All 8 songs featured in Chuck season 4 epsiode 24: Chuck Versus the, with scene descriptions. Ask questions and download or stream the entire soundtrack on Spotify, YouTube, iTunes, & Amazon. S04E24 Skip this one may contain spoilers! Reader’s Opinion: Everyday we are receiving emails from our readers explaining their appreciation for each of the episodes that we are posting. So from this point, we will be picking a random email coming from you and it will be featured on each of our post. Serena Claire Lee from Thailand. “We’re already hitting Episode 24 now, and that means, its time for the season finale to arrive! Likewise, most of us are wondering how will its director pull this one off. I mean, I really don’t know if you have notice this, but creating titles for each episodes of Chuck is really hard to do – naming each titles with “versus” as an example. Then again, even the case is like this, I would really love to see Chuck to have its fifth season at Fall this year. Mainly because, this tv-series has been a part of me for the past four years and just thinking about its permanent end is somewhat sad. As usual, thank you guys for keeping us with all the episodes – it was really a pleasure on sticking with your channel.” You can send us an email and tell us your opinion why you like to watch Chuck. Are you a nerd just like Chuck? Is it because of the beauty of Sarah? Or probably because you just want to be entertained? Whatever the case may be, you can send it out to us. Preview: Here’s a sweet season finale for Chuck. Expect this one to be revealed on May 16 (USA time) — without any delays! While waiting, you can download it now and get all of its episodes. Or, you can check out its last previous episode (). Link: Disclaimer: All movies being linked here came from original/verified torrent sources. We don’t create nor upload these torrent files in our servers. Torrents in nature are legal. Links here are shared in the P2P community and supports the DMCA (Digital Millenium Copyrights Act) However, we don’t disclose the possibility that sometimes your country/region/state may not permit downloads of such media. You can always contact your ISP to verify this matter. Also, we don’t hold any jurisdiction/s if you browse for other torrent links aside from what we featured in this post. Pinoytutorial is not liable if you got infringed in any legal issues. Feel free to comment about the quality of this movie. Thank you (sources: mininova). ![]()
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Take it to a jeweller and they will tell you free of charge. They can tell as soon as they take the back off. There are resources in the main link to help you, but removing the back and having an expert look is the only way. China is making lots, but they have a cheap Chinese watch movement inside them. It can be quite difficult to tell fake Cartier watches from genuine Cartier watches, but there are a few guidelines you can follow: Inscription The simplest way to tell a fake Cartier watch is to remove the caseback. A genuine Cartier watch will have 'Cartier' inscribed on the movement. Weight Like most luxury accessories, genuine Cartier watches are quite heavy, especially when compared to the lightweight fakes. This solid weight is due to the watch's quality materials. Glass A genuine Cartier watch has scratch-proof glass, which won't be found on the fakes. This is something that's fairly easy to test. The sapphire-quality glass of a genuine Cartier is also non-smear, so if you drop a few beads of water on it, they will roll off. ![]() On fake Cartiers it will smear. Cabochon stone The winder of a genuine Cartier watch features a polished gemstone, called a cabochon stone. If there's no stone, it's a fake Cartier watch. ![]() The gem should be securely fastened, not glued on. Serial Number This should appear on the back or side of a genuine Cartier. The number will be engraved as a number of fake Cartiers feature a serial number that's barely etched onto the watch. Apr 24, 2017|. To look up the serial number is very easy,I specialize in buying and selling Cartier watches. I've seen fakes with all the correct marks and a serial number, but that doesn't mean they are legitimate. If the watch was registered by Cartier when it was sold or if it has been sent in to Cartier for service Cartier will be able to verify it is authentic, but be aware that if the watch was not originally sold in North America or was not registered when sold (fairly common) it can still be authentic. Some sellers offer the Cartier quartz model for sale and only state that the watch has a quartz movement, but fail to mention if it has a Cartier quartz movement. If it has a replacement movement in it the watch is technically authentic, but not original and is not worth as much as one with an original or a genuine Cartier replacement movement. The biggest mistake I've seen amateur Cartier buyers make is using the Cartier micro-script signature on the Roman numeral to verify authenticity. Indeed this is a good indicator, but not the best indicator as there were many Cartier watches produced prior to the technology required to make the micro-script possible and not all Cartier watches have Roman numerals for the dial to have the micro-script signature. Furthermore, the micro-script is not always located at the same place and if the dial has been refinished it may not appear at all. Another common problem is actually caused by language differences, i.e. 'all original versus 'authentic'. A watch can be authentic without being all original. Unless someone has owned the watch since it was new and it has never left their sight it is impossible for them to state the watch is 'all original' as a part could have been replaced at some point in time -- even without their knowledge. Your best bet is to buy from a reputable seller even if you have to pay slightly more money. -- Cartier_Specialist May 08, 2012|. The reservoir tank can be the bane of existence for a Cartier lighter owner. Unlike most butane lighters which have gas tanks integral to the lighter, Cartier utilizes a user removable tank. Cartier only warrants the tank for two years. I've also seen tanks that say 12 months. New Cartiers come with one spare tank. I've seen spare tanks come up on eBay from time to time, for $30 - $50. If not, picking up a beat-up Cartier on the cheap just to remove and use its tank is an idea. Cartier does not sell spare parts of any kind (other than flints), so if your lighter needs a new tank they will probably insist you get a complete maintenance service, which can cost up to $300. Jul 16, 2009|. Selling Your Cartier. Cartier can be a little more difficult as the age is hard to determine on Cartier because serial numbers are assigned randomly. Lighters: A Cartier creation is a precious, intimate object that is a symbol of timeless style and elegance. 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Now all the deleted or lost items on your USB are displayed. Select the files you want to recover, and then click ' Recover' to proceed. You are allowed to preview files before recovery. The easiest way to go about installing our is by starting with the device. • If you want to verify that the adapter and the driver were installed properly click Connect the device to the Mac. Once connected click on the Apple icon and on ‘About This Mac’ Click on ‘More Info’ Click on ‘USB’ on the left and on the ‘USB-Serial Controller D’ If all is well you should be seeing something like this: Time to get the driver! Fire up Safari and browse to and scroll down to Mac. Click on the ‘PL2303 MacOSX10.6 dmg v.1.4.0.zip’, the Safari Downloads window should come up: Double click on the md_PL23-3_MacOSX10 Now double click on the PL2303_1.4.0.dmg to mount the image Now double click on the PL2303_1.4.0 to start the installation Once the installer comes up click ‘Continue’ to proceed. Then ‘Select a Destination’ click on your desired drive and click ‘Continue’ to move forward Now just click ‘Install’ to continue. You may be asked of your username and password – enter them and click ‘OK’ You’ll get a warning about restarting the computer after the installation is