scholarly journals Mere Presence of a Cell Phone: Effects on Academic Ability

2020 ◽  
Vol 3 (1) ◽  
pp. 18-30
Author(s):  
Vanessa C. Boila ◽  
Tru E. Kwong ◽  
Jaimey E. Hintz
Keyword(s):  
Cell Phone ◽  
Sentence Comprehension ◽  
Academic Ability ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Significant Difference ◽  
A Cell ◽  
Mere Presence ◽  
And Mathematics ◽  
Present Group

Prior research has suggested that cell phone use in the classroom and during learning-related tasks is detrimental to academic performance. Recently, the mere presence of a cell phone has been found to negatively affect relationships and to impair performance on learning and cognitive tasks. This study explored whether the presence (visibility without use) of a cell phone negatively impacts one’s performance on tests measuring preexisting academic ability. The study evaluated 45 participants; some were enrolled in an introductory psychology course, and others were members of the public. Three subtests from the Wide Range Achievement Test (WRAT-4) were completed: spelling, sentence comprehension, and mathematics. During testing, half of the participants had cell phones, and the other half did not. Statistical analyses revealed no significant difference between the cell phone-present and cell phone-absent group on the sentence comprehension (p=.52), spelling (p=.07), and mathematics subtest (p=.11). Unexpectedly, a non-significant trend was observed in the opposite direction; that is, the cell phone-present group outperformed the cell phone-absent group on all subtests. Therefore, the original hypothesis suggesting that the cell phone-present group would be significantly poorer at demonstrating preexisting skills on tests of academic ability in comparison to the cell phone-present group was not supported.

RELATIONSHIP OF ELEVATED BLOOD TYROSINE TO THE ULTIMATE INTELLECTUAL PERFORMANCE OF PREMATURE INFANTS

PEDIATRICS ◽  
1972 ◽  
Vol 49 (2) ◽  
pp. 218-224 ◽  
Author(s):  
John H. Menkes ◽  
Doris W. Welcher ◽  
Helene S. Levi ◽  
Joseph Dallas ◽  
Neil E. Gretsky
Keyword(s):  
Birth Weight ◽  
Premature Infants ◽  
Maximum Level ◽  
Intellectual Performance ◽  
Wide Range Achievement Test ◽  
Follow Up Study ◽  
Wide Range ◽  
Significant Difference ◽  
Picture Completion

Blood tyrosine concentrations were followed from birth to nursery discharge in 71 premature infants fed a high protein formula supplemented by 60 mg/day of ascorbic acid. In 89% of infants blood tyrosine concentrations were abnormal, and in 38% of infants the maximum level observed was 15.0 mg/100 ml or higher. Maximum blood tyrosine levels correlated significantly with gestational age (p = < 0.05) but not with birth weight. In a follow-up study performed at 15 months of age, infants with high tyrosine levels had no increase in the incidence of neurological abnormalities. Between 7 and 8 years of age a second follow-up study was performed on 62 children. This included a WISC, a Wide-Range Achievement Test (WRAT), and tests for psychomotor and language maturity. Two children had died in the interval, and five of the 62 were retarded for full testing. The full scale WISC I.Q. of all children correlated with birth weight at the 10% confidence level (p = < 0.1). The mean WISC I.Q. of high and low tyrosine subjects was 82.9 and 81.6 respectively. When infants were grouped by birth weight, a significant difference was detected in subjects weighing 2,000 gm or more. High tyrosine infants had a significantly lower performance I.Q. than low tyrosine infants (82.4 and 97.8 respectively; p = < 0.02). Significant differences were recorded in the scores on Object Assembly, Picture Assembly, and Picture Completion of the WISC. Significant differences were also seen on the Spelling subtest of the WRAT (p = < 0.02). We observed no adverse effect of high tyrosine levels on the intellectual performance of smaller premature infants, who on the whole have a greater risk for other complications of prematurity.

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test

1998 ◽  
Vol 83 (3) ◽  
pp. 963-967 ◽  
Author(s):  
Teresa D. Smith ◽  
Billy L. Smith
Keyword(s):  
Learning Disabled ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
Individual Achievement ◽  
And Mathematics ◽  
Mean Differences ◽  
Education Resource ◽  
Wide Range Achievement

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.

