A Test between the Selective Attention and Stimulus Generalization Interpretations of the Easy-to-hard Effect

1972 ◽  
Vol 24 (3) ◽  
pp. 352-355 ◽  
Author(s):  
J. Sweller
Keyword(s):  
Selective Attention ◽  
Brightness Discrimination ◽  
Stimulus Generalization ◽  
Control Group ◽  
Experimental Group

The selective attention and stimulus generalization interpretations of the easy-to-hard effect were tested by training one group of rats on an easy brightness discrimination and “reversing” them on a more difficult brightness discrimination. A control group, initially trained on the difficult discrimination, was reversed at the same time as the experimental group. The experimental group learned the reversal more rapidly and this was interpreted as supporting the selective attention interpretation.

Exercise for Cognitive Improvement and Rehabilitation (EXCIR) Improves Attention and Executive Functions in Children with ADHD

2020 ◽  
Author(s):  
Vahid Nejati
Keyword(s):  
Selective Attention ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Sustained Attention ◽  
Cognitive Rehabilitation ◽  
Control Group ◽  
Children With Adhd ◽  
Cognitive Improvement ◽  
Experimental Group

Abstract Background: Physical activities improves cognitive functioning. The purpose of the present study is to effect of physical activity with progressive cognitive demands on attention and executive functions in children with ADHD. Methods: Thirty children with ADHD were randomly assigned into two equal experimental and control groups. The experimental group received 12 sessions of exercise for cognitive improvement and rehabilitation (EXCIR). Working memory, selective attention, sustained attention, inhibitory control and cognitive flexibility were administered pre- and post-intervention through 1-back test, Stroop test, attention registration test, go no go test and trial making test in order. The repeated measure ANOVAs were used for analysis.Results: The results showed that experimental group has a greater performance in selective attention, sustained attention, inhibitory control and cognitive flexibility compared to control group. Conclusions: These findings implicate that the cognitive rehabilitation program is advantageous for improvement of attention and executive functions in children with ADHD.

A Comparison of the Effects of Fixed- and Rotating-Shift Schedules on Nursing Staff Attention Levels

2012 ◽  
Vol 15 (4) ◽  
pp. 443-450 ◽  
Author(s):  
Shu-Fen Niu ◽  
Hsin Chu ◽  
Chiung-Hua Chen ◽  
Min-Huey Chung ◽  
Yu-Shiun Chang ◽  
...  
Keyword(s):  
Selective Attention ◽  
Nursing Staff ◽  
Occupational Safety ◽  
Medical Center ◽  
Night Shift ◽  
Control Group ◽  
Shift Workers ◽  
Shift Group ◽  
Operation Speed ◽  
Experimental Group

Purpose:Sleep deficit affects neurobehavioral functioning, reduces attention and cognitive function, and negatively impacts occupational safety. This study investigated selective attention levels of nursing staff on different shifts.Methods:Using a prospective, randomized parallel group study, selective attention was measured using the d2 test in 62 nursing staff in a medical center in Taiwan.Findings:There were significant differences in selective attention indicators (E%) between the fixed-day-shift group (control group) and rotating-shift group (experimental group): The percentage of errors (E%) for night-shift workers in the rotating-shift group was higher than that of fixed-day-shift workers, while the total number of items scanned minus error (TN − E) and concentration performance (CP) scores were higher for fixed-day-shift workers. Within the experimental group, the error rate on night shift was 0.44 times more than that on day shift and .62 times more than on evening shift; the TN-E on night shift was 38.99 items less than that on day shift, and the CP was 27.68 items less on night shift than on day shift; indicating that staff on the night shift demonstrated poorer speed and accuracy on the overall test than did the staff on day shifts.Conclusions:Inadequate sleep and a state of somnolence adversely affected the attention and operation speed of work among night-shift workers. More than 2 days off is suggested when shifting from the night shift to other shifts to provide adequate time for circadian rhythms to adjust.

