3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children

2017 ◽  
Vol 9 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Seçil Yücelyiğit ◽  
Neriman Aral
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Preschool Education ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Interactive Applications ◽  
Visual Motor ◽  
And Control ◽  
Research Show

This study is implemented to investigate the effects of 3D animated movies and interactive applications on visual motor development of five year old children. The research has been performed in pretest-posttest-permanence test, experimental pattern with control group. For four months, every fifteen day experimental groups (24 children) watched eight episodes of 3D animated movies; 12 of them performed the interactive applications with computer while the other 12 performed the same applications with worksheets. 14 children in control group engaged merely their preschool education. Test of Visual Motor Skills-3 was used to collect and evaluate the visual motor skills of children. Since the data of the research was not distributed normally, non-parametric Kruskal Wallis, Friedman and Wilcoxon tests were used to analyze the data. The results of the research show that the visual motor skills of children who engaged the study in both test and control groups, had improved significantly.

3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children

2019 ◽  
pp. 787-796
Author(s):  
Seçil Yücelyiğit ◽  
Neriman Aral
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Preschool Education ◽  
Touch Screen ◽  
The Other ◽  
Control Group ◽  
Interactive Applications ◽  
Visual Motor ◽  
And Control ◽  
Research Show

This study is implemented to investigate the effects of 3D animated movies and interactive applications on visual motor development of five year old children. The research has been performed in pretest-posttest-permanence test, experimental pattern with control group. For four months, every fifteen day experimental groups (24 children) watched eight episodes of 3D animated movies; 12 of them performed the interactive applications with computer while the other 12 performed the same applications with worksheets. 14 children in control group engaged merely their preschool education. Test of Visual Motor Skills-3 was used to collect and evaluate the visual motor skills of children. Since the data of the research was not distributed normally, non-parametric Kruskal Wallis, Friedman and Wilcoxon tests were used to analyze the data. The results of the research show that the visual motor skills of children who engaged the study in both test and control groups, had improved significantly.

scholarly journals Cognitive dysfunction in children with sleep disorders

2004 ◽  
Vol 62 (2a) ◽  
pp. 212-216 ◽  
Author(s):  
Luciane Bizari Coin de Carvalho ◽  
Lucila Bizari Fernandes do Prado ◽  
Luciana Silva ◽  
Marilaine Medeiros de Almeida ◽  
Tatiana Almeida e Silva ◽  
...  
Keyword(s):  
Sleep Disorders ◽  
Cognitive Dysfunction ◽  
Screening Test ◽  
Total Sample ◽  
Control Group ◽  
Lower Prevalence ◽  
Control Groups ◽  
Similar Frequency ◽  
Visual Motor ◽  
And Control

Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-old children with SD presented a lower prevalence of CD than the CG (SD=6%, n=6; CG=13%, n=16; p=0.04). CONCLUSION: The frequency of children with CD was equal in the study and control groups when considering the total sample (7- to 10-year-old children). In contrast to our expectations, the SD group of 8-year-old children presented a lower frequency of CD than the control group.

Effect of environmental education program integrated into preschool education on children’s mental model development about “environment” concept

2018 ◽  
Vol 5 (2) ◽  
pp. 29-40
Author(s):  
Berat Ahi ◽  
Fatma Alisinanoglu
Keyword(s):  
Environmental Education ◽  
Mental Model ◽  
Model Development ◽  
Preschool Education ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

 Aim of this study is to determine the effect of environmental education program integrated into preschool education aged between 48-66 months on children’s mental model development about “environment” concept. Triangular mixed design was used in this research. Quantitative dimension of the study was carried out with quasi-experimental design with control group and qualitative dimension of the study was carried out with using phenomenological method based on social constructivist philosophy. Study group of the research consisted of 52 children from experimental and control groups. Statistically significant difference was observed in the scores of children in the experimental and control groups from DAET-R (U= 44, z= -5.44, p= .000, r= .75). Mental model development about environment of the majority of the children from the experimental group reached to an expected level. However, no development was obtained in the mental model development of the children in the control group. Results also showed that 80.8% of the children from experimental group defined environment as a place which people, animals and plants live together and the amount of the children from control group who defined environment similar to this level is 26.9%. In addition, there was no significant difference in the total pre-test and post-test DAET-R scores of children from the control group (z= -1.401, p > .05) and significant difference was observed in the pre-test and post-test DAET-R scores of children in the experimental group in support of post-test results (z= -4.126, p < .05). Keywords: Environment; Mental Model; Child; Pre-school Educatio; Environmental Education

Reexamination of Effect of a Subliminal Verbal Food Stimulus on Subjective Hunger Ratings

