scholarly journals Effects of Counter-Stereotypes Cognitive Training on Aging Stereotypes in 12– to 13-Year Olds

2021 ◽  
Vol 12 ◽  
Author(s):  
Li Chen ◽  
Xiaohuan Zhang ◽  
Shuaishuai Fan ◽  
Lezhen Fu ◽  
Jiaojiao Zhao
Keyword(s):  
Cognitive Training ◽  
Evaluative Conditioning ◽  
Training Methods ◽  
Training Task ◽  
School Students ◽  
Intervention Training ◽  
Drawing Task ◽  
Testing Experiment ◽  
Multiple Intervention

The purpose of this study was to investigate the effect of counter-stereotypes cognitive training on adolescents’ aging stereotypes and to further investigate the best training method to intervene in aging stereotypes by comparing the effect of single and multiple intervention training methods on aging stereotypes and their retention effects. Three experiments examined the different intervention outcomes of different counter-stereotypes cognitive training on adolescent aging stereotypes. The study used a randomized block group experimental design and recruited a total of 183 middle school students for testing. Experiment 1 verified the effect of counter-stereotypes cognitive training by taking a single training task (evaluative conditioning technique), randomly assigning subjects to different conditions (training task or unrelated drawing task), and administering a follow-up test 24h after the posttest. Experiment 2a compared the effects of multiple versus single cognitive training, where we took multiple (adding the counter-stereotypes situational storytelling method) versus single training tasks and administered a follow-up test 72h after the posttest. Experiment 2b increased the number of training sessions based on Experiment 2a, with a second intervention training 72h after the end of the posttest and a follow-up test 72h after the second training. Experimental results suggest that evaluative conditioning techniques are effective in weakening subjects’ aging stereotypes, but are less effective in maintaining them. Compared to a single training task, multi-tasking is more effective and the effects of the intervention are maintained for up to a week by increasing the number of training sessions.

scholarly journals Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial

Nutrients ◽  
2020 ◽  
Vol 12 (8) ◽  
pp. 2343
Author(s):  
Astrid A. M. Poelman ◽  
Maeva Cochet-Broch ◽  
Bonnie Wiggins ◽  
Rod McCrea ◽  
Jessica E. Heffernan ◽  
...  
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Mixed Model ◽  
Vegetable Consumption ◽  
Controlled Trial ◽  
Training Methods ◽  
Intervention Effectiveness ◽  
School Students ◽  
Mediating Factors

Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

scholarly journals Effects of multi-domain cognitive training on working memory retrieval in older adults: behavioral and ERP evidence from a Chinese community study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Xiangfei Hong ◽  
You Chen ◽  
Jijun Wang ◽  
Yuan Shen ◽  
Qingwei Li ◽  
...  
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Training Program ◽  
Cognitive Training ◽  
Local Community ◽  
Training Group ◽  
Event Related Potential ◽  
Control Group ◽  
Baseline Session

AbstractWorking memory (WM) is a fundamental cognitive function that typically declines with age. Previous studies have shown that targeted WM training has the potential to improve WM performance in older adults. In the present study, we investigated whether a multi-domain cognitive training program that was not designed to specifically target WM could improve the behavioral performance and affect the neural activity during WM retrieval in healthy older adults. We assigned healthy older participants (70–78 years old) from a local community into a training group who completed a 3-month multi-domain cognitive training and a control group who only attended health education lectures during the same period. Behavioral and electroencephalography (EEG) data were recorded from participants while performing an untrained delayed match or non-match to category task and a control task at a pre-training baseline session and a post-training follow-up session. Behaviorally, we found that participants in the training group showed a trend toward greater WM performance gains than participants in the control group. Event-related potential (ERP) results suggest that the task-related modulation of P3 during WM retrieval was significantly enhanced at the follow-up session compared with the baseline session, and importantly, this enhancement of P3 modulation was only significant in the training group. Furthermore, no training-related effects were observed for the P2 or N2 component during WM retrieval. These results suggest that the multi-domain cognitive training program that was not designed to specifically target WM is a promising approach to improve WM performance in older adults, and that training-related gains in performance are likely mediated by an enhanced modulation of P3 which might reflect the process of WM updating.

