排序方式： 共有36条查询结果，搜索用时 15 毫秒
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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 4th and 6th graders consistently outperforming 2nd 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
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Li-juan XU Sha-ling LI Vance ZEMON Yan-qian XIE Yuan-bo LIANG 《Journal of Zhejiang University. Science. B》2020,21(4):305-314
目的:探讨原发性开角型青光眼(POAG)患者黄斑区视网膜内层结构和功能的关系。创新点:POAG的潜在原因是视网膜神经节细胞(RGC)的丢失。虽然在传统上我们可以通过测量视网膜后极部约30°的结构和功能来评估青光眼性视神经损害,但是50%的RGC存在于黄斑区4.5 mm范围内。本研究关注黄斑区约10°范围视网膜结构和功能的关系,有助于更早地监测到青光眼性视神经损害。方法:本研究纳入了78例POAG患者及58例健康对照者,其中POAG分为早期青光眼(EG)和中晚期青光眼(AG)。所有受试者均进行了以下检测:分离格栅视觉诱发电位(icVEP)、标准自动视野计(SAP)及光学相干断层扫描(OCT)。icVEP检测时给予8%、14%、22%及32%对比度刺激,采集相应的信躁比(SNR)。黄斑区视野敏感度(mMS)通过计算黄斑中心12点的敏感度平均值获得。OCT扫描包括视网膜神经节细胞层+内丛状层的平均厚度(GCL+IPLT)及视盘周围神经纤维层平均厚度(pRNFLT)。我们比较了各组间SNR、mMS、GCL+IPLT及pRNFLT值,并分析了结构性指标和功能性指标之间的相关性。结论:POAG组患者的SNR、mMS、GCL+IPLT及pRNFLT均较正常对照组显著下降(所有P值<0.001)。在早期青光眼中,SNR及mMS均与视网膜内层厚度呈中度相关;而在中晚期青光眼中,mMS与视网膜内层厚度呈高度相关。 相似文献
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动态在线讨论：交互式学习环境中的深层学习 总被引：3，自引：0，他引：3
本文阐述了在远程教育中进行面向深层学习的动态在线讨论的一个框架。该框架建立在信息、方法和认知等三个普遍性过程的基础上。在本框架中进行动态讨论的结构包括三种在线讨论的类型,即灵活的同伴、结构化的主题和协作性任务讨论。该框架在一门有关教学多媒体设计的在线研究生课程中使用过两个学期。创建动态讨论的策略是为了促进不同学习者之间的在线交互,并有助于设计能实现有效交互的任务。学生通过设计的任务产生了接受性学习,在此基础上促进了适应性学习,并且激发了他们促进深层学习的认知能力。该框架及动态讨论的策略提供了一个在线学习环境,在这样的环境中学生的学习超越了既定的课程目标。 相似文献
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There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process-based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process-based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT-integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT-integrated science curricula. 相似文献
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Cary Tucker Sarah K. Sloan Mary Vance Chris Brownson 《Journal of College Counseling》2008,11(2):173-183
This case study describes 1 international student's treatment experience with an integrated health program on a college campus. This program uses a multidisciplinary, mind‐body approach, which incorporates individual counseling, primary care, psychiatric consultation, a mindfulness‐based cognitive therapy class, and a meditation group. 相似文献
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Daniel G. Webster Myles H. Williams Roger D. Owens Vance B. Geiger Donald A. Dewsbury 《Learning & behavior》1981,9(2):173-177
The digging behavior of 12 taxa of muroid rodents was observed on sand and peat substrates. Overall, significantly more digging was performed on peat than on sand. The percentage of animals of each taxon that dug was found to be positively correlated with both the duration of digging and the number of bouts of digging and negatively correlated with latency to dig. Differences across taxa in the duration of digging were correlated with field observations of the nesting behavior of these taxa; taxa that frequently utilize subterranean nest sites exhibited more digging than those that do not. The motor patterns used in digging are described;Mus musculus was the only species that appeared to exhibit a unique digging pattern. Digging behavior appears to be a pattern that is readily elicited in the laboratory, related to behavior in the field, and appropriated for further laboratory study. 相似文献
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Daniela B. Friedman Vance Kornegay Andrea Tanner Diana C. Sisson Megan A. Weis 《Public Library Quarterly》2016,35(1):1-22
Despite implementation of most of the provisions of the Affordable Care Act (ACA) by 2014, the public still has questions about the health care law. To assess the potential of using the library as a hub for ACA education, we tested existing and new culturally relevant messages about the health care law with twenty-seven community members. Participants discussed the message prototypes, including the visual components and promotional content, and provided advice to modify content and design to best reach target audiences. Future research can follow this example to engage libraries and community members in developing and evaluating culturally relevant health messages. 相似文献
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