1972 ◽  
Vol 30 (2) ◽  
pp. 521-522 ◽  
Author(s):  
Stephen G. George ◽  
Luther B. Jennings
Keyword(s):  
Detection Threshold ◽  
Forced Choice ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Food Stimulus ◽  
And Control ◽  
Choice Method

The word “cheese” was flashed 30 times for two sets of experimental and control groups. One set received the stimulus below, the other slightly above, a forced-choice detection threshold. As no significant increase in hunger ratings was found, nor even a trend, the results conflict with Spence (1964) who did not use a valid forced-choice method or control group.

scholarly journals BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

2021 ◽  
Vol 18 (3) ◽  
pp. 1290
Author(s):  
Van Han Pham ◽  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Michał Bronikowski ◽  
Andrzej Rokita
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Year ◽  
And Control ◽  
The Impact

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

Factors Associated With Dysmorphic Concern and Psychiatric Morbidity in Plastic Surgery Outpatients

2002 ◽  
Vol 36 (1) ◽  
pp. 121-126 ◽  
Author(s):  
Stephen Kisely ◽  
Daniel Morkell ◽  
Bruce Allbrook ◽  
Patrick Briggs ◽  
Jasmina Jovanovic
Keyword(s):  
Plastic Surgery ◽  
Independent Predictor ◽  
General Health Questionnaire ◽  
Psychiatric Morbidity ◽  
The Other ◽  
Control Group ◽  
Health Questionnaire ◽  
Control Groups ◽  
Factors Associated ◽  
And Control

Objectives: To compare new referrals to a plastic surgery clinic for cosmetic (non-medically explained) reasons with a control group of equal size with medically explained symptoms. Method: Patients attending for cosmetic (non-medically explained) reasons were compared with the controls using the general health questionnaire (GHQ), and dysmorphic concern questionnaire (DCQ). Patients were divided into high and low DCQ scores on the basis of their median scores. Results: Ninety subjects were approached of whom 84 (93%) participated giving 42 patients each in the cosmetic (non-medically explained) and control groups. Forty-four per cent were referred for mammoplasty (n = 37) and 8% for rhinoplasty (n = 7). The other 40 cases (48%) were for other procedures including excision, abdominoplasty and blepharoplasty. Thirty-two per cent of the sample were GHQ cases (n = 27). Patients presenting for cosmetic (non-medically explained) reasons were 13 times more likely to be female (95% CI = 4.3–41), nine times more likely to have high DCQ scores (95% CI = 3.3–24), six times more likely to be GHQ cases (95% CI = 2.1–17), and seven times more likely to present for mammoplasty. The same factors were associated with high DCQ scores. Patients with high DCQ scores were 32 times as likely to be GHQ cases (95% CI = 6.8–151). On multivariate analysis, dysmorphic concern emerged as the only independent predictor of GHQ caseness rather than sex, surgical diagnosis or procedure (adjusted OR = 32.0, 95 % CI = 6.5–156). Similarly, only GHQ caseness and presentation for cosmetic (non-medically explained) surgery independently predicted DCQ score. Conclusions: Patients presenting for cosmetic (non-medically explained) surgery have high rates of dysmorphic concern and psychiatric morbidity

Adverse events when treating XDR tuberculosis

MedAlliance ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 16-24
Keyword(s):  
Clinical Study ◽  
Adverse Events ◽  
Adverse Reactions ◽  
Main Group ◽  
The Other ◽  
Control Group ◽  
Aminosalicylic Acid ◽  
Control Groups ◽  
Drug Induced ◽  
And Control

The article presents the results of a clinical study on the frequency and spectrum of adverse events (AEs) that occur during treatment with an anti-tuberculosis drug (thioureidoiminomethylpyridinium perchlorate, Tpp). The purpose of the study was to determine the frequen-cy and nature of adverse events when TPP is included in the treatment regimen and to develop an algorithm for the prevention of adverse reactions. Materials and methods: 125 (N=125) patients with MDR and XDR tu-berculosis were examined. 70.4% (88) patients developed adverse events. Results and discussion: At the same time, adverse reactions occurred in 58.3% (35) of the main group, and in 69.2% (45) of the control group. There were no significant differences in the frequency of adverse events between the main and control groups (2=1.608, 95% CI 0.298-1.298, p>0.05). In the control group, diges-tive and hepatobiliary AEs were more frequent (up by 8.6% and 3.5%, respectively). On the other hand, derma-tological reactions prevailed in the main group (up by 3.8%). Tpp was not shown to be the main cause of drug induced hypothyroidism, it can jointly reinforce thyrotox-ic effect when used in combination with protionamide and/or PASA (para-aminosalicylic acid). Statistic analy-sis showed no significant differences in any class of AEs between the groups (p>0.05 for all AE categories). Up to 68% of adverse reactions were mild (1 and 2 grade). Con-clusion. Thioureidoiminomethylpyridinium perchlorate is not the main cause of drug induced hypothyroidism, it can jointly reinforce thyrotoxic effect when used in combina-tion with protionamide and/or PASA.

