomar.,nawn,airrs.,...,,,,,art,eMrtIESIF-4-
BIBLIOGRAPHY
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Broer, M. R. Efficiency of human movement. Philadelphia:Saunders, 1966.
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Fitts, P. M. Engineering psychology and equipment design.In S. S. Stevens (Ed.), Handbook of experimental psy-chology. New York: Wiley, 1951.
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Hill, W. F. Learning. San Francisco: Chandler PublishingCo., 1963.
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Hunt, J. McV. Intelligence and experience. New York:Ronald Press, 1961.
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McGeogh, J. A. and A. L. Irion. The psychology of humanlearning. 2nd ed. New fork: Longmans, 1952.
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Melton, A. W. (Ed.). Categories or human learning. NewYork: Academic Press, 1964.
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Polya, G. How to solve it. Garden City, New York: Double-day Anchor, 1957.
Newell, A. A gpide to the general problem-solver pInglamGPS-2-2. Santa Monica: Rand Corporation, 1963.
Newell, A., J. C. Shaw, and H. A. Simon. A 172/121y of in-telligent learning in a general problem solver. SantaMonica, Calif.: The Rand Corp., 1959.
Reitman, W. R. Cognition and thought. New York: Wiley,1965.
Singer, R. N. Motor learning and human performance. NewYork: Macmillan, 1968.
Smith, K. and M. Smith. Cybernetic principles of learningand educational desi . New York: Holt, Rinehirt andWinston, Inc., 1966.
Smith, Karl U. and W. h. Smith. Perception and motion.Philadelphia: W. B. Saunders Co., 1962.
Staats, A. W.New York:
Vernon, M. D.Baltimore,
and C. K. Staats. Complex human behavior.Holt, Rinehart and Winston, 1963.
(Ed.), Experiments in visual perception.Md,: Penguin Books Inc., 19b6.
Wertheimer, M. Productive thinking. New York: Harper &Row, 1945.
ARTICLES
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Atkinson, R. C. and R. M. Shiffrin. The information avail-able in brief visual presentations. Psychological Moilo-graphs. 74: 'Whole No. 428, 110, 1960.
Brown, R. W. and E. H. Lenneberg. A study in language andcognition. Journal of Abnormal Social Psychology. 49:454-462, 1954.
Bruner, J. S. The act of discovery. Harvard EducationalReview. 31: 21-22, 1961.
Buegel, H. T. The effect of introlucing ideational elementsinto perceptual-motor learning. Journal of F-:perimentalPsycholgay. 27: 111-124, 1940.
Bryan, W. L. and N. Harter. Studies on the telegraphiclanguage. The acquisitior of a hierarchy of habits.Psychological Review. 6: 745-375, 1899.
Chomsky, N. Review of Skinner's verbal behavior. In Bobbs-Merrill Reprint Series. Also in Language. 35: 26-58,January-March, 1959.
Cofer, C. N. Reasoning as an associative process:III. Therole of verbal responses in problem solving. Journal ofGeneral Psychology. 575-568, 1957.
DeLong, A. Learning. Review of Educational kcesearch. 25:438, December, 195
Duncan, C. P. Recent research on human problem solving.Psychological Bulletin. 56: 397-429, 1959.
Duncker, K. On problem solving. Psychological Monograph.58, Whole No. 270, 1945.
Egawa, K. and J. Haga. An inquiry into the process of humanproblem.solving by means of an information- processingmodel. a anese Journal of Educational Psychology. 14:71-78,A. bb. "Als717nychological Abstracts. 40:11,November, 1966. Ab. 11872.
Epstein, W. Some conditions of the influence of syntacticalstructure of learning: grammatical transformation,learning instructions, and "chunking." Journal of VerbalLearning and Verbal Behavior. 6: 303-311; 415-419,7777
Fitts, P. M. and Switzer. Cognitive aspects of informationprocessing: I. The familiarity of S-R sets and subsets.Journal of Experimental Psychology. 63: 321-329, 1962.
Fleishman, E. A. and W. E. Hempel, Jr. The relationshipbetween a'?ilities and improvement with practice in a
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IT.rhflgir .171PIMPIIVM
visual discrimination reaction task. Journal of Experi-mental Psychology. 49: 301-312, 1955.
Fleishman, E. A. and S. Rich. Role of kinesthetic andspatial-visual abilities in perceptual motor learning.Journal of Experimental Psychology. 66: 6-11, 1963.
Gagne, R. M. Problem solving and thinking. Annual Reviewof Psychology. 10: 147-172, 1959.
Gagne, R. M. and L. T. Brown. Some factors in the program-ming of conceptual learning. Journal of ExperimentalPsychology. 62: 313-321, 1961.
Gagne, R. M. and E. Smith. A study of the effects of ver-balization on problem solving. Journal of Experimental-Psychology. 63: 12-18, 1962.
Gallahue, D. L. The relationship between perceptual andmotor abilities. Research Quarterly. 39: 948, Dec-ember, 1968.
Goodnow, J. J. and Postman, L. Probability learning in aproblem-solving situation. Journal of Experimental psy-chology. 49: 16-22, 1955.
Green, E. J. Concept formation: A problem in human operantconditioning. Journal of Experimental Psychology. 49:175-180, 1955.
Greene, P. H. Problem-solving and learning machines. Be-havioral Science. 4: 249-250, 1959.
Gregg, L. W. and H. A. Simon. An information-processing ex-planation of one-trial and incremental learning. Jour-nal of Verbal Learning and Verbal Behavior. 6: 780-787,1_77.
Guilford, J. P. Basic conceptual problems in the psychologyof thinking. In E. Harms (Ed.). Fundamentals of psy-.chologx: the psychology of thinking. Annals of theNew York Academy of Science. 91, Art. 1, pp. 6-21, 1960.
Guilford, J. P. Three faces of intellect. American Psycho-logist. 14: 469-q79, 1959.
Henry, F. M. Increasf:d response latency for coreplicatedmovements and a 'memory drum" theory of neuromotor re-action. Research Quarterly. 31: 448-458, October, 1960.
Hunt, E. Computer simulation: artificial intelligence stu-dies and their relevance to psychology. In P. R.Farnsworth, M. R. Rosenzweig, and J. T. Polefka (Eds.)Annual Reviey of I3ychology. Vol. 19. Pp. 135-168, no8.
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95.:--
1
Johnson, J. Tennis serves of advanced women players. Re-search Quarterly. 28: 123-131, May, 1957.
Karlins, M. and H. Lamm. Information search as a function ofconceptual structure in a complex problem-solving task.Journal of Personal and Social Psychology. 5(4), 456-459. 197.
Kawsan, J S. Haralson, and R. Cline. Variables in percep-tual and cognitive organization and differentiation.Journal of Personality. 33: 164-77, June, 1965.
Kendler, H. H. and T. S. Kendler. Vertical and horizontalprocesses in problem solving. Psychological Review. 69:1-16, 1962.
Kendler, H. H. and R. Vineberg. The acquisition of compoundconcepts as a function of previous training. Journal ofExperimental Psychology. 48: 252, 1954.
Lashley, K. S. The problem of serial order in behavior. InJeffross, _L. A. (Ed.). Cerebral Mechanism in Behavior:The Hixon Symposium. New York: John Wiley & Sons, 1951.
Mayzner, M. S. anu M. E. Tresselt. Studies in sequentialperception: looking at one thing but finding an,:ther.Perceptual and Motor Skills. 23: 257-258, 1966.
Melton, A. W. Implications of short-term memory for a gen-eral theory of memory. Journal el Verbal Learning andVerbal Behavior. 2: 1-27175.
Miller, G. A. The magical number seven, plus or minus two.Psychological Review. 63: 81-97, 1956.
Mowrer, 0. H. The psychologist looks at language. AmericanPsychologist. 9: .S60-694, 1964.
Nevell, A., J. C. Shaw, and H. A. Simon. Elements of a theoryof human problem solving. Psychological Review. 65: 151-166, 1958.
Oldfield, R. C. Memory mechanicms and the theory of schemata.British Journal of Peycholosz. 45: 14-23, 1954.
Ono, Shigeru. A mathematical analysis of motor learning: Acontrol system model. Javanese Psychological Research.8: 72-89, 1966.
Parker, J. F. Jr. and E. A. Fleishman. Use of analytical in-formation concc.rning task requirements to increase theeffectiveness of skill training. Journal of Applied Psy-chology. 45: 296-302, 1961.
88
96
w.mmawminee, .m......frvirsowerocm,A9,4stwrrWre.'1 MeRF".!'" -WV^
Polanyi, M. Problem solving. British Journal of Philosophyof Science. 8:89. 1957. (Reproduced in Polanyi, M.Personal Knowledge, London, 1958, pp. 120-135).
Polanyi, M. Experience and the perception of pattern. InX. M. Sayre and F. J. Crosson (Eds.). The Modeling ofMind. Notre Dame: University of Notre Dame Press, pp.207-222, 1963.
Rosenblatt, F. The perceptron: a probabilistic model forinformation storage and organization in the brain. Psy-chological Review. 65: 386-407, November, 1958.
Solley, W. The effect of verbal instruction of speed andaccuracy upon the learning of a motor skill. ResearchQuarterly. 23: 231-240, 1952.
Teft, L. and others. Relation be6ween perceptual and ccn-ceptual operations. British Journal of Psychology. 55:421-428, November, 1977-
Wallach, H. Some considerations concerning the relation be-tween'perception and cognition. Journal of PersonaMy.18: 6-12, 1949.
Welford, A. T. The measurement of sensory motor perfo,:mar.ee:survey and reappraisal of 12 ;,rears progress. Ergonomf.cs.3: 189-230, 1960.
TECHNICAL REPORTS
Atkinson, R. C. and R. M. Shiffrin. Mathematical models f.rmemory and learning. Technical Report 79, Institute forMathematical Studies in the Social Sciences, StanfordUniversity, 1965.
Cotterman, T. R. Task classification: an approach to par-tially ordering information on human learning. WAD°Technical Note 58-374. ASTIA document No. AD 210716.',,right Air Development Center. Wright-Paterson Air ForceBase, Ohio. January, 1959.
PROCEEDINGS AND WORKSHOP REPORTS
Feigenbaum, E. A. The simulation of verbal learning behavior.Proceedings of the Western Joint Computer Conference. 17:121-132, 1961.
Hubbard, A. W. Psychological aspects of human movement andperception. Proceedings, College P. E. Association,pp. 58-67, 1956.
Hunt, E. B. and C. I. Hovland. Programming a model of human
89
concept formation. Proceedings of the Western Joint Com-puter Conference. :19: 145-155, 1961.
Walters, C. E. Scientific foundations of motor learning.NAPECW Workshop Report. Purposeful action, p. 21, 1956.
DISSERTATIONS
Cummiskey, J. E.. The effects of motivation and verbal rein-forcement upon Performance of complex perceptual-motortasks. Unpublished doctoral dissertation, Stanford Uni-versity, 1962.
Egstrom, G. H. The effects of an emphasis on conceptualizingtechniques during the early learning of a gross motorskill. Unpublished doctoral dissertation, UrIversity ofSouthern California, 1961.
Evans, S. H., Jr. A model for perceptual category formation.Unpublished doctoral dissertation, Texas Christian Uni-versity, 1964.
Laughe7.v, K. R. An information-processing analysis ofproblem-solving behavior. Unpublished doctoral disser-tation, Carnegie Institute of Technology, 1961.
90
98
teirgW49M4112,te ......**Ma*mer.a.
APPENDIX I
THE FIRST GSPS MOTT,
1. READ IN Present Serve.2. READ IN New Serve Goal.3. COMPARE Present Serve to New Serve. Does Present Serve
equal the desired improvement in the New Serve? YES.GO to 13 below. If there are differences that cal bereduced, GO TO the last step executed before branchinghere and advance one step. If this is the first timeat this step and NO, CONTINUE.
4. CALL Subgoal C (17) to reduce differences. GET nextvalue.' If values are exhausted, GO TO 15. CALL Sub-goal 16.
5. APPLY property selected from C to Present Serve and seeif differences are noted. If uncertain, RETEST; if noimprovement or negative results GO TO 4. If improvement,GO TO 3.
6. CALL Subgoal R (18). GET next value in R. If presentvalues of R are exhausted, GO TO 4. CALL Subgoal 16.
7. APPLY R to C. If uncertain, RETEST; if no improvementor negative results, GO TO 4. If improvement, GO TO 3.
8. CALL Subgoal T (19). GET next value in T. If valuesare exhausted, GO TO 6. CALL Subgoal 16.
9. APPLY T to R and note differences. If uncertain, RETEST;if no improvement, or negative results, GO TO 6. Ifimprovement but differences still exist, GO TO 3.
10. Are there any new properties that might work? If YES,GO TO 11. If NO, are there any properties in the areacalled Accepted Serve Properties? If YES, GO TO Ac-cepted Serve Properties and flET last feasible property.If NO, GO TO 8.
11. Apply property to T. Is there any improvement? If un-certain, RETEST; if negative results or no improvement,GO TO 8 and GET next property. If YES, GO TO 3. Ifdifferences still exist, GO TO 10.
12. Does acceptance of present serve indicate acceptance of anew serve property outside of C, R, and T? If YES, PUTobject. in storage area called Accepted Serve Properties.
13. WRITE: NEW SERVE ACCEPTED.14. PLACE New Serve Description into Present Serve. GO T(.. 2.15. WRITE: NEW SERVE REJECTED.
STOP
16. Subgoal TEST VALUE. MATCH present value to past value.If present value is greater than or equal to past valueRETURN to main program and CONTINUE. If less, REJECTvalue and TAKE next value that is higher. if none exist,RETURN this information to the main routine.
17. Subgoal C.a Order of Call: C2, C4, C5, C3, Cl.18. Subgoal R.a Order of Call: R3 or R2, Rl.
91
19. Subgoal T. a Order of Call: T2, T3, Tl.
aCl = in front of the front foot, C2 = back over the head, C3
out to the side, C4 = too far in front, C5 = right over the head;R1 = racket face flat, R2 = racket face open, R3 = racket faceclosed; Tl = 1-3' above the height of racket, T2 = too low, T3too hi7;11.
92
100
1
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r-safeaft.moor...-..e.aa von
APPENDIX II
SUBJECTDATETIMEPAGE
7,1W7rOrrrrirMk7,,rtf,'
SPEED-ACCURACY SCORE SHEETS
Points:5, 6.the roperecord
1, 2, 3, 4,Indicate over
as "0" andthe score
Zone 1, 2, 3, 4.indicate over the rope as"0" and record the score.Record scores only if theserve went into the ser-vice court.
ACCURACY SPEED
Serve # Score Score
.
93
101
APPENDIX III
INSTRUCTIONS TO THE SUBJECT (TAPED)
YOU have been selected as a subject for a study on thelearning process involved in learning a tennis serve. Youare working under a grant from the Department of Health, Edu-cation, and Welfare. It is very important that you follow in-structions carefully and ask questions when you are not sure.The purpose of this study is for you to learn to serve as wellas you can by observing a loop film (point out), looking atpictures (point out), and asking me questions. As you at-tempt to learn how to serve, ask yourself what you are tryingto do and evaluate your results. Let one give you an example.Here is a picture of an old skill--vaulting over the hornsof a bull. (Pause, show picture). How would you go aboutlearning to do this? (STOP TAPE).
As you learn to serve, say aloud what you are trying todo, perform the serve, and evaluate the results in terms ofhow the servo turned out, what was wrong with it, right withit, what you are going to change, what you are going to keep,how you feel about it, things like this. You will continuethis process for 7 days. The following is very important:do not discuss the serve, perform the serve, or even thinkabout serving outside of these practice sessions. Everythingyou do in connection with the serve in the next seven daysmust be on tape! This is very important. Before you start,you will need to know a few rules concerning the serve. Youmust stand behind the base line between the singles sidelineand the center mark (pause, demonstrate). An "X" is markedto show you an acceptable position. The serve must go dia-gonally to the right service court on the other side of thenet. (2ause and point out). We also serve from the leftside of the court into the left service court. You will notdo th&e.
Both accuracy and speed are important. The service courtis marked off into scoring areas and the highest scoringareas are in the left corner. This is where your opponenthas the most difficulty in returning the serve. Also, howhard you hit the pall is important. The court is marked offinto zones to show you how hard you have hit the ball by howdeep the ball bounces on its second bounce, providing theserve lands in the service court. A rope is placed 4 feetover the net so that we can gather data on the results ofyour serves. You don't need to concern yourself unneces-sarily with the rope. A good serve will go over the net;probably, but not necessarily, Under the rope and into theproper service court. An assistant is recording those speedand accuracy scores on your serves but she is not observingyour progress on learning the serve. The television crewwill be filming everything you do and recording all that you
94
102
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say; however, they will not be interested in your progresson the serve either. The assistants will help you gatherballs. I will answer any questions you may have and willhelp you run the loop film if you have any problems. How-ever, I will not volunteer any information unless you ask forit. Feel free to look at the pictures in the books, loopfilm, ask questions, or to rest if you are tired. Remember,you are trying to LEARN TO SERVE and telling us about it atthe same time. You will proceed at your own pace for 30minutes. The last 10 serves each session will be test serves.We will tell you when you have 5 minutes remaining and whenwe will be recording test scores. We will use these in deter-mining your personal progress from day to day. You will beleft alone unless you ask for help. Do not forget to talkabout wIlat you are doing and thinking. This is important- -don't be afraid to repeat the same thing over and over ifthat is what you are doing and thinking.
REMEMBER! Do not discuss the serve, perform the serve,or even think about serving outside these practice sessions.
Do you have any questions?
Let me demonstrate how the loop projector works.
Go right ahead then and commence to learn to serve.
95
1.03
*Acceptable Behavior
APPENDIX IV
MOTOR BEHAVIOR ANALYSIS
Subject
Date
Time &
Weather
Page
GRIP
STANCE
BACKSWING
CONTACT
FOLLOW
THROUGH
*Eastern F.
= G1
*Eastern B.
= G2
Western
= G3
*Continental = G4
Other
= G5
Racket pointing
in what direction
in waiting posi-
tion?
*Toward net
= El
Out at side
of body
= H2
Down toward
ground
.= H3
Racket held
where?
*At en'
FEET together=S1
1' apart=S2
*2' apart=S3
3' apart=S4
SHIFT OF WEIGHT
*Rock F-B-F =S5
Rock B-F
=S6
No Rock B
=S7
No Rock F
=S8
Walks
=S9
On tops
=S10
Jumps
=Sll
Back Foot
Of
=S12
Foot Fault =513
Lent Knees -.514
POSITION TO NET
*Side to net=P1
"Retwe,7,.n 71
*Straight back
as far as p. =B1
Straight back
bet. Bl&B3
=B2
Straight back
to vertical
position
=B3
Back to shoulder
position in for-
ward direction =B4
-Thy -DSITION ON
WING
sack
=B5
impula
=B6
Sioulder
position
=B7
*3-6" in front
of front
.
foot
=C1
Back over
head
=C2
Out to side =C3
Too far in
front
=C4
Right
overhead
=C5
RACKET FACE
*Flat
=R1
Open
=R2
Closed
=R3
BALL TOSS
*2-31 above
height of
racket
=Tl
Too low
(elbow bent)=T2
*On L. side
of body by
L.foot
In front
of L.
foot
=F2
At 45°
angle to
ground =F3
Horizontal
to ground =F4
Level with
shoulder =F5
At 45°
angle to
vertical =F6
APPENDIX IV (continued)
GRIP
STANCE
FACE:SWING
CONTACT
FOLLOW
THROUGH
Head, Ear
-
Too high
=T3
position
=B8
ELBOW POSITION
WRIST
*Up by ear
*Hyperextended
or higher
=El
to whip
=W1
Horizontal
Neither
side (side
hyper. nor
arm)
=E2
whipped
=W2
Lower than
Hyper. not
horizontal
=E3
whipped
=W3
Parpendi-
cular to
Whipped,
not hyper.
=W4
body in Ft.
=E4
APPENDIX V
VERBAL BEHAVIOR ANALYSIS (FORM)
PROBLEM
SUBJECT
DATE
TIME
WEATHER
PAGE
SERVE STATE-
MENT NUMBER
VERBAL PROTOCOL
CODE RULES
EMPLOYED
FUNCTION
RESULT
MOVEMENT
APPENDIX VI
fiTBREVIATIONS AND SYMBOLS USED INTHE FOLLOWING APPENDICES
Miscellaneous Labels
CRT The main properties of the program. C = horizontalposition of the ball toss, R = position of the racketface, and T = vertical position of the ball toss.
ELEM ElementEXP Exploratory phaseFOR Forward calling of variables, properties and elements
starting with the primary ones acceptedMIX Mixed order of calling variablesNC No verbal dataNEG Negative goal or negative solution to the problemPOS PositivePROP PropertyREV Reverse order of calling variables, properties and.
elements; starting with the most recent ones acceptedSTR Straight
ValueVAR Variable
Properties an0 Eiements ReadIn a The Subjects
ACC AccuracyAGGR AggressiveANG AngleARM Moving arm across bodyB BackswingBAL AalanceBMG Bring DownDOWN
BNG Bring upUP
C Horizontal position of the ball tossCOMF ComfortableCON ControlCONT ContactCOOR CoordinationDOA Down off armDR Drop racket
Elbow position, arm position (curved or straight)EYES Eyes on the ballF Follow throughFB 7ollow ball in the AirFOB Finger on the back of the racketFS Forward swing
Type of gripat Grip tighterH Starting position
99
APPENDIX VI (continued)
HD Hit downHdi Hit diagonally
HU Hit upHS Higher swingI Choke racketLEV Lever -- shorter, longer forearmMB Move bodyMF Move fasterML Move lessMOC Move on the courtMOM MomentumNER Nervous, relaxOC Off center or on center of the racketOT On toesP Starting position, body positionPEN Pendular motionPPIdea Ping-pong concept
PR PracticeR Position of the racket face, racket headRCH ReachRCM Co.tinuous motion, roundnessREY RhythmRS Swinging racketRW Racket weight, change rackets
S1 Foot position, stance
S9
Walks, feet still, foot action
S13
Foot fault
S14Bent knees
S15
Step back
SIM Simultaneously toss and swingSLB Swing like a baseballSM SmashSPD SpeedT Vertical position of rE.cket face (toss higher, lower,
etc.)T. Thumb in
TIM TimingTK Think, concentrateTOP Hit on the top of the ball, come over the top of the
ballW Wrist flexed, hyperextended positionsWh
Wrist abducted, adducted positions
WA Whole arcsWB Whole bodyWS Whole strokeWU Warmup
100
111
W.reT,CSNI711,a,M,011e 40.3 *,
APPENDIX VI (continued)
79,M171-0,
Operations Performed hy SubjectsIn Solving the Problem
Add variableS, properties or accept solutionA ApplyA/E Assign equivalencyA/V Assign valueC Call00 Compare
DecreaseEVAL EvaluateF FindT IncreaseND Narrow down searchR Read in
Remain the same itgoRET Return
SelectSubtract variables or properties, or negative solutionto the problem, reject the serve
ST StoreTentative accept the solution or serve
W Write
Ku Co Solution Codes for Problems
1. ? Tentatively accept2. - Reject serve and solution3. + Accept serve and solution4. -+ Reject serve, accept solution5. +- Accept serve, reject soluti 1
6. TR Transition period (more than 3 serves at the beginningor end of a problem without verbal comment)
7. TEST Testing (Hewitt serve tests).
APPENDIX VII
Subject 1: HEWITT SERVE TEST SCORE ANALYSIS
Day Raw Accuracy;core
Raw SpeedScore
T-ScoreAccurac
T-ScoreSeed
12
4
56
7
7098
42
12
409
123
311
60356463534869
53386875515170
APPENDIX VIII
Subject 1: ACCURAtff-SPEED MEAN DAILY SCORES
Day' #of Serves Raw AccuracyScore
Raw SpeedScore
MeanAccuracy
MeanSpeed
1
2
3456
7
5190
117111889442
30346172377537
34266579397437
.59
.38
.52
.65
.42
.82
.88
.67
.29
.56
.71
.44
.80
.88
Tota1s 59.1 346 354 4.26 4.35
Average mean accuracy = .61Average mean speed = .62
*2 scores missing; 10 numbered incorrectly -- 605 serves(actually 593 with accuracy and speed scores.)