complete. This is normal, click ‘Continue Installation‘. Installing should start (takes a couple of minutes to complete) When it’s done you should see this: Click on ‘Restart’ to reboot the Mac. After you restart, check that everything has installed OK. On the Mac there are two methods to determine this: Method 1: Click on ‘Applications’ Click on ‘Utilities’ Click on ‘Terminal’ Type: kextstat| grep prolific and: ioreg -c IOSerialBSDClient| grep usb Your results should be very close to this: Method 2: Click on ‘System Preferences’ Click on ‘Network’ Now click on the ‘+’ sign on the bottom left, and then on the ‘Select the interface and enter a name for the new Service’ click on ‘Interface’ – you should be seeing the ‘USB-Serial Controller D’ there. This will create a “Network” interface for a modem or serial port. Because it’s a serial port, it’ll say “Not Configured” and that’s normal: From the “Advanced” button you can change default settings (usually not needed). And this won’t change the “Not Configured” message – that’s still ok. Now finally, you need an application which will talk to the serial port. On Mac, the file which maps to the port is /dev/cu.usbserial. If you have a null modem cable and a terminal program on the other side, the Mac actually has a built-in terminal program called “screen” that you can use to test the connection. Once that is up and connected (and if the serial ports are set to the same baud rate and paramters), you can type on either side and see the characters come across. Support USB Serial on the Mac is a real melding of the very new and very old. If you have any trouble, just visit to see existing FAQs for. Where to Buy [amtap amazon:asin=B00425S1H8]. Hi Sam, we’re glad to hear you found our article helpful! Getting scrolling in screen working is a little different depending on which version of osX you’re running and requires editing screenrc, unfortunately not a single command for this that I know of. Here is the best thread I’ve found on enabling screen scrollback (and more): Here’s another thread from stack overflow that talks about some options to enable scrollback in screen: A lot of people also prefer alternative terminals like Zterm, iTerm 2, etc. Several are mentioned in the stack overflow thread. Hi, Loaded it all up fine, however my main purpose was that so I can telnet to devices on the serial port. My question is running the telnet what would I put after the telnet command to identify the port, at the moment I have unknown-00-26-08-f5-af-f4:~ chrismccann$ kextstat| grep prolific 85 0 0x58412000 0x8000 0x7000 com.prolific.driver.PL2303 (2.0.0) unknown-00-26-08-f5-af-f4:~ chrismccann$ ioreg -c IOSerialBSDClient| grep usb||| “IOTTYBaseName” = “usbserial”||| “IOCalloutDevice” = “/dev/cu.usbserial”||| “IODialinDevice” = “/dev/tty.usbserial”||| “IOTTYDevice” = “usbserial” typically telnet com1 or an IP is put in, but for this device what would I use. Many thanks, Chris. I wonder if anybody knows if there is any issues with the commonly available usb to serial cables that are so commonly purchased unwittingly that are a clone of the official pl2303. Prolific seem to be deliberately isolating compatibility against these devices in the newest Windows drivers, and wondered if thats the same with the mac drivers. Its just not worth wasting time putting in drivers to have to fight them out again when prolific deliberately make them to not work. Bah humbug @ prolific, not fair to cause issues for consumers when they should target the clone chip manufacturers directly! • Jeff Everett. Hi Denis- Thanks for posting with your question. Indeed we can confirm that on Windows, there is code to check and prevent the Prolific driver from working with a counterfeit chip. As far as we know the check is only built into the Windows driver, we’re not certain if this is the same for OS X. Sorry we can’t provide more info here- I’d try and test on a lab mac but we don’t have any of the counterfeit cables lying around, only ours, the ones we know work ? If you have one of the counterfeit cables and find that these instructions don’t work, please post back for the benefit of all. Again, thanks for posting with your question. Best wishes- Jeff • Bernie Thompson. Hi Frustrated- The short answer here is that you’ll need to make sure you’re properly terminating any applications or connections using the USB serial device to avoid this issue. We’ve actually seen this across platforms (Windows as well) and are communicating the issue back to Prolific, however in the meantime carefully exiting out of applications and killing processes where needed is your best workaround in the meantime. Here’s a more detailed explanation as to why: Best wishes- Jeff Everett MCITP Enterprise Support Tech Plugable Technologies • Alex. After following these directions, and the install of the PL2303_1.4.0 appearing to be successful, I do not see the USB serial monitor option anywhere. Whether I look on system preferences under network or in terminal. In system preferences/netowrk, when I attempt to add a something, there is no USB option as indicated on this page. In Terminal, all I see is /dev/tty.Bluetooth-Modem /dev/tty.usbmodemfa141 /dev/tty.Bluetooth-PDA-Sync I believe the usb/tty.usbmodemfa141 is the Arduino USB driver I previously installed. But I never see a USBserial device or driver. I have an Xbee module and Xbee adaptor connected to the computer via a USB cable. This is on a Macbook Pro running 10.6.8 also using CoolTerm I never see the USBserial option, only the USBmodem141 option. Thans very much for any help, I’ve been struggling with connecting to these Xbee modules for a few weeks now. Jordan • Jeff Everett. Hi Jordan (and any others who might be reading this)- One reason our instructions would not work is if you have purchased an FTDI chipset based USB Serial Device. Another common reason for the symptoms you describe would be trying to add the USB Serial Device to network connections when the cable isn’t connected to the system. If the Prolific Driver installer works without an error, then the commands below should return values similar to those listed above when run with the adapter connected: kextstat| grep prolific and: ioreg -c IOSerialBSDClient| grep usb If you are not seeing the expected output from these commands, please verify that your adapter matches the 3rd photo in our post, showing the entry in system profile: If your adapter does not match this entry, our instructions unfortunately will not be relevant for your adapter. If these instructions don’t work, please email with your Amazon order ID for further support. Best wishes- Jeff • Pacman. I’m trying to use a PL2303 USB-to-Serial cable with my Olimex SAM7-P256 board. I have the Prolific driver installed, and the device is recognized and appears as /dev/cu.usbserial The board has a standard RS232 port. It seems that no matter what I do, I get ‘gibberish’ characters. I’ve calculated the baudrate several times, it should be close to 9600 baud (9595) on the microcontroller. On my PowerMac G5, I tried using the network control panel to change the baud-rate, but no matter which rate I select, there is no change in the gibberish characters. The characters *only* changes when I change the baudrate on my microcontroller board, not on the computer. I also tried using cu –parity=none -s 9600 -l /dev/cu.usbserial dir -But I still don’t see the characters I’m sending from the microcontroller. Which end really controls the baud-rate, the one at the RS232 plug end or the one at the USB-plug end? I am sure I can’t help you, because I gave up on my microcontroller communication, but I’d like to tell you what I would try (if you haven’t tried it already): 1: Try unplugging your USB-to-Serial adapter. 