Effects of an aerobic fitness test on short- and long-term memory in elementary-aged children     

Jennifer L. Etnier  Paul M. Sprick  Jeffrey D. Labban  Chia-Hao Shih  Stephen M. Glass  Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272

ABSTRACT

Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4^th and 6^th graders consistently outperforming 2^nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test.  相似文献   

Towards a Framework for Evaluating the Research Performance of Chinese Double First-Class Universities     

XU Changqing 《Frontiers of Education in China》2020,15(3):369

The study focuses on the research performance of Double First-Class (DFC) universities in China. A theoretical framework based on economic theory and the Analytic Hierarchy Process (AHP) method for a novel evaluation model is proposed. The model is performed on a sample of 41 participant DFC universities in China. Using data collected from these universities, it was found that there is no consistency between performance ranking, input ranking, and output ranking, with the best ranked universities far from the most efficient. These findings provide empirical evidence of DFC universities’ research performance situation and suggest strategies that the government can use to propel their sustainable development.  相似文献   

督导视角下的高校绩效监控分析     

《辽宁教育研究》2014,(8)

督导作为一种人本主义管理思想和方法,是管理科学发展到一定阶段才出现的。将督导方法用于高校的绩效管理和监控工作中,既是对企业绩效监控的超越,也是绩效监控方式和观念的新发展。高校实行绩效管理的成功保障便在于建立完善的督导体系,明确绩效督导的内容,并按照督导逻辑付诸实施。  相似文献   

景观设计中景观小品设计的表现方法研究     

宋秀英 《黄冈职业技术学院学报》2011,13(5):90-95

根据景观小品设计的市场需要,有必要对景观小品设计表现进行研究,通过分析景观小品设计的必要性、要求、设计内容及各种表现形式,以提高人们对景观小品设计及表现的认识和理解,扩大该行业的社会影响。  相似文献   

产权视角下农村土地流转机制的运行绩效研究   总被引：1，自引：0，他引：1  

刘卫柏  李中 《邵阳学院学报(社会科学版)》2011,10(2):49-53

土地是农民谋生的主要手段,土地制度是农村的基础制度。伴随着从计划经济体制向市场经济体制的转轨,农村土地产权的明确界定和保护越来越受到重视,各地也进行了不少探索和创新。文章将在产权理论尤其是产权对经济绩效的影响机制这个理论框架基础上,对我国农村土地流转机制中存在的问题进行分析,进而找到解决相关问题的途径,完善我国的农村土地流转,促进土地这一重要生产要素充分发挥它的经济职能,挖掘我国经济发展中蕴藏在农村经济体中的经济增长潜力。  相似文献   

我国天然气汽车产业发展现状与对策     

刘剀刈  李峰 《重庆职业技术学院学报》2011,(5):33-35

在世界各国采取节能减排行动的形势下,我国加快了清洁能源汽车的推广。发展天然气汽车产业对我国极其重要,未来国内外天然气汽车市场非常庞大,发展前景光明。我国汽车产业已形成了一定的国际竞争力,在未来的国际竞争中将获得更大的利益。虽然我国天然气汽车产业起步晚,但是起点高,有竞争力。为进一步发展天然气汽车产业,探索了发展我国天然气汽车的对策。  相似文献   

基于结构方程模型的孵化器综合绩效评价     

邱桂贤 《深圳职业技术学院学报》2011,10(3):54-58

在已有研究的基础上,基于数据获取的便利性,构建一套科技企业孵化器综合绩效的评价指标体系.探索了硬件环境、软件环境、服务能力、发展潜力和绩效产出5个指标之间的关系,根据我国部分国家级企业孵化器的统计数据,利用AMOS软件建立结构方程模型并对模型进行计算和求解.根据得到的因子载荷和路径系数确定各个评价指标的权重.  相似文献   

论巴赫《二部创意曲》的教学与演奏     

张睿 《海南师范大学学报(社会科学版)》2011,24(1):133-135

巴赫的《创意曲集》是学习钢琴复调技术最好的中级教材,在教学中以巴赫时代的演奏习惯去认识并掌握好巴赫的音乐风格,是演奏巴赫作品时应考虑的首要问题。在演奏巴赫作品时要注意下面几个因素：横向的线条,乐旬的安排;竖向的和声及对位法;对装饰音、节奏的处理;速度和力度的把握,等等。  相似文献   

现代标志设计中的意象表现特征     

王永虎  杨广红 《巢湖学院学报》2011,(4):52-55

本文主要以现代标志设计中的意象表现特征为中心对象,并就其对现代标志设计中的意象艺术、意象关系以及意象表现特征等内容进行分析和探讨。现代标志设计表现过程中的虚拟性、联想性、情感性等特征对当前标志创意具有深刻影响,把握这种特征,有助于在现代标志设计中,创造出超越传统物化表相的全新的视觉形态,传达现代标志的意象之美。  相似文献   

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school     

《Contemporary educational psychology》2023

This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial lower skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges.  相似文献