102
APPENDIX IX
ORDER SUBJECT 1 READ IN VARIABLES,VALUES, PROPERTIES AND ELEMENTS
1. RHY = rhythm2. B = armswing back3. T = toss4. C = hit ball5. HOC = move on court6. ACC = accuracy
(T = highest point "peak", A/V)7. W slam aown, snap wrist8. OC = off center, -
(on center, A/V,+)9. HD = hit down
(W4
wrist straight, A/V)
10. SPD = sp ,c1, force(T2 = toss too low; A/V,-)
(T3= toss too high; A/V,-)
11. H. DIAG. = Hit diagonally; +,-(W2 = accepts wrist snap; -; see 7, 12)
(C3
A/v;+)
(WH = 4-As,Jd rizontally, A/V,-)
(Cl = toss ou, in front, A/V,+)
12. SIM = simultaneously toss and swing(B = rounded circle behind, A/V,+)(T = T
1or T
3toss higher, A/V,+)
13. TIMING = too late, A/V,+)14. R = hit up, A/V,+15. I
2choke racket, A/V,+
16. E = racket head lower(T2 = toss lower, A/V,+)
(T2 = -)
17. THINK18. RCH = reach, +19. WB = whole body, +20. S stepping
(HD = hit down, -, accepted in 11)(C
4too far in front, -)
21. F = full swing down, +(R1 = straight hit', A/V,+)
(C3 out to the side, A/V,-)
22. "Ping Pong" concept, -(BA = bring racket back to shoulder in forward pc,sition,
A/V,-)
103
APPENDIX IX (continued)
23. WA = whole arm,24. TOP = on top of the ball
(T = level of racket, A/V)25. G = lost hold of the racket, A/V,-
(Timing = hold ball too long, A/V,-)(R2 = going up, 4-?)
26. WARMUP = +27. WIND = + as harmfu]
it
104
112
APPENDIX X
Subject 1:
VERBAL-MOTOR BEHAVIOR GRAPH
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read..in
Variables
Call
Variables
A V
CRT 0-der
of Call
1 +
1-5 Serves
from
pictures
RHYE
Rhy +B_____Rhy.
-1-T+C+
B A. C MOC
T,C
Exp.
>
MOC + i
above)
2 +
6-7
RHY+B+T
+C+MOC
ACC
TExp.
TACO
y
3 +
8-14
?ACC
OC
--Ny
TW=4
Exp.
ACC 1
1'W
+
4 15-22
tACC
T (goal)47.=,
W OCi
4
T=1
or 3
00 =
Cen-
ter
T Exp.
or.
ACC
-
FCOR
HD
ItW OC
t
5 + -
23-28
(Rest)
RHY+B+T
T ED
T Exp.
Rev.
1SPD
SPD - - f
+C+MOC
+CON+SPD
)
SPDc---
orT HD
b-
30-34
Looks at
pictures
TT-2
T Exp.
1 Var.only
(goal)
B-
'T=2-
T 4.-
'T-3
T t-
APPENDIX X (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
7 ? Test
35-53
WS=RHY+B+
T+C+MOC+
CON+SPD+
HD
T-B
T B OC
W=2
W=4
C=3
W=H
T,C
Rev.
4-----
HD____
W,_______7
W<-
B C c
HD
HD+WH4
WH4
8 ?
53=87
Observes
Pictures
A=B?4
w4k------
-- C=1
T=1
C,T
For.
Exp.
c T4,=------"
9 -
Looks a';
pictures
88-98
ACC = -
B+Tt
SIM
BB=
Rounded
Circle
T=_
ior3
Toola
TFor.
eRev.
W2
OCT,---_--
W2
TIM <
TIM
TR99-106
10 -
107-125
TACC
4---------
W ----
R=2
1=2
R For.
R
-)
.
3ACC(-
--7
II-
HDc=======
11 -TEST
126-143
T2
T Exp.
ACC = -
n . -
144-178
(disgust)
TACC
T(goal)=1"
HDw2
T=2-
T-1+
T Rev.
THINK
TK---,, ?
APPENDIX X (continued)
Main Goal
---
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
'
CRT Order
of Call
TR 179-193
THINK
13 -
194-213
"can't get
whole
thing down'
ACC = -
RCH
B HD
WT =3-
T Rev.
, >T HD
14 +
214-247
B +T -LID +4
B T HD
T=2-
C=4-
T,C
Mix.
WB
)
C+W
9,'
Ti 7-----'
C4i_____=-,
WhT
TACO E
15 +
Test
248-260
HD+F+
FULL
SWING
CC=4-
T=1+
T=2-
T=1+
C,-
Only 1 Var.
le------2
ED
C4
F
T4-
Tc
16 +
Test
248-260
ACC
T1
I2W2
T2W2
T1R
'R=1+
T,C,R
Rev.
W4
APPENDIX X (continued)
`fair Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
niv
-'
CRT Order
of Call
i7+
304-325
C4
W4
T3
R1OC
T3
W4
WB
C4
T2
W4
C4
T3
m -1
C,T,R
For.
ACC( (,--
,
SIT
TACC/SPD 4-
_L, +
326-336
"Ping-
H D
C3
C=.3-
C,T
Rev.
f----
pong
T T2
C4
T2
W4
W1
__.,
concept
APPENDIX X (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
19 + -
337-357
ACC
Ping-
pong
R1
I.
W1
T2
WB 2
R1
T2
B
2WB
T2
C4
T2
R,T,C
Mix.
ACC
-----7
ACC - -(
ACC = -
f
ACC = -
ACC -
.
20
358-4-371
ACC
W4(goa1L);7.n
ACC
T3
B
W=4-
E=4-
T
<-
T2
SPD
WB
SPD
WB+S 4-
APPENDIX X (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
-Read in
Variables
Call
Variables
k/V
CRT Order
of Call
39oc
wW=4-
W=2+
mix
IACC/SPD -1-
44.______
w2.T.=====a.,
TIM
WB
ACC/SPD1"
TIM
21 - Test
372 -381
T2
WB
w W, C4
T,C
Rev
SPD
t
z% -
.52-395
SPD
er-
W +WB=SPD
W2
WB SPD
T2
WB
T,,
HD
T2
T1
W2
T Mix
h)
WA
2-_f -
396-405
HDm 12
W2
R1
T,R
Rev.
skips
ACC -= -
w --------,
"4
h
APPENDIX X (continued)
YAin Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
.of Call
G4406-+416
Tl
WA
T1Rev.
I ACC
jOT4---
417-423
'ACC
4
IHD
12
W HDT2
W2
T Mix
I
= -
ACC = -
)
Go
-,-
424-436
----
HD
B R1
Wh
m -2
HD
T1
R,T
Mix
T1 1-
I-1D
437-439
ACC/SPD=+
*--
REY
RHY
F C W2
HD SPD
ACC
II' 2
C Mix
RHY + F 4---
, )
-
TIX <-----
IIrTIM
+ W
APPENDIX X (continued)
;rain Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
28 +
440-449
4-----
WhED
T, zOCHD
W2 Tc=====,
W2
level
ofracket
T Mix
T + W
29 -4-
450-463
rTINS
TIM
toolate
sooner
For.
TIM + W
<
W2
HD
W2
Wh
"W2 4______
str-
aight
30 ?Test
464-469
T2 -------'
T
W.40
flat-
For.
HD
W2
--,-
.).1.
470-480
c--
T + W
+2
*---
T W2
SPD
B Wh t---=----)
1q0_
HB=-
, 1 Mix
SPD + B
ACC . -
Gy
.17D3*---
APPENDIX X (continued)
Main Goal
I
Subgoal A
Read in
Variables
Call -
Variables
A V
.--
CRT Or
of Call
3-
481-496
..>
SPD
OC
T2
T3
W2
T,
WTIM=
too
soon
, i_ Rev. .
SPD
SPD -
SPD - F
TIM
2
33 - +
497-501
T-
T,R
For.
T + W +
W2
R ACC
SPD
I2
G
_
ACC(
ACC + R
34 +
502-526
iSPD
?ACC =
SPD
T Mix
TIM<
TIME
ACC
W2
Wh
T2
Wh
W2
Wh
012
Taoal
TIM=
too
late
1SPD
SPD = + f
APPENDIX X (continued)
Main Goal
rSubgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
35527-535
TIMr--
TIM + W2
Wh
B T1
W2
T1
W2
R1
W2
W4
W2
TIM
T1
T,R d.3c
+ T
JoACC =
T2
Wh
BDR2
T2
W-'
T,R
For.
536-563
4A C C = -
2 A
Off
W4
to R.
T2
T.T "2
T Wwhole
serve =
--A
CC
"Oh 'lear"
+"OK"
I
APPENDIX X (continued)
'fair. Goal
Goal
Subgoal A
Subgoal B
Subgoal C
in
Variables
Call
Variables
A/V
CRT Order
of Call
,-
-Jr564-593
watches-
loops
4-WARM UP --/
f--------
W2
T=.72+
G=lost
G=lost
sliced
to R.
C=14
T,C
For
T -------,
,e_______
C
C4
C4
WIND
W2
WIND
WIND
-----4
G k-----
T2
G -------0
W2
Wh
WIND
ACC = -
t
4-----
C1(goal
,, -,_
_.-.)
_.
594-605
Lit
T2
W2
OC
W2
T2
W2
R,
T,R
For.
APPENDIX XI
Subject 1: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH
CRTOrder of
CallCRT
Order ofCall CRT
Order ofCall
4. T6. T
9. T10. R,C11. T12. T
13. T
21. T,C
22. T
23. T,R
25. T27. C31. T33. T,R36. T,R37. T,C
ForOnly 1Var.
ForFor-
Rev.
Mix.
Rev.
Mix,Rev.Rev.
ForMixMixForForFor
7. T,C
8. C,T
30. T
Rev
Only 1Var.For
1. T,C
2. T
3. T5. T
14. T,C15. C,T
16. T,C,R
17. C,T,R
18. C,T
19, R,T,C
20. T24. T26. R,T28. T29. -34. T35. T,R38 T,R
-
, -
-Rev.MixOnly 1Var.Rev.
For
Rev
Mix
MixRevMixMixForMixMixFor
TOTALST =10TC =, 2TR = 3RC . 1C = 1
For=7Rev=4Mix=4
TC=1CT=1T =1
For=1Rev-1
T = 7TC = 2TR = 2RC . 0C = 0CT = 2CTR= 1TCR= 1RTC= 1RT . 1
For=3Rev=4Mix-7
116
1'2'1
APPENDIX XII
Subject 1:
ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES
Problem
Episodes
#Episodes
Sol.
codea
Range of
Scoresb
Motor Plot
Total Score
Initial
Final
Score
I
Score
Mean
Score
1_5
'6--8
_.
32
33
..,
9-14
63
26-39
202
38
31
33.16
415-22
82
28-39
268
39
38
33.50
523-28
65
33-55
252
33
43
42.00
629-34
62
36-44
245
44
.44
40.83
735-52c
18
1,7
31-54
785
44
47
43.61
...,S
53-87d
35
124-50
1411
40
49
40.31
988-98
11
231-49
467
37
42
42.45
TR
99-106
86
27-45
308
36
43
38.50
10
107-125
19
232-55
822
47
43
43.26
126-143
18
2,7
36-59
893
59
39
49.61
12
144-178
35
229-55
1580
29
46
45.14
TR
179-193
15
640-52
683
52
40
45.54
13
194-213
20
234-52
935
40
38
46.75
14
214-247
34
330-52
1585
46
52
46.62
15
248-26C
13
3,7
38-52
614
46
40
47.23
16
271-3030
33
334-52
1474
52
40
44.67
17
304-325
22
337-52
1006
46
40
45.72
18
326-336
11
329-52
480
52
46
43.63
19
337-357
21
534-52
1000
52
46
47.62
a,
Appendix
aSee
ppendix VI for the legend of these codes.
b: ;) motor plot score for episodes 1-8.
Co Nmotor score for episofie 42.
allo accuracy-speed scores for serve 53.
eServes 261-270 non-existent: numbered incorrectly.
APPENDIX XII (continued)
Problem
Episodes
#Episodes
Sol.
Codea
Range of
Scoresb
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
20
358-371
14
340-52
673
52
46
48.07
21
372-381
10
2,7
40-55
470
52
55
47.00
22
382-395
14
437-55
637
40
40
45.50
23
396-405
10
236-52
422
46
37
42.20
24
406-416
11
331-52
469
31
52
42.63
25
417-423
72
33-52
296
37
52
42.29
26
424-436
1-
337-52
578
37
46
44,46
27
437-439
34
-
37-52
129
37
52
43.00
28
440 -449
10
337-52
451
52
46
45.10
29
450-463,,
14
340-52
628
45
41
44.86
30
464-469'
61,7
40-52
272
48
40
45.33
31
470-480
11
234-52
516
37
52
46.91
32
481-496
16
230-52
631
46
31
39.44
33
-497-501
54
43-48
229
43
46
45.80
34
502-526
25
339-52
1095
39
40
43.80
35
527-535
93
40-52
432
40
46
48.00
36
536-563
28
2,7
34-52
1223
46
46
43.67
37
564-593
30
I
230-52
1384
44
46
46.13
.,..,
594-605
12
3,7
40-52
593
52
52
49.41
xi
Subjeot
Prob-lem
Episode
3 10
4 15,195 25
6 29,30,347 48
8 68,699 95
TR 102,310 114
11 126
12 155,6
TR 179,19213 198-202
14 scat-tered
25 scat-tered
16 scat-tered
17 313-32218 326,331
19 s.Jat-
terad
20 scat-tered
21 38122 388,390
23 403
APPENDIX XIII
1: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM
Score
39
3955
4454
50494555
59
55
5252
52
52
52
5252
52
52
5555
52
Analysis of Verbal Data AroundHighest Score
W4
"My wrist has to staystraight."
goal: hit ball at peakgoal: hit at peak + HD
combin. 2 goalsworking on TIncomplete sentence:
"I left that ...."NCprior goal T 3 or Tl. NCTR per. NC (98) working on TIM"did it sideways," tossed to
side"racket head lower" "I can't
tell what that littledifference is"
goal: toss higher positivegoal
goal: wrist snap (178)plateau, goal (195) backswing,combining elements
plateau, backswing + T +combining elements
plateau, whole thing: wholebody, B + T + S9 + Wh + C,combining elements
T + G + W 4- C 4- straight,combining elementsplateau
T=too low, "C=too far in front"plateau, "Swing down on it"RCIi + C + HD + Racketstraight, combination
plateau, combining of elements:racket st. + G + W 4- T +WB + B + C
W L T + B + SPD + S, + OC +W straight; combining of ele-ments into whole serve withproper timing "Oh good""dope, I just serve that way" W:3NC, "I just come down with mywrist,° accomplishel c( al
statement of goal: W iL 390.401;403 NC
119
Result
4
4
APPENDIX XIII (Continued)
Prob-lem
Episode ScoreAnalysis of Verbal Data Around
Highest ScoreResult
24 410,423,416
52 goal: armswing +
25 422,423 52 "Must be hitting them toolow" Goal=T + W, Acc = -;ND to 2 elements
26 scat- 52 plateau, HD +B+W+T+ HD Narrow
tered = T1
+ HD ND goal goal
27 439 52 "snapped wrist too soon;darn it"
-
28 440,441 52 "twisted my wrist, it wentstraight down"
-, +
29 454/459 52 "snap it sooner, hit down," +HD + W, narrows goal, com-bining of properties
30 467 52 "Come down," accomplishedgoal
+
31 454-480 52 plateau still, G + W + TIM,combining of properties
-
32 482,484 52 NC, goal = SPD + TIM, com-bining elements intolarger goals
33 499 48 NC, goal = wrist snap + T +ACC + SPD + G, combining
34 scat-tered
52 plateau still, TIM + SPD + W.combining of elements
35 scat-tered
52 plateau, "twisting W, W snap." +
36 scat-tered
52 plateau, W +
37 scat-tered
52 W +
38 scat-tered
52 T + W + TIM + hand straight,combining of elements
120126,
I
I
I
I
11
APPENDIX XIV
Subject 1: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
Days Increases DecreasesScoresRemainingthe Same
Total
BetweenWithin
1 (16.66%15 (46.87%
5 (83.33012 ;37.5o%)
0 (00.00%)5 (15.62%)
632
Total 16 (42.1 17 44.73'0 5 13.15.'0 38
APPENDIX XV
Subject 1: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
In-creaseswithRest
In-creasesWithoutRest
De-creasesWithRest
De-creasesWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
5(15.62%
lo(31.25%)
3(9.37%) (28.12%)
o(0 .00%)
5
(15.62%)32
Total 15(46.88)
12(37.50)
5(15.62)
32
APPENDIX XVI
Subject 1 ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lem
Epi-sodes
RawScoreAccurac'
RawScoreSpeed
AL'uracyRatio(6 max)
SpeedRatio(4 max)
,--
Sol. Code
1 5 1 2 .20 .40 + 32 3 2 2 .66 .66 + 33 6 8 9 1.33 1.50 + 34 8 8 12 1.00 1.50 - 2
5 6 3 3 .50 .50 +- 56
;lb1 2 .14 .29 - 2
7 7 4 .44 .24 ? 1,78 34b 11 10 .32 .29 9 19 11 1 1 .09 .09 - 2
TR 8 6 2 .75 .25 TR 610 20 12 8 .60 .40 - 211 18 4 5 .22 .28 - 2,712 35 8 12 .23 .34 - 2TR 15 3 4 .20 .27 TR 613 20 12 13 .60 .65 -. 214 33 29 27 .88 .82 + 315 13 9 9 .69 .69 + 3,716 33 28 23 .85 .70 + 317 22 13 10 .59 .45 + 318 11 2 3 .18 .27 + 319 21 15 23 .71 1.10 +- 520 14 6 8 .43 .57 + 321 10 8 12 .80 1.20 - 2,722 14 4 5 .29 .36 - 223 10 0 0 .00 .00 - 224 11 3 4 .27 .36 + 325 7 0 0 .00 .00 - 226 13 15 12 1.15 .92 + 327 3 2 2 .67 .67 -+ 428 10 4 5 .40 .50 + 329 14 5 8 .36 .57 + 330 6 4 3 .67 .50 ?TEST 1,731 11 4 5 .36 .45 - 232 16 21 15 1.31 .94 - 233 5 3 2 .60 .40 -+ 434 25 21 16 .84 .64 + 335 9 5 7 .56 .78 4 336 28 21 29 .71 1.04 - 2,737 30 25 26 .83 .87 - 238 12 12 11 1.00 .91 + 3,7
Soe Appendix VI for the key to solution codes.bEpisodes 42 and 53 have no accuracy/speed scores.
122
Jar)
II
I
I
I
I
I
I
I
I
I
APPENDIX XVII
Subject 1: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS
ACCURACY
Days Increases Decreases Scores Remainingthe Same
Total
Between 1 (16.66%) 1 (16.66%) 4 (66.66%) 6
Within 8 (24.24%) 1 (3.03%) 24 (72.72X) 33Total 9 (23.07%) 2 (5.1a%) 28 (71.79%) 39
SPEED
Days Increases Decreases Scores Remainingthe Same Total
BetweenWithin
1 (16.66%)9 (27.27%)
10 (25.64%)
1 (16.66%)1 (3.0392 (5.12%
4 (66.06%)23 r9.69127 69.23%
6
3339Total
APPENDIX XVIII
Subject 1: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn-creaseWithRest
In-crease ,
WithoutRest
De-creaseWithRest
De-creaseWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
2(6.06%)
6(18.18%)
0(0.00%)
1(3.03%)
7(21.21%)
17(51.51%) 33
Total 8(24.24%)
1(3.03%)
24(72.72%) 33
SPEEDIn-creaseWithRest
In-creaseWithoutRest
De-creaseWithRest
De-creaseWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
1
(3.03%)8
(24.24%)1
(3.03%)0
(00.00%)4
(12.12%)(57.57%)19
33
Total 9(27.27%)
1
(3.03%)23
(69.69%) 33
123
131
APPENDIX XIX
Subject 2: HEWITT SERVE TEST SCORE ANALYSIS
Day EPSRaw Accuracy I
ScoreRaw Speed
ScoreT-ScoreAccuracy
T-ScoreSpeed
1 59-68 10 6 65 602 149-158 8 7 64 633 226-235 18 10 80+ 69
4 361-370 19 8 80+ 66
5 440-449 6 5 58 586 586-595 11 6 67 607 630-639 12 5 69 58
APPENDIX XX
Subject 2: ACCURACY-SPEED MEAN DAILY SCORES
Day # f Servos 1 Raw AccuracyScores
Raw SpeedScore
MeanAccurac
MeanSpeed
1 67 58 42 .87 .632 91 75 51 .82 .563 78 86 54 1.10 .694 134 96 68 .72 .515 79 61 43 .77 .546 146 114 80 .78 .557 44 32 19 .73 .43
Total 639 522 357 5.79 3.91
Average daily accuracy = .82Average daily speed = .56
124
32.1 ,
APPENDIX XXI
ORDER SUBJECT 2 READS IN VARIABLES,PROPERTIES AND ELEMENTS
1. T - TOSS(T=2 too low, A/V,-)
2. R = racket not loi enough, A/V, +)3. SPD4. ACC5. S9 walks, +
(C3 = toss out to the side, A/V,-)
(T = 1 or 3, A/V, +)6. S
14= bent knees, +
7. Wh
wrist turned horizontally, hit diagonally, +
8. F = follow through9. LEAN = lean to the left, A/V, -
10. P1
not standing to side enough, +,
G = grip firm, +12. TIM timing = too late, A/V, +
(R = too much curve, not enough curve, A/V R and L)(R = straight, A/V, +)(R = 1 racket down straight or completely straight,
A/V, +)13. E = drop racket, +14. HD = brought it down, +15. CONT = contact16. W
2slapped down
17. S13 = foot fault, -; related to S9, + before)
18. WB = whole body, lean into it, +19. SIM = simultaneously toss and swing, +20. B
1= fuller backswing, +
(P3
facing net, A/V, +)
(H1 = racket pointing toward net, A/V, +)
(C2 = toss back over read, A/V, -)
(P = point backward toe, A/V, +)21. OC = off center, -
(C4 = A/V, -)
22. RS = swinging racket too much, swing less, A/V, +)(RS = not swinging up high enough, swing higher, A/V,+)
23. E = sidearm, A/V = E = 2(LEAN = lean to the right, lean to the left, A/V)
24. CON = control over the racket, +25. RCH = reach out, +26. TOP = on top of the ball, +27. BNG UP = come up with the head of the racket, +
125
13:;'
28.