2: Open the terminal, type (without the $): $ ls /dev| grep usbserial 3: You should see nothing after the above line, now plug in your USB-to-Serial adapter, then type $ ls /dev| grep usbserial You should see ‘cu.usbserial’ and ‘tty.usbserial’. If you see those two device names, I believe you should contact the manufacturer of the UPS. If you do not see the two device names, your USB-to-Serial adapter might be defective. Try verifying on a friends computer. OK, let’s assume you see the two device names. Open your “System Preferences”, then click your “USB-Serial Controller D” (or whatever it’s called), click the [-] button in the bottom of the panel (to remove it!), click “Apply” and quit System Preferences. Try your UPS software again and see if it works now. You’ve come a long way already. It seems your USB-to-Serial adapter is working. Did you also try removing the interface in the System Preferences? Why would you want to do that? Answer: Because exactly this might conflict with the UPS software. If it still doesn’t work, add it back in, also try configuring the baudrate to 9600 baud. Another thing: Try asking the UPS vendor if the name of the serial port is important. You verify that your USB-to-Serial adapter works by connecting either a modem or another computer via a null-modem cable (eg. A cable where only GND is connected and Rx is connected to Tx and Tx is connected to Rx; that’s all that’s necessary). Then open a terminal window on your Mac OS X machine and type $ cat /dev/cu.usbserial If you’ve connected another Mac OS X machine with another USB-to-Serial adapter, you can type $ echo “Hello” >> /dev/cu.usbserial Then the text should appear in the ‘cat’ window. You could also run for a ‘terminal program’ (I think PuTTY will work) on a PC and configure it to 9600 baud, 8N1. Or if you have an easier way, just use that; eg. If you have an old 9600 baud Hayes modem, it would be fine for such tests. -Hmm I actually have an old Hayes modem here, I could go and see if it works with my adapter. =) Also try and look in your manual for the UPS and read what it says about compatibility on the RS232 port. The vendor might have the manual available as a PDF download. I just searched the Web and it seems I’ve found their site. Try this page: -There are 3 interesting links: Product Information, Support and Service, “Customer Issues Department” and “Request technical assistance on product(s) already in use”. Perhaps the first one or the last one is most relevant. I’m not sure I can come up with other ideas, but perhaps someone else reading this might have a few suggestions. Thanks so much for all your input. I’ve tried everything. The interface wasn’t in the System Preferences to begin with so I added it and used different configurations, I also assigned the baudrate to 9600 baud, but still won’t detect there is an ‘Auto-search for UPS’ feature in the software of the UPS and this shows up in the terminal: “Broadcast Message from (no tty) at 23:21 EST UPS Monitoring Software Message: Communication Lost: check connection and port setting. ” It can’t detect the tty So i guess the UPS doesn’t support the adapter? I think there’s no problem with the UPS hardware. RS232 is RS232; it’s the same all over the World with all devices; fortunately it’s not messed up like most other standards. ? -But the problem is with the software. Having written software for a PL2303 device myself, I know that there are a few things to do, to write the software properly. One thing *not* to do when writing software, is to use ‘/dev/somename’, because this changes like the weather; different device, different name. There might be one more thing left to try If you right-click on your software application, you’ll see the “Show Package Contents” in the contextual menu. Choose this menu item. You’ll now see a folder called “Contents”, open it. In this folder, there might be more than one interesting file. You’ll have to do a bit of hunting yourself, but one thing I can suggest, is that you try dragging “Info.plist” onto your TextEdit application and look at the contents. Try and see if you can find a name of a serial port in there. If there’s nothing interesting in that file, try looking inside the “Resources” folder. Files ending in.plist are usually the places where the developer would store such things, which could be tweaked or changed without re-compiling the application. From the terminal, you can also trying CD’ing to the application’s Contents folder and do a $ grep -R -i “serial” * if nothnig found, try “tty” instead of serial. Still nothing? -try “rs232” or “uart” or “usart”. (Just a thought: I find it a bit weird, if the UPS vendor writes sofware to communicate with the UPS via RS232 and the same vendor does not mention anything at all about compatibility or how to actually connect the UPS in the manual – because why then use several months/years on writing the software? -But I guess some companies want to be strange.) • James. Thanks for posting! The USB serial adapter is not working with the current version of OSX 10.11, as you have discovered. El Capitan is still very much in development, and it is normal at this stage for drivers to not work, then start working again as Apple addresses various functions in each new release. Apple doesn’t give much information to third party developers that allow them to understand the changes Apple is making, and often we can’t know for sure until the final release version is made available shortly before the public release what, if any, driver changes will be needed. If the driver doesn’t work in the final version, we will immediately begin looking for work-arounds while working with the chip maker, Prolific to develop a driver that does work. I’m sorry I can’t be more helpful, but as long as El Capitan is in beta, we won’t be able to guarantee support for it. The enemy is called SIP. A newly integrated feature which does in fact prevents any unsigned KEXT to be loaded. This means the Profilic driver is shown in the system overview but does in fact have no KEXT loaded to make this thing work. I’ve found a workaround which is kinda annoying and does in fact work only as long as you don’t plug any other USB devices into the port after getting the adapter to work. This means: If you use the routine i’ll describe in a few moments you have to be aware that after you plug any other USB device into the port you’re using the profilic with you have to REDO all these STEPS!!!!! @Mitchell Yes it still doeas have the issue with 10.11.1. I found out that if you leave SIP disabled the whole time you can use it normally with having to do my described steps once. This has been the case here and i thought i had turned it back on which gave the impression as if they’ve had fixed it. Unfortunately you have to stick to my procedure described above but if you leave SIP disabled you can plug in any usb device afterwards it will still work. If you reenable SIP you have to do everthing again, as soon as you plug a different device in. I hope this driver gets signed soon with apple because it is a pain in the a**. This method works with any unsigned driver!!! If you have a non working USB device check the /System/Library/Extensions path for a.kext file with the name of your device. If you find it there and your device is not working you can be sure its a signature problem. Just use the commands i described above and change the filename of the.kext to the filename you need. This helped me very often to get things going. 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Sixteen participants completed eight blocks of four laps in either a distal external or internal focus condition, followed by two blocks of four laps in the competitive condition. During acquisition, the performance of both groups improved; however, the distal external focus group outperformed the internal focus group. The poorer performance of the internal focus group was accompanied by a larger reduction in HRV, indicating a greater investment of mental effort. In the competition condition, state anxiety increased, and for both groups, performance improved as a function of the increased anxiety. Increased heart rate and self-reported mental effort accompanied the performance improvement. The distal external focus group also outperformed the internal focus group across both neutral and competitive conditions and this more effective performance was again associated with lower levels of HRV. 