Dissertations / Theses: 'Attention/concentration'

1

Eyrich, Erica Louise. "The folk psychology of piano pedagogy : concentration and attention." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621344.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Pellack, Kaylee. "Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.

Full text

Abstract:

This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students’ resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.

APA, Harvard, Vancouver, ISO, and other styles

3

Flehmig, Hagen C. "Reaktionszeitvariabilität als Indikator von Konzentrationsleistungen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-39404.

Full text

Abstract:

Die vorliegende Arbeit enthält fünf Studien, die einen Beitrag zur Aufklärung der Determinanten individueller Differenzen beim konzentrierten Arbeiten leisten sollten. Im Unterschied zu bisherigen Arbeiten lag der Schwerpunkt hier nicht allein auf der Frage nach dem Zusammenhang handelsüblicher Konzentrationstests mit entsprechenden Zielkriterien (z. B. selbstberichtete Konzentration im Alltag) sondern auf Aufgabenvariablen, welche experimentell manipuliert wurden. Studie 1 untersuchte, ob sich für alternative Kennwerte der Leistung in Konzentrationstests ausreichende psychometrische Gütekriterien zeigen lassen. Von den untersuchten Kennwerten zeigte sich der Variationskoeffizient der Reaktionszeit (RTCV) als ausreichend retestreliabel und unabhängig von klassischen Kennwerten konzentrierten Arbeitens (Tempo und Fehlerneigung). RTCV erwies sich als Maß der Temposchwankung als brauchbarer Indikator für eine Leistungsdimension konzentrierten Arbeitens, die Informationen über die klassischen Konzentrationsfacetten hinaus liefert. In Studie 2 ging es um selbstberichtete Konzentration im Alltag, insbesondere um Zusammenhänge mit klassischen Persönlichkeitsmerkmalen. Der oft berichtete positive Zusammenhang zwischen Neurotizismus und selbstberichteter Fehlerneigung im Alltag konnte nicht nur repliziert werden, sondern auf der Ebene von Subfacetten differenziert werden. Neurotizismus war hauptsächlich mit einer speziellen Form kognitiver Fehlleistungen assoziiert, nämlich mit spontan auftretenden Intrusionen aus dem Langzeitgedächtnis, welche das Arbeitsgedächtnis zeitweilig präokkupieren und zu temporärer Leistungsminderung im Alltagsleben führen können. Die Studien 3 bis 5 hatten das Ziel, eine Reihe von experimentellen Aufgabenvariablen in Konzentrationstests hinsichtlich ihrer Bedeutung für die Retestreliabilität und die Validität zu untersuchen. Es ging unter anderem um Zusammenhänge zwischen Aspekten der Leistung im Test und Aspekten der Persönlichkeit und Fehlerneigung im Alltag. Die experimentelle Anordnung erlaubte eine Prüfung der Annahme von M. W. Eysenck et al. (2007), dass hoher Neurotizismus mit einer Leistungsminderung in auf Wahlreaktionen basierenden Aufgabenformen einhergeht, welche mit zunehmender Itemschwierigkeit größer werden sollte. Diese Annahme wurde geprüft für den Fall eines großen Itemsets (Studie 3: viele Items sollten das Lernen von S-R Verbindungen verhindern, so dass der Einsatz von zusätzlichen Verarbeitungsressourcen auch tatsächlich zu mehr Fehlern führen sollte), für den Fall der Testverlängerung (Studie 4: andauernde Informationsverarbeitung sollte einen differentiellen Ermüdungseffekt evozieren) und auch für den Fall einer vergleichsweise erhöhten Belastung des Arbeitsgedächtnisses (Studie 5). Entgegen der Annahme von M. W. Eysenck et al. (2007) führte ein großes Itemset zu schnelleren Reaktionen im Konzentrationstest bei Personen mit hohem Neurotizismus; hingegen konsistent mit der Annahme von M. W. Eysenck et al. (2007) führte ein großes Itemset zu mehr Fehlern im Konzentrationstest bei Personen mit hohem Neurotizismus. Eine Testverlängerung führte nicht zu persönlichkeitsbezogenen Unterschieden in der Leistung. Eine Erhöhung der Itemschwierigkeit jedoch evozierte einen deutlichen Zusammenhang zwischen Neurotizismus und Reaktionszeitvariabilität. Wenn man hohe Reaktionszeitvariabilität ebenfalls als einen Marker für ineffizientes Arbeiten ansieht, dann kann das Modell von M. W. Eysenck et al. (2007) als partiell unterstützt angesehen werden. Außerdem stand die Frage nach der konvergenten Validität zwischen selbstberichteter Konzentration im Alltag und objektiv getesteter Konzentrationsleistung im Vordergrund. Da subjektive und objektive Konzentration das gleiche Konstrukt beanspruchen, jedoch oft keine entsprechenden Zusammenhänge gefunden wurden, stellte sich die Frage, welche experimentellen Aufgabenfaktoren für den Zusammenhang kritisch sind. Die Frage konnte zum Teil beantwortet werden, denn es zeigte sich konsistent über alle Studien hinweg ein moderater positiver Zusammenhang zwischen den Werten des Cognitve Failures Questionnaire (CFQ) und RTCV, nicht jedoch zwischen CFQ und den traditionellen Kennwerten Tempo und Fehlerneigung. Eine Erhöhung der Itemschwierigkeit im Konzentrationstest ließ diese Korrelationen besonders hervortreten (Studie 5). Dies hat Implikationen für die Frage, mit welchem Aufgabenmaterial das Konstrukt Konzentration am besten erfasst werden kann. Einige Autoren argumentieren für den Einsatz von komplexem Material (da die diagnostische Breite größer ist); andere Autoren jedoch argumentieren für besonders einfache Aufgabenformen (da komplexere Aufgabenformen nicht die reine Konzentration messen und die Korrelationen zu anderen Konstrukten wie Intelligenz immer größer werden). Die wiederholt gezeigten Zusammenhänge zwischen Reaktionszeitvariabilität und CFQ leisten entsprechend einen wichtigen Beitrag zur Konstruktvalidität von Konzentrationstests, da konventionelle Testverfahren bisher nur die traditionellen Kennwerte Tempo und Fehlerneigung verwendeten.