The Mere Presence of a Cell Phone May be Distracting

2014 ◽  
Vol 45 (6) ◽  
pp. 479-488 ◽  
Author(s):  
Bill Thornton ◽  
Alyson Faires ◽  
Maija Robbins ◽  
Eric Rollins
Keyword(s):  
Social Network ◽  
Task Performance ◽  
Cell Phone ◽  
Cell Phones ◽  
Social Connections ◽  
Work Place ◽  
Negative Consequences ◽  
Cognitive Demands ◽  
A Cell ◽  
Mere Presence

Research consistently demonstrates the active use of cell phones, whether talking or texting, to be distracting and contributes to diminished performance when multitasking (e.g., distracted driving or walking). Recent research also has indicated that simply the presence of a cell phone and what it might represent (i.e., social connections, broader social network, etc.) can be similarly distracting and have negative consequences in a social interaction. Results of two studies reported here provide further evidence that the “mere presence” of a cell phone may be sufficiently distracting to produce diminished attention and deficits in task-performance, especially for tasks with greater attentional and cognitive demands. The implications for such an unintended negative consequence may be quite wide-ranging (e.g., productivity in school and the work place).

scholarly journals A-39 Predictors of Language Functioning Deficits in Pediatric Patients with Anti-NMDAR Encephalitis

2019 ◽  
Vol 34 (6) ◽  
pp. 898-898
Author(s):  
L Ratcliffe ◽  
R Howarth ◽  
L Blackwell
Keyword(s):  
Pediatric Patients ◽  
Word Reading ◽  
Retrospective Chart Review ◽  
Semantic Fluency ◽  
Mri Findings ◽  
Language Functioning ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Significant Difference ◽  
Hospital Pediatric

Abstract Objective This study aimed to examine predictors of language functioning in a sample of pediatric patients diagnosed with anti-N-methyl-D-aspartate receptor encephalitis (ANMDARE). Method Patient data was collected through retrospective chart review within a children’s hospital. Pediatric patients (N=16) treated for ANMDARE (12% male; 25% Caucasian, 50% African American, 25% Latino, mean age = 12.3) who completed a neuropsychological evaluation were identified (time since diagnosis M = 177.4;SD = 310.2). Language assessments included Wechsler Abbreviated Scale of Intelligence-II (WASI-II) Vocabulary; Wide Range Achievement Test- 4 (WRAT-4) Word Reading; Delis-Kaplan Executive Function System (D-KEFS) Verbal Fluency. Results Two independent-samples t-tests compared language functioning in patients with normal and abnormal MRI findings. Significant differences were found in vocabulary scores between patients with normal (M = 45.57, SD = 5.50) and abnormal MRIs (M = 36.67, SD = 5.35;t(11) = 2.94,p = 0.013). The magnitude of the differences in means (μd = 8.91,95%CI:2.25-15.56) was medium (η2 = 0.44). A significant difference in semantic fluency scores were also found (Normal MRI; M = 10.67, SD = 2.25 vs abnormal MRI; M = 6.13;SD = 1.23; t(12) = 3.89,p = 0.002). The magnitude of the differences in means (μd = 4.54, 95%CI:2.00- 7.09) was medium (η2 = 0.56). Additional analyses revealed a relationship between seizure presentation and vocabulary scores (t(11) = 2.50;p = 0.029). Conclusions Pediatric patients with abnormal MRIs demonstrate greater deficits in vocabulary and semantic fluency compared to those with normal MRIs. Moreover, patients who presented with seizures were more likely to have deficits in vocabulary. Previous research shows variability in prolonged deficits in language functioning in both children and adults. To the best of our knowledge, this is the first study to compare symptom presentation with language outcomes, thus potentially contributing to the clinical utility of MRI scans.

scholarly journals Recurrence monitoring for ovarian cancer using a cell phone-integrated paper device to measure the ovarian cancer biomarker HE4/CRE ratio in urine