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Using a series of different tasks, Wulf and associates have consistently demonstrated that learning using instructions that encourage an external focus is more effective than learning using instructions that are internally focused. Within this growing field, an external focus has also been conceptualized in several forms by different researchers. Specifically, researchers have distinguished between distal and proximal external foci. For example, McNevin et al. ![]() Ebooks pdf ayrton senna s principles of race driving principles of race driving pdf ayrton senna s. Hp 2550n printer driver Found: 2017-03-01. More interested in that than yet another straight race craft book. Mark Hales' articles in Citcuit Driver offer a much deeper analysis. Having said that, it is. The chapter on the warm-up lap (swerve, overtake, do whatever it takes to scare the drivers around you) os almost bizarre. () used a stabilometer balance task and demonstrated that a distal external focus of attention on balancing platform markers placed 26 cm away from participants’ feet resulted in enhanced learning compared to a proximal external focus that required participants to focus on markers placed immediately in front of their feet, which, in turn, was more effective than an internal focus of attention. It appears that an external focus has more beneficial effects on learning when the direction of focus is remote from the action effects that produce the movement. Despite the support for a distal external focus produced by McNevin et al. (), other studies have found contrasting results (e.g., Wulf et al.,; Marchant et al., ). Subsequently, Bell and Hardy () suggested that one reason for the mixed results reported in the literature might have been due to the different ways in which an external focus has been adopted by researchers. Bell and Hardy suggested that an external focus that directed an individual’s attention toward the outcome or target of a movement, for example the flag in a golf chip shot, or the bullseye in darts, fell outside the limits of Wulf et al.’s original conceptualization of an external focus, which was defined as those instances where a performer’s attention is directed to the effect of the body’s movement on the external environment. As such, distal external foci that direct an individual’s attention toward task performance processes, for example the flight of the ball in a golf chip shot, appear to be more in line with Wulf et al.’s original specification. Using this distinction, Bell and Hardy examined the performance of skilled golfers using a distal external focus on the desired trajectory of the ball after it had left the club face, a proximal external focus on the position of the club face throughout the swing, and finally, an internal focus on maintaining the hinge in the wrists that golfers typically adopt during the swing. Bell and Hardy also proposed that an external focus of attention might have beneficial effects in high pressure, competitive situations in which performers experience high levels of state anxiety. Two lines of evidence led Bell and Hardy to this conclusion. Firstly, Wulf et al. () demonstrated that adopting an external focus of attention was associated with reduced cognitive demands. Such a reduction enables performers adopting an external focus to allocate attentional resources to deal with the potentially distracting effects of cognitive anxiety and maintain primary task performance. Secondly, Totsika and Wulf () used a transfer test to demonstrate that relative to an internal focus of attention, an external focus results in more robust performance in attention-demanding secondary task conditions. In Totsika and Wulf’s study, participants learned to ride a pedalo using either internal or external focus instructions. The subsequent transfer task involved riding the pedalo while counting backward in threes. At transfer, the external focus group outperformed the internal focus group, supporting the notion that an external focus is associated with reduced cognitive demands. Building on this earlier work, Bell and Hardy had two aims, to examine (i) the multidimensional nature of an external focus and, (ii) the robustness of the different foci in anxiety-invoking conditions. Bell and Hardy assigned 33 skilled male golfers to one of the three attentional focus conditions, an internal focus on the movement of the arms during the swing, a proximal external focus on the clubface, and distal external focus on the flight of the ball after it had left the clubface. Participants completed five blocks of 10 pitch shots, three in neutral conditions and two in a competitive condition designed to increase state anxiety. Bell and Hardy found that a distal external focus was more effective than either an internal focus or a proximal external focus, regardless of anxiety condition. However, Bell and Hardy compared the relative effectiveness of the attentional focus conditions in the neutral and anxiety-invoking conditions separately. A more complete investigation of the effect of anxiety on the different attentional foci would involve within-subject analyses of participants using internal and external foci across anxiety conditions. In addition, it is not clear that the benefits of a distal external focus would generalize to other tasks and levels of expertise. More generally, Wulf et al. () proposed the constrained action hypothesis to explain the beneficial effects of external foci. Suggested that attempting to control movements consciously using an internal focus disrupts task execution by interfering with the automatic control processes that normally regulate the movement. In contrast, adopting an external focus promotes more unconscious, fast, and reflexive task processing that is more automatic in nature. While automatic processing is typically seen in expert performers, Wulf and associates have produced three lines of evidence suggesting that relative novices who use an external focus of attention can also produce movements that appear to be more automatic in nature. Firstly, Wulf et al. () asked participants to balance on a stabilometer using either an internal or external focus of attention. Frequency domain analysis of the movement of the stabilometer demonstrated that an external focus encouraged movements that were characterized by faster and more frequent adjustments. The higher frequency adjustments allow the motor system to respond quickly to environmental or within-person perturbations, exploiting the available perceptual-motor degrees of freedom to produce smoother movements (Newell and Slifkin, ). In addition, Wulf et al. Used probe reaction time to test the prediction that the automatic nature of movements resulting from an external focus would be associated with less consumption of attentional resources, producing faster probe reaction times. As predicted, an external focus resulted in quicker reaction times. The third line of evidence supporting the constrained action hypothesis has been accrued using neuromuscular responses (EMG; e.g., Vance et al.,; Zachry et al., ). There is now strong support for the suggestion that an external focus generally produces less EMG activity in comparison to internal focus conditions (see Marchant, for a review) Studies using psychophysiological measures have also added to the evidence supporting the constrained action hypothesis. For example, Schucker et al. () examined the effect of attentional focus on running economy in experienced athletes using three conditions, an external focus on participants’ surroundings and two internal focus conditions, on running movement and breathing. Oxygen consumption and subjective ratings indicated that the external condition produced movements that were more efficient when compared to both of the internal focus conditions. Lohse and Sherwood () also used a subjective measure of exertion to examine the effect of attentional focus on a muscular endurance task, an isometric wall-sit. An external focus reduced both time to fatigue and perceived exertion. Phasic heart rate (HR) has also been used to examine the costs associated with different attentional foci (e.g., Radlo et al., ). To date, however, researchers have overlooked the contribution that tonic measures of HR could make to the