Effects of Predictable and Unpredictable Auditory Stimuli on Selective Attention

1993 ◽  
Vol 77 (1) ◽  
pp. 155-162
Author(s):  
Derick M. Kiger
Keyword(s):  
High School Students ◽  
Selective Attention ◽  
Repeated Measures ◽  
Color Word ◽  
Auditory Stimuli ◽  
Normal Male ◽  
Normal Female ◽  
School Students ◽  
Repeated Measures Analysis ◽  
Word Task

6 normal male and 10 normal female high school students completed two versions of the Stroop Color-Word Task in the presence of predictable and unpredictable auditory stimuli. Selective attention was hypothesized to be facilitated by predictable auditory stimuli and unaffected or hindered by unpredictable auditory stimuli. A one-factor repeated-measures analysis of variance showed selective attention was facilitated significantly by the predictable auditory stimuli on a paced version of the Stroop Color-Word Task.

scholarly journals Promoting Media Literacy Online: An Intervention on Performance and Appearance Enhancement Substances with Sport High School Students

2021 ◽  
Vol 18 (11) ◽  
pp. 5596
Author(s):  
Federica Galli ◽  
Tommaso Palombi ◽  
Luca Mallia ◽  
Andrea Chirico ◽  
Thomas Zandonai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Repeated Measures ◽  
Intervention Group ◽  
Literacy Intervention ◽  
Media Influence ◽  
Control Group ◽  
School Students ◽  
Health Promoting Behaviors

The outbreak of coronavirus required adjustment regarding the delivery of interventions. Media literacy interventions are necessary to help people acquire relevant skills to navigate the complexities of media communications, and to encourage health-promoting behaviors. The present study aimed to promote a media literacy intervention regarding performance and appearance enhancement substances use in sports high school students. The COVID-19 contingency allowed us to evaluate whether online sessions can effectively promote greater awareness of media influence, a stronger sense of confidence in persuading others to deal with media messages, and healthier attitudes about PAES use among high school students. The study relied on an “intervention group” comprising 162 students (31.5% female) and a “control group” comprising 158 students (42% female). Data were analyzed through repeated measures of Group X Time MANOVA and ANOVA, demonstrating some degree of efficacy of the media literacy intervention. The “intervention group” reported higher awareness of potential newspapers’ influence and a significant increase in their sense of confidence in dealing with media influence compared to the “control group”. Findings support the efficacy of online media literacy programs to prevent doping consumption in adolescents.

The Stroop Color‐Word task as a measure of selective attention: Efficiency in the elderly

1996 ◽  
Vol 12 (3) ◽  
pp. 313-325 ◽  
Author(s):  
Eli Vakil ◽  
Rachel Manovich ◽  
Esther Ramati ◽  
Haya Blachstein
Keyword(s):  
Selective Attention ◽  
Color Word ◽  
The Elderly ◽  
Word Task

scholarly journals A comparison of the effectiveness of group reality therapy and positive psychotherapy on irrational beliefs and psychological hardiness in brilliant talent students

2019 ◽  
Vol 21 (1) ◽  
pp. 31-38
Author(s):  
Safar Abdi ◽  
Tayebeh Sharifi ◽  
Ahmad Qazanfari ◽  
Kamal Solati
Keyword(s):  
High School Students ◽  
Repeated Measures ◽  
Irrational Beliefs ◽  
Reality Therapy ◽  
Control Group ◽  
School Students ◽  
Positive Psychotherapy ◽  
Psychological Hardiness ◽  
Significant Difference ◽  
Post Hoc

Background and aims: Irrational beliefs in brilliant talent students can influence their psychological hardiness and lead to adverse social and academic outcomes. The present study mainly aimed to compare the effectiveness of group reality therapy and positive psychotherapy in improving the irrational beliefs and psychological hardiness of male brilliant talent high school students in Shahrekord during 2017. Methods: The present experimental research, used pretest and posttest design including intervention and control groups. The study population included all the male gifted students in Shahrekord (N=276) who were first screened and then, 60 individuals were selected by convenience random sampling. Next, the individuals were assigned a number and then divided into two experimental groups (each containing 20 students) and one control group (including 20 students) using a random number table. Afterward, group reality therapy and positive psychotherapy interventions were performed within eight and ten weeks for the experimental groups, respectively. In addition, Jones Irrational Beliefs Test (IBT) and Kobasa’s Psychological Hardiness Scale were employed to data collection. Six months after post-test implementation, the students were followed up. Finally, the data were analyzed using repeated-measures ANOVA and Bonferroni post hoc test. Results: The findings revealed that group reality therapy and positive psychotherapy led to a decrease in irrational beliefs while such therapies improved psychological hardiness in brilliant talent students (P<0.001). Conversely, the results of the post-hoc test indicated no significant difference between the effects of group reality therapy and positive psychotherapy on irrational beliefs and psychological hardiness in brilliant talent students (P>0.05). Conclusion: In general, group reality therapy and positive psychotherapy reduced irrational beliefs whereas they improved psychological hardiness of the brilliant talent students and therefore, these therapies can be used as effective interventions for the intended population.

scholarly journals Nutrition, physical activity and lifestyle as important indicators for the body mass index in high school students

2021 ◽  
Vol 11 (9) ◽  
pp. 137-147
Author(s):  
Lorik Ramaj ◽  
Sadete Hasani
Keyword(s):  
Physical Activity ◽  
High School ◽  
Body Mass Index ◽  
High School Students ◽  
Body Mass ◽  
Overweight And Obesity ◽  
The Body ◽  
Normal Male ◽  
School Students ◽  
Significant Difference