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Emily C. Kight ◽  
Iftak Hussain ◽  
Audrey K. Bowden ◽  
Frederick R. Haselton
Keyword(s):  
Ovarian Cancer ◽  
Cell Phone ◽  
Cancer Recurrence ◽  
Cure Rate ◽  
Flatbed Scanner ◽  
Significant Difference ◽  
A Cell ◽  
Paper Device ◽  
The Difference ◽  
Further Development

AbstractOvarian cancer has a poor cure rate and rates of relapse are high. Current recurrence detection is limited by non-specific methods such as blood testing and ultrasound. Based on reports that human epididymis four (HE4) / creatinine (CRE) ratios found in urine are elevated in ovarian cancers, we have developed a paper-based device that combines lateral flow technology and cell phone analysis to quantitatively measure HE4/CRE. Surrogate samples were used to test the performance over clinically expected HE4/CRE ratios. For HE4/CRE ratios of 2 to 47, the percent error was found to be 16.0% on average whether measured by a flatbed scanner or cell phone. There was not a significant difference between the results from the cell phone or scanner. Based on published studies, error in this method was less than the difference required to detect recurrence. This promising new tool, with further development, could be used at home or in low-resource settings to provide timely detection of ovarian cancer recurrence.

scholarly journals Sentence and Connected Speech Perception Abilities of Students with Cochlear Implant in Inclusive Classroom

2020 ◽  
Vol 16 (1) ◽  
pp. 32-40
Author(s):  
Sangyong Shim ◽  
Hyunjoo Lee ◽  
Kisung Lee ◽  
Yoonsun Lee ◽  
Jonghyun Park ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implant ◽  
Sentence Comprehension ◽  
Inclusive Classroom ◽  
Connected Speech ◽  
Student Groups ◽  
Sentence Recognition ◽  
Sentence Level ◽  
Wide Range ◽  
Significant Difference

Purpose: As the number of cochlear implant (CI) students has steadily increased in Korea, the number of CI students enrolled in inclusive classrooms has also risen. The present study aimed to investigate speech perception abilities at the sentence and connected speech levels of the CI students in inclusive classroom settings and to analyze the effects of chronological age, age at CI implantation, and wearing period of CI on speech perception.Methods: A total of 63 students were recruited from elementary (30 students) and secondary (33 students) schools. The speech perception were assessed by three sub-tests from the Korea National Institute for Special Education-Developmental Assessment of Speech Perception: Sentence Recognition Test (SRT), Sentence Comprehension Test (SCT), and Connected Speech Test (CST).Results: The results showed that there was no significant difference between SRT and SCT, but performances in CST were significantly poorer than those in sentence-level tests for both CI student groups. Also, both elementary and secondary school CI students showed, individually, a wide range of differences in performance across all tests. In SRT, SCT, and CST, 30-53% of the elementary and 23-39% of the secondary CI students did not reach the norm (-2 standard deviation) ranges, when compared to their normal peers. Multiple regression analysis indicated that the effects of three variables on speech perception were not significant.Conclusion: The findings of this study suggest that the CI students in the inclusive classroom need individualized rehabilitative and educational supports.

The Evolution of Augmentative Communication and the Importance of Alternate Access

2011 ◽  
Vol 20 (1) ◽  
pp. 34-37 ◽  
Author(s):  
David Chapple
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cell Phone ◽  
Handheld Devices ◽  
Alternative Communication ◽  
Access Methods ◽  
The Past ◽  
Communication Device ◽  
Internet Browser ◽  
A Cell ◽  
Development Of Language

Abstract Over the past 20 years, there have been many advances in the computer industry as well as in augmentative and alternative communication (AAC) devices. Computers are becoming more compact and have multiple purposes, such as the iPhone, which is a cell phone, mp3 player, and an Internet browser. AAC devices also have evolved to become multi-purpose devices; the most sophisticated devices have functionality similar to the iPhone and iPod. Recently, the idea of having the iPhone and iPad as a communication device was initiated with the development of language applications specifically for this format. It might be true that this idea could become the future of AAC devices; however, there are major access issues to overcome before the idea is a reality. This article will chronicle advancements in AAC devices, specifically on access methods, throughout the years, towards the transition to handheld devices. The newest technologies hold much promise with both features and affordability factors being highly attractive. Yet, these technologies must be made to incorporate alternate access if they are to meet their fullest potential as AAC tools.

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