assessment of the attentional demands associated with different attentional foci. Heart rate variability (HRV), estimated by spectral analysis of the cardiac signal, is one variable that has been used to index the cardiac activation state associated with attentional demands (Berntson et al.,; Fairclough and Mulder, ). Spectral decomposition of the HR signal produces periodic components of HRV aggregated within three main frequency bands, which are associated with different functional influences in the modulation of HR. The first of these, the very low-frequency (LF) band (0.02–0.06 Hz), reflects thermoregulatory control (Grossman, ); the LF band (0.07–0.14 Hz) is hypothesized to represent the cognitive loading associated with controlled processing (Fairclough and Mulder, ); finally, the high-frequency (HF) band (0.15–0.40 Hz) is related to momentary respiratory influences or respiratory sinus-arrhythmia (Grossman, ). Of these three bands, the LF band has more consistently responded to a range of manipulations that cause major changes in task structure and induce changes in the mode of operation, as in the shift from automatic to controlled processing (Jorna,; Veltman, ). Evidence supporting this suggestion has been demonstrated in several studies that examined mental workload demands during computer-based tasks (Neumann, ) or simulations of complex human-machine interactions (Jorna,; Veltman and Gaillard, ). In the context of motor performance, Neumann and Thomas () found additional support for sensitivity of the LF band by comparing the cardiac power spectrums of novice and expert golfers. Neumann and Thomas hypothesized that novice performance would be directed using more resource-intensive controlled processing, while that of experts would be under the direction of less demanding automatic processes. Consistent with this prediction, the HRVLF band response indicated that the experts appeared to invest less mental effort in the task. The experts also had lower overall HRs than the novices, also indicative of lower overall effort expenditure. However, Neumann and Thomas’s results should be interpreted with caution as they failed to include resting baseline measures of the cardiac variables. Research in this area is typically conducted using change scores from resting baselines (Mullen et al., ), or by including the resting baseline as an additional level in the statistical analysis (Veltman and Gaillard,; Wilson et al., ). The absence of any comparative baseline measure makes the interpretation of the HR power spectrum problematic. While HRV has not been used to examine the cardiac activation states underpinning external and internal foci, it has been used in research examining attention and anxiety effects. For example, Mullen et al. () found no effects of anxiety upon HRVLF in their study that examined whether conscious processing or attentional explanations could best account for performance anxiety effects upon golf-putting performance. While there were no effects of anxiety upon HRVLF, anxiety-related performance impairment was associated with changes in in the HRVHF band, which the authors suggested might be related to changes in breathing-based relaxation strategies. Also using a golf-putting task, Wilson et al. () used HRV in a study to examine psychophysiological responses related to attention and anxiety. They also found that anxiety had no effect upon HRVLF but did report that self-reported mental effort was sensitive to anxiety effects. Specifically, using the Rating Scale of Mental Effort (RSME: Zijlstra, ), participants perceived that they invested more effort in task execution when they were anxious. De Waard ()also used the RSME and reported that the scale is sensitive to effort related to both controlled processing and also the compensatory effort used by participants to help overcome the threat to performance of increased anxiety (cf. Wilson et al., ). Taken together, the results of the Mullen et al. And Wilson et al. Studies are inconclusive on the effect of attention and anxiety on HRV, although direct comparisons are difficult due to the different ways in which the cardiac data were collected, pre-processed, and analyzed. Evidently, more research is required to establish how anxiety and attention interact to affect the cardiac activation states that underpin performance. In terms of attentional focus, examination of HRV could provide additional support for the suggestion that an external focus encourages more efficient automatic processing, while an internal focus is associated with more effortful controlled processing. Adopting an internal focus should result in greater reductions in HRVLF spectral power from baseline relative to an external focus, reflecting the extra mental effort associated with controlled processing. To date, no previous studies have examined HRV as an index of the attentional processing associated with internal and external foci. In addition, apart from Wulf and associates’ original research using a balancing task, researchers have mainly focused upon examining discrete skills such as golf putting and dart throwing in order to examine the phasic response of HR prior to task execution. Therefore, the primary purpose of this study was to use a continuous task, simulated driving, to examine Wulf’s predictions and the pattern of HRV underpinning task execution. We measured inter beat intervals across a period of skill acquisition to examine the extent to which a distal external focus of attention would be associated with lower levels of mental effort, relative to an internal focus condition. We used a distal external focus condition for two main reasons. Firstly, there is growing evidence to support the advantage of a distal compared to proximal external focus (McNevin et al.,; Bell and Hardy, ) and secondly, based upon a pilot study, we sought to increase the “distance” between the internal and external foci in order to maximize any attentional focus effects (cf. Wulf et al., ). We also set out to test the robustness of the acquired skill in a competitive transfer condition designed to increase state anxiety. During practice, we predicted that participants who adopted an external focus would outperform those who used an internal focus during practice and this performance advantage would be associated with smaller reductions in HRV spectral power from baseline, reflecting the reduced attentional demands associated with more automatic processing. In the competitive condition, we predicted that cognitive state anxiety would increase and that an external focus would enable participants to maintain performance, levels of HRV, and self-reported effort close to those observed in practice, while an internal focus would be associated with impairment of performance and increased mental effort. Apparatus Participants completed a driving simulation task using the Gran Turismo ™ video game (Sony Computer Entertainment America; Foster City, CA, USA) presented on a 32″ screen. Participants controlled the simulator using an analog force feedback steering wheel and pedals and maneuvered the car around the “High Speed Ring” track option in a Mazda MX5 with automatic gear changes. Participants, who all used the driver’s perspective, drove in time trial mode to avoid any confounding effects of other cars that appeared on track in other race modes. HR data were collected using Ag/ACl pre-gelled electrodes attached to three sites on the participant’s chest: the sternum, the lower right rib cage, and the lower left rib cage (V5/V6). Interbeat intervals were determined using a dedicated R-peak trigger that detected the QRS complex in the electrocardiogram. Design Participants were tested on three consecutive days. The first 2 days comprised the practice phase of the study, during which participants completed eight blocks of two trials (1 trial = 2 laps). Four blocks were completed on day one and four on day two. The third day consisted of two blocks of two trials completed in a competition condition designed to increase state anxiety. In order to compare the competition condition with a neutral condition, the final two blocks of the practice phase were used as the