Matthew W. Miller

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While performing a visuo-motor task under incrementally-varied levels of difficulty, individuals were probed with a variety of novel, task-irrelevant, auditory stimuli. To determine the effect of task load on cerebral-cortical processing of these stimuli, event-related potentials were recorded while participants performed the task. We found that N1, P2, P3(More)
We examined whether the utility of a recently developed auditory probe technique for indexing cognitive workload was dependent on the stimulus properties of the probes. EEG was recorded while participants played a videogame under various levels of cognitive workload. At each level of workload, participants were probed with one of four different types of(More)
Excessive increases in task difficulty typically result in marked attenuation of cognitive-motor performance. The psychomotor efficiency hypothesis suggests that poor performance is mediated by non-essential neural activity and cerebral cortical networking (inefficient cortical dynamics). This phenomenon may underlie the inverse relationship between(More)
The present study explored the relationship between motor-preparatory electroencephalographic (EEG) activity, motivation, and motor performance (specifically premotor reaction time [RT]). Participants performed a RT task by squeezing a hand dynamometer in response to an auditory "go" signal. We recorded EEG and electromyography to index beta-suppression and(More)
From a neurobiological and motivational perspective, the feedback-related negativity (FRN) and reward positivity (RewP) event-related potential (ERP) components should increase with reward magnitude (reward associated with valence (success/failure) feedback). To test this hypothesis, we recorded participants' electroencephalograms while presenting them with(More)
It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and(More)
Golf's governing bodies' recent decision to ban all putting styles "anchoring one end of the club against the body" bridges an important practical problem with psychological theory. We report the first experiment testing whether anchoring provides technical and/or psychological advantage in competitive performance. Many "greats" of professional golf from(More)
Karl R. B. Schmitt, Elise A. Larsen, Matthew Miller, Abdel-Hameed A. Badawy, Mara Dougherty, Artesha Taylor Sharma, Katie Hrapczynski, Andrea Andrew, Breanne Robertson, Alexis Williams, Sabrina Kramer, and Spencer Benson* University of Maryland, Center for Teaching Excellence, College Park, MD 20742, Arkansas Tech University, Russellville, AR 72801,(More)