SPSS Analysis of Daily Consumption of Poor College Students from the Perspective of Field Theory

2021 ◽  
Author(s):  
Han Xue
Keyword(s):  
Field Theory ◽  
College Students ◽  
Daily Consumption

Opposing Changes in Past and Future Time Orientations with Age

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1242-1242 ◽  
Author(s):  
Kim A. Dawson
Keyword(s):  
Field Theory ◽  
College Students ◽  
Life Experiences ◽  
Future Time ◽  
Distant Future ◽  
Future Orientations

The bidirectional model of psychological time, that past and future orientations change in opposite directions with increasing age, was tested. Age was positively related to the number of life experiences recalled by 67 college students from the distant past but was negatively correlated with life experiences expected to occur in the near or distant future. This simultaneous and inverse adjustment of past and future orientations with age adds further support to a bidirectional model consistent with field theory.

scholarly journals Survey on Environmental Protection of College Students’ Consumption and Environmental Protection Concept Under “Otaku Economy”

2021 ◽  
Vol 937 (4) ◽  
pp. 042009
Author(s):  
Wei Hong ◽  
Lin Gan ◽  
Juan Xu ◽  
Tao Zhou
Keyword(s):  
College Students ◽  
Environmental Protection ◽  
Basic Information ◽  
Daily Consumption ◽  
New Era ◽  
Consumption Behavior ◽  
Paper Questionnaire ◽  
Internet Economy ◽  
Field Interview ◽  
Specific Impact

Abstract With the development of economy and the progress of science and technology, Internet economy rises rapidly. As a result, people’s environmental behavior and environmental protection concept can be greatly changed.Among these changes, the environmental protection situation of college students under the Otaku economy is the most typical.This paper studies the influence of college students on the environment from two aspects: the daily consumption behavior of college students’ Otaku economy and the concept of environmental protection of college students.The relevant data and conclusions can let us make better suggestions.This can not only promote the innovation of environmental protection in the new era, but also provide some case materials for the research on the changes of environmental protection in the era of Otaku economy. In this paper, questionnaire survey and field interview are used to obtain basic information, and data analysis and processing are used. Finally, the specific impact of College Students’ consumption habits and environmental protection ideas on the environment is obtained, and relevant conclusions and suggestions are drawn.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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