neutral comparison condition (cf. Liao and Masters, ). In total, each participant completed eight blocks of two trials (32 laps) during the practice phase, and two blocks of two trials (eight laps) in the competition condition. Each trial consisted of 24 corners, so in total, participants completed 384 repetitions of the steering task during practice and a further 96 in the competitive condition. Cardiac variables Heart rate was recorded throughout practice and competition conditions. Both data collection and sampling epochs were controlled using the same computer clock. To standardize the epoch for spectral analysis, the middle 3 min of each driving block was used. The length of time taken to complete each block ranged from 4.49 to 6.00 min. Artifact correction was conducted according to procedures used by Mulder () and Mullen et al. For each participant, total artifact time was always less than 5% of total registration time during any session. The artifact-free data were detrended using a smoothness priors based approach (Tarvainen et al., ). Power spectrum densities (PSD) were estimated using autoregressive (AR) methods (Kubios HRV program, Biosignal Analysis and Medical Imaging Group, University of Kuopio, Finland). Compared to fast Fourier transforms, AR algorithms produce a superior resolution, especially in short samples such as those used in the present study. HRV was estimated in the LF (0.07–0.14 Hz) and HF (0.15–0.40 Hz) spectral bands. The PSD for the frequency band is reported in normalized units (ms 2). The scores used in the analysis of the HRV data are the differences between mean spectral power for the resting baseline and the values obtained in the experimental conditions. The scores represent reductions from baseline; hence a larger value represents a larger reduction from the baseline. For HR, difference scores are again used but here the scores represent increases from baseline. Self-reported effort Perceived mental effort was assessed using the RSME (Zijlstra, ), which has demonstrated acceptable reliability in laboratory ( r = 0.88) and real-life work settings ( r = 0.78). This retrospective one-dimensional visual analog scale requires participants to rate how much mental effort they perceived they invested into a task on a vertical scale ranging from 0 ( not at all effortful), through 115 ( tremendously effortful), to 150 ( no anchor). Participants are required to mark the scale at the point that best reflects the amount of mental effort invested in task performance. The RSME was not used during the learning trials as Meijman et al., 1985, cited in Zijlstra,, p. 102) demonstrated that the effects of higher workload as indexed by the RSME, are not immediately apparent but are delayed. Typically, the RSME is administered at the end of a work period. Consequently, we adopted a cautious approach to the use of the RSME and administered the scale following the neutral and competitive conditions only. Competitive state anxiety State anxiety was measured using the cognitive anxiety subscale of the Competitive State Anxiety Inventory-2 (CSAI-2; Martens et al., ). The CSAI-2 is a sport specific, self-report inventory that has been shown to be a reliable and valid measure of cognitive and somatic anxiety and self-confidence. Alpha reliability coefficients range from 0.79–0.90 (Martens et al., ). For this study, participant instructions and some of the items were adapted to make them task-specific. For example, “I am concerned about performing poorly” was altered to read, “I am concerned about driving poorly”. Participants rated their cognitive anxiety on a Likert scale ranging from one ( not at all) to four ( very much so). Experimental conditions Participants were randomly assigned to one of two attentional focus conditions and received written instructions detailing the cues that they were required to use while steering around bends. Participants in both conditions were instructed to keep their vision focused on the track at all times during the task. The cues were constructed with the assistance of two BASES accredited sport psychologists in line with driving instruction literature (Senna and Howell, ). Our study did not include a proximal external focus group, which would have entailed a focus on the steering wheel, as pilot testing indicated that participants in this condition reported being unable to maintain their focus and continually allowed their attention to drift to their hand movements. In the pilot study, participants who were asked to focus internally on hand movements reported no such crossover focus on the steering wheel. Internal focus group Group members were instructed to focus on using the outside hand to turn into the corner in the most efficient way. For a left hand bend, this meant that the right hand (outside hand) primarily turned the steering wheel, while the left (inside) hand merely followed the movement. Participants were asked to use the cue outside hand to guide their hand movements. Importantly, the focus in this condition was on the hand movement and not the steering wheel, which would constitute a proximal external focus. Day one Participants were fitted with the ECG electrodes and then sat quietly for 3 min to stabilize HR before a 6-min resting baseline was recorded. Participants completed five warm up laps, and then read instructions about their attentional cue, which they used for the duration of the study. Participants then completed two warm up laps of the track using their assigned cue before completing the practice trials. Participants were reminded to use their assigned cue before each practice block. On completion of the second acquisition block, participants received a 3-min break. When four acquisition blocks were completed, participants completed the manipulation check. Day two Preliminary procedures were the same as day one. The middle 3 min of the resting baseline were used for subsequent spectral analysis. HR measured at this stage was used as the resting baseline because participants had completed 1 day of testing and were more likely to be relaxed in the laboratory environment. Participants repeated the procedure from day one but did not complete the familiarization session. During the 3-min break following the second acquisition block, participants completed the cognitive anxiety subscale of the CSAI-2 to establish state anxiety levels in a non-threatening condition. The RSME was administered after the end of the final acquisition block. Day three (anxiety intervention) Preliminary procedures were the same as day 1 and 2. Participants then received instructions informing them that they were involved in a competition and that they had been assigned to a team. Participants were told that the winning team would be the team who produced the fastest aggregate lap time and that each member of the winning team would win £10. Individual target times were assigned to participants, giving them a “false” time that they were told they had to achieve in order for their team to have a chance of winning the task. The target times were calculated by taking the participant’s fastest lap time from practice minus 1.5 s. Pilot testing had indicated that participants perceived this target as challenging but realistic. In sum, participants perceived the target time as being of both personal and team importance, creating an ego-threatening situation that was likely to increase cognitive state anxiety levels. Following two warm up laps participants completed the cognitive anxiety measure, followed by two blocks of driving. At the end of the last block, participants completed the RSME, and were then thanked for their participation and debriefed about the true objectives of the experiment. Practice Mean (±SD) values for performance and cardiac variables for the practice phase are shown in Table and summary statistics can be found in Table. For lap times, the significant main effect for Block confirmed that performance significantly improved over practice, indicated by a decrease in lap times. The main effect for Focus approached significance, p = 0.06, η p 2 = 0.23, and this was likely to be attributed to the slower times recorded by