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applied to reinterpretation of some existing data on the attentional demands of movement* Discovery Learning Researchers interested in the development of expert perceptual skills for sport have begun examining techniques both to create implicit learning conditions (eg, Farrow & Abernethy, 2002; Raab, 2003) and to examine (guided) discovery learning (Smeeton, Williams, Hodges, & Ward, 2005; Williams, Ward, Knowles, & Smeeton, 2002) For example, Smeeton et al compared the robustness of explicit, discovery, and guided discovery learning techniques in the anticipation of young intermediate tennis players They found that the decision times of performers in the explicit group slowed significantly more than either the discovery or guided discovery group in the anxiety condition They also became less accurate, suggesting that the results were not due to speed-accuracy trade-off.

Furthermore, the increase in decision time in the explicit players was positively related to the number of rules accumulated during the learning period Comparing the change in response accuracy under pressure for each group together with the number of selfreported rules further implicated explicit knowledge in this process The discovery learning group generated the fewest rules (20) and had the smallest decrement in response accuracy ( 9%), offset by faster decision times ( 99 ms) The guided discovery group generated more rules (49) and had a larger decrement in accuracy ( 12%), again offset by slightly faster decision times ( 71 ms) The explicit group generated the most rules (95) and suffered the largest decrease in response accuracy ( 17%), accompanied by an increase in decision time (+334 ms).

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Research examining the benefits of implicit or less directed perceptual training interventions is in its infancy, and support remains equivocal (Jackson, 2003; Jackson & Farrow, 2005; Poulter, Jackson, Wann, & Berry, 2005) Jackson and Farrow highlighted conceptual, methodological, and practical issues for researchers in this area, noting the different views regarding how to conceptualize implicit learning research that have been expressed in other.

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the slaves in the other partitions will activate their termination protocols to deal with the failure Note that the coordinator cannot reach the slaves that are not in its partition and assumes they have failed, and, similarly, the slaves that are in a partition without a coordinator assume the coordinator has failed and activate their termination protocol It is possible that the computers in one partition decide to abort a transaction while the computers in another partition decide to commit the transaction As a result, a partitioned network can create an inconsistent database To see how this is possible, assume the network depicted in Figure 818 with C3 being the coordinator Also assume that C3 is preparing the slaves to vote on its transaction.

reports; workstations for undertaking word processing and data analysis; meeting rooms for discussing issues with colleagues; small refreshment areas for informal socializing; and quiet, private telephone suites for con dential matters There are various possibilities the type of spaces will depend on the type of work and how it can be undertaken effectively Public Environments Cities are a human creation They concentrate novelty, intensity, and choice more so than do smaller towns and villages They provide a variety of cultural, recreational, and educational facilities Equally, it is argued that cities have become more dangerous because they concentrate all sorts of crime and delinquency and are noisy, overcrowded, and polluted Three topics addressed at this environmental level are discussed here: the negative effects of cities, the visual impact of buildings, and the restorative role of nature The Negative Effects of Cities Living in metropolitan areas is considered to be stressful.

The analysis of behavior in cities has concentrated on noise, density, living conditions (dif culty of access to services), high crime, and delinquency rates A series of conceptual considerations have been proposed to understand the consequences of these stressors for typical urban behavior, such as paying less attention to others and being less af liative and less helpful Environmental overload, environmental stress, and behavioral constraint all point to the potentially negative effects of living in cities as compared with living in small towns Environmental conditions like noise and crowding not only affect general urban conditions but also have a speci c effect on behavior A comparison of behavior at the same site but under different environmental conditions (noisy-quiet, highlow density) shows a more marked negative effect in the case of high noise and high density (Moser, 1992).

Higher crime and delinquency rates are commonly explained by the numerous opportunities that the city offers, along with deindividuation (Zimbardo, 1969) The probability of being recognized is lower, and the criminal can escape without being identi ed Fear of crime (which is not necessarily correlated with objective crime rates) restricts people s behavior by making them feel vulnerable It is exacerbated by an environment that appears to be uncared for (eg, through littering and vandalism) Whereas the effect of air pollution on health (eg, respiratory problems for children and the elderly) is well documented (Godlee & Walker, 1992; Lewis, Baddeley, Bonham, & Lovett, 1970), it has little direct effect on the behavior of urban.