scholarly journals Spatially Nonlinear Interdependence of Alpha-Oscillatory Neural Networks under Chan Meditation

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Pei-Chen Lo ◽  
Chih-Hao Chang
Keyword(s):  
Neural Networks ◽  
Similarity Index ◽  
Control Group ◽  
Nonlinear Dynamical ◽  
Intergroup Comparison ◽  
Central Regions ◽  
Meditation Experience ◽  
Cortical Regions ◽  
Age Range ◽  
Experimental Group

This paper reports the results of our investigation of the effects of Chan meditation on brain electrophysiological behaviors from the viewpoint of spatially nonlinear interdependence among regional neural networks. Particular emphasis is laid on the alpha-dominated EEG (electroencephalograph). Continuous-time wavelet transform was adopted to detect the epochs containing substantial alpha activities. Nonlinear interdependence quantified by similarity indexS(X∣Y), the influence ofsourcesignalYonsinksignalX, was applied to the nonlinear dynamical model in phase space reconstructed from multichannel EEG. Experimental group involved ten experienced Chan-Meditation practitioners, while control group included ten healthy subjects within the same age range, yet, without any meditation experience. Nonlinear interdependence among various cortical regions was explored for five local neural-network regions, frontal, posterior, right-temporal, left-temporal, and central regions. In the experimental group, the inter-regional interaction was evaluated for the brain dynamics under three different stages, at rest (stage R, pre-meditation background recording), in Chan meditation (stage M), and the unique Chakra-focusing practice (stage C). Experimental group exhibits stronger interactions among various local neural networks at stages M and C compared with those at stage R. The intergroup comparison demonstrates thatChan-meditation brainpossesses better cortical inter-regional interactions than theresting brainof control group.

Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals Analýza vztahu rytmické realizace a rytmické percepce v tanečním sportu

2011 ◽  
Vol 5 (2) ◽  
pp. 43-50
Author(s):  
Pavlína Vaculíková ◽  
Lenka Svobodová ◽  
Dagmar Šimberová ◽  
Kristýna Honková
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Control Group ◽  
Limiting Factor ◽  
School Students ◽  
The Aesthetic ◽  
Age Range ◽  
Positive Effect ◽  
Experimental Group

Dance sport, like other sports belongs to the aesthetic and coordinating sports; with high demands of nearly all motoric skills. They require mainly the ability to coordinate, which is often the limiting factor of performance in dance sport. Due to the fact that dance is synonymous with music and closely associated with the rhythmic capabilities, we will focus further on detailed characteristics of the two rhythmic abilities: rhythmic perception and rhythmic execution. The research sample consisted of 153 test subjects in the age range 17-34 years. The experimental group consists of 104 dancers (53 women and 51 men). The control group consisted of 49 high school students. To examine the level of rhythmic perception, we used a test called rhythmic discrimination. To examine the level of rhythmic execution, we used a test called rhythmic drumming. We proved that dance sport has a positive effect on the level of our selected rhythmic ability, the longer the subjects danced, the better the results achieved in tests. We were unable to prove a statistically significant relationship between rhythmic perception and implementation.

scholarly journals Selected opportunities for access to geriatric clients from the perspective of assisting professions

2018 ◽  
Vol 9 (1) ◽  
pp. 89-95 ◽  
Author(s):  
Michal Vostrý
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Control Group ◽  
Average Life Expectancy ◽  
The Czech Republic ◽  
People With Dementia ◽  
Information And Communication ◽  
A Minor ◽  
Age Range ◽  
Experimental Group

Aim: The aim of the work was to find out what the influence of ICT use also on ICT (information and communication technology, in this case gaming console with motion sensor, which senses movements of the probanda body and thus is controlled by a fictional figure in the game) in the rehabilitation of cognitive functions on attention and orientation. Concept/methods: Alzheimer's disease is becoming increasingly the source of both professional and lay discourse. Statistical data show that increasing the average life expectancy increases the number of seniors and thus increases the number of people with dementia, with Alzheimer's disease being the most common type (up to 65% of all cases of dementia in the Czech Republic). This trend will continue to follow, and the number of people affected will increase. For guidance in 2006, 2231 people with Alzheimer's disease were registered, while in 2010 this number increased to 3148. For the research, 10 probands (100% of women) were used in the age range of 65-81 years, with the diagnosis of Alzheimer's disease - a light type. Probandi was divided into 5 groups, divided into 5 groups, into an experimental group that actively participated in the intervention and services provided by the institutions in which they were located, and a control group that participated only in the services and activities provided by institution. The research lasted half a year once a week and the activity itself lasted within 25 minutes. Results: Of the 10 probands in total, 5 of us participated actively in our intervention. Prior to the start of the intervention, the results in the assessment (using the Addenbrook Cognitive Assay) were at the same level, but there was visible change between the experimental and the control group during the outcomes assessment. Conclusion: Experimental group achieved better scores or better results. the results themselves stagnated, while the control group experienced a minor deterioration in the test areas.

