Effects of alcohol on human performance: An integration of research findings based on an abilities classification.

Levine, Jerrold M.; Kramer, G; Levine, Ellen N.

doi:10.1037/h0076658

Cited by 73 publications

(34 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of this study suggested that alcohol had marginally significant B-7 negative effects on tracking and on vigilance performance. The authors suggested that the negative effects were stronger for the vigilance task, as opposed to the tracking task --consistent with many but not all reviews of the alcohol performance literature (see Levine, Kramer, and Levine, 1975).…”

Section: Acute Effects Of Alcohol On Task Performancementioning

confidence: 51%

Readiness to Perform testing: A critical analysis of the concept and current practices.

Gilliland¹,

Schlegel²

1993

PsycEXTRA Dataset

View full text Add to dashboard Cite

Section: Acute Effects Of Alcohol On Task Performancementioning

confidence: 51%

Readiness to Perform testing: A critical analysis of the concept and current practices.

Gilliland¹,

Schlegel²

1993

PsycEXTRA Dataset

View full text Add to dashboard Cite

“…Resultados diferentes e por vezes contraditórios podem ser encontrados para experimentos de ingestão alcoólica, constatando inclusive que o álcool pode ter efeitos diferenciados em diversas frequências sonoras, alterando ou não a percepção das mesmas, o que podem ser explicado de alguma maneira pelas distintas formas com que são feitos o controle e a medida da concentração alcoólica (Carpenter, 1962;Eggleton, 1941;Himwich, 1957;Hogan & Linfi eld, 1983;Levine, Kramer, & Levine, 1975;Wallgren & Barry, 1970).…”

Section: Discussionunclassified

Consequências da ingestão moderada de etanol na discriminação de notas musicais

Silva¹,

Galdino²,

Simas³

et al. 2015

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

ResumoO objetivo deste estudo foi avaliar se existe relação entre a ingestão moderada de etanol e a discriminação das notas musicais RÉ, FÁ, e LÁ, em adultos jovens. Essas notas apresentam frequências fundamentais respectivamente de 293,665 Hz, 349,228 Hz e 440 Hz, de temperamento igual, escolhidas devido estarem em localização central na escala musical ocidental padrão. Participaram do estudo 40 voluntários de 18 a 29 anos, não músicos, saudáveis, não usuários de fármacos ou outras substâncias tóxicas, exceto o etanol de forma moderada e aguda. Por meio do software "Psysounds", criado especifi camente para esse estudo, esses voluntários tiveram de escolher, entre duas notas musicais, uma das notas teste apresentada inicialmente. Os dados foram tratados com um teste X2 de aderência para comparar as frequências de acertos das notas musicais de teste nas condições de ingestão e de não ingestão de álcool. As análises mostraram diferenças signifi cantes nas frequências de acertos para todas as notas utilizadas, sugerindo que a ingestão de etanol prejudica a discriminação das notas musicais RÉ, FÁ e LÁ. Palavras-chave: Discriminação de tons, notas musicais, bebidas alcoólicas. AbstractThe aim of this study was to evaluate if there is relationship between moderate intake of ethanol and the perception of the musical notes D, F, and A in young adults. These notes have fundamental frequencies of 293.665 Hz, 349.228 Hz, and 440 Hz, respectively, equal temperament and were chosen because they are in the central location in the standard western musical scale. The study included 40 volunteers from 18 to 29 years old, non-musicians, healthy, non-users of drugs or other toxic substances, except moderate and acute intake of ethanol. By the "Psysounds" software, created specifi cally for this study, the volunteers had to choose between two musical notes one of the test notes initially presented. The data were treated with X2 test of adherence to compare the frequency of correct answers regarding the musical notes in the conditions of intake and non-intake of alcohol. The analysis showed signifi cant differences in the frequencies of correct answers for all the notes used, suggesting that ethanol ingestion impairs the discrimination of musical notes D, F and A.