Ejercicio físico aeróbico y atención selectiva en escolares de educación primaria (Aerobic physical exercise and selective attention in primary school children)

Retos ◽  
2020 ◽  
pp. 421-428
Author(s):  
Andres Rosa Guillamón ◽  
Eliseo Garcia Canto ◽  
Hector Martínez García
Keyword(s):  
Academic Performance ◽  
Physical Exercise ◽  
Selective Attention ◽  
Cognitive Functions ◽  
Inverse Correlation ◽  
Acute Effect ◽  
Primary School Children ◽  
Exercise Session ◽  
Control Group ◽  
Experimental Group

 El ejercicio físico puede tener efectos beneficiosos sobre las funciones cognitivas y el rendimiento académico. Entre las funciones cognitivas, el estudio de la atención en escolares ha adquirido un especial interés por su posible influencia en aspectos concretos tales como el rendimiento académico o la integración social. El objetivo fue analizar el efecto agudo de una sesión de ejercicio físico aeróbico sobre la atención selectiva en una muestra de 48 niños y 40 niñas (Edad, M ± DT = 9.48 ± .505 años). Se empleó un diseño de estudio cuasi-experimental con un grupo control y otro experimental. El ejercicio físico consistió en recorrer una milla lo más rápidamente posible. Se midió la atención selectiva con el Test de Caras. El grupo experimental se dividió en dos subgrupos (menor v. mayor) según el tiempo empleado en la milla. Los resultados mostraron diferencias significativas en aciertos (p = .012), control inhibitorio (p = .020) y omisiones (p = .007) tras la intervención. Se detectó una correlación inversa entre el tiempo empleado en el ejercicio físico y aciertos (p = .022). El análisis de la varianza detectó registros superiores en aciertos (p = .047) en el grupo con menor tiempo empleado. Los resultados sugieren que la realización de una sesión de ejercicio físico aeróbico de corta duración podría tener efectos agudos positivos en la atención selectiva. La realización en menor tiempo de un ejercicio físico como la milla se relaciona con una mejor atención selectiva. Tener una mejor capacidad aeróbica podría relacionarse con una mayor atención selectiva.  Abstract. Physical exercise can have beneficial effects on cognitive functions and academic performance. Among cognitive functions, the study of attention in schoolchildren has acquired special interest due to its possible influence on specific aspects such as academic performance or social integration. The objective was analyze the acute effect of an aerobic physical exercise session on selective attention in a sample of 48 boys and 40 girls (Age, M ± DT = 9.48 ± .505 years). A quasi-experimental study design with a control group and an experimental group was used. Physical exercise involves walking a mile as quickly as possible. Selective attention was measured with the Face Test. The experimental group was divided into two subgroups (minor v. major) according to the time spent in the mile. The results of the differences affected in correct answers (p = .012), inhibitory control (p = .020) and omissions (p = .007) after the intervention. An inverse correlation was detected between the time spent on physical exercise and correct answers (p = .022). The analysis of variance detected higher records in correct answers (p = .047) in the group with less time spent. The results suggest that performing a short duration aerobic exercise session could have positive acute effects on selective attention. Performing physical exercise like the mile in less time is related to better selective attention. A better aerobic capacity could be related to more selective attention.

scholarly journals Pengaruh Stres melalui Sing-A-Song Stress Test terhadap Selective Attention pada Dewasa Awal

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Trisna Setiatama ◽  
Sri Kusrohmaniah
Keyword(s):  
Selective Attention ◽  
Frontal Lobe ◽  
Stress Test ◽  
Early Adulthood ◽  
Control Group ◽  
Manipulation Check ◽  
Stroop Color Word Test ◽  
Age Range ◽  
And Control ◽  
Experimental Group

Selective attention is part of the executive function and controlled by the frontal lobe. Previous research suggests that selective attention can be affected by stress. Stress can interrupt frontal lobe performance. Nevertheless, no research in Indonesia has tested about this matter. This study aimed to determine the effect of stress through Sing-a-Song Stress Test on selective attention in early adulthood. The hypothesis of this study is that stress can decrease selective attention. Between-subjects design was applied in this study. A number of 35 participants with age range from 17 to 21 years old were randomly assigned into experimental group (n = 17) and control group (n = 18). Selective attention score was measured using Computerized Stroop Color-Word Test. Positive Affect and Negative Affect Schedule was used to conduct a manipulation check. Independent-Samples T Test explained no significant effect of stress on selective attention (t = .158; p > .05).