The purpose of this study was to investigate and analyze the problems of underweight, overweight and obesity in young people of high school in Drenas, respectively a sample of 150 adolescents (73 males and 77 females aged 17 years). The research was conducted in the physical education class, initially was performed measurement of weight and height then the questionnaire with 26 questions. Data were collected with the statistical program SPSS version 21.0, descriptive analysis was performed with (Mean and standard deviation), all variables were tested for normality, significant level (significant level p <0.05). Results of anthropometric characteristics, the average age was 17.2 years. Weight / kg for men was 59.4 kg for women 57.3kg the average for both genders was 58.3 (± 6.2) kg. Height / cm  males 1.68cm,  females 1.61cm the average of both genders was 1.64 (± 6.6) cm. BMI body mass index kg / m² in men 21.0, women 22.1, the average of both sexes 21.55 kg / m5. The results show that men have lower BMI (p> 0.05) 21.55 kg / m² than girls with 22.1 kg / m². Data showed underweight males are 12%, and females 10%. BMI Normal male 74%, and female 69%. Overweight males 11%, females 13% while a significant difference was observed between obese boys and girls (obese) males 3% and females 8%. The analysis of the questionnaire showed that small percentages are involved in collective or individual sports, the most pronounced participation in sports was identified: football, volleyball and basketball, and relatively satisfactory were physical activity in household activities. It is recommended to build outdoor fitness and sports gyms, as well as the opening of various sports clubs in this area, and to have more research in this area, to prove the institucions how important are places for sport and physical activities.

Investigating High School Students’ Self-Efficacy in Reading Circles

2015 ◽  
Vol 39 (1) ◽  
pp. 15 ◽  
Author(s):  
Catherine LeBlanc
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Repeated Measures ◽  
First Year ◽  
School Students ◽  
First Year Students ◽  
Reading Anxiety ◽  
Quasi Experimental ◽  
Academic Year

The purpose of this quasi-experimental longitudinal study is to investigate the effects of EFL reading circles on Japanese high school students’ reading self-efficacy and reading anxiety. The participants (N = 316), first-year students at a Japanese coeducational high school, participated in regular reading circles over the course of one academic year. Quantitative data were collected through questionnaires measuring reading self-efficacy, reading anxiety, and attitudes towards reading circles. A repeated-measures analysis of variance (ANOVA) was performed to evaluate changes in reading self-efficacy and anxiety. Reading self-efficacy was shown to improve significantly over the course of the academic year, while reading anxiety significantly decreased. Reasons for these changes are discussed. この特定の被験者に対する継続的実験研究の目的は、日本の高校生の英文読解に対する自己効力感と不安感に、EFLリーディングサークルがどのような効果をもたらすかについて調査することである。316人の被験者は日本の男女共学の高校一年生であり、1年間を通して定期的にリーディングサークルに参加した。定量的データは、読解における自己効力感、不安感、そしてリーディングサークルに対する態度を測る質問票から集計されたものである。読解に対する自己効力感と不安感の変化を評価するために反復測定分散分析（ANOVA）が行われた。1年の間に、読解に対する自己効力感は有意に向上し、不安感は有意に減少した。本論では、こういった変化の理由についても論じている。

Effects of a TAKE 10! Classroom-Based Physical Activity Intervention on Third- to Fifth-Grade Children’s On-task Behavior

2016 ◽  
Vol 13 (7) ◽  
pp. 712-718 ◽  
Author(s):  
Tan Leng Goh ◽  
James Hannon ◽  
Collin Webster ◽  
Leslie Podlog ◽  
Maria Newton
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Repeated Measures ◽  
Physical Activity Intervention ◽  
Baseline Period ◽  
School Students ◽  
Task Behavior ◽  
Repeated Measures Analysis ◽  
School Day ◽  
On Task Behavior

Background:Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention).Methods:The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods.Results:There was a significant decrease (P = .001) in mean percentage on-task behavior from preno TAKE 10! (91.2 ± 3.4) to postno TAKE 10! (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = .001) in mean percentage on-task behavior from pre-TAKE 10! (82.3 ± 4.5) to post-TAKE 10! (89.5 ± 2.7) during the intervention period.Conclusions:Furthermore, students who received more daily TAKE 10! were found to be more on-task than students who received less TAKE 10!. The TAKE 10! program is effective in improving students’ on-task behavior in the classroom.

Stroop color-word task as a measure of selective attention: Efficiency in closed-head-injured patients

1995 ◽  
Vol 17 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Eli Vakil ◽  
Haim Weisz ◽  
Lea Jedwab ◽  
Zeev Groswasser ◽  
Sera Aberbuch
Keyword(s):  
Selective Attention ◽  
Color Word ◽  
Head Injured ◽  
Closed Head ◽  
Word Task ◽  
Injured Patients

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

2014 ◽  
Vol 11 (03) ◽  
pp. 1450022 ◽  
Author(s):  
Minoo Alemi ◽  
Ali Meghdari ◽  
Maryam Ghazisaedy
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Repeated Measures ◽  
English Language ◽  
Junior High ◽  
Humanoid Robots ◽  
School Students ◽  
Significant Difference ◽  
Post Test

This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their first year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about five weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a significant difference regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very influential in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics fields.

Sign in / Sign up

Export Citation Format

Share Document