scholarly journals The Impact of Individualized Homework Assignment on Iranian Intermediate EFL Learners’ Motivation

2018 ◽  
Vol 8 (1) ◽  
pp. 129
Author(s):  
Hamed Abbasi Mojdehi ◽  
Davood Taghipour Bazargani
Keyword(s):  
Learning Style ◽  
American English ◽  
Language Teachers ◽  
Control Group ◽  
Private Language ◽  
Efl Learners ◽  
Age Range ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study was designed to investigate the effectiveness of applying individualized homework assignments on Iranian intermediate level EFL learners’ motivation. To achieve this objective, 60 learners in the 16-21 age range who were studying at two private language institutes in Rasht, Iran, were selected from 122 participants based on their performance on QPT. The participants were randomly assigned to experimental and control groups. A pretest piloted before with an accepted reliability index was administered to both groups. Next, the experimental group received the treatment for 20 sessions (doing homework materials specifically designed based on each learner’s interests and preferred learning style). Meanwhile, the control group received a placebo which was the use of exercises in the workbook of the coursebook American English File 3 (Second Edition) as homework assignments. The posttest of motivation was then administered to both groups. The results showed significantly higher scores on motivation test for experimental group at the end of the course. Based on the findings of this study, language teachers can utilize individualized homework assignments to motivate their learners for doing their homework more willingly.

scholarly journals The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

2013 ◽  
Vol 11 ◽  
pp. 57-65 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Listening Skill ◽  
Advanced Students ◽  
Efl Students ◽  
Age Range ◽  
Experimental Group

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

scholarly journals The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus

2017 ◽  
Vol 8 (1) ◽  
pp. 95 ◽  
Author(s):  
Mehrnoosh Karimi ◽  
Raouf Hamzavi
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Test ◽  
Comprehension Ability ◽  
Efl Students ◽  
Students Attitudes ◽  
Age Range ◽  
Experimental Group ◽  
Reading Comprehension Ability

The present study aimed at investigating the effect of flipped model of instruction on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first conveniently sampled and were homogenized through a sample of PET. 50 EFL learners within age range of 19 to 25 were selected for the study and equally assigned into two groups-experimental and group. A researcher-made reading comprehension test was given to the participants as the pretest of the study. The experimental group received flipped model of instruction, whereas the control group received traditional model of instruction. At the end of the study, the researcher-made reading comprehension test was administered to the two groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the flipped model of instruction, the participants were asked to complete a questionnaire on flipped model of instruction developed primarily by Elfatah and Ahmed (2016). The results of ANCOVA revealed that flipped model of instruction had a significant positive effect on the reading comprehension ability of EFL students. Moreover, the results of frequency analyses indicated that EFL students in the experimental group had positive attitude towards attitude flipped model of instruction and agreed that it was helpful to them in many ways. The results and implications of the study are discussed in more detail in the paper. 

scholarly journals Efecto de un programa de natación en la condición física de preescolares (Effect of a swimming program on physical condition of preschoolers)

Retos ◽  
2019 ◽  
pp. 48-53
Author(s):  
Miguel Adriano Sánchez-Lastra ◽  
Rodolfo Iván Martínez-Lemos ◽  
Roberto Díaz ◽  
María Villanueva ◽  
Carlos Ayán
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Condition ◽  
Control Group ◽  
Promotion Of Physical Activity ◽  
The Common ◽  
Jump Velocity ◽  
Age Range ◽  
Experimental Group ◽  
Shuttle Run

