An active control study of the 1Cr18Ni9 steel plate multipoint excitation

2012 ◽  
Vol 27 (4) ◽  
pp. 721-724
Author(s):  
Chunyue Lu ◽  
Ziming Kou ◽  
Juan Wu ◽  
Huixian Zhang
Keyword(s):  
Active Control ◽  
Steel Plate ◽  
Control Study

A Randomized, Double-Blind, Active-Control Study of Sertraline Versus Venlafaxine XR in Major Depressive Disorder

2006 ◽  
Vol 67 (11) ◽  
pp. 1674-1681 ◽  
Author(s):  
Richard C. Shelton ◽  
Kirsten L. Haman ◽  
Mark H. Rapaport ◽  
Ari Kiev ◽  
Ward T. Smith ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Active Control ◽  
Major Depressive ◽  
Double Blind ◽  
Control Study

scholarly journals Memory enhancements from active control of learning emerge across development

2018 ◽  
Author(s):  
Azzurra Ruggeri ◽  
Douglas Benjamin Markant ◽  
Todd Matthew Gureckis ◽  
Maria Bretzke ◽  
Fei Xu
Keyword(s):  
Early Childhood ◽  
Active Learning ◽  
Recognition Memory ◽  
Active Control ◽  
The Other ◽  
Active Condition ◽  
Enhanced Learning ◽  
Control Study ◽  
Memory Game ◽  
Condition Recognition

This paper investigates whether active control of study leads to enhanced learning in 5- to 10-year-olds. Children played a simple memory game. In Experiments 1 and 2, the goal was to remember as many as possible from 64 objects. In Experiment 3, the goal was to learn the French names for the same objects. For half of the materials presented, participants could decide the order and pacing of study (Active condition). For the other half, they passively observed the study decisions of a previous participant (Yoked condition). Recognition memory was more accurate for objects studied in the active as compared to the yoked condition. However, the active learning advantage was relatively small among 5-year-olds and increased with age, becoming comparable to adults' by age 8. Our results suggest that the ability to effectively control study emerges and develops during early childhood and leads to memory benefits over a week delay.

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