APPENDIX XXI (continued)
ARCH = bend the body, +(T = 1, A/V, +)
29. WIND = -(0 -= 1, A/V, +)
(G = 1, A/V, +)
r134
126
APPENDIX XXII
Subject 2:
VERBAL-MOTOR BEHAVIOR GRAPE
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Vari ables
ASV
CRT Order
of Call
1 +
1-3
Thigh
enough
low
enough
T.1 or
.3
Explor.T,R
2 t_______
R2
T(goal)
TSPD(goal 1
SPD
`
. +-
4-8
TACC
ACC
ACC
-
C=3
Exp.
C
ACC
S9
k
C,
. -
3. +
9-13
..,
S
T=2,
T
1 or_3? Exp.
2
T1
14. +
14-17
TACC
T---
T=3+
T Exp.
For
SPD
3=SPD
ACC
34.__
SPD
ACC
5. +
18-19
TACC
F
Wh
S9
ACC
Exp.
Rev
<
.. +
20-23
.1.SPD
SPD
ACC
T F
T For
ACC
ACC =
7. -
24-33
SPD
LTL
T=3-
T Mix
W=h
4,_______,,
3-----
SPD
wACC = -
_____.
"h
(
APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
>ACC
T3
P=1
ACC -
ACC = +
4,
P -----
ACC -
18. -
34-41
ACC = +
ACC
ACC
p1
S14
Rev
= -
ACC -
<
>
77_=___
Test
42-67
LSPD
SPD
ACC
T2
T For
ACC = +
4------ 4
68-75 .
ACC = +
T2
LTL
Wh
ACC
LTL
TIM=
too
late
--
Mixix
ACC = - E
ACC
+=
< __
TIM
>TIM
).
11. +
96-85
LTL
R t=====n
T,..7-----'?
ACC
SPD
R4
F
R=4
cur-
ved
Exp.
R,T
Rev
ACC = +
ISPD
ACC = +
FACC = +
APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
looks at
ACC = + E
R4
R_a_______
R=1
,
R4
pictures(
12. -+
86-90
EB.
head
of
ke
rac-
t
down
R=3
closed
R,T
Rev.
ACC = +
R4
f4k-----
HDHD
R
ACC = +
ACC = -
(
m2
'
13. ?
91-99
ACC = 1-
(--
TIM
CTIM
-
R=4
)W=2
+
C,R,T
Rev
HD
Et4
(7177
/'
S14
HD R4
T3
R + C (----
ACC
4-
ACC = +
>
ACC =
-----
cc'
+ HD
'-'
14
>
R+ T
'
23
-----">
ACC = +
ACC
WI
P R1
LT.L.-
"
R4T====='.
=
+ LTL
'
-R4(..--
122E= XIII (continued)
Main Goal
--Subgoal A
ACC . -
ACC = +
-Subgoal B
Subgoal C
Read it
Variables ,
Call
Variables
. ACC
R4T3R4
h/v
TIM=
too
late
1
W-drop-i
ping
itdown
_JL:13:..._
1 good
2=1
R=3?
R=4?
R=1?
R=4?
7-4---
R,---.2
4
CRT Order
'of Call
T,R
For
14. +
100 -106
:XC = + 4--
) `
ACC = + 4---
TEvl
TIM
W.7------
(
---,,
..!---
ACC = 4.
---
..)ACC - -S1(- --.01
-,
15. -
107-126
ACC = + c
S13
ACC
, 12
T ,R
Mix
..
7-_-___-_a
ACC = -
4.
ACC
---''
=4-,
ACC =
YELL
FEEL
---->
ACC =- 4--
ACC = -
-4
LTL
S13
P--
.
P + R 4--
HD
R _________>
41
R-----4
l'-----
R/(77-----4
RIJ177.2=7
MC
I = M
NM
EI
1196
11PM
_M
INI
NM
MN
NM
=II
MI
NM
NM
=II
APP
EN
DIX
=CI ( continued)
Mai
n G
oal
Subg
oal A
Sutg
oal .
F!
Subg
oal C
Read in
Variables
Call
Variables
A/v
CRT Order
of Cali
...
.....,
.
look
s at
pict
ures
,
--
FI
R4=L
R=3+
R3HD
ACC
= -
AC
C =
-16
. f12
7-13
4E
-0.
-S.
LM
I---
H q---
T F k_-----*
____
HD
C
B=ful-
ler
back-
swing
P=1-
P:=3±
T,R,C
Mix
SIM
BSTMT+ B.-)--
--.,
P1A
CC
= +
I
S13
ACC
= -
ACC
= +
P =
ACC
3p
.-.-
----
3. +
135-
142
P _
H=1
Too
far
C=2-
For,C
Ht-
R4 P3
T2
R3
ACC
+ 4
T.
AC
C =
-
C2
T'Y
ACC
- +
18. +
143-144
ACC
=i--
p-,3±
P=1-
P=toe
P3_
>
AC
C =
?p
---
1 t-
----
--D
- -
- -
- 'tae
-APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal E
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
19. +
Test
,..1
145- 15F;
..._
ACC = -
C2 3
F P3
T3W T3
WEB1
T2
R4
,, T 2 P,
m .3
R=Curve
RS=1
too
much
C,T,R
For
.
T,R,C
Only 1 Var.
called
":.ACC . -
,
ACC = +
<
ACC . +
______.,
0 C
(---
- -
-----
M. -+
159-174
ACC
+=
ACC
(R4 4'''-----
T3
m -2
Cd
= +
RS1i------4
11. +
175 -179
P=1-
RS=not
high
h
T,R
Rev
ACC . -
P ------
1*
R8 ------4
2k-----
1111
111
MIN
NM
ION
Ple
all
1011
111
IMO
Now
pews
jog
mia
ggows
MN
mg
lea
APRODIX ZXII (continued)
Goal
Main G
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
'''''
CRT Order
of Call
.2. +
180-192
ACC
RS3
1-1..3--=
higher
R hand
T= +
ACC = +? 4-
.
.==.7=
W2
>ACC :- + 4----
'
cside
G=-
P=1-
lucky
T=1 or
'ACC = +
ACC = +
---7
G W2
ACC = +
4-
------ 4
P2.
't
.
T1or T3
i7-72
W2
23. +
r
193-212
-RS3
,
514
W2
T2
Wh
T3
m -3
G T3
-
T Mix
ACC = -
ACC = -
<
ACC =-
,.
ACC . +
1
ACC = +
ACC = -
ACC = -
1
ACC
= -:-
TIM
TIM
W2
TIM=
too
late
APPENDIX XXII (continued)
Mai
n G
oal.
Subg
oal A
Subg
oal B
Subgoal
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
4. -+
213-225
A=
+"o
:1
AC
C=
+"O
K"
c
C2 d OC
T2
OC
T2
W2
L.side
C,T
Mixed
.c.,_
____
4
----
-4A
CC
= -
AC
C =
-
1R T
est
226-2 6
-
.-+
237-256
____
_
.6..
AC
C =
4E TIM)
OC
RC T4 3
T3
TIM=
too
late
T,R
Mix
AC
C =
+ ,
-?1T
RA
CC
= +
4-
C0R
I'
AC
C =
+--
"fr
.
TIM
'(
./A
CC
= -
A C C = -
1
-+
257-260
AC
C =
L.
To R.
To side-
lines
T,R
Rev
ACC
= -
AC
C =
-W
2<
---
,..
T3,
k___
____
_
T2
W2
*,
---
AC
C =
-,
RC
H 4
---
IMO MI ISM
IMMO
PIM
NISI
POPE
Poll4
PRIM
MN%
P004
limmi
frog
looll
torsi
Plowl
APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
W2
R4 SPD
vib-
rating
out
1 PD
<<
T2
E T',
ACC = -
_
ACC = -
G T---",
24---
T-
TS goal)
ACC
>=
27. +
269-285
ACC =
ACC
T2-----)
COR
To R.
To R.
To L.
Turn-
ing
too
low
T=eye
level+
T,C,R
Mix
-
ACC = -
(---
'CC = + (---
ACC = -
ACC = +4--
--i
-,
(
W2(
Gk.______=.
C4
RCH
T2
E4________
R4
TA=
to"Forgot how
do it"
T2
--)
7
APPENDIX XXII (continued) '
Main Goal
Subgoal A
Subgoal B
Subgoal C
_Read in
Variables
Call
Variables
A,
- '
CRT Order
of Call
28. +
286-292
,-.
ACC = +
P33
P1
-4
R4
To R.
To L.
R,T
For
c___
ACC = -
R ------4
4k-------
T2
----
TOP__,,
29.
?
293-302
ACC = +
T2
W2
More
or less
P..1?
p=o
R3?
For.
ACC = +
ACC = +
ACC = +
ACC = -
4------
ISM
W------
2
P1
SPD
P1 or----
4
ACC (Goal).-
to R
!
4____
)77,
30. ?
303-326
ACC = -
vP1',3(goal
-- ,
WB4-----
Too
far.
Re-
ject
-
T=eye
level
E=side
arm
C,T,R
Mix
4
P3-------' .
,C <
2COR
W2 T (
''
E47-7-77--'/
ACC = -
ACC = -
4--
ACC = + --
)
APPENDIX XXII (continued)
Main Goal'
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
RT Order
of Call
Rest
4
W2
COR
T1
W2
E R4
come u
with
head o
racket
ACC = +
E +W
<IiR
---%
E R4
E R4
W2
-ACC
CC = -
=ACC
31. -
3'27-360
ACC = +
W2
C4W2
R4
w2i======±
OC
P. 1
To R.
,R,T
ix
ACC =--
ACC -
ACC
-<
ACC = -
SPD
-ACC = +
4ACC = 7
ARCH
ACC = -
f
APP
EN
DIX
flu
I(continued)
Mai
n G
oal
Subg
oal A
Subg
oal B
Subg
oal C
Rea
din
Variables
Cal
lVariables
A/V
CRT Order
of Call
.,
.
SPD
= -
Too
hard
R.
hand
corner
To L.
r.P.o R.
C=
?too
hard
AC
C =
+4--
AC
C =
SPD
,
AC
C =
2
C-
to R
.A
CC
= +
fSP
D =
- "
0C--
---=
----
-/__
__.
TA
CC
= -
TR
Tes
t36
1-37
1.
Exp.
TR
2 7
3 . -
3 L
I32
. +374-402
a
. ._
AC
C =
+T1
E2 MR
W2(
----
--"P
R
too
deep
to
R.
to L.
t o R.
to L.
Exn.
T,R
Mix
ACC
= +
IA
CC
=A
CC
= -
AC
C =
+ (
--.
AC
C =
-
>
AC
C=
'+
to R
4to
L I
AC
C =
AC
C =
-A
CC
=W
2to
R (
)-
to L
R4
APPENDIX XXII (continued)
Main Goal
- Subgoal A
Subgoal E,
I
Subgoal C
Read in
Variables
Cali
Variables
ASV
'CRT Order
of Call
ACC = +_. .(
Wh
E2W2
n k.:=
:o
ACC = + +
ACC = -
:N
G k----
TT
:7)
403-438
ACC 4.______
FEEL <
E --------7
E=2-
E=1+
To L.
R,T
Rev
.
E--
--7
E2S13
ACC = - 4
"t
ACC = -
R4 t____-
E2
T2
W2
T2
E2
ACC = +
).
ACC = -
ACC = +
ACC = -
ACC = -
ACC = -
ACC = +
ACC = +? 4.-"-----
ACC = -
f
34. ?
Test
439 -449
ACC - -
WIND<----
35. -+
450 -460
.
ACC = - c---
E ------- )
To L.
To R.
Exp.
Re.
Rev.
2
7431
A CC =
- - to R.<
E2
APPENDIX XXII ( continued)
Mai
n G
oal
Subg
oal A
Subg
oal B
Subg
oal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
..
, _...
E2
P=3-
P=1+
P3,
(..._
P1 (
goal
)(7
-'-',
36.'?
461-
483
AC
C =
-E2
"work-
ing
better
now"
into
net
too farRev
-
i
AC
C =
+P
W2
W2
Ei
w2k.
.=.9
'
El
T1
W2 T2
<
AC
C =
-A
CC
=A
CC
= +
AC
C =
-A
CC
---
--4,
AC
C =
+ --
..,..-
CO
OR
4
E + T
W=
<-
CO
N
=A
CC
--(-
----
-W
2).
k---
T3
---.
?T
7ACC
'talk) far
--i>
37. +
484-
517
AC
C -
E-1
-
El
r For
?A
CC
= -
AC
C =
-A
CC
= -
AC
C =
+
APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read L.n
Variables
Call
Variables
A/V
CRT Order
of Call
ACC =
ACC
ACC
ACC
ACC
ACC
ACC
ACC
ACC
ACC
ACC
ACC
m
4 CL
KR
9
518-579
ACC = + r-
ACC -
-ACC
ACC
+ACC = -
ACC =
<FEEL
COOR
ACC =
ACC
ACC
+I
to to L.
to L.
Out
to L.
-o R.
3 R.
to R.
RCHZ====-1
to R.
G
Right
haLd
c)r-
4-7
W
to R.
to L.
G=1-
to :0-
too
far
APPENDIX XXII (continued)
Main Goal
Subgoal A
'Subgoal B
Subgoal C
Read in
,Variables
Call
Variables
A /V
'CRT Order
1of Car
to R.
wobbly
ight e/
ACC - -
>W
4
ACC =
2 A
G k----='
1000R'
G `
39?
580 -595
- --
ACC - -
R4E
out
to L,
t o P..
to. R.
C=1+
T , C , R
Mix
ACC =
--
ACC
= -
ACC = -
4 1 T1
ARCH
C F======4
C1
RSW2
B----,
SPD
-RS-412+C
f--.
.
RS+W 2+C
i+B
f____
40- ?
596-640
ACC
out
long
to R.
to L.
E. hand
cor.
to L.
to R.
t o L ,
C Mix
=.
ACC
= -
ACC = - <--
AX = -
---, >
A CK, = +
2>
W2
ACC = -
A.--
ACC -.,
COOR (----
W2
-
ACC = - ..&4-
-1-
ACC --- ?
>
W2 <----
>C4------,
w f______
E2
WIND
E-
AC C
--- +
SPD
WIND=SPDN-
= -
APPENDIX XXII (continued)
Main Goal
Subgoal A
Subgoal B
SubgoaI C
:
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
ACC =
ACC =
4WIND=SPDT
to R.
to R.
to L.
"Left-
hand
thing"
dis
st
-4
ACC = -
ACC
. -
ACC -= -
APPENDIX XXIII
Subject 2: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH
ri.
CRTOrder of
CallCRT
Order ofCall
CRTOrder ofCall
7. T8.
9. T12. R,T15. T,R18. -19. C,T,R24. C,T25. T,R26. T,R31. C,R,T31. -
MixRevForRevMix
ForMixForRev.MixRev
13. C,R,T16. T,R,C29. T30. C,T,R33. R,T36. T38. R,C39. T,C,R40. C
RevMixForMixRevRevMixMixMix
1. T,R2. C3. T4, T5. -6. T
10. T11. R,T14. T,R17. R,T,C20, T,C,R
21. T,R22. T23. T27. T,C,R28. R,T29. T,R37. T
Exp.Exp,Exp.Exp.Rev.ForMixRevForForOnly 1
var.RevRevMixMixForMixFor
TOTALST = 2 Mix . 5 C = 1 Mix = 5 C = 1 Mix = 4RT = 1 Rev = 4 T = 2 Rev = 3 T = 7 Rev = 4TR = 3 For = 3 RC = ? For = 1 TR = 4 For = 6CT = 1 RT = 1 RT = 2
CTR= 1 TCR = 1 RTC = 1CRT= 1 CTR = 1 TRC = 1
TRC = 1 TCR = 1CRT = 1
144
152
goom
ossa
ism
oges
sair
e"ad
ists
tiotti
cia4
11./1
UM
r r
iNII
EM
I M
B N
M I
ON
IM
IB
MN
OM
MN
ill r
NM
IIw
o
cn C3
APPENDIX XXIV
Subject
ANALISIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES
Problem
Episodes
Opisodes
Sol.
Codea
Range of
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
11-3
33
17-19
55
17
19
18.33
24-8
53
9-22
88
18
22
17.60
39-13
53
16-24
100
24
22
1.0.00
414-17
43
20..26
89
20
20
22.25
518-19
23
18-18
36
18
18
18.00
620-23
43
12-25
73
12
17
18.25
724-33
10
28-29
162
19
21
16.20
____ 8 _._
._.34 -41
82
13-27
133
14
15
16.63
942-67
26
2,7
9-29
434
15
18
16.69
.10
68-75
85
13-26
149
13
15
18.63
11
76-85
10
315-18
165
17
15
16.50
12
86-90
54
16-18
86
16
18
17.20
13
9...--99
91
15-24
172
17
21
19.11
14
100-106
73
14-33
138
15
28
19.71
15
107-126
20
211-24
344
15
21
17.20
16
127-134
81
14-29
153
20
17
19.13
17
135-142
83
14-23
153
16
18
19.13
18
143-144
23
18-24
42
24
18
21.00
19
145-158
14
3,7
14-30
31c
21
18
22.14
20
159-174
16
421-33
411
24
24
25.69,
21
175-179
53
24-26
123
24
26
2/.60
22
180-192
13
320-30
313
29
26
24.08
23
193-212
20
324-35
570
34
27
28.50
24
213 - ?25
13
421-40
366
27
27
28.15
TR
226-236
11
6,?
24-41
342
26
29
31.09
25
237-256
20
418-38,
532
31
24 .
26.6C
aSee Appendix VI for key to solution codes for problems.
APPENDIX XXIV (continued)
Problem
Episodes
#Episodes
o.
Range o
Code a
Scores
otor 'lot
Total Score
Initial
Score
Final
Score
Mean
Score
26
257-268
12
424-31
316
24
'27
26.33
27
269-285
17
3,
24-32
431
27
24
25.35
28
286-292
73
24-32
196
30
24
28.00
29
293-302
10
120-30
245
24
2y
24.50
30
303-326
25
324-41
752
29
34
30.08
31
327-360
34
219-35
976
27
30
28.70
TR
361-370
10
730-42
346
35
36
34.60
TR
371-373
36
30-34
98
34
30
32.67
32
_374-402
29
3'
28-44
1002
36
35
34.5:5
33
403-438
36
123-44
1217
32
33
33.81
34 - "-
439-449
11
1,7
27-34
350
, 32
33
31.82
35
450-460
11
422-42
376
22
34
34.18
36
461-483
23
121-50
826
36
36
35.91
37
484-517
34
325-49
1132
34
34
33.29
38
518-579
62
120-36
1781
36
27
28.72
39
580-595
16
:1,7
26-39
519
31
35
32.44
40
596-539
44
1,7
I
25-52
1575
43
34
35.80
APPENDIX XXV
Subject 2: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM
Prob-lem1 2,3 19 Goal=toss higher, racket low
enough, 'force; combining2 7,8 22 Goals: ACC, C, T3 9 24 T=too low, goal=toss higher4 15 26 "Racket kind of turned in my
hand"
Episode Score Analysis of Verbal Data AroundHi hest score
5 18E 22 25
7 32 29
8 38 279 53 29
10 70 2611 80 1812 88-90 18
13 93 24
14 104 3315 125 2416 , 133 29,17 141 23
18 143 24
19 148 30
20 162,170 3321 179 2622 181 3023 197 3524 224 40
TR 235 4125 251 38
26 262 31
27 281 32
esult
"I leaned to the L. and racketturned to the R"; combining2 props.
"I didn't do as well when Istand at my side"
NC; goal (37) = CNC; goal (52) = TGoal: ACCGoal: ACCHD + Straight racket; com-
bining props.Goal: ACC+SPD; combining
props.Goal: ACC+TIM+dropping it downGoal: ACC "Too far to the R"Goal: ACC "Too far out"Goal: C "That one was completely
over my head"Goal: Body position "turned toomuch to the R-hand side"
Goal: Body position "That onewas pretty good because Ididn't turn my body"
Goals: C and T; NC; combiningGoal: swing higher; A/VGoal: CGoal: ACC, "Too far I think""I'm slapping the ball downagain"
"OK"NC; 250=0 + P + CON, G tight
+ dropping down + TIM + OC;.combining of previous props.into larger subgoals
Goal: T=3; T + HD, combiningprops.
"Racket too low, turning it tothe L"
147
155,
+A/V
APPENDIX XXV (continued)
Prob-lem Episode Score
Analysis of Verbal Data Around. Highest Score
result
28 289 32 Goal: ACC + P; combining ofproperties
-
29 294 30 Goal: ACC + C + HD + TOP; com-bining
+
30 310 41 Goal: CON + T + P + Slapped Downcombining of props.
31 328-330 35 Goal: ACC; Slapping + C = ACC; +A/E, Combining
TR 363' 42 NC; testing TRTR32
371-372385
3444
,NC"That one I've got to turn itmore to the R."
TR+
33 422 44 Goal: ACC + C; combining, nar-rowing of goal into largerelements
34 448 34 NC Testing35 457 42 Goal: ACC; T + C = ACC, com-
bining A/E36 462 50 ACC = T; A/E Testing
1 prop37 499 49 Goal: ACC -38 518 36 NC; Goal: G + ACC; 1 property39 582 39 Goal: ACC, G -40 597 52 NC TR,
Testing
148
APPENDIX XXVI
Subject 2: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
1..rn
Days Increases Decreases ScoresRemainingthe Same
Total
Between 3 (50.00%) 3 (50.00%) 0 (00.00%) 6Within 14 (38.88%) 15 (41.66%) 7 (19.44%) 36
Total 17 (40.47%) 18 (42.85%) 7 (16.66%) 42
APPENDIX XXVII
Subject 2: THE EFFECTS OF REST UPON THE WITHINDA/ INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
In-creaseswithRest
In-creasesWithoutRest
De-creasesWith ,
Rest5
(13.88%)
De-creasesWithoutRest115(27.77%)
(41.56%)
StaysSaneWithRest
2
(5.55%)
StaysSameWithoutRest
5
(13.88%)
Total
2
(5.55%)12
(33.33%)
---17-----W---(38.88%)
Total(197 .44%)
149 t
APPENDIX XXVIII
Subject 2: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lem
#Epi-sodes
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio(6 max)
SpeedRatio(4 max)
Sol. Code
1 3 1 1 .33 .33 32 5 11 6 2.20 1.20 33 5 10 4 2.00 .80 34 4 2 2 .50 .50 35 2 1 . 1 .50 .50 36 4 2 2 .50 .50 37 10 8 8 .80 .80 28 8 6 6 .75 .75 29 26 17 12 .65 .46 2.7
10 8 3 3 .38 .38 511 10 10 9 1.00 .90 312 5 4 4 .80 .80 413 9 9 6 1.00 .67 114 7 2 2 .29 .29 315 20 21 10 1.05 .50 216 8 5 3 .63 .38 117 8 8 4 1.00 .50 318 2 1 1 .50 .50 319 14 12 9 .86 .64 3,720 16 15 12 .94 .75 421 5 4 3 .80 .60 322 13 24 11 1.85 .85 323 20 15 11 .75 .55 324 13 10 7 .77 .54 4TR 11 18' 10 1.64 .91 6,725 20 10 9 .50 .45 426 12 7 . 6 .59 .50 427 17 13,," 11 .76 .65 328 7 2 2 .29 .29 329 10 9 5 .90 .50 130 25 13 11 .52 .44 331 34 23 16 .68 .48 2TR 10 19 6 1.90 .80 7TR 3 1 1 .33 .33 632 29 25 16 .86 .55 333 36 35 21 .97 .58 134 11 6 5 .55 .46 1,735 11 10 8 .91 .73 436 23 25 16 1.09 .70 1
aSee Appendix VI for the key to the symbols given.