the internal focus group. The performance improvements were not made at the expense of driving accuracy as the significant main effect for Block for the number of driving errors was also significant. Examination of the means indicated that errors decreased as a function of practice. For both HRVLF and HRVHF, the significant main effect for Focus indicated that the internal focus group recorded larger reductions from baseline compared to the external focus group. For HR, there was also a main effect for Focus, with the internal focus group recording larger increases from baseline compared to the external focus group. The main effect for Block was also significant; however, no consistent patterning of HR response was evident over the practice phase. Competition phase Means for cognitive state anxiety can be found in Table. A significant main effect for Competition confirmed that for both groups, cognitive anxiety levels increased following the anxiety manipulation (see Table ). In terms of performance, the mean lap times for the last two practice blocks (neutral condition) were compared with the mean lap times of the two competition blocks (Table ). The ANOVA revealed a significant main effect for Competition, indicating that all participants posted faster times in the competitive condition. A significant main effect for Focus was also found, indicating that overall, the external focus group outperformed the internal focus group. There were no significant effects for driving errors. For both the HRVLF and HRVHF data, the analyzes revealed a similar pattern of effects to those found for practice as the internal focus group recorded significantly larger reductions of spectral power from baseline across both the neutral and competition conditions compared to the external focus group (see Table ). Neither frequency band was affected by the anxiety manipulation. Analysis of the HR data revealed significant main effects for Focus and Competition. For Focus, the internal focus group recorded larger increases from baseline compared to the external focus group. The Competition main effect indicated that HR was higher for both groups in the competitive condition. The significant main effect for Competition for the RSME scores revealed that participants felt that they invested more mental effort into the task during the competition. Discussion This study had two main objectives. First, using HRV, we wanted to determine the pattern of mental effort underpinning the acquisition of a simulated race-driving task under external and internal attentional focus conditions. Secondly, we sought to examine the effect of increased cognitive state anxiety on the performance of the driving task and associated levels of HRV. For the practice phase, our results were generally consistent with our hypotheses and those of Wulf and associates (Wulf, ), as all participants improved their performance over the acquisition period and those in the external condition outperformed those in the internal condition, although this effect only approached the 0.05 significance level. In addition, HRVLF and HRVHF spectral power were significantly closer to baseline in the external focus condition, indicating that participants used less mental effort than participants in the internal focus condition, supporting the suggestion that externally focused processing may be more automatic in nature. In the competition condition, despite significant increases in cognitive state anxiety, our hypotheses were not supported as both groups significantly improved their performance. In addition, the marginally non-significant performance advantage enjoyed by the external focus group during acquisition was augmented across both the neutral and competition conditions. Similarly, the between group differences in HRVLF, HRVHF, and HR also remained across the neutral and competition conditions. The increases in self-reported mental effort in the competition condition suggest that participants may have made more resources available to assist performance in threatening conditions. For practice performance, although the main effect for Focus for the lap times only approached the 0.05 significance level ( p = 0.06), the associated effect size of 0.23 would appear to be of practical significance. As such, the results for the learning phase add support to the robust finding that an external focus of attention enhances task execution, compared to an internal focus (Wulf et al.,; McNevin et al.,; Wulf, ). The results also strengthen the notion that a distal external focus encourages superior performance compared to an internal focus during learning (McNevin et al., ) and in high-pressure situations (Bell and Hardy, ). In the Bell and Hardy study, the distal external focus was operationalized as a focus on the trajectory of the ball as it left the golf club, a condition similar to the focus upon the anticipated trajectory of the car used in the present study. Despite these similarities, the findings from the Bell and Hardy study were found with skilled participants, whereas the present study used novices. There is some debate in the attentional focus literature regarding the utility of asking novices to use a distal external focus (Wulf, ). Wulf suggests that novices may benefit from a more proximal external focus that the learner can more directly relate to the movements that produce an action (cf. Wulf and Su, ). We were unable to fully examine this issue, as our study did not include a proximal external focus condition. Clearly, there is further scope to examine the impact of playing experience and ability as moderators of attentional focus effects. Overall, the results presented here add to the generalizability of the distal external focus effects. Turning to the HRV response, during the learning phase both groups showed reduced power from baseline in the LF band, which supports the notion of increased mental effort associated with task engagement (Jorna,; Veltman and Gaillard, ). Furthermore, as predicted, the internal focus group recorded larger LF decreases from baseline compared to the external focus group, indicating that more mental effort was expended. The larger LF response displayed by the internal focus group supports previous evidence that major differences in the mode of operation, such as that found in the distinction between automatic to controlled processing, are associated with reductions in LF spectral power (Jorna,; Veltman, ). The internal focus group appear to have engaged more effortful controlled processing in order to support their performance, while the external focus group relied upon processing that could be described as being more automatic in nature. This pattern of findings adds to the evidence base underpinning Wulf et al.’s () constrained action hypothesis. The differences between the internal and external focus groups in HF variability during practice were not predicted but do correspond to the work of Fairclough et al. (), who also found HF reductions from baseline in a high compared to low demand laboratory task. Reduced HF variability is typically associated with suppression of vagal tone (Grossman, ). Both attentional focus groups responded with a reduction in HRVHF from baseline; however, this effect was augmented in the internal focus group, in line with the pattern of variability found for the LF spectral band. Reductions in HF variability are associated with reductions in parasympathetic influence, which might account for the increases in HR observed in the internal focus group. This interpretation should be treated with caution, however, as the potential influence of respiration on HF variability must be considered (Berntson et al., ). Thus, future research in this area should include measures of respiratory frequency and depth to support inferences regarding HF variability (e.g., Neumann and Thomas, ). The HRV responses observed in the present study are the first to examine the pattern of cardiac activity underpinning the use of different attentional foci. Taken together, the findings provide further support for the distinction between controlled and automatic processing implicated by the constrained action