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In this study, we examined whether a preparatory perceptual ‘anchoring’ technique would enhance the reproducibility (test–retest reliability) of adolescent children in their ability to self-regulate their exercise output on the basis of their effort perceptions. Forty-one adolescents aged 12.6±0.7 years (mean±s), randomly assigned to either an anchor or non-anchor group, undertook two identical production trials (three 3-min cycle ergometer bouts at levels 3, 6 and 8 of the Children's Effort Rating Table) over 8 days. Before each trial, the anchor group received an experiential (exercise) trial intended to provide a frame of reference for their perceived exertions. The test–retest reproducibility of the heart rates and power outputs produced during the production trials was assessed using intraclass correlation coefficients and 95% limits of agreement analysis. For the anchor group, the intraclass correlation coefficients ranged from 0.68 to 0.81 for heart rate and from 0.39 to 0.86 for power output. For the non-anchor group, they were generally higher: 0.86 to 0.93 and 0.81 to 0.95 for heart rate and power output, respectively. The 95% limits of agreement indicated no marked differences between the two groups in the amount of bias and within-subject error. The results suggest that among these adolescents, the implementation of an experiential anchoring protocol had no positive effect on the reproducibility of their exercise regulation during prescribed cycling. 相似文献
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A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information. 相似文献
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