150
158
a
Va.tero&VM1,1,1VMPOK...11pitaxeSitaa. ......,....*Womoncermatr./IPVC4,0491WM
I
I
APPENDIi XXVIII (continued)
Prob-lem
#Epi-sodes
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio(6 max)
SpeedRatio(4 max)
So1.Code
37 34 31 24 .91 .71 338 62 34 26 .55 .42 139 16 11 6 .69 .38 1,740 44 32 19 .73 .43 1,7
APPENDIX XXIX
Subject 2: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS
ACCURACY
Days Increases DecreasesScores Remaining
the SameTotal
Between 1 (7.66%) 4 (66.66%) 1 (16.66%) 6
Within 9 25.00% 10 27.77%) 17 47.22-. 36Total 10 2 .8 14 ... 18 42.85A 42
SPEED
Days Increases DecreasesScores Remaining
the Same Total
BetweenWithin
1 16.E6%1.,44
4 (66.66%12
1 16.6W17 .220'
6
36Total 8 1.0 jamIgnopa 18 2.8' 42
APPENDIX XXX
Subject 2: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn-creaseswithRest
In-creasesWithoutRest
De-creasesWithRest
De-creasesWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
5
(13.88%1
Total
(11.11%) (8333)7
(19.44) (5.2 55%) (41.15 66%) 36
9(25.00%)
10(27.77%)
17(47.22%) 36
SPEEDIn-crease;withRest
In-creasesWithoutRest
De-creasesWithRest
De-creasesWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
3(8.33%)Total
(11.11%) (8.3 33%) (25.00%) (11.11% (36.11%) 36
(19.44%)12
(33.33%)1
(47.22%) 36
152
160
WW,114MMIWIW,,,,,pmearftMerInviralayNTIRTIOR,,*
APPENDIX XXXI
Subject 3: HEWITT SERVE TEST SCORE ANALYSIS
Day EPS Raw AccuracyScore
Raw SpeedScore
T-ScoreAccuracy
T-ScoreSpeed
1 44-53 7 4 60 532 116-125 6 6 58 603 233-242 13 6 70 604 354-363 6 7 58 635 432-441 6 3 58 516 536-545 8 6 63 607 580-590 2 3 48 51
(1 let)
APPENDIX XXXII
Subject 3: ACCURACY-SPEED MEAN DArr,Y SCORES
Day Hof Serves Raw AccuracyScores
Raw SpeedScores
MeanAccuracy
MeanSpeed
1 53 42 51 .79 .582 72 38 35 .52 .483 109 111 60 1.01 .554 114 95 73 .83 .645 78 45 24 .57 .306 104 69 53 .66 .507 45 24 21 .53 .46
Total 575 389 297 4.91 3.51
Average mean accuracy = .67Average mean speed = .51
153
1c;1
APPENDIX XXXIII
ORDER SUBJECT 3 READS IN VARIABLES,PROPERTIES AND ELEMENTS
1. FEEL = feel comfortable, +2. ACC3. G = grip4. T = toss5. E = arm straight, arm curved; A/V, test?6. EYES = eyes on the ball7. F = follow through8. P = starting position
(T = Tl toss correct height, A/V +)
9. C = toss in front of the body, C = Cl; A/V +
(T = T2, toss lower; A/V, +)
10. RCM = continuous motion, roundness type thing11. TIM = slowing down, A/7, -12. SPD = too hard, A/V, +13. R = batting the ball, A/V, -
(R = hitting the ball down, A/V, +)(R = pushing the ball into the ground, A/V, -)(R = putting the ball into the air, A/V, +)(P = out of position, A/V, -)
14. TOP = tops the ball15. S = feet16. WB = whole body, +
(T = T3A/V, -)
17. W = wrist18. CON = concentrate19. ARCH = bend backward, +
(Foul = net)20. S
14= bent knees, +
(P3
= facing net, A/1, -)....
(T1 = re-accepts)21. RW = racket heavier, +22. 00 = off center,23. LEAN = +
(P1
-.- point feet in direction want ball to go, A/V, +)
24. PRACTICE = + ._
(RCM = pendular motion, A/V, +)25. CON = control, uncontrolled, A/V, +-)
R = batting ball, +)R = pounding into the ground, -)WA = wrist whipped, not hyperexended, A/V)
26. R3 ='swing, total swing(C4 = toss too far in front, A/V, -)
(TIM = too late, A/V, -)
154
162,
APPENDIX XXXIII (continued)
(C3= toss out to the side, A/V, -)
= re-rejects more positively)
(TIM = too coon, A/V, -)27. SLB = swing like a baseball, A/V, -)28. ARM = moving arm across, A/V)
= toss right overhead, A/V,
29. RCH = reach(RW = racket lighter, A/V)
155
163 i
......rimarwrawevagraesseceaviteir...Virr-r.0".
AFT .NOIX ;OCCIV
Subject 3:
VERBAL-MOTOR BEHAVIOR GRAPH
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables -
Call
Variables
ASV
CRT Order
of Call
1.
?1-12
ACC-____4
FEEL
FEEL
.com-
I
fort-
able?
E=cur-
ved or
straightExp.
T
,
ACC
G T E7
EYES
FFEEL f
13-22
FEEL
Awk-
Exp.
ward
T,C
T1or 3.
=0 1
C
T(
3.
?
23-28
ACC
ACC
TT=2+
For
T4.
?
29-40
ISPD
RCM
-.---
con-
tinu-
ous,
Rouad-
ness
Slow-
ing
down
Bat-
R=3
Hit+
R=3
Exp.
R
RCM
1
F<
RCM
TIMING
SPD
(
SPD
TIMING
t
Et
RCM
.ht,I,
R.
(----
Pig
P 1
VIC
IP1
!CM
Mil
lam
'12
064
PIN
Slo
Rm
i!m
ot!1
PQ
MIm
o m
a
APPENDIX 30C TV (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
AIII
CRT Order
of Call.
Push-
R-1
Put +
r.,.2
.+?
41-53
P+.P.CM+F7
TOP---
PType
move-
ment
R=3
bat
R=3
hit
Mix
Rev (ex-
cept for
1 var.
RCN
F
COORS
R
54-68
7.---?--
69-74
ACC
ACC
RCM
T=1
str-
aight
R=3
push
T=3 -
Exp.
T,R
For
I
ACC
+ <
---
4-
S--------4
T ----*
RCM
E--',
=
iG RSPD
ACC + -
ISPD (goalilk
I
WB
COOR
(goal)
COOR
1
k.:)
RCM
(goal)
ACC -
-Tv----
T SPD
SPD
ACC+SPD -T
(
W CON
I+W
---1
APPENDIX XXX1V (continued)
Main Goal
Subgoal A
-Subgoal B
Subgoal C
Read in
VarLables
ARCH4
Call
7ariables
-76 T SPD
A/V
S-1.4
TCR
Order
of Call
8.
+75-82
----- ---
-SPD
----
---
-77P
SPD=TIM+
TIM
T^y
-----4
COOR
4---
T'p
FOUL c----
S14 (------
83-88
.-
S
P =3-
T=1
1 Mix
P,..
__-,
S14
T c
"
(IACC(goal ))
O.
?127-160
RW___
Heav-
ier
R Mix
OC
)
LE
AN
*-WB
ACC = +
____
-TIY
ACC = + 4
PF--
--
s, .i.
4
P=1
ACC
?PRAC-
TICEL____,,
=
1SPD
R.C
lvr-
----
/ .P
Pendu-
lar
R4
R=3
SPD
Push
TR.
161-166
11.
+167-173
SPD(goal)
>CON
'-ir-
SPD
-"DTI 0 R
CM
uncon-
trolle,:ii FOR (1
er...rly var.
=i <
ACC = -
RR=3
k--
LEAN
bat
ACC = +
APPENDIX XXXIV (continued)
Main Goal
Subgoal A
Subgoal B
, Subgoal C
Read in
Variables
all
Variables
A/V
CRT Order
of Call
12.
?
174-187
ACC = + 4---
RCM
Rf.------)
R=3
T=2
R=3
pound-
ing
T=2+
R,T
For
j
T__
SPD
Ric-_
-
ACC = T2
A/E
T-------4
13.
?188-212
ACC = - W
T=2
T=3
R=1
Push
T=3
T=2
R=1
Push
T=3
T=2
OC=-
T,R
For
i
T T=.-_--."._
RCM
R47____=___.---'''
ACC = --,
T T"k____
RCM,Rk=_-_P.
Ti=====,
Ti----1'
ACC = -
4-
ISPD(goal)
=+
,,____=-
0C,
2+I 3'
14.
?
213-236
ACC
T3
or T2
or T
?1
T=3
T=2
T=1
T=3
W=4?
T=3
T=2
T,R
Mix
ACC
<
>
COOR (-----
TA T ---4
rr'''
WACC -T3 or
T, or T1
(
?T k___
wi=====,
R,
ACC = -
A----
TCMk--R--
Tk=------"
OCRCM,R
ACC =
2+RCM+R
i
APPENDIX XECI7 (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variab]es
Call
Variables
A/7
CRT Order
of Call
15.
?
237-242
4SPD
T2or T3
or T1?
T=2
T=3
T=1
T 1 early var
T4.
..
T 47-4
T (7====2
P
T2
or
T3
or T1
?.
M -
250-270
"just
luck"
COOK 1---
T2 or T3
P CON
T_____-4
T=2
T=3
T=2
T=3
T=2
T Mix
T '?
or
<
t----
T T------''
CON
T47====='
-----4
m -CON
4..2-
COOR
T2=CON
"7==:
T T,,i===-'
OC
17.
?271-288
ACC = - <
TM(
Goal-
T-------4
TIM
T=3
T=2
T=1
or 3
T=2
T=2
R=3
hit
T,R
Rev
Find T
Tc.====
Ti-
CON
RS
OC
T A-====.7.,
----->
DSPD
SPD = - <
TACC -
<RCM,R1-7==
APPENDIX XXXIV (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
variables
Call
Variables
ASV
CRT Order
of Call
18.
+289-316
ACC = -
4"--
.b.b.hdi
COOR ,4----
FEEL
C ------'>
C±4-
T=3
too
late
C=3
C+?
comf=-
T =?
C=1+
Comf
C,T
Rev (ex-
cept for P)
.
COOR
T 47-7=-2'
P OCCON
ACC = +
CON
TIM 4
TIM ----''
FESL (----
C C -4------4
<----
FEEL-z7:
T;----="
Cc-----'
ACC
+T
=<
ACC = + --I
FFELIConf.
oal
19.
?317-348
ACC
CC=1?
C=1+
C =4-
too
soon
jerky
comf.
dis-
gust
C,T
Rev (ex-
cept for OC
=SPD = ?
goal
ACC
SPD
C1-----'
CON
C -------4
SPD = +
SPD = +.--/
ACC = +4--
ACC
CON
TIME
RCM,R=
OC i"----''
TIME
TIM + To
too clos
to the body
-----4
COOR
FEELE-----
APPENDIX XXXIV (continued)
I
Main Goal
Subgoal A
ACC
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
20.
?
349-351
confused
T=3
T=2
T=2
comf.
=T ?
---
T4...______
T--------"
T-------
ACC = +
TACC(goal)t--
--aFEEL
>
(goal=
tcomf.
T =? 3, 2?
Wiest
TR
252-364
22.
+365-384
ACC
C=1
T=2
C,T
Comf. .Rev
swing
like
base-
ball_
ID.=.-
T=1
C=1
ACC = -
SLB
Tk----
..r.b.t.1,
(goal=
comf.)
ACC = + (----
Test T?
pa__
T..---=----2
C1+T2
C----
23.?
385 -398
confused
= - (--- FEEL
>Comf.+
T=3.
or
3T=2
T=1
Comf.?
P=3
P=2
T.70V-
ing
across
body
T T,C
Rev
(comf.+)
T T4-----L-_-'
Te="
§
SPD =
(+
ACC = + 4 PEEL
(comb.?)
24.
'''
399-
427
ACClgoal)
P2or
9P
3.PT------
PACC = -
ARM(
(-------
_-__..,
APPENDIX XXXIV (continued)
ASV
CRT Order
of Call
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
FCall
Variables
ACC ( gOal) (
T G-
PC=1,..
C =5+
,
RCH + C ?=
ACC
'
A/E
RCH
CTR Test
428-442
ACC(goa171- f.
TIM
TIM
Too
hard
ortoo
soft
too
soon
too
late
T=3
T=2
R=3
too
late
too
soon
T,R
For
25.
?
443-503
SPD(TEST)
ACC = +
SPD(TEST) h
SPD = +
TIM
TIM1.______
--'
TIM
ACC = -
<I
ACC
- - --11TIM
>
T .,____2
ACC = - E" TIM (--- too hard 1--.
SPD(TEST)
ortoo soft
>
ACC -
<T RCM,R,T-=-.-2
TIM-<=-----'
ACC = -
-ISPD +TACC
t
, How?
TIM (.__
_
ACC = +--4
TIM
TSPD 4-TACC?
4._
TIM
(goal)
APPENDIX XXXIV (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
Cc----7
RW;====,
EYES
T
A/V
0=4
hea-
vier
CRT Order
of Call
C,T
Mix
7.6.
+504-545
SPD = +
ACC = - F
--->
RW
ligh-
ter
C=5
C=1
fuller
T=1
T=3
C=5
Comf.+
li ghte
t
OC
C k======2 )
FEEL
C RCM-4
T;77=2
Tt----='
-----4
CC +T +R
'
51
+ RW
lighter =
Comf.
'RW(
27.
?
546-590
ACC
TEST T
T*-------4
C t======'
EYES 7-===i
T=3
C=1
Ok
better
Comb.+
T,0
Rev
= -
ACC =
tACC=T
+
ACC = T1
IC9+ EYES
ACC = +
--., F
ACC(goal)
.h.L,L
TEST T
onesormne097.04.
APPENDIX XXXV
Subject 3: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH
- - + 91 + -
CRT Order ofCall
CRT Order ofCall
ICRT Order of
Call16. Tlg. C,T
Mix, ForRev
1. T2. T,C3. T4. R6. T,R7. T9. T
10. R12. R,T13. T,R14. T,R15. T17. T,R20. T23. T24. T,C25. T,R27. T,C
----
For-RevMixForForMixForRev--RevForRev
5. R8. T
11. R18. C,T22. C,T26. C,T
RevForForRevRevMix
TOTALS
T= 1CT = 1
Mix = 1Rev = 0For . 1
R= 2T =7TC = 3TR = 5RT = 1
Mix = 2Rev = 4For = 4
R= 2T =1CT . 3
Mix . 1Rev = 3For . 2
165
1731
APPENDIX XXXVI
Subject 3:
ANALYSIS OF VERBAL PROBLEMS BY MOTOR rLOT SCORES*
ProblemEpisodes
1-Sol.
episodes
Sol.
Range c:'
Scores
Motor not
Total Score
Initial
Score
Final
Sccre
Mean
Score
11-12
12
113-27
216
13
14
18.00
213-22
10
11
15-25
191
15
19
19.10
323-28
61
14-25
105
17
17
17.50
429-40
12
115-28
231
15
18
19.25
541-53
13
3,7
14-31
273
20
23
21.38
654-68
15
137-32
342
32
19
22.80
769-74
6.
121-27
149
27
26
24.83
875-82
83
24-32
220
30
29
27.50
983-89
71
20-27
171
21
27
24.42
TR.
90-125
36
6,7
(no verb
or motor dada)
10
127-160
33
118-30
512
22
24
23.27
TR
161-166
66
21-29
146
29
21
24.33
11
167-173
73
21 -35
196
21
36
28.00
12
174-187
14
124-34
388
27
30
27.71
13
188-212
25
122-35
677
25
27
27.08
14
213-236
24
121-36
691
24
31
28.79
15
237-242
61
25-33
182
25
33
30.33
--
243-249
(incorr
ctly nutberE:A.; no
such scores)
16
250-270
21
121-33
616
33
27
29.33
17
271-288
1C
125-39
569
27
37
31.61
18
289-316
28
325-41
860
41
32
30.71
19
317-348
32.
121-39
952
39
32
29.75
20
349-351
3 ..
1,7
31-33
96
32
31
32.00
21
352-363
12
6,7
24-33
341
33
24
28.41
22
365-384
21
322-39
634
27.
30
30.19
23
385-398
14
327-41
458
33
39
32.71
24
39(:7-427
_..
L2,:]-4/..7
:-7__
--
29 .
7 _22-39
7fl-79
...
926
505
1944
36
3332
333333
31.93
36.07
31.35
1350
33
31
32.14
1226
25
32
27.24
_nand in Appendix vi.
APPENDIX XXXVII
Subject 3: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM*
Prob-lem12
3
4
56
7
8TR
TR10
TR
1112
13
14
15.
16.
17
18.19.
20.
2122
Episode Score
4 2719,20 25
25 2538 28
52 )154 3269,70 27
Po 3286,87 27
157 30
161 29
173 36178 34
208 35
231 36
239-242 33
scat- 33tered
285,6 39
289 41317 39
350
352,3380
Analysis of Verbal Data AroundHighest Score
Goal = toss--vertical positions"I'm not :ure where the startingposition is."
NC, goal: CGoal: hit it instead of batting
it.Goal: hit it instead of bat it.Goal: ACCGoal: AOC & SPD, T, W
NC, Goal: T, SPD, TIM (77)Knees, feet, and P
NCKnees, RCM, Goal: more push or
force
NC
Goal: ACCNC, certain @ of batting ball
into the ground (179)NC, Goals: T,TSPD, tACC, choosin
between 2 T'sNC; trying to lower the T, same
as Problem 13P + 4SPD + T. Adding vars.
T CONT + TIM. "I think it isjust luck when I get it inthe right position."
SPD + T + SWING = ACC + SPD orWSNC. Same as Problem 17T + C = ACC
33 NC. T,- -ACC; T,- +ACC but -comfd;t. Goalt-find thebest between these two
33 NC. Same as problem 20.39 NO. T higher (381)
*Abbreviations and symbols are found in Appendix VI.
167
1 /5
Result
+-+?
A/E andaddingvars.
Comb.vars.
+,
Comb.vars.largergoal
Comb.vars.Comb.vars.Comb.vars.Comb.vars.intolargerelem.
A/V,Com.ofvars.A/EA/V,A/E
testing
APPENDIX XXXVII (continued) *
Prob-lem
Episode Score.ilalysis of Verbal Data Around---r-
Hi:hest Score Result
2324
390scat-tered
41
39
NC, Test T (391)
Goal: ACC =S+P+E4T+C(hitting it in differentplaces) + G + RCH
testing
Comb.vars.New pro& elem.
TR scat-tered .
39 NC. Same as Problem 24. ?
25 458,61,8 39 Goal: SPD(452); TIM(459)ACC(459) Same problem asin Problem 13
Narrowigoal
26 520 44 NC27 554-578 39 Goal: testing T (566);
testing CNarrowi
goal
bbreviations and symbols are found in Appendix VI.
168
1/6
Ps
ng
ng
I
I
I
I
I
I
I
I
I
I
I
Ineel exeromarmayee+w
APPENDIX XXXVIII
Subject 3: INCREASES AND DECREASES IN 1,,IOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
Days Increases Decreases ScoresRemainingThe Same
Total
BetweenWithin
1 (16.66%)9 (40.90%)
4 (66.66%)8 (36.66%)
1 (16.56%)5 (22.72%)
6
22
Total 10 (35.71%) 12 (42.85%) 6 21.4 28
APPENDIX XXXIX
Subject 3: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
creasesWithoutRest
`MaysSameWithRest
StaysSameWithoutRest
TotalIn-creaseswithRest
:n-creasesWithoutRest
De- --"be-creasesWithRest
3 6 1 7 0 5(13.63% )(27.27%) (4.54%) (31.81%) (00.00%) (22.72%) 22
Total /9
li0.90%)8
(36.36%)5
(22.72%) 22
169
1 ')".'
APPENDIX XL
Subject 3: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lem
#Epi-sodes
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio6 max
pee.Ratio4 max
Sol. Cod
1 12 4 7 .33 .58 12 10 5 4 .50 .40 13 6 6 5 ) 1.00 .83 14 12 8 6 .66 .50 1
5 13 20 9 1.53 .69 3,76 15 12 8 .80 .53 17 6 1 1 .16 .16 18 8 3 5 .37 .62 39 7 4 3 .57 .42 1
TR 36 18 18 .50 .50 6,710 33 32 15 .96 .45 1TR 6 3 2 .50 .33 6
11 7 2 2 .28 .28 312 14 29 14 2.07 1.00 113 25 19 12 .76 .48 114 24 26 13 1.08 .54 115 6 6 2 1.00 .33 116 21 18 12 .35 .57 117 18 5 5 .27 .27 118 28 32 22 1.14 .78 319 32 20 19 .62 .59 120 3 7 4 2.33 1.33 1,721 12 14 11 1.16 .91 6,722 21 16 7 .76 .33 323 14 2 2 .14 .14 324 29 17 8 .58 .27 1TR 14 10 7 .71 .50 6,725 62 38 27 .61 .43 126 42 31 26 .73 .61 3,727 45 24 21 .53 .46 1,7
aSee Appendix XI for a key to the symbols and abbreviations.
170
1/8
ea
APPENDIX XLI
Subject 3: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS
ACCURACY
Days Increases DecreasesScores RemainingThe Same
Total
Between 1 (16.66%) 2 (33.33%) 3 (50.00%) 6
Within 5 (21.73%) 4 17. 9% 14 (50.86% ) 23Total 6 (20.68%) 6 20. 8% 17 (58.62% ) 29
SPEED
Days Increases Decreases Scores RemainingThe Same
Total
Between 2 (33.33%) 1 (16.66%) 3 (50.00%) .1 6Within 3 (13.04%) 4 (17.39%) 16 (69.56%) 23
Total (17.24%) (17.24%) 19 (65.51%) 29
APPENDIX XLII
Subject 3: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn- In- De- De- Stays Stayscrease crease crease crease Same Same TotalWith Without With Without With `WithoutRest Rest Rest Rest Rest Rest
1 4 1 3 7 7(4.34%) (17.39%) (4.34%) .(13.04%) (30.43%) (30.43A) 23Total 5
(21.73%)4
(17.39%)14
(60.86%)23
SPEEDIn-creaseWithRest
In,creaseWithoutRest
De-creaseWithRest
De-creaseWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
0(00.00%)
3}X13.04%)
0(00.00%)
4
(17.39%)5 11
(31.25%)(47.82%) 233Total
113.04%)4
(17.39%)16
(69.56%)23
171
1'79
APPENDIX XLIII
Subject 4: HEWITT SERVE TEST SCORE ANALYSIS
Pqm Accuracy Raw Speed T-Score T-ScoreDay EPS Score Score Accuracy Speed
1 34-43 10 6 65 602 145-154 9 3 64 513 220-229 14 7 74 60
4 320-329 18 12 80+ 75
5 397-406 7 4 60 536 478-487 6 3 58 517 522-531 10 6 65 60
APPENDIX XLIV
Subject 4: ACCURACY-SPEED MEAN DAILY SCORES
Day #of ServesRaw Accuracy
ScoresRaw SpeedScores
MeanAccuracy
MeanSpeed
12
3
4
56
4311175
100778144
139380
101897685
10445469665544
.30
.851.061.011.15.93
1.93
.23
.39
.72
.69
.85
.671.00_L
Total 531 537 342 7.23 4.55
Average daily accuracy = 1.03Average daily speed = .65
172
180
OrP.,40.t.....M..1,.artorn.rm
APPENDIX XLV
ORDER SUBJECT 4 READS IN VARIABLES,PROPERTIES AND ELEMENTS
1. T = vertical position of toss2. ROH = reach3. ARCH4. SMASH5. WRIST = twisted, A/V6. BNG DOWN = bring racket down7. ACC = accuracy8. BNG UP = bring racket up9. G = grip racket tighter, A/V
10. WB = lift whole body11. C = horizontal position of toss
(C = 1 L/V)(C = 5 A/V, +)(T = 2 A/V, -)(T = 3 A/V, -)(T = 1 A/V, -)
12. LEAN13. RELAX14. SPD = speed, force
(G = too tight, A/V)15. ANGLE = increase, A/V, +)16. TOP = come over the top of the ball, -17. B = backswing18. FS = forward swing19. S
13= feet still
20. S10
= on toes (reverse of flat-footed)
21. TIM = timing(C = 2, A/V, -)
22. SWAY23. R = position of face of the racket24. FEEL
(S = flat-footed, A/V to Sio)
25. F = "come through with them"(TIM = too soon, A/V)(R = R
1flat, straight on; A/V)
(T = T2
elbow bent, A/V, +)
26. THINK(C = C4, A/V, -)
27. G = thumb in28. OC = on center of the racket29. E = elbow up, A/V, +)30. DOA = hit down off arm
(R = angle between flat and twisted face, A/V, +)31. H = waiting position
(BNG DOWN = too far, A/V)32. WIND
(C = Cl, A/V, +)1/3
181
APPENDIX XLV (continued)
33. P = body position34. CON = control over the racket
(C = Cl, A/V, -)
(C = C3, A/V,
35. WS = natural, smooth stroke, A/V, +(T = drops, get as it comes down T=2, A/V, +)(G = Gl, A/V, +)
(TIM = slower come on, A/V, +)
174
182
APPENDIX XLVI
Subject 4:
VERBAL-MOTOR BEHAVIOR GRAPH
Vain Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
1.