APA, Harvard, Vancouver, ISO, and other styles

4

Eriksson, Max, and Hampus Mattson. "Akuta effekter och samband mellan fysisk aktivitet och koncentrationsförmåga hos universitetsstudenter : En kvantitativ studie med cross-over design." Thesis, Uppsala universitet, Fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384146.

Full text

Abstract:

Bakgrund: Fysisk aktivitet har observerats ha positiva effekter på kognitiva förmågor, såsom koncentration. Studier saknas kring den akuta effekten på en population bestående av universitetsstudenter. Syfte: Undersöka om aerob fysisk aktivitet påverkar koncentrationen i ett akut skede samt undersöka sambandet mellan aktivitetsminuter per vecka och koncentrationsförmågan hos universitetsstudenter. Metod: En experimentell kvantitativ studie med cross-over design. Totalt deltog 26 universitetsstudenter vars koncentrationsförmåga mättes med koncentrationstestet Trail making test (TMT) A och B samt självskattning genom Numeric rating scale efter en intervention bestående av fysisk aktivitet och efter utebliven intervention. Data avseende deltagarnas aktivitetsnivå samlades in genom en enkät från folkhälsomyndigheten. Resultat: Ingen statisk signifikant (p≤0,05) skillnad sågs på objektiv eller upplevd koncentrationsförmåga. Då deltagarna fick intervention var medianen på TMT B minus A 26,8 sek (IQR=9,9), NRS 8 (IQR=2) och vid utebliven intervention var medianen på TMT B minus A 31,2 sek (IQR=11,7), NRS 7 (IQR=2). Det sågs heller ingen statistik signifikant korrelation mellan aktivitetsminuter och objektiv koncentration (r=-0,25) samt upplevd koncentrationsförmåga (r=0,11). Slutsats: Måttlig fysisk aktivitet hade inte någon effekt på objektiv eller upplevd koncentrationsförmågan i ett akut skede och ingen korrelation kunde ses mellan fysisk aktivitetsnivå och koncentrationsförmåga hos en grupp universitetsstudenter.
Background: Physical activity has been observed to have positive effects on concentration. The short-term effect hasn’t been studied to the same degree and haven’t been studied in university students. Objective: Examine whether physical activity has any short-term effect on concentration and examine the correlation between general physical activity and concentration in university students. Methods: An experimental quantitative cross-over design. A total of 26 students whose concentration was measured Trail making Test (TMT) A and B and Numeric rating scale following an intervention consisting of physical activity and non-intervention. Data regarding minutes of activity per week was collected by a questionnaire from folkhälsomyndigheten. Results: There was no statistical significance (p≤0,05) in concentration. The median from TMT B minus A was 26,8 sec (IQR=9,9), NRS 8 (IQR=2) when intervention was administrated and the median from TMT B minus A was 31,2 sec (IQR=11,7), NRS 7 (IQR=2) when no intervention was administrated. There was no statistical significance in the correlation between weekly minutes of physical activity and objective concentration (r=-0,025) or self-reported concentration (r=0,11). Conclusion: Physical activity did not have a short-term effect on objective or self-reported concentration. There was no correlation between physical activity and concentration.