Visual Reinforcement of Head-Turn Responses in Infants Under 12 Months of Age

1977 ◽  
Vol 42 (3) ◽  
pp. 328-334 ◽  
Author(s):  
John M. Moore ◽  
Wesley R. Wilson ◽  
Gary Thompson
Keyword(s):  
Age Groups ◽  
The Other ◽  
Auditory Signal ◽  
Control Group ◽  
Head Turn ◽  
Control Groups ◽  
Visual Reinforcement ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

The effect of complex visual reinforcement (animated toy animal) on auditory localization responses of infants below 12 months of age was studied. Sixty infants served as subjects and each subject received 30 presentations of complex noise at suprathreshold level. After each response to an auditory signal, one-half of the infants (experimental group) received complex visual reinforcement and the other half (control group) received no reinforcement. The experimental and control groups were further subdivided into three age groups: four months, five and six months, and seven to 11 months. Visual reinforcement produced significantly more responses (head turn) than no reinforcement for the two older age groups. There was no significant difference between the experimental and control conditions at four months of age.

scholarly journals Differences in social cognition between male prisoners with antisocial personality or psychotic disorder

2017 ◽  
Vol 10 (2) ◽  
pp. 15-24 ◽  
Author(s):  
Matias Salvador Bertone ◽  
Edith Aristizabal Díaz Granados ◽  
Miguel Vallejos ◽  
Jessica Muniello
Keyword(s):  
Emotional Processing ◽  
The Other ◽  
Social Reasoning ◽  
Control Group ◽  
Antisocial Personality ◽  
Control Groups ◽  
Reasoning Test ◽  
The Mind ◽  
And Control ◽  
Male Prisoners

The objective of this work is to discriminate between different neurocognitive circuits involved in empathy, one ofthem linked to emotional processing and the other associated with cognitive function. This is evaluated throughthe use of neuropsychological tools (Hinting Task, Reading the Mind in the Eyes Test and Cambridge MindReading Test) empathic cognition and empathic emotion. In this study, 57 male prisoners were divided intothree groups: psychotic patients (20), antisocial patients (17), and a control group (20). Patients with psychosiswere found to have significantly lower scores than the antisocial and control groups in a social reasoning test,but using tests of emotional recognition, we found that both psychotic patients and antisocial subjects scoredsignificantly lower than the control group.

scholarly journals Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

2021 ◽  
Vol 4 (5) ◽  
pp. 107-117
Author(s):  
Farraniva Acmed-Ismael
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
The Other ◽  
Control Group ◽  
Control Groups ◽  
Comprehension Test ◽  
Metacognitive Learning ◽  
And Control ◽  
Experimental Group

This study aimed at examining the effects of metacognitive learning strategies on the reading comprehension performance of 80 Grade Five pupils in the MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as the control group and the other as the experimental group. The descriptive-quantitative research was used to describe and analyse the respondents' performance in their reading comprehension test. The data were treated using Statistical Program for Social Sciences (SPSS) with a significance level set at .05. This research work involved four phases: In the first phase, a self-constructed Personal Background Questionnaire and the Strategy Inventory for Language Learning (SILL) by Oxford (1990) were administered both to the experimental and control groups before the strategy instruction. In the second phase, the experimental group received six sessions of instruction on metacognitive strategies. On the other hand, the control group received six sessions of instruction using the traditional method of teaching reading based on the Basal Readers Approach. Both experimental and control groups worked on authentic and inauthentic texts (some articles from the Newspaper and the World of Reading textbook). In the third phase, after completion of instruction, the teacher-made reading comprehension test was administered to both groups to determine the reading comprehension performance of the respondents. In the fourth phase, the SILL was administered to both groups again to determine if the metacognitive strategies instruction has an effect on the reading comprehension performance of the respondents. The data analysis yielded the following findings: First, a slightly greater outcome was manifested in the reading comprehension test of the experimental group compared to the control group. Second, there was no significant difference between the mean scores of the reading comprehension test of the control and experimental groups. Both the experimental and control groups performed well in the authentic section of the reading comprehension test. Lastly, the Strategy Inventory for Language Learning (SILL) by Oxford, 1990 shows a positive effect on the reading comprehension performance of the experimental group. Therefore, the respondents performed better in the part of the reading comprehension test using authentic texts and the experimental group’s metacognitive awareness increased notably after the instruction.

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