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In this study, we examined the impact of concurrent verbal and spatial working memory demands on performance on an alpha-numeric successive target detection task. Seven hundred and forty-five participants performed a target detection task while simultaneously performing either a spatial or a verbal working memory task or they performed matched no-memory control tasks. The vigilance decrement, both an increase in target detection response times and a decrease in perceptual sensitivity A' to target stimuli over time, was exacerbated by concurrent working memory load. The spatial and verbal working memory loads both impacted vigilance performance suggesting utilization of common executive resources. Overall, these results support the view that the vigilance decrement results from high cognitive resource demands (e.g., hard work), not from cognitive under-load (e.g., boredom or mindlessness).

In this report, we examined the impact of rest breaks and goal switches on the vigilance decrement--the change in performance with time-on-task--and subjective stress and workload. In study 1, we examined the decrement in a visual line-length discrimination task employed in previous research. The task had a linear decrement in perceptual sensitivity with time-on-task based on the results of a trend analysis (orthogonal polynomial contrasts). In addition, the task had a profile of self-reported stress and workload similar to other moderately demanding vigilance tasks. In study 2, we examined the decrement in the same task with the factorial inclusion of rest breaks and goal switches late in the task. The inclusion of rest breaks resulted in a significant cubic trend in perceptual sensitivity. After the first rest break, there was a reversal of the linear downward decrement in perceptual sensitivity, but the second rest break did not elicit this change. The inclusion of goal switches did not cause any significant deviation from the linear trend and did not attenuate the decrement. In addition, the inclusion of rest breaks resulted in reduced self-reported effort and temporal demand. The results of the present study cohere with the expectations of a resource depletion account of the vigilance decrement.

Background: Both education policies and curriculum documents identify the personal development of students as a key objective of modern education. Physical education in particular has been cited as a subject that can promote students' life skills development and psychological well-being. However, little research has investigated the processes by which physical education may be related to students' development of life skills and their psychological well-being. Purpose: Using Benson and Saito's (2001) framework for youth development theory and research, this study explored the relationships between the teaching climate, students' perceived life skills development within physical education, and their psychological well-being. Participants and setting: Participants were 294 British physical education students (Mage = 13.70, range = 11-18 years) attending six secondary schools in Scotland and England. On average, these male (n = 204) and female (n = 90) students took part in physical education classes for 2.35 hours per week. Data collection: The data were collected via a survey which assessed perceived teacher autonomy support, participants' perceived life skills development within physical education (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making), and their psychological well-being (self-esteem, positive affect, and satisfaction with life). Data analyses: The preliminary analysis used descriptive statistics to assess how participants scored on each of the study variables and correlations to assess the relationships between all variables. The main analysis sought to test Benson and Saito's (2001) framework using a series of mediation models which were tested via non-parametric bootstrapping analysis. Findings: This study demonstrated that students perceived they were developing the following life skills through physical education: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. Overall, the results supported Benson and Saito's (2001) framework for youth development theory and research. In all analyses, perceived teacher autonomy support was positively related to participants' perceived life skills development within physical education and their psychological well-being. Participants' total life skills development was related to all three psychological well-being indicatorsproviding support for the 'pile-up' effect (Benson 2006). Total life skills development also mediated the relationships between perceived teacher autonomy support and participants' psychological well-being. Conclusion: The findings suggest that perceived teacher autonomy support, along with total life skills development, are related to participants' psychological well-being. Interpretation of the results suggest that physical education teachers should integrate autonomy supportive behaviors into their teaching (e.g., provide choice in a...

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