show abstract

“…Les principes de base de son utilisation en éducation avaient déjà été évoqués parThorndike (1933) dans sa recherche de la découverte d'une valeur commune à différentes études relatives au lien entre deux variables continues. Par la suite, Levine, Romashko et Fleishman, (1971) ainsi que Levine, Kramer et Levine (1975 ) ont à leur tour eu recours à des méthodes visant à trouver une valeur commune à différentes études effectuées sur un même sujet. Mais revient à Glass (1976) le mérite d'avoir introduit une méthodologie systématique et rigoureuse de la méta-analyse en éducation.…”

Section: Problématiqueunclassified

La configuration des corrélations entre le concept de soi et le rendement scolaire : une méta-analyse

Gueyaud¹,

Dassa²

2008

rse

View full text Add to dashboard Cite

Cet article présente la problématique, la méthodologie et les résultats d'une méta-analyse de la configuration du lien corrélatif entre le concept de soi et le rendement scolaire. Il ressort de la recherche que la caractérisation des diverses catégories de concept de soi et de rendement scolaire constitue un premier facteur explicatif de ce lien. La configuration proposée permet de conclure que le concept de soi non scolaire et le concept de soi général ont des corrélations faibles alors que le concept de soi scolaire présente des liens nettement plus élevés variant selon les types de rendement scolaire de moyen à modérément élevé. Le rejet de l'hypothèse d'homogénéité des corrélations de chaque catégorie soulève la possibilité de l'existence de variables concomitantes constituant un deuxième facteur explicatif.This article presents the theoretical frame, the methodology, and the results of a meta-analysis of the correlational structure between self-concept and school achievement. The authors found that the classification of different categories of self-concept and of school achievement was the first factor to account for this correlation. Among the conclusions, the authors note that scores relating to non-school self-concept and general self-concept provide weak correlations while specific school self-concept presents higher relationships which vary from average to moderate-high according to the types of school success examined. Finally, they reject the hypothesis of homogeneity of correlations for each category, which raises the possibility of the existence of other variables constituting a second factor.Este articulo présenta la problemàtica, la metodologia y los resultados de un meta analisis de la configuracion de la relacion correlativa entre el concepto de si mismo y el rendimiento académico. Un resultado del estudio es que la caracterizacion de las distintas categorias de concepto de si y de rendimiento académico constituye un primer factor expli-cativo de esta relacion. La configuracion propuesta permite concluir que el concepto de si "no-escolar" y el concepto de si "general" tienen correlaciones bajas mientras que el concepto de si académico présenta lazos netamente mas fuertes que varian de medio a moderadamente elevados segûn los tipos de rendimiento académico. El rechazo de la hipotesis de la homoge-neidad de correlaciones de cada categoria expone la posibilidad de la existencia de variables concomitantes que constituinan un segundo factor explicativo.Der vorliegende Artikel erôrtert die Problematik, die Méthode und die Ergebnisse einer Meta-Analyse der Struktur des korrelativen Zusammenhangs zwischen Selbstgefuhl und schulischer Leistung. Es ergibt sich, dass die Charakterisierung der verschie-denen Kategorien von Selbstgefuhl und von schulischer Leistung den ersten Ansatz zu einer Erlàuterung dieses Zusammenhangs darstellt. Die vorgeschlagene Struktur fiihrt zu der Schlussfolgerung, dass das schulunabhàngige und das allgemeine Selbstgefuhl nur schwache Korrelationen aufweisen, wohingegen das schul...

show abstract

Effects of alcohol on human performance: An integration of research findings based on an abilities classification.

Cited by 73 publications

References 7 publications

Readiness to Perform testing: A critical analysis of the concept and current practices.

Readiness to Perform testing: A critical analysis of the concept and current practices.

Consequências da ingestão moderada de etanol na discriminação de notas musicais

La configuration des corrélations entre le concept de soi et le rendement scolaire : une méta-analyse

Contact Info

Product

Resources

About