-1-14
ACC(goal)
T RCH
ARCH
SMASH
W-,-twist
T,C
For
I
__I
W*---
BNGDOWN
ACC
BNG UP
T RCH
WB=lif
WB =high
C=1
4
G WB
WB------,
------,
C4
reject i
2.
-j
15-26
ACC(goal)
ACC
WB*-'.--'
WB ',-----'
WB=lif
WB=higil-
erl
T=2 -
WB=lif-
T Rev
ACC
= -
<T
ACC = 4-
ACC = -
WBARCH
m
3.
+27-29
ACC
<l
C(goal)
'"C -50'
C=1
T=3-
C,T
Rev
ARCH
C ;=====
ARCH
Ti=
=-4
= +
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Variables
Variables
of Call
4.
+?
30-34
ARCH
T=1,
peak
T =2-
T Rev
T
Looks at
pictures
LEAN (----7;
(.--
SMASH
T 1-------
RELAX
5.
+35-44
Test
4----
BNG UP
BNG DOWN
BNG UP
BNG DOWN
RELAX
BNG UP
BNG DOWN
1
BNG UP
BNG DOWN
T,C
Mix
G-------
G=too
SPD
SPD 4-
BNG UP
BNG DOWN
BNG UP
BNG DOWN
tight
ANGLE(----
ACC
t______
"-----
TOP
TOP= -
ANGLE
Cgoalp
----4
6.
+45-54
T
S13=
still
S10=
toes
come
down
T,C
Mix
B+T+
B ----)
FS
WS =
BNG UP +
S + G +
'OWN
S13
(
SG
104
BNG DOWN1
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
I
Read in
Variables
Call
Variables
A/V
RT Order
of Call
SPD = -
ARCH-
right
over
wait
too
long
C=2-
ACC = -
TIM
TIM
TIM
BNG UP
BNG DOWN
S13
C
TIM
TIM
BNG DOWN
C RELAX
HIT=right
over
ARCH + T 4
C + TIM
-7 ,.
55-80
-T SPD
RELAX
C RELAX
SPD
ANGLE
"nce
& easy"
? "can't
figure"
"feel
of it"
to R.
to L.
turned,
in cen.
T,C,R
or
SWAY er---
WS =
"can't
figure
it out..
the move-
ment"
ACC(goal
TIM
TIM +
RELAX
= ACC
4--
SPD = -
ACC =
tACC = -
-41
RFEEL
ACC(goal)*
ACC = to E
ACC = -toL.<
ACC
W= +
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
JSubgoal
CRead in
Variables
Call
Variables
A/V
CRT Order
of Call
GC=5
S=flat
footed
C=5
T=3
too
soon
T=2
"nice
& easy'
turned
R=1
C,T,R
For, Mix
--4
ARCH
S10
SPD
FORM first
then SPD
(jgoal)
--)
9.
.
81-104
TSPD(GOAL)4-f
Sflat
1----
4
TIM
i--
T(___7
FTIP----
(---
T .-----=-.4
ANGLE
RELAX "4---->
W
ACC = -
4SPD (goal)
tT"-----)
)R
c
4ACC/SPD
(Foals)
105-108
Wr------
R F------'
ARCH i---4
TIM
T C
turned
R=1
Over
R,T,C
Rev
T+C+TIM=
over the
IARCH
TIM f------
---->
Tthe
10
-9-122
ACC
Gt ______
_G=1
turned
R=1
R,T
For
W-1
=Rt
tACC(goal )
---/
,'ACC = R1
(A/E)
<-
THINK
'' I
TIC=-
APPENDIX XLVI (continued)
Main Goalbgoal
ASubgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
P'D
4S10
W 7----7f
-------'1
turned
T=2
R =2
ACC = -
TR2= T,
2-
'
IA/E )
Ry
TIM
----').
1TIM
THINK
THINK 4-----
...._,..
-123-142
Locks at
WS
Rests
-;
IUD
(goal)
S10
T
T.0
C=5
Rev
turned
G=1
fun.iy
wait
too
long
too
hard
m=2
T=1 or 3
goafter it
wait
too lorg
0=4-
G=thumb in
C W.1
G(____
FEET 1_____
---9'
TIM-4
FEEL (
)TIM
j
ENG DOWN
P ARCH
----'
T(-
>,
11.
4,
TIM E
TIM
F-
TIM
TIM
)
C 7=====s'
Gthumb
_L.
+?WS
14 -154
TENG DOWN
RELAX
-.
APPENDIX XLVI (continued)
M ain Gcal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
TCRT Order
of Call
<
TIME
TIM
nice
& easy
too
soon
too
late
For
t_____
BNG DOWN
S
ACC = -
OC
ACC = -
T
:D
ITIM
10
ARCH
BNG DOWN
.----4
TIM
4
TIM
TIM F-7___
13.
-155-173
wS=
tSPD(goal)
ACC = -
1
TSID;goal)
ACC = +
ACC = - c
SPD4-=-__---"_
too
haId
tight-
cr
ir, the
as a
G=1
G=1
up,
over
T,C
Mix
(
)G ARGHT----4
T C TIM
G-t__-_=
G ;=17=2.
THINK
B E -----"
<-------
C BNG DOWN
1
"?
1T +C +TIM=
SPD+ACCI
<1
<TIM
THINK 4-7-1
-----,
rB+E+C+
I
BNG DOWN.)
)
OFF ARM
14.
+ACC -------,-
TIorT3
turned
R=1
flat
T,R
Rev
T FEEL
W-1-2=7"--4
174-1E49
ACC
<= - A--- FEEL
ACC
FLAT ARM-
R + Wst.
R(-
>
APPENDIX XLVI (continued)
Xain Goal
Subgoal A
Subgoal B
Subgoal C
Variables
in
iables
Call
Variables
ASV
CRT Order
of Call
4NT
'w= straight+
ACC = + t
t
Rrests
.ACC (goal)
5.
+?
190-218
DACC(goal)
ACC =
ACC = -
WE
lift
tight-
er
R=1
R,C,T
Mix
(
Gf
RCH
Rt
4---,
)TOP t"'
of arc
C (======.>1
C=1
--41
I
1+ T1
+
TIM + TOP
TIN 4------
THINK
4T.
T=1
of arc=ACC
TTLIC. Top of
THINK
arc
B+E+C+T (rd
R BR,C,J.
Mix
-0.
4
219-230
'
E C T 107--------4
TIM
ANGLE
Twist
t
ACC =
TIM
+ TIM
>
TACC(c,oal )
)
PL:i-------
R=1
Between R1
<R -----P
R=
& Rtwist
(test)
___
4__
twist
WS
TACC(goal) (--
4THINK
.
ev e
-tng
f---
THINK
ACC = -
ACC =
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Variables
Variables
A/V
oCRT
Order
of Call
17.
-233-263
WS(goal) ,
1G
>tight
T1 or
T3
T,C
For
T._
)
S10
Relax
T lower =
ACC (A/E)
m*
T1 orT3
T=I
.,
,...___
S13
TF
C Tin arc
T =2-
4
ACC/SPD
(goal)
ACC
+TIM
NTIM
Tca=2,
f=
THINK
THINK
G S
ACC = + a-
t
ACC =
-E
13
G T
4F
firm
tight
T=1
tight
C=2
G4
T T
'
G Z7777-4
C1
TIM
FEEL
TIM-,(
9FEEL-
ie..
HBNG DOWN
B FS
ARCH
C T TIM
,T,R
For
<
-264-269
WS =
------
IB+FS+ARCHI
+C+T+
y
TIM(
TIME
APPENDIX XLVI (continued)
Nair: Goal
Subgoal A
Subgoal B
f
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
WS = -
over-
head
turn
wait too
long
R T====2'
TIM-1
TIM <
)T
T=====
S10
ARCH
FEEL
T=3
)I
FEEL -
..-J.
-
270-275
ACC(goal
BNG DOWN
Ftight
too
hard
- Mix
1.S.PD
>
G (_____=!
S-PD1.---='.
E
C
O.
-
276-278
FEEL
-B ?EEL 47----)
TIM ---'
OCENG DOWN
right
wait
too
long
- For
(-
)
TIM 4
ACC = -
-+
ACC = -
S10
ARCH
T.---------'
RELAX
THINK
T,C
T=1
Mix
tighter
_:_.
27';,-287
<-
)
4SPD(goal)
't
ACC
4-7 THINK
= -
4
ACC
G t
'
S H
=
TIX E
)
TIM -4
in arc
ACC
, 'C r, 1
C+T+TIM
= ACC
=t
)
APPENDIX XLVI (continued)
Main Goal
ISubgoal A
Subgoal B
Subgoal C
Read
illi.es
Variables
ASV
CRT Order
of Call
t2.
-2.88 -291
I i
ACC = -&-"FEELS.c
CON= -
tight-
er
too
soon
too
late
awkwar
R Rev
CON 4
CONF------f
R G)
t
"I
---1"
TIM
i
.TIMt-----
TIM
>t----.____
PEELS-47=f
t_;.
-?
292-304
ACC
RELAX
Rtight-
er
1
over
S=flat-
wait
too
long
too
late
too
hard
,=
G)
BNG DOWN -i.
R ARCH
G S Z
''
TIM --*P
ACC = -
1SPD(goal)
SPD
<
TIM
E
TIM ----4
SPD
,4.
-!
'3,05-329
ACC =
ACC =
RELAX
THINK
G-
RELAX
_. Mix
ACC =,-
r
E--,--THINK
<
>
ACC =+
WS (w-oa7)
fft ACC(g.oal)
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
25.
350-343
WIND-----)
G ----'
tight-
R,C
, or .__
Rer
awk-
ACC = +
(--
\FEELS 7.I.I
-1
FEELS
ward
lift
uigflu-
tight-
erer
wait
too
WE__
BNG DOWN
,-----,,
,-
(_______
-----
TIM
TIM t
long
ACC = + f
S10
incorner
WB i______1'
C47=--------*--
C r---'
lift
C=2
C=1
'e-.;.
7,44-363
P _______t
1 m rev, mix
TIM
TIN ------>
wait
i______
too
T TIM ------1
,Y.).2
ACC = -
TIM
>R 7-7-7
too
long
R=
twist-
Gtight-
er
S =,
r.
-
S10
G
G+WBlift-1
T=TACC
WE
lift
T
APPENDIX XLVI (continued)
Main Goal
3ubf,,,oal A
ISubgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
-
CRT Order
of Call
TACC(goaa),
Lean
WB +..=_.
Smash
G 1-=_)
S13
-----I
lift
tight-
r
lift
"aim"
r>
(I
ACC = -
'
13
WElift
./-
ARCH=ACCT
WBARCH
27.
+
364-375
I
<4-----
F R,
14/goal)47:
WIND
twist
tight-
er
twist
C=1-
C=3+
R,C
Mix
BAL
BAL
)
G-----3
RELAX ----I
W....____
W S =
(
CT---!
C4=-2
"put whole
thing
together"
2t.
+
376-384
'SPD
T i======='
T=3
lift
tight
T,R
Mix
WBWIND
G i-_____2
R
S
WS =
":set
ACC = -
every-
tning in
order"
29.
-BAI
BAL
Ti7.====ft
S13
T =3
T=1
tight
T,R
Mixed
3,,t5-402
---1
T 4______
G4---2.
APPENDIX XLVI (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
WS=
ii-
ACC =
WB
CCOR
ACC = -
COOR
iCOOR
COCR=ACC
COOR
F G RELAX
RACC = ?
ACC
=(
ACC = -
-?Test
G S10
-(
407-41
WS (k7oal)
"put
everythin
-.7,7tner"
ACC - -
G>1
ACC = -
t
414-419
ACC - -
ACC
WB (7=====4
G G WE WB f=fr
G T-
2 O-25
ACC = -
BNG DOWN
ARCH
ACC = -
--+
---CRT Order
A/V
of Call
lift
natural,
smooth !
stroke
tight-
er
tighter
For
tight- T
er
T=2+
1 var. only
long
early var.
lift
tight- T
G-1
lift
Rev
lift
tight-
er
T=3
Rev
APPENDIX XLVI (continued)
Main Goal
Subgoal A
1Subgoal B
1 Subgoal C
Read in
Variables
Call
Variables
A/V
good
lift
34.
426-445
ACC = -
ACC = -
T.ACC(goal)
ACC = -
ACC =
ACC = -
ACC = -
4
fkoC =W
RCH
ISPD(goal)t- TIM
ISPD=ACCL
(A/E)
FEEL
+
RCH
WB -----4'
AR
CH
WIND 74----)
W G W SJ3
TIM 4==1
ICRT Order
of Call
For
down
the
middle-0
too
hard
turned-
tightcr
turned -1
feet
still
wait
too
long
35.
446 -454
ACC = -
ACC = -
ACC = -
ftkRCH=TACC]
455-475
ACC = -
WBARCH
G THINK
S10
ARCH
wBc=====
WB(goal)(7±
S10
F BNG DOWN
tight-
er
lift
tight-
er
flat
Mix
Lift
lifting
flat
For
APPENDIX XLVI (continued)
Main Goal
Subgoal A
, Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
BNG DOWN+
ARC13+TOP
,(
F W 4_______?
BNG DOWN
TOP
twist
I
?Test'
ACC
BNG T-----,
RELAX.,7-___---2
TIM 1-_-=.1
over
long
slower
come
down
-For
.
C76 --LE?
=
1
)
I
TIM
..*'-
-4?8-515
j
looks at
pictures
-----'r
ARCH
Farch
lift
tight-
er
- Mix
;.3 ------4
G------4
S13
S="put
<
everything
to--7eter"
Thot
G -------4
<
lom 17===='
ACC 7=1
tight-
er
lift
long
stance
Flat
For
Mix
J'J.
516-531
W3=
"everything ACC = -
(--
togetner'
)S 7------
BNG DOWN
----4
ACC = -
S WIND
F
).
APPENDIX MIT
Subject 4: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH
- - +1
+ + -
CRTOrder of
CallCRT
Order ofCall
Order ofCRT
Call1. T,C2. T9. R,T,0
10. R,T11. T,C13. T,C16. FoC,I17. T,C18. C,T,F19. -20. -21, T,C22. R23. R24. -25. R,C26. T29. T,RY. -31. T32. T33.34.35.39.
ForRevRev-
ForMixMixMixForForMixMixMixRevRevMixForMixMixFor(only 1 Agar.)RevRevForMixMix
8. C,T,R36. -37.
,
Mix,
MixFor
3. C,T4. T5.6. T,C7. T,C,R12. -14. T,R15. R,C,T27. R,028. T,R38. -
RevRevMixMixForForRevMixMixMixMix
TOTALST =4R -2RC = ITC = 5RT = 1TR = 1RTC=1 '
RCT=.1CTR=1
Fey = 6For = 7Mix = 11
CTR = 1 Rev = 0For = 1Mix = 2
T =TTC = 1CT . 1TR . 2RC = 1
TCR = 1RCT = 1
Rev = 3For = 2Mix = 6
190
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APPENDIX XLVIII
Subject 4:
ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES
*
Problem
Episodes
Episodes
Sol.
Code
Range of
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
11-14
14
242-61
737
847
52.6'-
215-26
12
236-54
546
50
36
45.50
'
327-29
33
-
43-52
141
46
52
47.00
430-34
53
39-45
206
39
45
41.20
535-43
93,7
39-58
414
42
39
46.00
644-54
11
341-60
521
41
41
47.36
755-80
26
337-52
1151
43
51
44.26
881-104
24
134-63
1136
51
47
47.33
9105-105
42
39-49
182
48
49
45.50
10
109-122
14
242-63
716
42
57
51.14
11
123-142
20
245-53
989
51
53
49.45
12
143-154
12
3,7
45-63
623
49
48
51.91
13
155-173
19
245-63
986
51
54
51.89
14
174-189
16
342-54
763
48
42
47.68
15
190-218
29
337-60
1384
51
37
47.72
16
219-229
11
2,7
44-56
531
44
45
48.27
17
230-263
34
237-62
1589
42
38
46.73
18
264-269
62
42-63
293
47
48
48.83
19
270-275
62
37-60
282
54
40
47.00
20
276-278
32
45-4
150
54
45
50.00
21
279-287
94
37-54
422
44
37
46.88
22
288-291
42
45 53
197
48
51
49.25
23
292-304
13
2 ..
39-54
607
48
54
46.69
24
305-329
25
2,7
34-51
1034
34
47
41.36
25
330-343
14
332-63
675
44
34
48.21
26
344-363
40
234-54
919
37
54
45.95
27
364-375
23
331-51
513
51
39
42.75
28
376-384
93
34-45
366
".4
45
40.66
29
385-402
18
231-51
755
45
45
41.94
APPENDIX XLVIII (continued)*
Problem Episodes
#Episodes
Sol.
Code
Range cf
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
30
403-406
42,7
4248
177
48
42
44.25
31
407-413
72
40-48
319
48
40
45.57
52
4J.4 -419
62
39-47
265
44
39
44.16
33
420-425
62
42-48
276
42
47
46.00
34
426-445
20
234-54
889
47
40
44.45
35
446-454
92
36-51
394
51
44
43.77
36
455-475
.
21
134-60
983
41
51
46.80
37
476-487
12
1,7
37-51
554
45
54
46.16
38
438-515
28
340-60
1330
54
54
49.28
39
516-531
16
2,7
36-54
776
45
44
48.50
*The legend for abbreviations and symbols is found in Appendix VI.
APPENDIX XLIX
Subject 4: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM
Prob-lem
Episode ScoreAnalysis of Verbal Data Around
Highest Score12
1021 54
Goal: lift whole bodyGoal: lift +T
3 29 52 "There you go gettingcloser" = T
4 34 45 T + RELAX + TIM (take it slow)
5 36 58 T6 47 60 TIM + T
7 59 52 NC. 4,,SPD8 89,100 63 TIM=T4BALLTOSS+ANGIE+RELAX+R
9 108 49 G10 111 63 G11 141,2 53 WB = G+T+G
thumb+TIM+E+ARCH 4
1SPD+F+UP:)n. toes
12 145 63 NC "Bring them down."13 171 63 WB = "the movement, back
and over (168,172)
14 184 54 FLAT ARM = E,R15 211 60 "hum," "a little flatter (207)16 223 56 "I'm trying to find the angle
between the flat side andthe turned side" (219) R
17 254 62 ACC = -; G + S (250)
18 267 63 rim = RCH + S + ARCH19 212 60 NC. R + F
20 276 54 B + FEELS = WS
193
201
Result
+ Comb.values
+ A/E
- Comb.Vars.
- Comb.Vars.
+ Comb.Vars.,A/Esinglevars.largerscope
+
singlevars. AP,largerscopecomb.intolargere:lem.=WB
comb.into, A/Eelems. ++, A/E
testing R
-, nar-rowing,A/EA/E,Comb.+ Nar-rowingNar-
rowing,A/Eintoelems.
APPENDIX XLIX (continued)
Prob-lem
Episode Score Analysis of Verbal Data AroundHighest Score Result
21 283-5 54 ACC = G+S+P+go through the arc +,addingvars.,A/E
22 290 53 NC23 304 54 .1SPD. "You've got to save the
harOness until after younarrowsgoal +
learn it right."24 321 51 Nervous. Testing,
25 337 63 HD Narrowsgoal,lprop.,+
26 363 54 CONT+ACC+G+F+R+W Comb.vars.,addingvars.
27 364,374 51 RELAX, "Put them together"= WS A/E,comb.intoelem.+
28 381,4 45 R; GOAL: "getting everythingright in order"
Comb.vars.intoelems.narrowing
29 387,393 51 NC30 403 46, NC31 407,8,11 48 ACC = - "let's just get it
going""let's just put every-thing together"
Comb.intoelems,narrowing
32 417,18 47 Goal: lift higher + 1 goal,returntoearlygoal
33 422,3 48 ACC = -; HD + TIM - A/E34 431,35 54 ACC = - +, 1
earlygoal
35 446 51 G = tight +,1 goal
36 469 00 NC F(467,470)37 477,8,80 51 WS, ACC = -, NERVOUS testing38 508 60 NO "getting everything to-
gether" (507)1 elem.
39 521-525 54 "Just trying, to make it work" nari,algslai
194
202 1,(,.
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APPENDIX L
Subject 4: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
Days Increases DecreasesScoresRemainingthe Same
Total
BetweenWithin
3 (50.00%)16 (50.00%)
2 (33.33%)13 (40.62%)
1 (16.66%)3 ( 9.37%)
6
32
Total 19 50, 01.0 15 39.47.0 4 10.520 38
APPENDIX LI
Subject 4: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
In-creasesWithRest
In-creasesWithoutRest
De-creasesWithRest
De-creasesWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
(3.12%)1,
(43.75%)3
(9.37%)11
(34.37%)1
(3.12%)2
(6.25%) 32
15Total(46.87%)
15(43.75%) (9.337%) 32
195
200
APPENDIX LII
subject 4: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lem
#Epi-codes
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio(6 max)
SpeedRatio(4 max)
Sol.Cod
1 14 1 2 .07 .14 22 12 1 2 .08 .16 2
3 3 0 0 .00 .00 34 5 0 0 .00 .00 35 9 10 6 1.11 .66 3.76 9 4 2 .44 .22 3
7 26 28 11 1.07 .42 38 24 14 9 .58 .37 19 4 1 1 .25 .25 2
10 14 17 8 1.21 .57 211 20 18 8 .90 .40 212 12 11 5 .91 .41 3,713 19 9 11 .47 .57 214 16 16 11 1.00 .68 315 29 35 23 1.20 .79 316 11 20 9 1.81 .81 2,717 34 31 20 .91 .58 218 6 1 2 .16 .33 219 6 2 2 .33 .33 220 3 1 2 .33 .66 221 9 12 8 1.33 .88 422 4 6 3 1.50 .75 223 13 17 7 1.30 .53 nc24 25 31 25 1.24 1.00 2,725 14 16 13 1.14 .92 326 20 24 20 1.20 1.00 227 12 14 12 1.16 . 1.00 328 9 15 6 1.66 .66 329 18 20 13 1.14 .72 230 4 5 2 1.25 .50 2,731 7 13 8 1.85 1.14 232 6 3 4 .50 .66 233 o-, 1 2 .16 234 20 12 12 .60 13. 0 235 9 3 2 .33 .22 236 21 35 22 1.66 1.04 237 12 9 5 .75 .41 1,738 28 62 32 2.21 1.14 339 16 23 12 1.43 .75 2,7
aSee Appendix VI for the key to the solution codes.
