The randomization was to minimize learning effects of tone sequences.
Prior to entering the scanner, the participants played a practice version of either the preferential choice task or the judgment-based choice task to minimize learning effects during the actual scanning and to enable them to fully understand the paradigm.
This long period of continuous treatment may help to minimize learning effects, which renders eventual differences between the groups more robust.
The order of pen device simulations and evaluation of products listed in Table 1 was conducted in a randomized block design in order to minimize learning transfer from one device to the next.
After being allocated to the three groups, the participants were placed in a random order by a computer-generated list of random numbers (http://www.random.org/) to minimize learning effects, and then they performed intubation with the laryngoscopes.
Post-baseline, modest changes in the three cognitive assessments occurred to minimize learning (or practice) curves associated with prior administration.
In addition, a deterministic rather than probabilistic reversal contingency allowed us to focus on rapid (inferential) changes in behavioral set rather than gradual acquisition of learned contingencies (in order to minimize reinforcement learning about actions).
At least 2 reliable SAPs were performed to minimize the learning effect [ 26– 28].
In order to minimize the learning effect, we recalled the subjects for a follow-up assessment the next week.
Prior to formal testing, all subjects attended the familiarization session, so that they may gain some knowledge of the equipment and testing procedure, thus minimizing the learning effect.