La promoción la actividad física es de especial importancia en la salud de la población, siendo esencial fomentarla en la etapa preescolar. La natación es una elección habitual, pero son escasas las investigaciones que han valorado su efecto en la condición física de los niños. Este estudio tuvo como objetivo describir los cambios observados en la condición física de un grupo de prescolares (n= 47; rango edad=5-6 años), tras participar en un programa de natación. Se formaron dos grupos de niños y niñas en edad prescolar. El grupo experimental (n=24; 29,2% niñas) participó en un programa de iniciación a la natación organizado a razón de dos sesiones de 40 minutos por semana, durante diez meses. El grupo control (n=23; 34,8% niñas) siguió con su actividad habitual. Se valoró el peso, talla, Índice de Masa Corporal, Capacidad cardiorrespiratoria (“Test de los tres minutos”), fuerza explosiva (“Salto horizontal”), velocidad (20 m), agilidad (“Shuttle-run”) y flexibilidad (“V sit”). Se analizaron los datos de un total de 47 niños y niñas. Se hallaron cambios significativos en la capacidad cardiorrespiratoria (p=0,04) y en la fuerza (p=0,031) en los niños del grupo experimental. La agilidad (p=0,022) y la flexibilidad (p<0,001) mejoraron significativamente en los niños pertenecientes al grupo control. El participar en un programa de natación mejoró significativamente la capacidad cardiorrespiratoria y la fuerza de miembros inferiores en niños en edad prescolar.Abstract. Promotion of physical activity is important for community health; thus, it is essential to foment it during the preschool stage. Swimming is one of the common choices, but research assessing its effects on children’s physical condition is scarce. This study aimed at describing the changes in physical condition of a group of preschoolers (n=47; age range= 5-6 years), after performing a swimming program. Two non-randomly-assigned groups of preschool children were formed. The experimental group (n=24; 29.2% girls) took part in a swimming initiation program, carried in two 40-minute sessions per week during 10 months. The control group (n=23; 34.8% girls) continued its usual activity. Weight, height, Body-Mass Index, cardiorespiratory capacity (“Three minute run”), explosive strength (“Horizontal jump”), velocity (20 m), agility (“Shuttle-run”), and flexibility (“V-sit”) were assessed. Data from a total of 47 children was analyzed. Significant changes were observed in cardiorespiratory capacity (p=0.04) and strength (p=0.031) in the experimental group, as well as in agility (p=0.022) and flexibility (p<0.001) in the control group. Taking part in a swimming program significantly improved the cardiorespiratory capacity and strength of the lower body in preschool children. Further research employing randomized controlled trials is needed with the objective of monitoring children’s development level, as well as the physical activity they perform in their free time and therefore confirm these results.

scholarly journals CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 446-458
Author(s):  
António Almeida ◽  
Beatriz García Fernández ◽  
Teresa Silva
Keyword(s):  
Teaching Practice ◽  
Primary Teachers ◽  
Control Group ◽  
School Teaching ◽  
Post Test ◽  
Service Training ◽  
Negative Perceptions ◽  
Training Courses ◽  
Age Range ◽  
Experimental Group

This research focused on whether teaching practice could improve children’s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic “diversity of animals” differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children’s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers. Keywords: perceptions of animals, primary school, teaching practice.

scholarly journals Pengaruh Stres melalui Sing-A-Song Stress Test terhadap Selective Attention pada Dewasa Awal

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Trisna Setiatama ◽  
Sri Kusrohmaniah
Keyword(s):  
Selective Attention ◽  
Frontal Lobe ◽  
Stress Test ◽  
Early Adulthood ◽  
Control Group ◽  
Manipulation Check ◽  
Stroop Color Word Test ◽  
Age Range ◽  
And Control ◽  
Experimental Group

Selective attention is part of the executive function and controlled by the frontal lobe. Previous research suggests that selective attention can be affected by stress. Stress can interrupt frontal lobe performance. Nevertheless, no research in Indonesia has tested about this matter. This study aimed to determine the effect of stress through Sing-a-Song Stress Test on selective attention in early adulthood. The hypothesis of this study is that stress can decrease selective attention. Between-subjects design was applied in this study. A number of 35 participants with age range from 17 to 21 years old were randomly assigned into experimental group (n = 17) and control group (n = 18). Selective attention score was measured using Computerized Stroop Color-Word Test. Positive Affect and Negative Affect Schedule was used to conduct a manipulation check. Independent-Samples T Test explained no significant effect of stress on selective attention (t = .158; p > .05).

scholarly journals The Effect of Implementing Panel Discussion on Speaking Skill of Iranian Intermediate EFL Learners

2020 ◽  
Vol 10 (4) ◽  
pp. 445
Author(s):  
Mazyar Safarnejad ◽  
Iraj Montashery
Keyword(s):  
Panel Discussion ◽  
The Other ◽  
Control Group ◽  
Present Perfect ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Age Range ◽  
And Control ◽  
Experimental Group

Using practical vocabularies and phrases plays a prominent role in developing speaking skill.  The current research was designed to analyze the effect of implementing panel discussion on speaking skill of Iranian intermediate EFL learners. It was carried out at Ghasedak language institute in Astara among 70 intermediate male learners with the age range of 16-24 through a quasi-experimental research. The participants were assigned into two groups. One experimental group and the other labeled as control group. First, the pretest was administered to each group. The test was taken from the book “American File”. At the end of 10 weeks, a posttest of speaking was given to both experimental and control group. Then learners’ accuracy in simple past, simple present and present perfect and their fluency in using practical vocabularies and phrases were assessed. Results showed that teaching speaking based on panel discussion through CLT had a significant effect on learners' speaking skill.

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