Effects of swimming activity towards sustained attention performance among students in the special education programme

2011 ◽  
Author(s):  
Mohamad Ghazali Masuri ◽  
Siti Aisyah Rozalli ◽  
Khairil Anuar Md. Isa ◽  
Mohd Izwan Masngut
Keyword(s):  
Special Education ◽  
Sustained Attention ◽  
Education Programme ◽  
Swimming Activity ◽  
Attention Performance

Interactive effects of background facial emotion stimulus and target salience on sustained attention performance in schizophrenia

2012 ◽  
Vol 135 (1-3) ◽  
pp. 90-94 ◽  
Author(s):  
Sung-Hyouk Park ◽  
Jin-Chan Noh ◽  
Jin Hun Kim ◽  
Jaewon Lee ◽  
Jin Young Park ◽  
...  
Keyword(s):  
Sustained Attention ◽  
Interactive Effects ◽  
Facial Emotion ◽  
Attention Performance

scholarly journals Dynamics of cerebral responses to sustained attention performance during one night of sleep deprivation

2017 ◽  
Vol 27 (2) ◽  
pp. 184-196 ◽  
Author(s):  
Yuanqiang Zhu ◽  
Yibin Xi ◽  
Ningbo Fei ◽  
Yuchen Liu ◽  
Xinxin Zhang ◽  
...  
Keyword(s):  
Sleep Deprivation ◽  
Sustained Attention ◽  
Attention Performance

scholarly journals Interpersonal early-life trauma alters amygdala connectivity and sustained attention performance

2017 ◽  
Vol 7 (5) ◽  
pp. e00684 ◽  
Author(s):  
Francesca C. Fortenbaugh ◽  
Vincent Corbo ◽  
Victoria Poole ◽  
Regina McGlinchey ◽  
William Milberg ◽  
...  
Keyword(s):  
Sustained Attention ◽  
Early Life ◽  
Early Life Trauma ◽  
Attention Performance

scholarly journals Overlapping attentional networks yield divergent behavioral predictions across tasks: Neuromarkers for diffuse and focused attention?

2019 ◽  
Author(s):  
Esther X.W. Wu ◽  
Gwenisha J. Liaw ◽  
Rui Zhe Goh ◽  
Tiffany T.Y. Chia ◽  
Alisia M.J. Chee ◽  
...  
Keyword(s):  
Attentional Blink ◽  
Sustained Attention ◽  
Attention Networks ◽  
Domain Specific ◽  
Performance Predictions ◽  
Connectivity Patterns ◽  
Reading Recall ◽  
The Common ◽  
Attention Performance ◽  
Behavioral Predictions

AbstractAttention is a critical cognitive function, allowing humans to select, enhance, and sustain focus on information of behavioral relevance. Attention contains dissociable neural and psychological components. Nevertheless, some brain networks support multiple attentional functions. Connectome-based Predictive Models (CPM), which associate individual differences in task performance with functional connectivity patterns, provide a compelling example. A sustained attention network model (saCPM) successfully predicted performance for selective attention, inhibitory control, and reading recall tasks. Here we constructed a visual attentional blink (VAB) model (vabCPM), comparing its performance predictions and network edges associated with successful and unsuccessful behavior to the saCPM’s. In the VAB, attention devoted to a target often causes a subsequent item to be missed. Although frequently attributed to attentional limitations, VAB deficits may attenuate when participants are distracted or deploy attention diffusely. Participants (n=73; 24 males) underwent fMRI while performing the VAB task and while resting. Outside the scanner, they completed other cognitive tasks over several days. A vabCPM constructed from these data successfully predicted VAB performance. Strikingly, the network edges that predicted better VAB performance (positive edges) predicted worse selective and sustained attention performance, and vice versa. Predictions from the saCPM mirrored these results, with the network’s negative edges predicting better VAB performance. Furthermore, the vabCPM’s positive edges significantly overlapped with the saCPM’s negative edges, and vice versa. We conclude that these partially overlapping networks each have general attentional functions. They may indicate an individual’s propensity to diffusely deploy attention, predicting better performance for some tasks and worse for others.Significance statementA longstanding question in psychology and neuroscience is whether we have general capacities or domain-specific ones. For such general capacities, what is the common function? Here we addressed these questions using the attentional blink (AB) task and neuroimaging. Individuals searched for two items in a stream of distracting items; the second item was often missed when it closely followed the first. How often the second item was missed varied across individuals, which was reflected in attention networks. Curiously, the networks’ pattern of function that was good for the AB was bad for other tasks, and vice versa. We propose that these networks may represent not a general attentional ability, but rather the tendency to attend in a less focused manner.

scholarly journals Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Olateju Oluwayemisi Ruth ◽  
Okanlawon Ayoade Ejiwale ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Sampling Technique ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Tertiary Institution ◽  
Struggling Learners

Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.       Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

EEG indices correlate with sustained attention performance in patients affected by diffuse axonal injury

2017 ◽  
Vol 56 (6) ◽  
pp. 991-1001 ◽  
Author(s):  
Stefania Coelli ◽  
Riccardo Barbieri ◽  
Gianluigi Reni ◽  
Claudio Zucca ◽  
Anna Maria Bianchi
Keyword(s):  
Sustained Attention ◽  
Axonal Injury ◽  
Diffuse Axonal Injury ◽  
Attention Performance
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