scholarly journals Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

10.3791/51905 ◽  
2014 ◽  
Author(s):  
Daniel E. Bradford ◽  
Katherine P. Magruder ◽  
Rachel A. Korhumel ◽  
John J. Curtin
Keyword(s):  
Probability Task ◽  
Anxiety And Fear

Effects of Music Intervention on the Scaling Anxiety and Fear

2019 ◽  
Vol 7 (3) ◽  
pp. 21-28
Author(s):  
Gi-Ug Kim ◽  
Jung-Hwa Lee ◽  
Ji-Wha Kim
Keyword(s):  
Music Intervention ◽  
Anxiety And Fear

Analysis and assessment of the correlation between mental states and successful activities of nurses (results of research work)

2020 ◽  
pp. 64-70
Author(s):  
E. Menzul ◽  
N. Ryazantseva ◽  
L. Karasyova
Keyword(s):  
Nursing Staff ◽  
Research Work ◽  
Well Being ◽  
Mental States ◽  
Fear Of Failure ◽  
Professional Activity ◽  
Professional Success ◽  
Emotional Burnout ◽  
Staff Level ◽  
Anxiety And Fear

The article presents the results obtained with the use of psychodiagnostic techniques that allowed to analyze and assess professional success of nursing staff, level of emotional burnout and psychological stress, manifestations of anxiety and fear of failure in order to adjust the behavior and well-being of specialists in the process of professional activity.

scholarly journals Benign Positional Paroxysmal Vertigo in Children

2021 ◽  
Vol 11 (1) ◽  
pp. 47-54
Author(s):  
Cristiano Balzanelli ◽  
Daniele Spataro ◽  
Luca Oscar Redaelli de Zinis
Keyword(s):  
Daily Activities ◽  
Clinical Parameters ◽  
Pediatric Age ◽  
Balance Disorders ◽  
Horizontal Canal ◽  
Posterior Canal ◽  
Benign Positional Paroxysmal Vertigo ◽  
Vestibular Assessment ◽  
Anxiety And Fear ◽  
Anterior Canal

The aim of this study was to assess the prevalence and analyze clinical parameters of benign positional paroxysmal vertigo (BPPV) in a pediatric age. A cohort of 423 children under the age of 15 (median age 11. interquartile range 9–13) was submitted to vestibular assessment for balance disorders. Dix-Hallpike and Roll-Supine tests were performed to look for positioning nystagmus using video-infrared goggles. BPPV was found in 43 of 423 children evaluated for balance disorders (10.2%). There were 28 females (65.1%) and 15 (34.9%) males. The posterior canal was involved in 79% of cases and the horizontal canal in 21% of cases. No apogeotropic bilateral or anterior canal form were seen. Thus, BPPV is not an infrequent type of vertigo in children and must be evaluated as soon as possible in order to plan the most appropriate maneuver and restore daily activities as soon as possible, avoiding anxiety and fear.

scholarly journals How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies

ZDM ◽  
2021 ◽  
Author(s):  
Sebastian Rezat
Keyword(s):  
Quantitative Research ◽  
Conceptual Development ◽  
Large Body ◽  
Learning Processes ◽  
Mathematics Textbooks ◽  
School Students ◽  
Mathematics Textbook ◽  
Depth Analysis ◽  
Probability Task ◽  
Automated Feedback

AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.

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