hypothesis. In the competition condition, contrary to our predictions, both groups improved their performance; however, across both neutral and competitive conditions the external focus group maintained their performance advantage over the internal focus group (cf. Bell and Hardy, ). The performance improvements we found contrast with the deficits reported by Totsika and Wulf () in their pedalo task; however, a direct comparison is difficult as Totsika and Wulf used speed and attentional load to increase pressure, they did not set out to examine the effects of competitive state anxiety upon performance. The performance improvements recorded in the competition condition are a common feature of anxiety research, supporting the often adaptive nature of the cognitive anxiety response (cf. Eysenck et al.,; Cheng et al., ). Eysenck et al.’s Attentional Control Theory (ACT) offers the best explanation of improved performance in high anxiety conditions. Eysenck et al. Suggest that the potentially negative effect of increased cognitive anxiety can be offset by increases in effort. The additional compensatory effort helps maintain or improve performance effectiveness, but at the expense of processing efficiency. This appears to have been the case in the present study, as faster driving times in the competition condition were accompanied by increases in self-reported effort (cf. Williams et al.,; Wilson et al., ), indicating that the improvements in performance were achieved at the expense of processing efficiency. Although De Waard () had previously found that the RSME was sensitive to both types of mental effort; our findings suggest the self-reported effort may reflect changes in compensatory, but not task-related effort. Despite the criticisms leveled at self-report measures in some quarters (Nisbett and Wilson, ), such measures appear to remain important. As Vicente et al. () note, ‘If a person feels loaded and effortful, he is loaded and effortful, whatever the behavioral and performance measures may show’ (p. The increases in performance and the RSME scores were not accompanied by increases in HRV. Previous studies implicating the HRVLF band as an index of effort expended in response to increased higher state anxiety have also failed to find any significant differences between low and high anxiety conditions (Mullen et al.,; Wilson et al., ), suggesting that the HRVLF band is limited to indexing increases in mental effort that accompany major differences in task processing, such as those found between external and internal attentional foci. Such a distinction has also been made in the HRV literature. For example, Fairclough and Mulder () noted that experimental cardiovascular effects related to compensatory mechanisms, such as those used to cope with increased state anxiety, are far less clear than those related to task-related effort. As Mulder (, p. 211) suggested, ‘Despite the fact that optimal task performance surely requires more (compensatory) effort, it cannot be stated that such an effect appears as a greater reduction of HRV’. It appears that neither the LF nor the HF responses are suitable indices of the compensatory effort that accompanies increased cognitive anxiety. In such situations it is possible that any anxiety-related changes in HRVLF may be masked by the impact of sympathetic responses to increased cognitive anxiety as spectral power in the LF band reflects both sympathetic and parasympathetic activity (Berntson et al., ). One further factor to consider is the strength of the anxiety manipulation. Although the cognitive anxiety scores increased significantly in the competition condition and are comparable with similar studies, the means were well below those reported by athletes in competitive situations (cf. Williams et al.,; Mullen et al., ). It is possible that larger increases in cognitive anxiety might result in different performance and cardiac effects. A number of limitations were also evident in the present study. Firstly, as one reviewer of this study noted, our attentional focus instructions lack symmetry. Ideally, external and internal focus instructions should only differ by one or two key words that bias attention externally or internally (cf. Our selection of attentional focus instructions was based upon race-driving instructional literature in an attempt to ensure ecological validity. Future research should seek to use instructions that are less complex and similar in construction to secure greater internal validity. In addition, we did not attempt to control visual attention during the task. As a result, it is possible that participants could have directed their visual attention to their hands, potentially explaining their inferior performance. We do not believe that this was the case in the present study as shifting visual attention to the hands would potentially lead to serious steering faults resulting in increased errors. As the number of errors recorded by the external and internal focus groups did not differ throughout any phases of the study, we do not believe that the internal focus instructions caused a shift in visual attention. We cannot rule out this possibility, however, and the issue could be resolved by using eye movement recording in future research. We did not include a control condition. Operationalizing a control or no instruction condition is problematic as participants will develop and implement their own strategies, which may be internally or externally focused, or a combination of both types of focus. Our decision not to include a control condition was also based on previous research, which has indicated that participants in control conditions consistently produce identical results to those in internal focus conditions (see Wulf,, p.58). Although small, the group size of eight is identical to that used in similar studies in which participants are asked to perform relatively lengthy periods of skill acquisition (e.g., Masters,; Hardy et al., ). Despite this similarity, the small sample size will have had a negative impact upon statistical power. Our inclusion of a manipulation check was an improvement on previous research comparing external and internal attentional foci that has failed to perform such checks. However, our check was not as extensive as those adopted by others (Marchant et al.,; Bell and Hardy, ) but despite this shortcoming, we can be more confident that the observed effects were the result of successful attempts to control the direction of attentional focus. The generalizability of the findings is also limited by the sample of male undergraduate, sports science students who were novices at the driving task. However, the pattern of results obtained corresponds closely to those reported by Bell and Hardy (), suggesting that the advantages of a distal focus of attention might be consistent across tasks. In terms of practical implications, several aspects of the data are notable. Most important is the need for instructors to be aware of the potentially negative effect that verbal instructions relating to internal processes can have on performance. Moreover, the findings from this study suggest that performers should be encouraged to focus their attention distally. Such advice is important when first learning a skill as the positive effects of a distal external focus are apparent early in learning, and also when that skill is subsequently deployed in competitive situations, where cognitive anxiety can have potentially debilitating effects. To conclude, the data reported here clearly support the utility of a distal external focus as a means of helping learners acquire race-driving skills and deploy those skills effectively in competitive conditions in which cognitive state anxiety is elevated. Our findings with novice participants add weight to those of Bell and Hardy, who established that a distal attentional focus was also effective under conditions of high anxiety for more skilled participants. The results extend previous research because this was the first study to include HRV as an index of the mental effort associated with the different attentional foci. 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