196204
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APPENDIX LIII
Subject 4: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS
ACCURACY
Days Inc/eases Decreases Scores RemainingThe Same
Total
Between 0 (00.000) 1 (16.66 %) 5 ( 8.330 bWithin 1 46.87'0 4 12, 04' 1 '40.62.0 32Total 15 9.474411010W 18 47. 6e 38
SPEED
Days Increases Decreases Scores RemainingThe Same Total
Between 0 (00.00%) 0 (00.00%) 6 (100.00%) 6Within 1, 4 .7 Q. 7' 1 ,6.874 2Total 14 .e4A1INK 7.8 21 OREM _____
APPENDIX LIV
Subject 4: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn-creasesWithRest
In-creasesWithoutRest
De-creasesWithRest
De-creasesWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
0(00.00%)
15
(46.870_1
(3.12%)3
(9.37%)4
(12.50%;(28.129
%) 32Total 15
(46.87%)4
(12.50%)13
(40.62%) 32
In- In-creases creasesWith WithoutRest Rest0 14
(00.00%) (43.14 75%)
Total (43.75%)
De-creasesWithRest
1
(3.12%)
SPEEDDe-creasesWithoutRest
2(6.25%)
3(9.37%)
StaysSetae
WithRest
(12,50%)
StaysSame TotalWithoutRest
11(341,3721.
5
(40.87%)
197_
2Uu
32
32
APPENDIX LV
Subject 5: HEWITT SERVE TEST SCORE ANALYSIS
----Day EPS Raw Accuracy
ScoreRaw Speed
ScoreT-ScoreAccuracy
T-ScoreSpeed
1 85-94 6 5 58 582 156-165 7 5 60 - 593 213-222 5 6 55 604 274-283 3 2 49 465 342-351 2 2 48 466 421-440 3 3 49 517 465-474 11 7 67 63
APPENDIX LVI
Subject 5: ACCURACY-SPEED MEAN DAILY SCORES
Day Hof Serves Raw AccuracyScores
Raw SpeedScores
MeanAccuracy
.95
.61
.31
.24
.44
.43
.80
MeanSpeed.63
.39
.25
.19
.27
.31
.61
12
3456
7
94715461687942
904417 .
15303434
60281412192526
Total 469 267 184 3.68 2.65
,
- Average daily accuracy = .54Average daily speed = .38
198
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APPENDIX LVII
ORDER SUBJECT 5 READS IN VARIABLES,PROPERTIES AND ELEMENTS
1. SPD = speed(SPD . too hard, A/V)
2. 00 = on ,center3. A00 = accuracy4. T = vortical position of ball toss
(T = T1 or T3, A/V)
5. ARM = move less A/V6. W = Wh = wrist turned horizontally, A/V, -)
(W = W2, A/V, hand straighter and stiffer, +)
7. RELAX8. Gtighter , A/V
9. THINK = concentrate(T=3, A/V. -)(T=1 or 2, A/V, +)
10. CON = control11. TIM = timing, A/V, too soon or too late12. AGGR = aggressive
(T=2, A/V, -)13. E .... E
3arm lower, lower racket
14. MOC = move on the court15. ANGLE = more angle on the court16. C= horizontal position of the racket face
(C = Cl, A/V, +)
17. G = shake hands with the racket(G = 1 or 3, A/V)
18. P = starting position(RELAX = trying too hard, A/V)
19. RCH = reach. -E = 3, A/V, -)E = 1, A/V+, arm = straight, ern = elbow straigh)TIM = too soon, A/V)C := CA, A/V )RCH -"1/V, +, accepts previously rejected value)
20. FEELS = feels comfortable21. RW = change rackets22. SPIN23. ARCH24. S
(S = step back, A/V)(G = G1 or 2?)
25. LEAN26. F = follow through27. BG UP = bring racket up28. R = position of racket face
(0 = C2, A/V, -)(C = tc left, over left shoulder, A/V, -)
199
Own. onn<0. 11.1.04.47.1'
APPENDIX IVII (continued)
29. MOM= momentum(S = Si, feet together, A/V)
(BNG DOWN, A/V)30. MB = move body
(MB = twist body, A/V, -)(MB = body straight, A/V, +)
-.,,..,.. COOR = coordination32. W = wrist
(W . W snapped, A/V, W=1)33. WIND34. BAL = balance
C = 03, A/V, -).
TIM = move factor, A/V, +)0 = C2, A/V, -)
35. 3,..i.inger
. finger on the racket
56. B = arm back
200
ii
I
APPENDIX LVIII
Subject 5:
VERBAL-MOTOR BEHAVIOR GRAPH
Main Goal
eubgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
Ai"v
CRT Order
of Call
1.
+SP-..) = -
SPD
OC
ACC
too
ard
hard
right
dir.
highe
1 or
decre
to L.
move
less
Exp.
T se
d,SPD,
ACC = -
<
T<
------'
4SPD
(
SPDk---
TACC
= +
ARM<
..:,.CC
?23-30
IdW=hord.-
zontal
Exp.
W =2
-turn
straight
stiff
or
`----
rest (
zRELAX
3,-
+31-45
ACC = + t-
THINK
(----1-
tight-
er
Tfor
T_3-
T=1 or 2?
G<
RELAX
THINK(
T -----)
)
^1 -------?
ARM
W2
CON <
.coN i---
4.
+46-55
WS +
---/
.1,
Exp.
too
late
satis-
-fied
j_SPD( goal)
SPD
TIM
)TIM
APPENDIX LV1II (continues)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
37 +
56-73
WS = +
t--
"I like."
TACC(goal)
ACC
3PD
in-
crease
too
hard
T =2-
too
hard
Exp.
T,
tf
ISPD(goal)t:
4SPD
AGGR E
-----,
f------
T---- -;
6.+
74-80
WS =
lower
R. too
hard
move
on c.
Exp.
-
4SPDf
MOC4
ANGLE
7.
-81-88
TACC(goal)
---,
T=2-
T Only 1 var.
early
Exp.
C
CON <
MI
T--7? Tst
e89-94
=1
C-t
9.
+95-112
WF = + (----
4SPD(goal)
<G
Gior
G2'"?
too
hard
G=1+
T=3-,
T=2-
T Mix
G
WS = + (-----4SPD
SPD = + <
.:)
...
MOCK
CON
ANGLE
T 7
'1SPD
-----'
T.-f
:1DPENDIX LVIII (continued)
MaAn'Goal
.SUbgoal A.
Subgoal B-
Subgoal C
Read in
Variables
Call
Variables
uA/'
CRT Order
of Call
I.
-113-120
WS=Better? 4-'
T 4-----I
T or
i
T3
T =3-
better
befor-
try-in
too h
T rd
T
,
RELAX-4 -
b. --+
121-131
ACC(goal
too
hard
Rev
T=2
E=3-
2=1+
"can't
do"
1 ,SPD
E----:-
MOC
r-
RCH
T C------'Y
E 4.______-'
E ---=.-'*
WS = -
12.
+132-142
WS = +
E1
MOC ------4
"bet
ter'Rev
E1
13.
+143-149
W3 = + 4--
TIN-
TIM1
too
late
too
soon
tight
-er
C=4-
Comf.
"bettar"C.
Rev
FEELS
TTM------',
G i..__7"''
C----,
FEELS*
.
4. ? 4---
CR
- Comf.
too
hard
15O -152
RS = ?
>SPD = -(-----
FEEL
ACC = +
.---
-APPENDIX LVIII (continued)
Main Goal-
-Subgoal A
Subgoal B -
Subgoal C
Read 117
VariableVariable,
Call
7ariables
ASV
CRT order
A/'
of Call
15.
+153-155
-ACC = +4
RCH
Cbent
elbow,
tight+
er
elbow
st.
Rev.
by____-...
cornea
E3(___=_,
G (7.7.7==t
E--4
1(-----
C MOCf_._
1..
-
155-162
1SPD t
3trying
too
hard
For
----,
RELat-__
17.
Test
163-165
f'
<
RELAX
GA=_____'
T W2
G=2
T Rev
PIN=
ISPD=
PIN-
ACC
MD
SPIN *---
SPIN
TACC
)
--I
.0
T
166-168
IP
SPIN
GT------4
G=2
T=1
cr 3
tight-
er
G=2
T
Rev
-
MOC
Tt-__
--4
G ---1'
Gi======*
ACC = -
Z. -
169-172
ACC = -
This-
gust
Mac
ood
,C Rev
ARCH
RCH
(------
Sback---t
ACC = - (
.r.E.h.,LR 4
APPENDIX LVIII (continued)
Main Goal.
Subgoal A
1Subgoal B
Subgoal C
Real in
variables
Ca/1
Variables
A/'i.
CRT Order
of Call
20.
?
173-184--
E
G=2
G=1
more
comf.
T?
G1 or
in,
ordtse
T For
2?
ACC = -
. ,
3MCC
G2 =77=2
G ---)
(
FEELS .-p
G1=Cof.
I=as much
spin?
1 (----
SPIN
ACC = + f
t---------
Lean i--
Tt-------
------*
--,,
G RCH'----4
21.
+185-195
WS=
"pretty
..
E-----
F BNG UP--t
Gl
.
E3
T;======ft
E,
T1or3?
C=2-
tightdrT,R,C
Rev
Rt ------)
.1_
C T_====.±
')
Gwell"
ACC = + 4--
>C
Cleft
-22.
+ACC = +
119 =198
-2-
+-
199-211
CC=4-
C
good
only 1
recent
ROE
WS
PEEL
=satisfied
4.
+-
Gtight- -
er
,,,,,
Rev
wait
too
long__
ANGLE
212 -221
ACC -
4"SPD
TIM .i=
'SPD = -
TIM
APPENDIX LVIII (continued)
Main Goal
Subgoal L
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
Tr
ICT2
Al"
Order
of Call
.+
222a, -y-
_
T,
C E1
LEAN
ARCH
RCH
T,C
Rev
26.
1222b'- 231
looks at
pictures
-
_.
_E1
LEAN
T C ANGLE
-T C C Z=7.1":-
T,C or C,T
Nix
C=3?
(------
MOM
-',
S,
RCH
27.
?232-239
Gf-----,
CON ------
1 or 2?
-1 or 2?
Mix
not ratch
right
dir.
ACC = -
.
CON
SPIN
4----
BNG DOWN^4
-4
G*---
Whor
SPIN
BNG DOWN
SPINt---
----1'
SPIN _
IACC
'28.
+240 - ?_51
,
.
MB
move
-body
twist
for
______I
ANGLE t---
Mia.___=?
MB
L--
L.-
L..
6.1
War
L..
APPENDIX LVIII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read 'n
Variables
Cali
Variables
ASV
CRT Order
of Call
.ACC = +
-ANGLE
MB
...-.---'4
Str.
qtr.
BNG DOWN
29.
-+
252-255 --
ACC = -
ACC
too
late
L Rev
,,
um(goal)*--------
SPD 4------
1TIM- E
TIM
.,.
BNG DOWN
MOC
COOR
COOR
44.--
TR 256-252
30.. -
263-271
-
WS = -
.LEAN
MB
twist
C=4-
'Ylix
MB(
--4
C---4
RCH
disgust
31.
- TR.
Test
272-283
4--
ACC = -
--4
too
late
dis-
Only 1 var.
gust
str.
r
:tr.
1 or 3
Mix
W=1
too
late
TIN
---------.)
ITIN4-- 5
32.
?-
2E4-293
..- _,_
ACC = -4___
TIM4
t------
1
MB
ANGLE
MB (_____:',
T ,____'
LEAN
W-"-----4
TIM-----''
-----4
._..
APPENDIX LVIII (continued)
Main Goal
Subg.al A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
,,,,
ASV
CRT Order
of Call
33.
-?
2.94-7.33
WS = -
ACC = + f-
G1 or
3?
too
late
C =3-
too
late
C -4-
W=1
C=4-
too
late
R,C
For
- Only 1 Var.
TIM.-----4
t-___
RCH
W1 R------4
TIM <
WIND
4,
BAL i-'--- .?
HAI
._
ACC = 4.
4.-
-
SPD = +
C(---frim
-----1
TIM ------1
4----
WS = -?
---i
Ci*.
Wh----4
"Don't know
what I'm
doing
-
wrong, -
TIM f------
W1 t-
TIM
C-1
34.
?
334-339
TSPD
ACC = - -i
TIM
TIM
ACC = -
--t.k1T,L
SPD = - f-
TR.Test
:
340-351
TIM
NTIM
late
ner-
vous
-4.----
RELAX 7=2
7,.
?+
4_,
352-363
WS =
COOR
T,C
T=1
or 3
move
faster
COOR
-----
COOP
"getting
everything
together"
TIM
T W1
-
TIM ----
APPENDIX LVIII (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables 1
A/*7
CR: Order
of Call
ACC = + .4-----
CC=2-
T=1 or
3
Rev
T--------'
C2
ACC = + 4
37.
?
364-381
WS = ?
ACC = -
C2
W1
MB-------)
twist
str.
finger
on
rackets
Only 1 var.
recent
1 (ACC = -
MB
TACC(goal)t--
__,
SPD =
G,. _Linger f--
C2
C2
38.
3v.-4i3
rW, RCH
C2
too
soon
bet-
ter
ner-
vous
0, Mix
_
- Rev
TSPD(goal),
(--
TIM
TIM -----4
1______
T MOM
775TIT---
I
WS = ?
+B
MOM
n.
,+TR
414-419
FEEL
RELAX t
TR. Test
420-430
APPENDLZ IV= (continued)
4Read in
Variables
Call
Variables
i--
ASV
1CRT Order
of Call
Main Goal:
Subgoal A
Subgoal B
3 ubgoal C
TR.
.1-62.
..
462-464i-
TSPD
..__.
B- Only 1 Va .
recent
__ _
TR.Test
W.7011fV.7. 4F.; ?..t.reel't"...!.7,13.1r=0,
APPENDIX
Subject 5: SYNOPSIS
LIX
OF VERBAL-MOTOR BEHAVIOR GRAPH
-+ + +
CRTOrder of
CallCRT
Order ofCall
CRTOrder of
Call
7. T Only 1 Var 2. - 1. I10. T 8. C 3. T For13. T Rev 14. - 4. -16. - For 17. T Rev 5. T Only19. T,C Rev 18. T Rev b. -29. - Rev 20. T For 9. T Mix30. C31. -
33. R,C
MixOnly 3 var.For/Back
21. T,C,C,T
27. -
Mix
Mix
12. -13. C',15. C
RevRevRev
32. T
34.35.
111x
Only 1 Var,
21, T,R,
22. C23. 0
Rev
Only 3recent
37. C Only 1 Var 24. - Rev38, C,T Mix 25. T,C Rev40. - Only 1 28. - r
Var. R 36. T,C Rev39. Rev
TOTALST = 3 Mix =1 T = 4 Mix = 4 T = 4 Mix = 1C = 1 F,)r = 2 C = 2 For . 1 C = 4 For - 2TC 1RC + 1
Rev = 3 CT = 2or
Rev = 2 TC = 2TRC = 1
Rev = 8
TC
211
2 I 9
APPENDIX LX
Subject 5:
ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES*
Problem
Episodes
#Episodes
Sol.
Code
Range of
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
11-22
22
316-2?
440
17
19
20.00
223-30
81
.21-27
187
25
21
23.37
331-45
15
317-33
370
19
23
24.66
446-55
10
312-23
196
21
20
19.60
556-73
18
314-29
377
17
29
20.94
674-80
13
20-33
188
29
20
26.85
781-88
82
15-26
163
18
26
20.37
839-94
61,7
23-27
152
23
27
25.33
995-112
18
317-37
.500
31
31
27.77
10
113-120
82
23-51
267
34
28
33.37
,
U121-131
11
424-34
304
28
29
27.63
'12
132-142
11
321-40
352
40
33
32.00
13
143-149
73
28-35
209
33
28
29.85
14
150-152
31
21-24
-68
21
24
22.66
15
153-155
33
24-33
.87
30
24
29.00
16
156-162
72,7
21-37
221
35
35
31.57
17
163-165
31,7
15-34
79
15
34
26.33
18
166-163
31
31-35
101
35
35
33.66
19
169-172
44
30-52
171
51
38
42.75
20
173-184
12
124-37
353
37
24
29.41
21
185-195
,11
327-48
407
36
48
37.00
22
196-193
33
29-41
103
29
33
34.33
23
199-211
13
3,6
26-45
455
33
42
35.00
24
212-221
11
532-48
377
35
33
34.27
25
222
13,7
40
--
--
40.00
26
223-231
91
18-37
264
34
23
29.33
27
232-239
81
24-36
236
36
30
29.50
28
240-251
12
329-58
467
48
36
38.91
29
252-255
44
37-51
165
40
37
41.25
APPENDIX LX (continued) *
Problem
Episodes
#Episodes.
'bol.
Code
Range of
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
TR
256-162
76
35-48
279
37
48
39.85
33
263-271
92
30-46
340
48
30
37.77
31
272-253
12
2,6
27-50
448
27
36
37.33
32
284-293
10
125-49
325
37
25
27.08
33
294-333
40
224-49
1468
'32
27
36.70
,
34
334-339
61
27-45
215
31
27
35.83
35
340-351
12
2,7
25-42
414
35
41
34.50
36
353-363
12
324-33
337
27
33
28.08
37
364-351
18
121-39
559
22
34
31.05
38
382-413
32
120-42
1008
36
34
.31.50
39
414-419
63,6
32-44
237
32
44
39.50
TR
420-430
11
735-56
478
40
47
43.45
TR
431-461
30
627-47
1059
33
29
35.30
40
462-464
33
37-49
126
40
49
42.00
TR
465-474
96,7
29-43
349
43
34
38.77
* The legend for abbreviations and symbols is found in Appendix VI.
APPENDIX LXI
Subject 5: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM
77WIWWW117,-.11.WWWWW7OMMO.WerReW,WWW7,1,......-
Prob-lem
Episode ScoreAnalysis of Verbal Data Around
Hi hest ScoreResult
1 7 7 ,SPD -+, 1Prop.
2 24,25 27 +, 1 Prop3 32,43 33 ?"T2 =1ACC; T
3 `.
=IACC +, A/V,A/E
4 47,48 23 1SPD - +5 61,73 29 "I like this serve"6 77 33 T=2- -,
Prop.7 88 26 T
2+ CONT -, Comb.
8 92-94 27 C5 or Cl, TESTING C TE, A/V
9 97 37 NC. G + SPD, G=1 (95) A/V,Comb.
10 115 51 T= T3
A/V,?
11 129 34 4,RCH + E2 = _ A/V,A/E,
12 132 40 NC, El = goal (133)
13 145 35 G + - -C3 - Comb.Props -,
314 152 24 FEEL + SPD = - ACC/
15 154 33 RCH
SPDgoals, -Test 1Var.
16 157 372
Test 1Var.
17 165 34 RELAX + E1+ SPIN + C + T +
HD straight
-, Comb.props.
18 167,8 35 ACC +,ACOgoals
19 170 52 NC ACC TestACC
20 173 37 2 Test 1Var.
21 192,5 48 T +05+ G + E -, +
Comb.Props.
22 197 41 Test 1Var.
23 205 45 NC ROY + C Comb.Props.Elems.
214
I
I
I
_1
I
I
j
j
1
APPENDIX LXI (continued)
Analysis of VerbR1 Data AroundScore Hi hest Score48 ANGIE =1SPD
40 "I was satisfied..."37 NC, ANGLE
36 NC, ACC = T+C+G+CONT (231,3)
58 NC, ACC = ANGLE + SPIN + 10(239)
51 NC, '_ID straight (251)
48 NC, COOR (255)
Prob-lem24 215
Episode
25 22226 226,9
27
28
29
TR
30
3132
33
34
35
36
37
3839
TRTR40
TR
232
242
253
262
263,5
276285
298,317
335
349
scat-tered
371
396Seat-
423450464
465-70
48
5049
49
45
42
33
39
4244
564749
43
LEAN + BODY (st.)
NC.NC. BODY (st.) = ANGLE + T3 +
LEAN (for.)
NC. ACC = TIM
NC, TIM + NERVOUS
NC., NC, C + T, plateau
fiager
NC,TSPD (394)NC, NERVOUS, B =TSPD
NC,NC,B =+SPD
NO,
Result
-, A E,Comb.
Test 1Var.A/E,Comb.A/E,Comb.Test 1Var.TR,Comb.intolargerelem.+, A/V,Comb.2newprops.TestComb.values/Props.Test G,A/V
A/E,Comb.intoelems.Test,Comb.into
A/V,TestComb.Test 1Var.TestTest,Comb.A/E,1 Var.
A/E,TestTest
215
k.st._.
223
APPENDIX LXII
77100.
Subject 5: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
Days Increases Decreases Remainingthe Same
Total
Between 2 (33.33%) 4 66.66% 0 6
Within 16 (43.24%) (40.54%) KT:(3 37
Total 18 (41.86%) 19 (44.19%) 6 (13.95%) 43
APPENDIX LXIII
Subject 5: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
In.:. .
oreaseWithRest
In-creaseWithoutRest
I De-oreaseWithRest
De-or,mneWit) it
Refit
StaysSameWithRest
StaysSameWithoutRest
_
Total
,.
(5.40%)
Total
14(37.83%)
-Ts-(43.24%)
(2.70%)4
(37.83%)1
(2.70%)5
(13.51%) 37
15 .
(40.54%)6
(16.21%)
.
37
216
224 1
I
I
I
I
I
I
I
I
I
I
I
I
I
1
APPENDIX LXIV
Subject 5: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lem
#Epi-sodes
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio(6 max)
SpeedRatio(4 max)
Sol.Codea
1 22 16 10 .72 .45 32 8 10 7 1.25 .87 13 15 25 11 1.66 .73 34 10 8 7 .80 .70 35 18 15 12 .83 .66 36 7 5 4 .71 .57 37 8 7 5 .87 .62' 2
8 6 4 4 .66 .66 1,79 18 14 3 .77 .44 3
10 8 2 2 .25 .25 2
11 11 1 1 .09 .09 2
12 11 11 7 1.00 .63 313 7 2 1 .28 .14 314 3 5 2 1.66 .66 115 3 2 2 .66 .66 316 7 4 2 .57 .28 217 3 3 3 1.00 1.00 1,718 3 0 0 .00 .00 119 4 0 0 .00 .00 420 12 0 0 .00 .00 121 11 1 1 .09 .09 322 3 1 1 .33 .33 323 13 10 6 .76 .46 3,624 11 5 6 .45 .54 525 1 2 2 2.00 2.00 3,726 9 5 3 .55 .33 127 8 0 0 .00 .00 128 12 0 0 .00 .00 329 4 .1 2 .50 .50 4TR 7 0 0 .00 .00 630 9 5 5 .55 .55 231 12 3 2 .25 .16 2,632 10 4 4 .40 .40 133 40 23 12 .57 .30 234 6 1 1 .16 .16 135 12 2 2 .16 .16 2,736 12 2 2 .16 .16 337 18 11 9 .61 .50 138 32 15 . 8 .45 .25 139 6 1 1 .16 .16 3,6TR 11 5 5 .45 .45 7TR 30 19 15 .63 .50 640 3 4 4 1.33 1.33 1TR 9 11 7 1.22 .77 6,7
aSee Appendix VI for the key to the figures.