scholarly journals The effectiveness of attention improving multimedia package on selective attention of children with ADHD

2019 ◽  
pp. 27
Author(s):  
P.T. Baburaj ◽  
Princy George ◽  
K.S. Anjaly
Keyword(s):  
High Risk ◽  
Selective Attention ◽  
Control Group ◽  
Children With Adhd ◽  
Post Test ◽  
The Subject ◽  
Z Value ◽  
Level 1 ◽  
And Control ◽  
Experimental Group

Background: The aim of present study is to improve the selective attention of children with attention deficit hyperactivity disorder (ADHD), using a computer application. Materials and methods: The investigator developed a computer assisted program (Attention Improving Multimedia Package) to improve the selective attention of children with ADHD. The training package consists of performance based and timed activities aimed to improve the accuracy, concentration and speed of work of children with ADHD. After developing the tool, the investigator approached the school authorities. The purpose and need of the study were explained to the Principals and teachers. The samples were selected by assessing the students using ADHDSRS. The school rater option was used. The investigator selected 20 students who had been screened as “at risk” and “high risk’’ of ADHD in school rater option as explained in the   ADHD- SRS manual. The investigator selected 20 students who are “at risk” and “high risk” of ADHD from both sexes. The subjects were the 5th, 6th and 7th grade students aged 10, 11 and 12 selected from Govt. H S S, Puthoor. Then the samples were randomly assigned to experimental and control group. Each group consisted of 10 subjects. Both the experimental and control group were assessed to understand their baseline performance. The d2 test of attention was administered to both groups. Before administering the test, the procedure and purpose were explained. Socio- demographic details were noted in the space given. After completing the d2 test of attention, filled recording blanks were collected and checked whether it is completed or not. Then the AIMP were given to the experimental group in a separate classroom individually. Before administering the AIMP, a rapport was created with subject. The procedures and importance of AIMP was explained to the subjects. The subjects were allowed to sit comfortably in front of the computer and the room was free from any disturbances. After the successful completion of the intervention, a post- test was conducted for both experimental and control group. To find out the sustainability of attention after the intervention, the investigator conducted a delayed post-test after one week of post-test. There were 5 sessions. In the first session the subjects were asked to complete LEVEL 1 activity. In the second session, the subject was informed to complete the LEVEL 1 at first and then the LEVEL 2 activities. The third, fourth and fifth sessions were administered by starting from the LEVEL 1. By repeating the activities, the subject could easily complete the previous level of activities faster than earlier. The time taken to complete was recorded on each session, so the administer can observe the improvement of subject. Results: The mean rank and Wilcoxon Z value of pre-test and post- test scores on accuracy of performance of experimental group are 3.00 and 2.121 respectively. The Z value of experimental group is significant at 0.05 level. Conclusion: Hence, the null hypothesis, “there is no significant difference in the accuracy of performance of experimental group before and after intervention” is rejected and is concluded that there is a significant improvement in accuracy after intervention.

Morphometric analysis of peroxisomes in hepatocytes of alcohol-fed rats

1989 ◽  
Vol 47 ◽  
pp. 1100-1101
Author(s):  
D.C. Dominguez ◽  
J.T. Ellzey
Keyword(s):  
Caloric Intake ◽  
Volume Density ◽  
Controlled Study ◽  
Control Group ◽  
Numerical Density ◽  
Cacodylate Buffer ◽  
Paired Control ◽  
Experimental Group ◽  
Liver Peroxisomes ◽  
Single Lesion

Peroxisomes which participate in 1ipid metabolism have been shown to be altered in several metabolic disorders and toxic conditions. In alcoholic liver disease, the single lesion most frequently found is lipid accumu1ation in hepatocytes. However, the mechanisms for this 1ipid accumu1ation are not clear. The occurrence of modifications of liver peroxisomes due to excess alcohol consumption has not been subjected to a controlled study. We utilized a combination of cytochemica1 and morphometrictechniques to study the size and number of liver peroxisomes in rats fed an alcohol-supplemented diet compared to those of matched-paired control animals.Male Sprague-Daw1ey rats (400-500 g) received a liquid diet. The experimental group (N = 5/group) was fed a diet containing 30% ethanol-derived calories (EDC) and the control group was fed an isocaloric diet to 30% EDC. A pair feeding procedure was employed to control for caloric intake. Small pieces of liver randomly selected, were fixed in 2.3% -glutaraldehyde in 0.1 M sodium cacodylate buffer, pH 7.2, incubated in a DAB medium and postfixed with. 2% aqueous osmium tetroxide. EM photographs were taken from sections of 3 tissue blocks from each sample (7,200X) with a Zeiss EM10-A (60 kV). With the use of a point counting method and a digital planimeter the volume density (Vv) and numerical density (Nv) were determined.

