1,721,072 research outputs found
ACTIVE BREAKS TO PROMOTE PHYSICAL ACTIVITY IN PRIMARY SCHOOL:EVALUATION OF PHYSICAL AND COGNITIVE FUNCTIONS
No full textThe effect of structured exercise on short-term memory subsystems: New insight on training activities
Full text linkIt has been shown that exercise positively affects cognitive abilities, such as frontal functions and long-term memory processes. We tried to understand whether different exercises (i.e., an open-skill activity, a team game, vs. a closed-skill activity, a circuit) might specifically influence different short-term-memory (STM) subsystems of working memory. We examined the effect of a single bout of open-and closed-skill exercises on three STM tasks (i.e., verbal, visuo-spatial, and motor) in children attending the 3rd and 4th classes at primary school. One group was tested before and after (T0 and T1) an Italian class (control group), one group before and after 30-min exercise on a circuit, and one group before and after 30-min of a team game. The control group presented no improvement. The open-skill activity improved short-term memory performance in all the partici-pants at T1 (p < 0.001 for children attending the 3rd class, and p = 0.007 for children attending the 4th class). In contrast, closed-skill activity improved short-term memory performance in older children (those attending the 4th class; p = 0.046) at T1. Importantly, this finding was found in a school setting and might have ecological validity. Therefore, the exercise protocol here used might help to structure specific training activities for both normal children and those with learning deficits to positively improve short-term memory abilities
Ruolo del trattamento riabilitativo negli allungamenti degli arti inferiori con fissazione esterna circolare. Scienze Motorie, 11, 25-29, 2002.
No full textActive breaks in primary school: Teacher awareness
No full textThe need for movement, which characterizes the current generations of children, has become urgent and worrying. Despite the continuous projects carried out in primary school, few seems to improve health and motivation to adopt active lifestyles. Among the many projects carried out in recent years, active breaks seem to be gaining ground for their easiness of realization and sustainability over time. The active breaks proved to be very effective towards well being and cognitive activation representing an additional dose of physical activity that can help children in meeting the recommended levels of daily physical activity. Moreover, the active breaks represent an innovative strategy to improve the classroom climate and facilitate the educational action of teachers. Teachers, involved in the I-MOVE and ABS studies, of an inter-university study group (University of Bologna and University of Roma Tre), responded with great enthusiasm to the practice of active breaks. Teachers highlighted that active break produced a positive effect toward school routine, learning environment and activation of cognitive functions in children. The present paper reports data related to the awareness of teachers, with regard to the application of active breaks in their school day, in terms of feasibility, management and organization in the face of effects considered absolutely positive for the daily school experience
I Can See Clearly Now! Exploring the Interplay Between Sport Modality and Visual Search Skill, Visual Working Memory and Reasoning.
No full textThe ability to select and recall information is an essential cognitive function relevant to roughly every situation in our daily lives (Brand & Schiebener, 2013).
The present investigation sought to further understanding of the influence of sport modality (i.e., open- and closed-skill sports) on different aspects of cognitive function such as visual search ability, visual working memory, and reasoning.
Given the several cognitive demands imposed by open- and closed-skill sports, it appears reasonable to hypothesize that cognitive function may vary as a function of sport modality (Gu et al., 2019).
Thirty-seven open-skill athletes (Mage = 27.30, SD =7.49 years), 32 closed-skill athletes (Mage = 29.97, SD = 9.73 years) and 26 non- athletes (Mage = 29.04, SD = 8.25 years) were recruited.
Open-skill athletes came from different sport disciplines (e.g., basketball and tennis) and closed-skill athletes came from sports such as running, and swimming.
Participants’ visual search abilities, visual working memory (Corsi Span -Backwards), and reasoning abilities (Cognitive Reflection Task) were investigated and the PsyToolkit platform was used to create and administer the tasks (Stoet, 2010; Stoet, 2017).
Only visual search abilities were superior in open-skill athletes when compared to both closed-skill athletes and non-athletes.
Furthermore, the findings revealed nonsignificant differences between closed-skills athletes and non-athletes for all tasks.
Accordingly, sport practice appears to be beneficial for some aspects of cognitive function. However, the present results must be interpreted with due caution, given that pre-existent differences in cognitive function could lead participants to become more successful in one sport than another
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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