217
2.)5
APPENDIX LXV
Subject 5: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS
Days Increases Decreases
_
Scores Remainingthe Same
Total
Between 0 00.000 1 (16.66 %) 5 (83.33%) 6
Within 1 .1 8 21.62 16 , .2,% 7
Total 1 1cS! WEIDAI20.9 d 21 8.8 j 4
SPEED
Days Increases DecreasesScores Remaining
the SameTotal
BetweenWithin
09 (24.390
1 (16.66%)7 (18.91%)
5 (83.33%21 (56.75%)
6
37Total 9 (20.93% 8 (18.60%) 26 (60.46%) 43
APPENDIX LXVI
Subject 5: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn- 'In- De- e-77rTaystacrease 'crease crease cmase Same Same TotalWith Without With Without With WithoutRest-7-----
Rest Rest 'Rest Rest Rest11 ----17 7 1 15
(5.40%) (293 .72%) (2.(0%) (188 (2.70%) (406 .W) 371.91P
Total(35.120) (21.620) (43.24%) 37
SPEED1117.-
creaseWith
tRest
In-,creaseWithoutRest
De-..
creaseWithRest
De--
creaseWithoutRest
671SameWithRest
SameWithoutRest
Total
) (18.91%) (2.70%) (16.210) (2.70%) (54.05%)37
To tal(24.341
7(18.51%) (5216.75%) 37
218
j
J
j
APPENDIX LXVII
5: REWITT SERVE TEST SOORE ANALYSIS
Raw Accuracy Raw Speed T-Score T -ScoreDay EPS
Sccre Score Accuracy Speed
1 60-69 4 4 53 532 174-183 12 10 69 693 268-277 13 10 70 694 367-376 3 5 49 585 488-497 19 12 80+ 756 557-566 5 5 55 58
APPENDIX LXVIII
Subject 6: ACCURACY-SPEED MEAN DAILY SCORES
Raw AccuracyScores
Haw SpeedScores
MeanAccuracy
anSpeed
Day #of Serves
1 67 45 29 .67 -.432 104 90 68 .86 .653 94 96 85 1.02 .904 99 84 63 .84 .635 121 123 105 1.01 .866 67 50 36 .75 .54
Total 552 488 386 5.15 4.01
Average daily accuracy = .86Average daily speed = .67
219
227
APPENDIX LXIX
ORDER SUBJECT 6 READS IN VARIABLES,PROPERTIES AND ELEMENTS
1. FEEL2. G = grip steady, A/V3. R = racket straight, A/V4. W = W
3'A/V
5. HD = hit down, come down lower6. T = vertical position of ball toss
(T = T. or T1, higher, A/V, 4.)
7. ACC = accuracy8. SPD = speed9. F = follow through
10. OC = on center, solid hit11. S = stance
(S = S9
- foot action, A/V)
(ACC = lower over the net, A/V, +)(T = lower, T=2)
12. B = backSwing, more throwing action, winding action(R = R3, A/V, +}(R = R1, square, A/V, +)
13. MOC = move on the court, change court position14. S
14= bent knees
15. EYES = eyes on the ball16. BAL = balance17. C = horizontal position of ball toss
(C A/V, -)
(T = T1 r T3'
AV)
(0 - C3'
A/V, -)
18. RCH = reach19. FS = forward swing
(C = Cl, A/V, further from the body, +)
(R = hit up R2, A/V)
20. TIM = timing,((TIM = wait, A/V, +)BLISTER)
21. ARCH = bend22. P = forward positioning, facing the net
(P = 3 facing the net more, A /V, +)23. B = bent elbow
(E = E2
- E4'
A/V) f--
(E = El elbow straight, A/V)
24. BNG UP = bring the racket up25. HIT UP, A/V, +
(P = Pl, A/V, +)
220
228 !;
WOP
APPENDIX LXIX (continutl-A)
(R = to left, A/V, -)(S = step back, A/V, -)
26. SLICE27. WIND -
(SLICE = -)28. LEVER
(Lever = shorter forearm, A/V)(Lever = longer forearm, A/V)(G=G2?)
29. TOP(S = left leg stationary)(TIRED/SORE)
30. LEAN(Lean = to L, A/V)
221
22D -A1
X-K127,FreiNer
APPENDIX LXX
Subject 6:
VERBAL -MOTOR BEHAVIOR GRAPH
Main Goal
Subgoal A
Subgoal B
FEET.,
Subgoal C
---
-Read in
Variables
FEEI,
Call
Variables
A/V
get
steady
R=1
W=3
T1
or 3
de-
crease
too
high
T3-
de-
crease
CRT Order
of Call
R,T
Rev
.
1.
-
1-9
ry
+ W3
(-- 4
')
G R1,
W3
HDT
"
ACC
SPD
-----
ACC = +
SPD
<T
=
4SPD;goa1)
>
TACC
)SPD
ACC
SPD
HD
t
>{SPD
T*----
1 -+
10-13
-17RD
------->
tTE--------
--)
3SPD=1F f"--
F>
<
3.
?
14-17
solid
hit +
foot
action
SPD = + 4
ACC -
OC S9
)
4.
-+
18-33
ACC =
ACC i===='.
OCF
more to
R higher=3
lower=2
Rev
ACC = + *-
ACC(goal)
TESTING Tf--
>
T T s____'
APPENDIX LX1X (continued)
Main Goal
Subgoal A
Subgoal B
Sub oral. C
Read in
Variables
I
Call
Variables
A/V
CRT Order
of Call
5.
-+
34-50
4_____,
TACC '
TESTING T4,-0
lower
T =lor 3?
throwing
action
R=3
lower=2
R=1 square
lower=2
move
T,R
.
Rev
T .
i_________
F----4
T---=or
,/.I
J(-------- )
.
--4
>
R4----+
ACC
T 7=====±
TACC
II-.----
TMOC
4______
6.
+51-58
..
ACC
<R=Square
+ Aim
MOC
R------>
---
square =l
bend
knees
square
Rev
iS14
---
t-
,
R-----'?
-4________
W3
7.
-+
Test
59 -69
T 1 T ACC 7.=.7.7:'
T,C
Lower
over net
C=4-
For
lower.
ACC
ACC -
>
EYE t----
----4
-
TACO(gcal ) 4------
.----- ----,
BAL
.
BAL (-----
--)
BAL
T1'
---
-------4,
2:
+-
70-78
1SPD <-----
FEEL 4--
FEEL=ACC+
SPD+Court
position
'
B Tf*.
MOC
B FEEL
TT=2 lower
APPENDIX LXX (continued)
r
Main Goal
Subgoal A
Subgoal B
1'
Subgoal C
Read in
Variables
Call
Variables
A/V
1CRT Order
of Call
TACC )
TT=21ower
better
wrist
action
For
FEEL F.Z.-t
FEEL
T + B 4----
4.
WF
T B7.7-74-
79-88
TESTING T
1----------T i
T=1,2,5
C=3
good
T=3-
more
windup
T,C
Rev
ROE --C4._____.
BAL
1-
ACC q----
--1
BAL (
FEEL
T----
B---)
10.
+89-93
B ( goal)
better
increase
B=1 more
T For
FEELS
RUH4-
-4
RCH)
T-B#=--------3
11.
+94-104
r------
B(goal)
higher
better
R=1 s uare
T,R
Rev
FS -------',
T k
Ff
ttSL
4
R-----)
12.
-+
105-111
TACC
R goal
ROT
4R,T,C
T=21 °vex
lower
over net
better
bends
Rev
knees
T 4-_
ACC----)
i
FEEL ---/
4.5PD ----
4S7D=ACCD
ACCt-----
S14 4----
14
APPENDIX LXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
Tt_______
T=2 lower
O=1 or 5?
Cr----
13.
+112-123
R =7=72
hit up
square
T=3-
T=1 highe
firm
R,T
.
Rev
2-
R1 ;7=77
.1,SPD 4
ACC = +
Tt-----
T------)
OC
W '------4
14.
?
124-133
ACC
>A
CC
t=--
---
T-----"r
lower ove-
_
net
T=2
wait
Only 1 Var.
earl
higher
TT=2 lower
better
Rev
better
TIM
>TIM
HD
15.
+134-143
PEELS (
T7rT=3
T ;====f
RCH"
-->
(FEELS i
BB = RCH
(CH
,
16.
-+
144-173
TACC (-----TIM 4--
ACC=WAITt--
(A /E]
RCH(goal)
TT=3-
wait
T=3 highe
wait
lower
T= -
wait too
long
TT----
TIM,
T-----
TACO i
)
__---+
TIM
-----+
RCH
T----4
T TIM ----*
---4
TIM
.APPENDrK LXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Variables
illies
Call
A/V
CRT Order
of Call
T (=-_-4.....
RCH
T B T TIM
RCH
T B
T =3-
_Lower
over net
For/ back-
track
ACC
--
TACC
<
TIM
TB
c
>
4)
(blister)<-
(
RCH = T + B
= ACC (A /E)
)
*---------
ACC ---4
TSPD
17.
Test
174-183
I
FEELS
B+T higher
B 'T -----4
higher
C=1
higher
better
T,R,C
Rev
--->
R ED
C(______---).
T ------",
------4.
18.
+184-187
l'ACC--
TIM'
R BCH
T C(goal) ;:t
TH
TRCIMi-----4
Cl or 4?
wait
T,C
Rev
<
RCH+B+T
(TEST C
19.
-+
188-02
.A-7777-
TIM
TEST
T(goal)
R
T,R
wait
R=1 :square
higher
Mix
wait
T
TIM <
T 4 ==!
--->
TIM
RCH
HD B
APPENDIX LXX (continued)
Main Goal
1Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
Ti-
higher
_____
EYE
TACC
TSPD
20.
?
203-e17
TSTT
÷-----
Ti______
OC SPD
higher
wait
T=2-
For
-->
>TIM ----
TIM
TSPD/ACC
T1
1
RCH
f(goal)
21.
-+
217-225
ACC
MOC
B B T HAI, T---4
BAL=-
wait
T For
= -
f-
TSPD
BAL r-----
ACC/SPD= f-
7
TIM ----)?
BAL-:-TIM+
TIM ----4
court DOS.
22.
-+
226-238
BAL
BAL
RCH
higher
C=4-
wait
T,C
For
TACC <
T4
C--------
TIM
TIM 47-1'
TT +-
1
239-263
C.7=2
C=4-
C=1+
Tl or T3
wait
R=1 squa
bena
lower
C,T,R
Rev/Backtra
_
C47.7=2
SIT
TIN"
T4;===2
TIM
)ARM-if--
Rca_t,
4HD
----''
e----
RCH
Ti1/4.---4
ED
ck
APPENDIX LXX (continued)
Main Goal
Subgoal A
Subgoel B
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
ACC = +
4r
4
4--------
PHD
>forward
P=3 facir.g
net more
C=5-
T =2-
wait
aim lower
over net
( ----)
C------4
T4....-.=_)
TIDIF.=--'
RCH
T HD----
TIM
ACC
TR
26_17262____
14.
-+
270-277
'
c t______
Ci----)
C1+
C,R,T
C,-
'I
wait
.
R=1 sq.
T=1
Mix
elbow
bent
E -
2--F1
4
higher
center
court
TIM
-,,
--4
TIM A______
----4
R HD TIM
T(7=7:2
ACC (
TIM
1---------
ED
E
--____4
T4_
MOCf___J
25.
+27B-395
tSPD
R.
elbow st. T,C,R
T-or
T33
T2
.13 G U.Ff----
---,
1T 7-----4
TT-1=1-f
APPENDIX LXX (continued)
Subgoal C
Read in
Variables
Call
Variables
A/V
CRT Order
of Call
Main Goal
Subgoal A
-1-
Subgoal B
TSPDi---
ED
higher
C=4-
C=5
, ,
wait
1
New Value
P=1
too
high 3-
R=1 sq.
higher
C =4-
wait
to left
R=1 sq.
+ +
Rev/backtra
TT.-------4'
Ci====.74
C'
MOC
C-4 'C=1
Cc====tC=4
T-------4;T=2
TIM i_.
4'
BD(goal)
E,
L'I) ;
11
P-,i'''.
TI
TIM
-----
HIT UP---
TACC
EDRCH
4--
R 4
HD
TACC t
'
T---4.
RCH
C4=2
TIM
TIM-----
R4-----3'
R--
----
.P--- -,
ED 4--._
RCH
ED T
,
2.
326-343
T-----,
FEEL;L-1=2
41 T T
higher
good
higher
T,C
1SPD
FEEL (--
APPENDIX IXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Variables
Variables
of Call
TEST C <
- C=1 or 5?
S =step
Rev
.ACH (---
C --------
-1
t_
Sstep
b
HD
EYES
TSPD 4
ytACC (
27.
?
344-365
HD RCH
Bhigher
Be' t(ir
R=1 sq.
higher
to L.
T,R
Mix
ACC(goal)
T4
-4 _
____---1
k .h.h,L <
FEEL---
RCH
TIM
2AL
TIM
>RAT' E.
R BD
HD
SLICE (
WIND
(
ACC - -
.T
ACC
=-
i..
28.
y366 -369
SLICE
stop -
- + better
- Rev
HIT UP -ft
BD*..-7.----1
J'
k .6.61, <
FEEL
29.
?
370-376a
WIND
BNG UP
T=2
T=3
shorter,
longer
G=2?
T Mix
T 4
T(-_______'
LEVER(____)
LEVER 4=2
Gi
)
SLICE
WIND
Mum
NU
N11
1111
111
MIN
EM
IW
M/
MIN
=1.
.MT.M
Mel
KmM
t!eM
Mimi
Mom
rm.
mwm
rm.
wpm
APPENDIX LXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read In
Variables
Call
Variables
A/V
CRT Order
f Call
30.
+376b-413
(
G(goal);17.21G=2-
to R
to R
increase
R-9
R=1 sq.
higher
wait
T =2-
C-3-
wait
C=5?
better
T=2?
station-
ary
R,T,C
.,
/
1, or/backtr
G -4-1====!'lG=1?
MOCe====4
-17=4
TACC
4----
.
ACC
BNG DOWN
RCH
4--
4R
1R
i=====?
ENG DOWN
SLICE
G S14
)
ACC
TOP4------
TTIM t
TIM
'
4
)T SLICE
C7.--)
C `
TIM !7---4
C-4=Y.
FEELS
T 4
'
-S9
14
TIM
/FEELS4
BA
L (
.---
->
-S9
t------
31.
-+
414-444
DSPD
T.,:
?higher
lower
lower
to R.
T,R
<T ENG UP
T4
ACC <
)'NCH
==,
1=1
ack
APPENDIX LXX (continued)
1 57007
Variables
T 4-:v
EYE
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
--
Variables
---"-7-7.--_____--T
AP/
R=f
sq.
i higher
higher
T=1,2,3
T=1+
CRT Order
of Call
Rev
371-7-
445-477
-
Ti2====
BNG DOWN
EYE
T4
TEST TC
T 1
+T HD
EYES
SLICE
ENG UP
HDRCH
B R4__=2
TIM
'
'
R=1 sq.
: wait
C =5-
- -
C-5
T=5
higher
lower
lower
E=2-4
bent
elbow
C=5
T,R,C
For
ACC -
ACC = -
ISM
cTEST BD
N
TIME
EDRCH
C 7-7=====!,
RCH
4C _ t-_____
T 1.7=7,
RCH
B T T 7
"I'
4
1SPD
4-
7ACC = -
eE
1-----:-9
-,
t-
C;===t
APPENDIX LXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
,
Variables
Call
Variables
A/V
CRT Order
of Call
TIRED/*--
SORE
LICE
HD
33.
?
478-499
ACC i------
----)
BNG UP
RCH
to 1
- Rev
LEAN
I
-------
RCH
SORE/
TIRED
------)
FORM?
34.
-+
500-519
ACC = - r-
B=1
throwing
action
G =1
C=5-
to R.
C,R
Rev
B___,
G 4
____.
RAI,
C----4
(------
R HD
>
BAL4
)
TACC i
)
ACC
35.
-
520-556
TACC
'
RCH
lover
C=5
B=1
T=2-
T=1+
T=3-
- T=2-
T=3-
T,C
Mix
T4__"'
RCH
RCH
C 4===.7.=
B4*
T---7-4
TEST T c
-------1
T T-----4
TZ:=1117f,
B/
T'
T----/
T-----4
APPENDIX LXX (continued)
Main Goal
Subgoal A
Subgoal B
Subgoal C
Read in
Variables
Call
Variables
ASV
CRT Order
of Call
ACC = -
1ACC(goal)4.
RCH
TC =5-
to R
T=1
.
C 4----=1
EYE
WIND Z.7.72
Tt7==2.
WIND
FORM
--
Test-
ACC = -
ACC
T or ED f
ower
wait
R=1 sq.
better
throwing
action
T.R
Mix
T HD
----AP
TIM
-TIM
F-K
ai 4
."--
-.
EYE
SLICE
R7.71-.==f'
'11 ARCH
B 1.=====.!
WIND
FORM---,
ACC
cr
=-*FORM
P.
..- -*+-app,....47,01.1..91,1*Irs..
APPENDIX TAXI
Subject 6: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH
- - + ? + +
CRTOrder ofCall
CRT Ord(..... of
CallCRT
Order oCall
1. R,T2. T4. T5. T,R7. T,C
12. R,T,C13. R,T16. T
19. T,R
21. T22. T,C
24. C,R,T31. T,R32. T,R,C34. C,R35. T,C
Rev-
RevRevForRevRevFor/Back
Mix
ForFor
MixRevFor/BackRevMix
3.14. T17. T.R,C20. T26. T,C27. T,R29. T33. -
36. T,R
-
1 early var.8.RevForRevMixMixRev
Mix
6. RT
9. T,C10. T11. T,R15. T18. T,023. 0,T,R
25. T,C,R
28. -30. R,T,0
RevForRevFo7:.
RevRevRevRev/BackRev/BackRevFor/Back
TOTALST ,'..= 4
RT =2TR . 3TC = 3CR = 1RTC = 1CRT = 1TRC = 1
Mix = 3For = 5Rev = 7
T =3TR =2TC = 1TRO . 1
Mix = 3For = 1Rev = 3
R =IT =3TC = 2TR = 1CTR = 1TCR = 1RTC = 1
Mix = 1For = 3Rev = 8
235
243 :
APPENDIX LIXII
Subject 6:
ANALYSIS OF VERBAL PROBLEMS BY MOTOR
PLOT SCORES*
Problem
Episodes
# Episodes
Sol.
Code
Range of
Scores
Motor Plot
Total Score
Initi711
Score
Final
Score 1
Mean
Score
11-9
92
32-41
334
33
37
37.11
210-13
44
36-39
151
38
38
37.75
314-17
41
41-42
166
42
41
41.50
418-33
16
430-44
628
41
42
39.25
534-50
17
456-48
694
36
42
40.82
651-58
83
42-48
351
42
48
43.87
759-69
11
4.7
36-48
451
48
36
41.00
870-78
93
36-42
372
42
42
41.33
979-88
10
336-45
423
36
39
42.30
10
89-93
53
45-45
225
45
45
45.00
11
94-104
11
339-45
483
45
45
43.90
12
105-111
74
34-57
322
51
34
46.00
13
112-123
12
439-45
521
45
39
43.41
14
124-133
10
145-51
456
45
45
45.60
15
134-143
10
340-45
439
45
45
43.90
16
144-173
30
430-45
1179
42
45
39.30
17
174-183
10
1,7
39-45
438
45
45
43.60
18
184-187
43
41-51
188
41
45
47.00
19
188-202
15
438-47
651
39
45
43.40
20
203-217a
15
142-45
672
45
45
44.80
21
217b-225
84
38-45
342
45
45
42.75
27
226-7'=-
-,-
,-..-.
_5 _
41-5t
-
--
_585
1123
4242
45
45 '
45.00
44.92
255
45
36
42.50
379
41
51
47.37
2045
45
39
42.60
,
13-,-.7.-
784
37
46
43.55
-7
44-fo:
22
33-51
918
37
39
41.72
8366 -369
14 -,
339-48
1
169
39
48
42.25
APPENDIX LXXII (continued)*
Problem
Episodes
#Episodes
Pol.
Code
Range o,
Scores
Motor Plot
Total Score
Initial
Score
Final
Score
Mean
Score
29
370-3/7
71
37-45
283
45
45
40.42
30
377-413
37
332-51
1473
42
33
39.81
31
414-444
31
425-48
1149
42
42
37.06
32
445-477
33
228-58
1322
42
36
40.06
33
478-498
21
232-42
761
39
34
36.23
34
499-519
20
431-57
833
36
40
41.65
35
520-556
37
231-52
1590
40
42
42:97
56
557-566
10
1,4,7
43-52
466
46
46
46.60
The legend for abbreviations and symbols is
found in Appendix VI.
APPENDIX LXX1II
Subject 6: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM *
Prob-lem1
Episode
7,8
2 11
3 14,15
4 28
5 37
6 52
Analysis of Verbal Data AroundScore Highest Score41 NC, R
39 F42 OC + S
44 NC, T (27)
48 F + T_
48 OC
7 59,64,66 48
8 scat- 42tered
9 82,86,87 45
10 scat- 45tered
11' scat- 45tered
12 106 5713 scat- 45,
tered
14 129 51
15 scat- 45tered
16 169-173 45
17 scat- 45tered
18 185,6 51.,
19 198 47
20 scat- 45tered
T3+EYE+C
3+BAL+Lower over net
B+T3+P+iSPD+W; T+B
T = T1-T3
RCH+T+B+winding action
FOR swing + T3 + Ft +R1
+ lSPD = t ACCR1+TIM (slower), + T2AACC
414firmTIM = T
2
-T3+ -T
2+ RCH + B
T3+RCH+B+ ISPD+ tACC
13+T3+R+HL4C
1
-T + RCH + TIM
NC, T (196)
T3+0C+ 4ISPD+TIM (wait)
+C+RCH+ACC+P
21 scat- 45 MOC+B+-WIND+ ISPD+T+BALtered TIM (wait)
*Abbreviations and symbols are found in Appendix VI.238
24E.)
Result
A V, +,Test 1Var.+, 1 Var.+, Comb.Vars.+, Test 1Var. A/VA/V, Comb,Vars.Test iVar.Comb. Vars.& PropsA/V, +A/V, A/E,comb.Test T,A/VComb., +
A/V, Comb,
A/C, Comb.Comb.Prors.
A/E, Comb.elems.A/V, Comb.
Comb. intoelems.A/V, Comb.
Comb.into elem.Test1 Var.enlarging# Props.Comb.dews.enlarging# Props.Combineelems.
I
Problem22
23
TR24
25 291
26 34127 35028 36929 376
Episode
iroporr,mmwm.w,ww-0.01nr.,,,,,017,:e7.1,4751.?!.C71,1sr,.