APA, Harvard, Vancouver, ISO, and other styles

5

Packard, Stacie S. "EFFECTS OF VIGOROUS BOUTS OF PHYSICAL ACTIVITY IN ELEMENTARY STUDENTS WITH AND WITHOUT A DIAGNOSIS OF ATTENTION DEFICIT DISORDER: AN EXAMINATION OF HOW PHYSICAL ACTIVITY INFLUENCES THE ATTENTION AND CONCENTRATION OF STUDENTS IN THE SCHOOL ENVIRONMENT." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1182358294.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Brazzolotto, Paul. "Ne pas déranger ! : étude des interruptions et de leurs caractéristiques au cours de tâches de la vie quotidienne." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2078.

Full text

Abstract:

Les interruptions sont l’un des phénomènes les plus perturbants pour la concentration au travail. Alors que leur nombre ne cesse d’augmenter avec la multiplication des notifications et l’ouverture des espaces de travail, le milieu professionnel commence à se rendre compte qu’elles nuisent à la productivité, mais aussi au bien-être en entreprise. C’est pourquoi un grand nombre de scientifiques ont cherché à comprendre les causes et les conséquences spécifiques des interruptions, en étudiant les différentes situations possibles. De nombreuses questions restent toutefois sans réponses.Dans ce travail de thèse, nous nous sommes focalisés sur l’effet de quatre types d’interruption, pour lesquels soit les causes ne sont pas ou mal connues, soit les conséquences n’avaient encore jamais été étudiées : (i) la complexité de la tâche interruptrice (ii) le moment de survenue de l’interruption (iii) la source de l’interruption et (iv) le caractère agréable de la tâche interruptrice. Nous nous sommes également intéressés à deux contextes de travail bien spécifiques, à savoir le tri d’emails et la détection d’armes dissimulées dans des valises.Avec 6 études, nous avons pu en apprendre davantage sur les effets de chacune des caractéristiques des interruptions précédemment citées, ainsi que l’effet des interruptions en fonction de la tâche qu’elles suspendent. Nous avons également pu identifier précisément les processus cognitifs impliqués dans la suspension de la tâche interrompue, en fonction de sa caractéristique manipulée.Ce travail de thèse a ainsi apporté un certain nombre de découvertes empiriques, que nous avons discuté à la lumière de la littérature et de différents modèles théoriques, auxquels nous avons proposé quelques améliorations. Ces travaux ont également un intérêt pratique, car ils nous ont permis de proposer des recommandations sur l’organisation des espaces de travail et sur l’utilisation des moyens de communication en entreprise
Interruptions are one of the most disturbing phenomena for concentration at workplace. While they are constantly increasing with the multiplication of notifications and the opening of workspaces, the professional world is beginning to realize that they are detrimental to productivity but also to the well-being of workers. This is why a large number of scientists havesought to understand the specific causes and consequences of interruptions, by studying the different possible situations. However, many questions remain unanswered.In this thesis, we focused on the effect of four types of interruptions, for which either the causes are not or poorly known, or the consequences had never been studied before: (i) the complexity of the switching task, (ii) the timing of the interruption, (iii) the source of the interruption and (iv) the pleasant nature of the switching task. We also looked at two very specific working contexts, namely the sorting of emails and the detection of weapons hidden in suitcases.With 6 studies, we were able to learn more about the effects of each of the abovementioned interruption characteristics. We were also able to identify precisely the cognitive processes involved in the suspension of the interrupted task, according to its manipulated characteristic.This thesis has thus brought a number of empirical discoveries, which we have discussed in the light of the literature and various theoretical models, to which we have proposed some improvements. This work is also of practical interest, as it has enabled us to make recommendations on the organization of workspaces and on the use of communication mediain companies

APA, Harvard, Vancouver, ISO, and other styles

7

Jansson, John. "Jakten på koncentration - Från teori till idrott." Doctoral thesis, Umeå University, Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-664.

