The expertise reversal effect for sequential presentation in dynamic soccer visualizations.

Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect.

How do expert soccer players encode visual information to make decisions in simulated game situations?

The aim of this study was to determine what visual information expert soccer players encode when they are asked to make a decision. We used a repetition-priming paradigm to test the hypothesis that experts encode a soccer pattern's structure independently of the players' physical characteristics (i.e.

Age differences in estimating arrival-time.

The present study examined the accuracy in extrapolating an occluded trajectory in relation to observer age. Adults and children aged 7, 10, and 13 were tested in a prediction-motion task which consisted of judging, after the occlusion of the final part of its path, the moment of arrival of a moving stimulus towards a specified position. Results showed that children as young as 7 years old are able to use the same strategy as adults in the extrapolation of an occluded moving object.

Time-to-contact estimation of accelerated stimuli is based on first-order information.

The goal of this study was to test whether 1st-order information, which does not account for acceleration, is used (a) to estimate the time to contact (TTC) of an accelerated stimulus after the occlusion of a final part of its trajectory and (b) to indirectly intercept an accelerated stimulus with a thrown projectile. Both tasks require the production of an action on the basis of predictive information acquired before the arrival of the stimulus at the target and allow the experimenter to make quantitative predictions about the participants' use (or nonuse) of 1st-order information. The results show that participants do not use information about acceleration and that they commit errors that rely quantitatively on 1st-order information even when acceleration is psychophysically detectable.