APPENDIX LXXIII (continued)*
ScoreAnalysis of Verbal TAte, Around
Hi hest ScoreNC, RCH + BAL (229)232 54
256,7,9 51262261 51276 57
30
31
32
33
34
35
36
399
443
449
489
510
534,6,9,41,44
561,2
54
58514845
51
48
58
42
57
52
52
NC, HD, lower over the net
NCNC, lower over the net
Ctoo far in front
EYEFEEL, +FEEL, +LEVER (shorter), +G+SLICE toL, + WIND
NC, G (396)
NC, T + EYE (444)
NC, T + EYE (447,451)
LEAN
NC, G (503, C + BAL (512)
tSPD + T2, SPD = T,
NC, T2 (557) + TIM (wait)
T = TIM
Result
Comb.,narrow+, 1 goal
Test+, 1 goal,narrow-, Test1 var.1 Var, ++, 1 elem+, 1 elemA/V,Comb.intoelems.Test1 Var.Comb.Vars.Comb.Vars.TestTest 1Var., +Test 1Var.,Comb.A/V,Comb.,A/EA/E
*Abbreviations and symbol, are found in Appendix VI.
239
24;
APPENDIX LXXIV
Subject 6: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS
Days Increases recreasesScoresRemainingthe Same
"otal
BetweenWithin
2 40.010 (32.25%D
3 0.09 (29.039
12 (33.33%)
0 00.012 (38.70%)
12 (33.339)
5
31
36Total 12 (33.33%)
APPENDIX LXXV
Subject 6: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
In.,.
creaseWithRest
IncreaseWithoutRest
DecreaseWithRest
DecreaseWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Total
0 10(00.00%)(32.25%)
0(00.00%)
9(29.03%)
1
(3.22%)11
(35.48%) 31
Total 10(32.25%)
9(29.03%)
12(38.709) 31
240
91 g
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APPENDIX LXXVI
Subject 6: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES
Prob-lam
#Epi-sodas
RawScoreAccuracy
RawScoreSpeed
AccuracyRatio(6 max)
SpeedRatio(4 max)
Sol.Code`
1 9 7 3 .77 .33 22 1- 1 1 .25 .25 43 4 2 1 .50 .25 1
4 16 21 12 1.31 .75 45 17 6 4 .35 .23 46 7 4 4 .57 .57 37 10 4 4 .40 .40 4,78 9 9 7 1.00 .77 39 10 6 5 .60 .50 3
10 5 4 4 .80 .80 311 11 4 3 .36 .27 312 7 9 3 1.28 .42 413 12 4 4 ,,- .33 33 414 10 8 7 .00 .70 115 10 7 7 .70 .70 316 30 25 19 .83 .63 417 10 14 10 1.40 1.00 1,718 4 1 1 .2) .25 319 15 9 11 .60 .73 420 15 25 1,, 1.66 1.00 121 8 5 4 .62 .50 422 13 10 9 .76 .69 523 25 24 26 .96 1.04 5TR 6 11 8 1.83 1.33 624 8 11 8 1.37 1.00 4,725 48 32 29 .66 .60 326 18 25 17 1.38 .94 127 22 24 12 1.09 .54 1 /2829
4
7
2
141
.50
.141.00.14
31
30 37 33 35 .89 .94 331 31 40 25 1.29 .80 432 33 25 24 .75 .72 233 20 25 21 1.25 1.05 234 20 12 7 .60 .35 435 37 33 24 .89 .64 236 10 5 5 .50 .50 1,4,7aSee Appendix VI for the key to the solution codes.
241
249
APPENDIX LXXVII
(1,,e3W 0,11,77,
Subject 6: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AYD BETWEEN DAYS
ACCURACY
i;ays Increases DecreasesScores Remaining
the SameTotal
Between 1 (20.00%) 1 (20.00%)77).00%) 5Within 11 x.48.0 9 '29.0 '. 11 .48.0 31Total 12 6)1,33AI 10 27.77 14 8.88j 36
SPEED
Days Increases Decreases Scores Remainingthe Same
Total
Between 1 20.01 0 1 20.0 3 0.0 0 5Within 8 2 .811 2.0 0 1 .16 1Total 2 .0 ANI 10 MINER 17 et._
APPENDIX LXXVIII
Subject 6: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY
AND SPEED SCORES
ACCURACYIn-creaseWithRest
In-creaseWithoutRest
De-creaseWithRest
De- -StayscreaseWithoutRest
SameWithRest
StaysSameWithoutRest
Total
1.22
102.2
000.0 '
923.03%)
0 11100.00%), (35.48%) 31
Total(35.47%) (23.03A
11
(35.48%) 31
SPEEDIn- In-. De- De- Stays -gtayscrease crease crease crease Same Same TotalWith Without With Withuu+ With WithoutRest-a- Rest Rest Rest jilest Rest
7 0 9 0 14(3.22%) (228 .58%) (00.00%) (299 .03%) (44 5.16%) 31
Total
_(00.00%)1
(25.80%) 529.0) (45.16%) 31
242
APPENDIX LXXIX
COMPARISON OF SUBJECTS: INITIAL WALLBOARD TEST
Subject Raw Wallboard Score T-Scre Percentile
12
3 ,
4
56
221525281226
473850544
52
4G-'-1251707
59
APPENDIX LXXX
COMPARISON OF SUBJECTS: HEWITT SERVE ACCURACY TESTS
Sub-ject
Da1 2 3 4 5 6 7
1 4 0 9 8 4 2 122 10 8 18 19 6 11 123 7 6 13 6 6 8 2
4 10 9 14 18 7 6 105 6 7 5 3 2 3 116 4 12 13 3 19 5
I
Total AverageScore
39 5.5784 12.0048 6.8674 10.5737 5.2956 9.33
APPENDIX 1,XXXI
COMPARISON OF SUBJECTS: HEWITT SERVE SPEED TESTS
Sul-,- Day Total Averageject 1 2 '4 4 5 6 7 Score1 2 0 9 12 3 3 1i 40 5.712 6 7 10 8 5 6 5 47 6.713 4 6 6 7 3 6 3 35 5.004 6 3 7 12 4 3 6 41 5.865 5 5 2 2 3 7 30 4.296 4 10 10 5 12 5 46 7.67
243
231
APPENDIX LXXXII
COMPARISON OF SUBJECTS: MEAN DAILY ACCURACY SCORES
Sub-ject
Da y
TotalMeanAcc.
Aver.MeanAcc.
1 2 31_ 5 6 7 Score ' Score-77--1 .55 .38 .53 .66 .43 .82 .88 4.25
2 .87 .82 1 10 .72 77 .78 .73 5.79 .83
3 .79 ,52 1.01 .83 .57 .66 .53 4.91 ,70
4 .30 .85 1.06 1.01 1.15 .93 1.93 7.23 1.035 .95 .61 .31 .24 .44 .43 .80 3.78 .546 .67 .86 1.02 .84 3.01 .75 - 5.15 .86
APPENDIX LXXXIII
COMPARISON OF SUBJECTS: MEAN DAILY SPEED SCORES
Sub-ject
Day
TotalMeanAce.
Aver.MeanAcc.
1 2 3 4 5 6 7 Score Score1 .64 .29 .56 .72 .45 .80 .88 4.34 .622 .6J .56 .69 .51 .54 .55 .43 3.91 .56
3 .58 .48 .55 .64 .30 .50 .46 3.51 .514 .23 .39 .72 .69 .85 .67 3.00 4.55 .655 .63 .39 .25 .19 .27 .31 .61 2.65 .386 .43 .65 .90 .63 .86 .54 - 4.01 .67
APPENDIX LXXXIV
COMPARISON OF SUBJECTS: RANGE OF MOTOR SCORES
Subject Range of Rotor Scores24-598-52
13-4431-6312-5825-58
2,21,71,65,
1,45,
(2,
(4,
Days
3, 4,
5)
5)
12
3
4
56
244
2b2
1.,paggrt,,*
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APPENDIX LXXXV
PERFORMANCE SCORES BY ALL SUBJECTS ON ALL MOTOR TESTS
Subject Rank .
MotorPerformance
Hew.Acc.
Hew.S d.
Av.MeanAcc.
Av. MeanS d.
1 4 59 5.5 5. 1 . . 22 6 52 12.00 6.71 .83 .363 3 44 6.86 5.00 .70 .514 1 63 10.57 5.86 1.03 .655 2 58 5.29 4.29 .54 .386 5 58 9.33 7.67 .86 .67
APPENDIX LXXXVI
RANK ORDER BY SUBJECTS ON THE MOTOR SCORES
Test Rank Order1 2 3 4 5 6
Wallboard 4 6 3 2 5Motor Perf. 4 1 5 6 2 3Hewitt Acc. 2 4 6 3 1 5Hewitt Spd. 6 2 4 1 3 5Av. Mean Acc. 4 6 2 3 1 5Av. Mean Spd. 6 4 1 2 3 5
APPENDIX LXXXVII
ALL SUBJECTS? TOTAL TEST RANKING
Rank Order Subject Initial Placement Test (Wallboard)
1 4 42 6 63 1 34 2 15 3 26 5 5
245
253
APPENDIX LXXXVIII
ALL SUBJECTS: NUMBER OF VARIABLES READ IN DAILY
Day SUB. 1 SUB. 2 SUB. 3 SUB. 4 SUB. 5 SUB. 6
1 20 11 21 21 17 202 12 21 15 21 16 11(10 ne3 10 7 12 3 9 7
4 4 11 9 2 6 11
5 4 1 3 10 6 46 3 4 2 3 6 1
7 2,1 0 0 0 0 -
APPENDIX LXXXIX
ALL SUBJECTS: COMPARISON OF BETWEEN DAY INCREASES ANDDECREASES IN MOTOR PERFORMANCE SCORES
Subject Increases Decreases Same Totals
12
3
4
56
13
1
32
T-16.66%(50.001(16.66%(50.00%(33.33%
81:3g
5
34243
(50.00%(66.66%(33.33%)66.66%)50.00g)
001100
(00.00%)(00.00%)(16.66%)(16.66%)00.00%)00.00%)
66
66
6
5Totals 12 21 60.00%) 2 5.71%) 35
25`1
w)
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APPENDIX XC
ALL SUBJECTS: WITHIN-DAY INCREASES ANDDECREASES IN MOTOR PERFORMANCE SCORES
Subject Increases Decreases Same Totals
12
3
456
15149
161710
(46.87%)(38.88%)(40.90%)(50.00%)(45.94%)
12158
13149
(37.50%)(41.66%)(36.36%(40.62%(37.83%)(29.03%)
5
7
5
36
12
(15.62%)(19.44%)(22.72%)( 9.37%)(16.21%)
32362232
3731
Total 81p2.2542.63 71 (37.36%) 38
p8.70%20.00% 190
APPENDIX XCI
ALL SUBJECTS: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF MOTOR
PERFORMANCE SCORES
Sub-ject
In-creaseWithRest
In-creaseWithoutRest
De-creaseWithRest
Dc-creaseWithoutRest
StaysSameWithRest
StaysSameWithoutRest
Toto
1 5 10 3 9 0 5 32(15.62%) (31.25%) ( 9.37%) (28.12%) (00.00%) (15.62%)
2 2 12 5 10 2 5 36( 5.55%) (33.33%) (13.88%) (27.77%) ( 5.55%) (13.88%)
3 3 6 1 7 0 5 22(13.63%) (27.27%) ( 4.,',,;) (31.81%) (00.00%) (22.72%)
4 1 14 3 11 1 2 32
( 3.12%) (43.75%) ( 9.37%) (p4.37 %) ( 3.12%) ( 6.25%)5 2 14 1 14 1 5 37
( 5.40%) (37.83%) ( 2.7ee,) (37.83%) ( 2.70%) (13.51%)6 0 10 . 0 9 1 11 31
(00.00%) (32.25%) (00.0(72!.) (29.03%) ( 3.22%) (35.48%)
To- 13 66 13 60 5 33 77tat ( 6.84%) (34.73%) ( 6.84;') (31.57%) ( 2.63%) (17.36%)
247
2 55
1
APPENDIX XCII
ALL SUBJECTS: BETWEEN DAY INCREASES AND DECREASESIN ACCURACY AND SPEED SCORES
ACCURACY
Subject Increases
1 I1 6766771776766%)1 (16.66%)1 (16.66%)0 (00.00%)0 (00.00%)1 (20.00%)
Decreases Remain theSame
Totals
12
34
56
4 (66.66%)2 (33.33%)1 (16.66%)1 (16.66%)1 (20.00%)
4 (66.1 (16.66%)3 (60.00%)5 (a3.33 %)5 (83.33%)3 (60.00%)
6
6
6
6
5
Total 4 (11.42%) 10 (28.57%) 21 (60.00%) 35
SPEED
Subject Increases Decreases Remain theSame
Totals
12
3
4
5
6
2
12
001
5
(16.66%)(16.66%)(33.33%)(00.00%)(00.00%)(20.00%)
(14.28%)
1
4
1
011
9
(16.66%)(16.66%)(16.66%)(00.00%)(16.66%)(20.00%)
(22.85%)
41
3
6
5
3
22
(66.66%)(16.66%)(60.00%)(100.00%)(83.33%)(60.00%)
(62.85%)
66
6
6
6
5
35Total
248
2oG
APPENDIX XCIII
ALL SUBJECTS: WITHIN-DAY INCREASES AND DECREASESIN ACCURACY AND SPEED SCORES
CURACY
Subject Increases Decreases Remain theSame
Totals
1 8 (24.24) 1 ( 3.03%) 24 (72.72%) 332 9 (25.00%) 10 (27.77%) 17 (47.22%) 363 5 (21.73%) 4 (17.39%) 14 (60.86%) 234 15 (46.87%) 4 (12.50%) 13 (40.82%) 325 13 (35.13%) 8 (21.62%) 16 (43.24%) 376 11 (35.48%) 9 (29.03%) 11 (35.48%) 31
Total 61 (31.77%) 36 (18.75%) 95 (49.47%) 192
SPEED
Subject Increases Decreases Remain theSame
Totals
7----
2
34
56
9
73
14
98
(27.27%)(19.44%)(13.04%(43.75%(24.32%(25.80%
1
124
37
9
( 3.03%)(33.33%)(17.39%)( 9.37%(18.91%(29.03%
231716152114
(69.69%)(47.22%)(69.56%(460Ti%(56.75%(45.16%)
33362332
3731
Total 50 (26.04%) 36 (18.75%) 106 (55.20%) 192
249
APPENDIX XCIV
ALL SUBJECTS: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY AND SPEED SCORES
ACCURACYSub-ject
In-creaseWithRest
In-creaseWithoutRest
De-creaseWithRest
De-creaseWithoutRest
StaysSameWithRest
staysSameWithoutRest
To-tal
1
2
3
4
5
6
2
( 6.06%)5
(13.88%)1
( 4.34%)0
( 0.00%)2
( 5.40%)1
( 3.22%)
6(18.18%)
4(21.11%)
4ki7.39%)
15(46.87%)
5(13.51%)10
(32.25%)
0(00.00%)
3( 8.33%)
1
( 4.34%)1
( 3.12%)1
( 2.70%)0
( 0.00%)
1( 3,03%)
7
(19.44%)3
(13.04%)3
( 9.37%)8
(21.62%)9
(29.03%)
7(21.21%)
2
( 5.55%)7
(30.43%)4
(12.50%)1
( 2.70%)0
( 0.00%)
17(51.51%)
15
(41.661)7
(30.43%,9
(28.12%20
(54.05%)11
(35.48%)
33
36
23
32
37
3]
To-tal
11( 5.72%)
44(22.91%)
6
( 3.12%)31
(16.14%)21
(10.93%)79
(41.14%)92
Sub-ject
In-creaseWithRest
In-creaseWithoutRest
De-creaseWithRest
De-creaseWithoutRest
StaysSameWithRest
StaysSameWithouRest
10-al
1 1 8 1 0 4 19 33(3.03%) (24.24%) (3.03%) (00.00%) (12.12%) (57.57%)
2 3 4 3 9 4 13 36(8.33%) (11.11%) (8.33%) (25.00%) (11.11%) (36.11%)
3 0 3 0 4 5 11 3(0.00%) (13.04%) (0.00%) (17.39%) (21.73%) (47.82%)
4 0 13 1 3 4 11 2(0.00%) (40.62%) (3.12%) ( 9.37%) (12.50%) (34.37%)
5 2 11 1 7 1 15 37(5.40%) (29.72%) (2.70%) (18.91%) ( 2.70%) (40.54%)
6 1 7 0 9 0 14 1(3.22%) (22.58%) (0.00%) (29.03 %) ( 0.00%) (45.16%)
To- 7 46 6 32 18 83 92ta1 (3.64%) (23.95%) (3.12%) (16.16%) ( 9.37%) (43.22 %)
-250
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APPENDIX XCV
ALL SUBJECTS: ANALYSIS OF EPISODES OF HIGHEKSCORES BY GENERAL PLAN
Subject Pattern
1
2
3
4
5
6
Positive goals involving 1 variable to broad goalsinvolving a large # of values, vars. and props.;combination of values, vars. and props. into largerelems., narrowing large # of values, vars. and props.into fewer ones by eliminating unsuccessful vars. orcombining acceptable vars. and props. into elem.;testing of individual props. Positive goal state-ments. Negative and positive evaluations.
Early combination of elems., equivalency, combin-ation of values, vars., props. into elems., testingof individual props. at the end. Positive goalstatements. Negative and positive evaluations.
1 var. to combination of vars., to equivalency ofvars., to combining of values and vars. into largerprops.; assigning of values to vars., variety ofcombinations, large number of props. narrowed tofew large props. and larger elems., testing I var.while continuing to narrow down number of props.tested.
A few vars. to a large number of single vars., tocombining them singly, to combining them intolarger diens.; assigning equivalency, into a largeelem. called "everything together." Primarily posi-tive goals. .Uses both negative and positive eval-uations.
Assigns values to vars., tests, positive goals, com-bining vars. , assigning equivalencies, testing onevariable, combining props. into eleAs., testingvars., combining into larger elems., assigning equiv-alencies testing 1 var. Most goals are rositivelystated. Negative and positive evaluations.
Assigns values, tests vars., combines vars., combinesvars. and props., assigns equivalencies, cemhinesprops. into diens., tests pros :3. (:'e-cycles tnrougiithe above processes a number of times), rarrowodown props and elems. ar.d assigns new equivalenciesand tests, investigates single variables, assignsequivalencies.
251
25:)
APPENDIX XCVI
ALL SUBJECTS: MODEL CHANGES
PATTERN CHANGESOrder ofCRTVariables
Forward Callingof
Variables
Reverse Callingof
Variables
Mixed Callingof
Variables
? + - ? + - ? +
1. T,R,C 7 1 3 4 1 4 4 0 72. T,R,C 3 1 6 4 3 4 5 5 4
3. T,R,C 1 4 2 0 4 3 1 2 1
4. T,C,R 7 1 2 6 0 3 11 2 65. T,C,R 2 1 2 3 2 8 1 4 1
6. R,T,C 5 1 3 8 2 8 3 3 1
Total 25 9 18 25 12 30 25 16 20i
Total 52 67 61
SubjectOrderof T
Orderof R
dOrderof C
3,1,4,3,1
#+
1-8
#-
17
if?
---77--1 4:,3,1 2,1,22 2,3,1 4,1 3,2,4,1 18 12 9
3 1,2 3 3,1,2 1,4,3,5 6 2 184 2,3,1,2 1,Twist 1,5,2,4,1 11 25 35 1,3,2 -- 1,4,2,L,3 17 96 3,2,1 3,2,1,1. 4,3,5,1 11 16
j149
Totals 92 106 59
2252
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APPENDIX XCVII
ALL SUBJECTS: ANALYSIS OF PROPERTIES
Property S1 $2 S3 S4 S5 S6
ACC 6 4 2 7 3 7ANG 15 14ARCH 28 19 3 22 21B 2 20 17 37 12BAL 34 16BNG DOWN 6BNG UT 27 8 26 24C 4 15 9 11 15 17CON 24 25 35 10COOR 31DOA 31DR 13E 16 23 5 30 12 23EYES 6 15F 21 7 7 26 25 9PB
33FEEL 1 25 19 1FOB 36FS 18 19G 25 11 3 9 16Gt 8 2
H 8 32 17HD 9 14 21 5HDi 11
HU 25HS 221 15LEAN 9 23 12 24 32LEVER
29LIFT 10MF
35ML5
MOC 5 13 13MOM 28NERVOUS 13 7OC 8 21 22 29 2 10OT 20P 10 34 22PEN 10"PP Idea" 22PR .
24R 14 2 13 24 27 3RCii 18 25 27 2 18 18RIIY 1
.
253
APPENDIX XCVII (continued)
Property S1 S2 S3 S4 S5 S6
RW 21 20S 15 29S9 20 5
S13 17 19 31
S14 6 20 14
S15 23 26
SIM 13 20SM 4SPD 10 3 12 14 1 8SPIN 21 27SWAY 23T 3 1 4 1 , 4 6TI 28TIM 12 12 11 22 11 20TK 17 18 27 9TOP 24 26 14 16 30W 7 16 17 32 4Whor 7 5 6 17
WA 23WB 19 18 16 30WIND 27 29 33, 33 28WS 36WU 26
re-]
254
APPENDIX XCVIII
ALL S71BJECTS:
RANK ORDER OF ELEMENTS AND PROPERTIES TO DETERMINE PRIORITY
Considered by
6 Subjects
Considered ly
5 Subjects
Considered by
4 Subjects
Considered by
;3 Subjects
Rank
D...0.0 '' Score
Ele.
Rank
Prop.
Ele.
Score
Rank
Prop'
Ele.
Score
Rank
Prop.
Ele.
Score
- 2 , J 4 5 6 , 10
, ACC
._,
SPA
C R TIM
OC
RC H
19
29
48 718388
q292
109
108
12
13
14
15 161718
G W B ARCH
LEAN
TOP
WIND
64
76
88
93
100
110
150
19 20
21
22 2324
25
26
Whor
FEELS
EDTK
W WB
BNG UP
CON
35
46
49717183
85 94
27
28
2930 31
M0C
S14
H P S13
31
40
5766
67
-Yes 13
2.
APPENDIX XCVIV
REVISED GSPS MODEL DIAGRAMMED
1.
(R)Desired Serve'
(A)
4.
Main Routine
(R)
LMAIN GOALSPD/AN
(00)
(R)
J
3. Present Serve(B)
IF A = B
No
(Co
5. T 1 (
(C)I.
I SUB. 171
SUB. 16
7.
b1118SUB 16
TEST+ ? -
R T
+ ? -
8. 1---i
[SU13 19
c-CSUB 16
4 9 -TEST -?
417-i.
256
2sA
Serve1=
Exit
II
I
I
I
I
APPENDIX XCVIV (continued)Go to 4 Go to 8
9. ( A )I LC R
4- 9
(ST.)
Props. &Elems.
10. RNEW & ELEMS4
(C11. SUB 20
+>
12. (A)
PROP.-4 C+ ?
Subgoals
SUB 16
TEST VALUE
1---a1B. 18R3,R2,R1
SUB. 20
READ INNEW PROPERTY,
CALL OLD PROPERTIES:Order of Call:
(1) Reverse(2) Mixed(31 Forward
257
SUB. 1902,C4,C3,C5,C1
4 GROUP PROPERTIES:Order of Priority:TIM, OC, F, E, RCH,G, W, B, ARCH, LEAN,TOP, Whor' FEELS, HD,
W, TK, WB, BNG UP,CON, MOC, 514, P,
S13
INDIVIDUAL PROPERTIES:Unique to each subject
APPENDIX XCVIV (continued)
TESTDoes New Property Fitin Acceptable Framework?
I
Retest
STORE: in ACCEPTABLESERVE PROPERTIES &ELEMENTSReturn to Main Routine
Return toMain Routine
8
258