Full text

Abstract:

When athletes and coaches discuss reasons for success or failure the word concentration has an important role. Likewise, in sport research, the term attention tends to have the same central position. This notion gives the impression that everyone seems to know what concentration is and how it affects sport performances. However, the many theories in cognitive psychology are not primarily designed to be applied in the setting of sport and exercise, and thus have little or no validity in that field. Instead of applying scientific knowledge, the field of sport enhancement often utilizes myths and folklore as bases for practice and exercise.

This thesis started as a quest for this well-known concentration and often required state of mind. The overarching purpose of this hunt was to discover aspects that influence the ability of concentration in sport and exercise settings. The aim was to examine the usefulness of cognitive psychology and scientific methods in the field of sports. The search for concentration has follows three tracks. The first line of investigation was to study variations in concentration. The second path was to validate the Test of Attentional and Interpersonal Style (TAIS), (Nideffer, 1976). The third trail was to review the theory of ironic processing in mental control (Wegner, 1992) and try out its applications on sport performances movements.

The search of variations in concentration was carried out through interviewing and measuring heart rate of athletes from golf, pistol shooting, basketball, tennis, and handball. The results showed that the concentration vary within and between sports and athletes. The validation of TAIS was performed on a sample of 1230 athletes from different sports. The result confirms that the basic theory of TAIS not was adequate to explain the functions of attention on the basis of modern theories of cognition. TAIS did not manage to differentiate between different level of skills and between different sports. The original subscales of TAIS were not validated by a factor analysis. The application of ironic processing in sport settings was examined in a series of six studies. The result of these studies showed no support of any impact of ironic processing.

The overall conclusions of the quest for the covet concentration in sport settings can be summarized in one word, variation. It is difficult to consider the notion of general concentration in sports settings because of great differences within and between sports and individuals. These results cast doubt on the efficiency of universal concentration improving techniques. The review of theories of cognitive psychology showed that many modern theories are conspicuous by one's absence in the field of sport psychology. Perhaps the improvements in the sport arenas could be faster if the knowledge of cognitive psychology was better.

APA, Harvard, Vancouver, ISO, and other styles

8

Lau, Sau Yin. "A single case study on providing peer support and whole class strategies as interventions for children who are experiencing difficulty with their attention (concentration) in the classroom." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21350/.

Full text

Abstract:

Many students are struggling with attention in class. On the other hand, many teachers are struggling with using their limited time to support students with diverse needs. The purpose of the research project is to explore and develop effective intervention strategies that teachers can use at a low cost to support students who are experiencing difficulty with their attention (concentration) in the classroom so as to promote inclusiveness in education. The terms ‘Peer Support’ and ‘Whole Class Strategies’ are nothing new. Yet this study used a relatively new way to use Peer Support and Whole Class Strategies as interventions to improve on-task behaviour of primary students who struggled with attention. A single case experimental design was adopted to investigate the impacts of the interventions. Four Year 5 students, the Class Teacher and the school’s SENCo participated in using the strategies. The effectiveness of the strategies and the experience of using them from the student and teacher participants’ perspectives were explored by mixed methods. Systematic observation was used to collect quantitative data on the student participants’ time-on-task rates over different intervention phases while semi-structured individual interviews were conducted to collect qualitative data on the participants’ experiences. Results showed that marked improvements in the time-on-task rates were found in all participating students when each of the intervention strategies was implemented. Triangulation of data from students’ perspectives supported the conclusion that both strategies were effective. However, the Class Teacher’s view only supported the effectiveness of Whole Class Strategies, but not Peer Support. Analysis of qualitative data further revealed how the participants interacted with the intervention strategies. Several main themes generated from the student participant’s interview data on Peer Support were related to executive functions which echoed with the literature on attention difficulties. Thematic analysis of teacher participants’ interview data suggested that evaluation of the effectiveness of Peer Support might had been modulated by expectations.

APA, Harvard, Vancouver, ISO, and other styles

9

Gauffin, Per. "Underlättar medicinering av barn med ADHD barnets pedagogiska situation i skolan?" Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1514.