225 Rheumatic heart disease in Timor Leste school students (RHD-TL) follow-up study: assessment of secondary prophylaxis and outcomes in Timor Leste

2020 ◽  
Vol 41 (Supplement_1) ◽  
Author(s):  
A Horton ◽  
B Remenyi ◽  
K Davis ◽  
N Mock ◽  
E Paratz ◽  
...  
Keyword(s):  
Heart Disease ◽  
Rheumatic Heart Disease ◽  
Secondary Prophylaxis ◽  
Penicillin G ◽  
School Students ◽  
Borderline Cases ◽  
Follow Up Study ◽  
Timor Leste ◽  
Rheumatic Heart

Abstract Background The Rheumatic Heart disease in Timor Leste school students (RHD-TL) study identified Timor Leste as having some of the highest rates of definite rheumatic heart disease (RHD) in the world. The RHD-TL follow-up study aimed to assess the delivery and outcomes of the secondary prophylaxis program in known patients with echocardiographic screen detected definite and borderline RHD. Methods School-students in Timor Leste where reassessed over a 3-year period since the initial study in 2016. Prospective assessments included adherence to secondary prophylaxis, complications of prophylaxis, follow-up clinical assessment and serial echocardiography. Of the 48 patients, 25 Definite and 23 Borderline, 38 (79%) of all patients, and 92% of definite RHD cases have had one or more follow-up assessments including full datasets for adherence, recurrence rates and progression of disease. Follow-up is provided by the volunteer paediatric cardiology team and rheumatic heart disease team of two NGOs in collaboration with local clinics. Results The median duration of follow-up of the 38 patients was of 1.6 years. The median age was 13 years (range 8-22) and 75% were female. Adherence rates in patients with definite RHD was on average greater than 95% during the follow-up period. Of the 23 patients with mild or moderate RHD one case with documented acute rheumatic fever (ARF) recurrence progressed whilst 8 cases improved on benzathine-penicillin G (BPG) therapy. There was no progression of the 6 borderline cases who were not prescribed BPG. Out of the 9 borderline cases in whom BPG was prescribed, one, with 67% adherence, had a documented episode of ARF leading to echocardiographic progression and moderate definite RHD. Conclusion This was the first follow-up study to look at disease natural history, both in treated and untreated groups, in Timor-Leste and brought practical insights into the efficacy of the Timor Leste RHD monitoring and prophylaxis programs. Its ongoing project will enable advocacy and quality assessment for the program as it expands. Abstract 225 Figure 1.

A-136 The Transfer of Cognitive Training to Real-World Functioning: Results of our First Six Pilot Subjects at Six-Month Follow-Up

2021 ◽  
Vol 36 (6) ◽  
pp. 1187-1188
Author(s):  
Jason A Blake ◽  
Brandon Mitchell ◽  
Staci McKay ◽  
Gitendra Uswatte ◽  
Edward Taub
Keyword(s):  
Cognitive Training ◽  
Real World ◽  
Cognitive Task ◽  
Case Series ◽  
Performance Measure ◽  
The Real ◽  
Cognitive Activities ◽  
The Mean ◽  
Laboratory Measures

Abstract Objective Currently, the majority of cognitive training research measures treatment efficacy using in-laboratory measures, with minimal focus on real-world treatment changes. This case series demonstrates the feasibility of transferring cognitive improvements from the laboratory into the everyday life setting. Method This case series includes 6 chronic post-stroke participants; mild to moderate cognitive impairment. The intervention combines cognitive training with behavioral techniques, known as the Transfer Package (TP). The TP involves components that target functionality on IADLs in the real-world. Performance on cognitively-based IADLs in the real world are measured pre-treatment, post, and 6-month follow-up. Measures of real-world ability are the: Canadian Occupational Performance Measure (COPM), Cognitive Task Activity Log (CTAL) and Inventory of Improved and New Abilities (INCA). In-laboratory measures included the D-KEFS and Timed IADL assessments. Results The real-world outcome measures used in this study were the COPM and two measures developed for this study, the CTAL and INCA. The mean change from pre to post on the COPM Performance Scale was 2.18 (SD = 1.33) and the mean change on the COPM Satisfaction Scale was 2.70 (SD = 1.27). The mean change on the CTAL was 1.96 (SD = 0.93). On the INCA, the mean number of improved real-world cognitive activities was 11.8 (SD = 4.9) and the mean number of new cognitive activities was 7.6 (SD = 3.9). Follow-up reported near-perfect retention on CTAL and continued improvement on the INCA. There were minimal changes on in-laboratory measures. Conclusions This case series provides a framework for achieving the transfer of cognitive training treatment effects in the real-world life situation by overcoming behavioral barriers to functioning.

Counselor Confirmation of Middle School Student Self-Reports of Bullying Victimization

2011 ◽  
Vol 14 (4) ◽  
pp. 2156759X1101400 ◽  
Author(s):  
Dewey Cornell ◽  
Sharmila B. Mehta
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Middle School Student ◽  
Self Report ◽  
School Students ◽  
Self Reports ◽  
Peer Nomination ◽  
Survey Responses ◽  
Victims Of Bullying

School counselors frequently use self-report surveys to assess bullying despite little research on their accuracy. In this study, counselor follow-up interviews found that only 24 (56%) of 43 middle school students who self-identified as victims of bullying could be confirmed as actual victims. Other students described peer conflicts that did not constitute bullying, mis-marked the survey, or reported previous bullying. Counselor judgments were supported by peer-nomination data and other survey responses indicative of victimization.

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