Values and intergroup perceptions of East Germans and West Germans in 1998 1This research was supported by a grant from the German Research Society (We 1106/3-1).

1999 ◽  
Vol 58 (4) ◽  
pp. 263-272
Author(s):  
Jörg Doll ◽  
Michael Dick
Keyword(s):  
Research Society ◽  
Frame Of Reference ◽  
Control Group ◽  
Perceived Similarity ◽  
The West ◽  
Need For Uniqueness ◽  
German Research ◽  
East German ◽  
Experimental Group ◽  
East West

The studies reported here focus on similarities and dissimilarities between the terminal value hierarchies ( Rokeach, 1973 ) ascribed to different groups ( Schwartz & Struch, 1990 ). In Study 1, n = 65 East Germans and n = 110 West Germans mutually assess the respective ingroup and outgroup. In this intra-German comparison the West Germans, with a mean intraindividual correlation of rho = 0.609, perceive a significantly greater East-West similarity between the group-related value hierarchies than the East Germans, with a mean rho = 0.400. Study 2 gives East German subjects either a Swiss (n = 58) or Polish (n = 59) frame of reference in the comparison between the categories German and East German. Whereas the Swiss frame of reference should arouse a need for uniqueness, the Polish frame of reference should arouse a need for similarity. In accordance with expectations, the Swiss frame of reference significantly reduces the correlative similarity between German and East German from a mean rho = 0.703 in a control group (n = 59) to a mean rho = 0.518 in the experimental group. Contrary to expectations, the Polish frame of reference does not lead to an increase in perceived similarity (mean rho = 0.712).

Rorschach Characteristics in Adolescents with Systemic Lupus Erythematosus

2006 ◽  
Vol 28 (1) ◽  
pp. 100-118 ◽  
Author(s):  
J. Santoantonio ◽  
L. Yazigi ◽  
E. I. Sato
Keyword(s):  
Lupus Erythematosus ◽  
Case Control Study ◽  
Activity Index ◽  
Disease Activity Index ◽  
Female Adolescents ◽  
Control Group ◽  
Intelligence Scale ◽  
The Mean ◽  
Experimental Group ◽  
Control Study

The purpose of this study was to investigate the personality characteristics in adolescents with SLE. The research design is a case-control study by means of the Rorschach Method and the Wechsler Intelligence Scale. Study group: 30 female adolescents with lupus, 12–17 years of age. The SLE Disease Activity Index was administered during the period of psychological evaluation. Control group: 32 nonpatient adolescents were matched for age, sex, and socioeconomic level. In the Wechsler Intelligence Scale the mean IQ of the experimental group was significantly lower than that of the control group (77 and 98, respectively, p < .001). In the Rorschach, the lupus patients showed greater difficulty in interpersonal interactions, although they displayed the resources to process affect and to cope with stressful situations. A positive moderate correlation (p = .069) between the activity index of the disease and the affect constriction proportion of the Rorschach was observed: the higher the SLEDAI score, the lower the capacity to process affect. There is a negative correlation between the activity index of the disease and the IQ (p = .001): with a higher activity index of the disease, less intellectual resources are available.

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program

2018 ◽  
Vol 10 (2) ◽  
pp. 20204
Author(s):  
Laetitia Idier ◽  
Aurélie Untas ◽  
Nicole Rascle ◽  
Michèle Koleck ◽  
Maider Aguirrezabal ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Vascular Access ◽  
Educational Program ◽  
Psychological State ◽  
Control Group ◽  
Dialysis Patients ◽  
Emotional Change ◽  
The Impact ◽  
Experimental Group

Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.

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