Full text

Abstract:

Persons suffering from Attention deficit/hyperactivity disorder (ADHD) struggle with complications within the functions that regulate and control the brain activities, due to deficiencies in these functions within the affected nerve-paths. ADHD is a cognitive function impairment characterised by inattention, impulsiveness and over activity. According to Diagnostic and Statistic Manual of Mental Disorders, American Psychiatric Association (DSM-IV), certain diagnostic criteria of ADHD must be fulfilled in order for a person to be diagnosed with ADHD. The everyday problems caused by ADHD are individual and medication can have positive effects relieving the person’s impairing behaviour. The study is based on scientific literature, three quantitative scientific articles and preview material from the last study by Johnson, Fransson, Kadesjö & Gillberg, presently being scrutinised. Swedish as well as English literature has been used. The purpose of this study is to shed some light upon whether medication facilitates the child’s school situation. The result deals with the ADHD diagnosis and pharmacological therapy involving drugs that stimulate the central nervous system, as well as naturopathic medicine like Omega-3/6. The pedagogical aspect for children with ADHD in school has been observed and evaluated. In this matter it is important for the pedagogue to encourage the child by letting it find out that it can manage more than it thinks.

APA, Harvard, Vancouver, ISO, and other styles

10

Örnborg, Zandra. "Koncentrationssvårigheter utifrån pedagogens perspektiv : Hur påverkas klassen och den enskilda individen?" Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3368.

Full text

Abstract:

Syftet med det här arbetet var att undersöka utifrån några pedagogers perspektiv hur koncentrationssvårigheter beskrivs samt hur elevers koncentrationssvårigheter påverkar andra elever/klassen. Jag valde att göra en intervjustudie, där jag intervjuade fyra pedagoger utifrån deras erfarenheter och upplevelser. Jag ställde frågor som berörde svårigheter och yttrande av koncentrationssvårigheter, de andra elevernas reaktioner samt påverkan på klassen.

Resultatet av undersökningen visade att pedagogerna upplever att elever kan tycka att det är jobbigt och kan själva bli störda av barnet med koncentrationssvårigheter. Det framkom också att barnen runtomkring lär sig att hantera situationen genom att t.ex. ignorera. Pedagogerna tryckte på en öppen och rak kommunikation och värderade diskussioner med klassen högt, allt detta för att skapa en förståelse barnen emellan.

Forskning kring koncentrationssvårigheter finns det en uppsjö av. Den medicinska, sociala och den pedagogiska delen finns oftast med, men hur koncentrationssvårigheterna påverkar omgivningen finns det sämre av. Därför valde jag att också belysa eleverna runtomkring elever med koncentrationssvårigheter utifrån pedagogers perspektiv.

The purpose of this work was to study from a couple of teachers perspective how concentrations difficulties is being described and also how pupil.s concentration difficulties influence other pupils/the class. I chose to do an interviewstudy, where I interviewed four teachers from out of their experiences. I asked questions which touched diffuculties and how it manifests, the other pupils reactions and the influence on the class.

The result of the study showed that the teachers experience that pupils can feel that it is hard and can get disturbed by the child with concentration difficulties. It also came to light that the children around is making up strategies to handle the situation, for an example by ignoring. The teachers pushed for an open and straight communication and valued discussions with the class highly, all to build understanding between the children.

There is a lot of research about concentration difficulties. The medical, social and pedagogic pieces are there, but there is less about how the environment is effected. Therefore I chose to also shed a light on the pupils around the pupils with concentration difficulties from teachers' perspectives.

APA, Harvard, Vancouver, ISO, and other styles

11

Kurita, Geana Paula. ""Alteração cognitiva e o tratamento da dor oncológica"." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-04052006-211733/.

Full text

Abstract:

Avaliou-se, três vezes, ao longo de um mês, a função cognitiva de doentes em tratamento da dor oncológica e comparou-se o desempenho dos que recebiam opióides (Grupo Recebendo Opóides GRO, n=14) ao dos que não os recebiam (Grupo Sem Opióides GSO, n=12); analisaram-se também as relações entre função cognitiva, intensidade da dor e dose do opióide. A função cognitiva foi avaliada por meio do Teste de Trilhas, Mini-exame do Estado Mental, Teste de Extensão de Dígitos, Bateria Breve de Rastreio Cognitivo e Inventário de Depressão de Beck. Para a identificação de diferenças, o nível de significância foi estabelecido em 5%. A análise longitudinal para o GSO mostrou melhora da memória incidental (P=0,005) e do aprendizado (P=0,016); entretanto, piora das habilidades construtivas e vísuo-perceptivas (P=0,039). Para o GRO observou-se melhora da memória incidental (P=0,038). Em ambos os grupos não houve modificação no Teste de Trilhas, Mini-exame do Estado Mental, Teste de Extensão de Dígitos e demais testes da Bateria Breve de Rastreio Cognitivo. A comparação entre os grupos mostrou que o GSO teve melhor desempenho na atenção/concentração e memória operacional (2ª avaliação, P=0,029) e funções executivas (1ª avaliação, P=0,023). A análise de correlações no GRO demonstrou que à dor menos intensa corresponderam escores maiores no Mini-exame do Estado Mental (P =0,001), na memória incidental (P =0,030 e 0,014), na memória imediata (P=0,042) e na memória tardia (P =0,037), avaliados pela Bateria Breve de Rastreio Cognitivo. Não se observaram correlações no GSO. Não houve correlação entre a dose do opióide e o desempenho nos testes. O GSO teve melhor desempenho que o GRO em alguns testes, na análise comparativa entre grupos e na análise longitudinal. No entanto, essa superioridade não se expressou nas três avaliações e nem na maioria dos testes. A correlação negativa entre intensidade da dor e função cognitiva no Grupo Recebendo Opióides indicou que a intensidade da dor influenciou o desempenho cognitivo. Há necessidade de outros estudos que ampliem o conhecimento sobre o tema.
The cognitive functions of patients in oncologic pain treatment were assessed three times, over the period of a month. The performance of patients in treatment with opioids (Group Receiving Opioids GRO, n=14) was compared with that of a group of patients receiving treatment without the administration of opioids (Group Without Opioids GWO, n=12). Relations between cognitive function, pain intensity and opioid dose were also analysed. The cognitive function was assessed by the Trail Making Test, Mini-mental State Examination, Digit Span Test, Brief Cognitive Screening Battery and Beck Depression Inventory. In order to identify statistical differences, the significance level was established in 5%. The longitudinal analysis to the GWO showed improvement in incidental recall (P=0,005) and learning (P=0,016); however, deterioration in the constructional and visuoperceptual abilities was noticed (P=0,039). Improvement was observed in the incidental recall (P=0,038) of the GRO. In both groups there were no changes in the Trail Making Test, Mini-mental State Examination, Digit Span Test, Beck Depression Inventory and other tests from Brief Cognitive Screening Battery. The comparison between groups showed that GWO had better performance in attention/concentration, working memory (P=0,029) and also in executive functions (P=0,023). The analyses of the correlations in GRO demonstrated that less intense pain corresponds to higher scores in Mini-mental State Examination (P =0,001), in incidental recall (P=0,030 e P =0,014), in immediate recall (P=0,042) and in delayed recall (P=0,037) assessed by the Brief Cognitive Screening Battery. No correlations were observed in GWO. There was no correlation between opioid dose and performance in the results. In the longitudinal tests and comparative analyses between the groups, GWO had better performance than GRO. However, this superiority was not verified in the three assessments, as well as in the case of the majority of the tests results. The negative correlation between pain intensity and cognitive function on the group receiving opioids indicated that pain intensity had an influence on cognitive performance. Further research is necessary to broaden the knowledge about this issue.

APA, Harvard, Vancouver, ISO, and other styles

12

Krawietz, Sabine Anna. "Concentration construct refinement and scale development /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Röde, Linnéa. "En intervjustudie om hur ASL fungerar för elever med NPF-problematik. : Verksamma klasslärare och speciallärares erfarenheter." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29371.

Full text

Abstract:

Det finns en koppling mellan NPF-problematik och Dyslexi och läs- och skrivsvårigheter, vilket gör att läs- och skrivinlärningen kan bli extra bekymmersam för elever med NPF-problematik. Detta gör att det finns en svenskämnesdidaktisk vinst i att ta reda på hur metoder som används i läs- och skrivundervisningen fungerar ur ett NPF-perspektiv. Digitala verktyg används mer och mer i undervisningen och en metod för läs- och skrivinlärningen som utgår från användningen av dator eller lärplatta är Att skriva sig till läsning, ASL. Syftet med denna kvalitativa studie var att undersöka hur verksamma klasslärare och speciallärare upplever att ASL fungerar för elever med NPF-problematik. De frågeställningar som användes för att konkretisera syftet var: Vilka möjligheter med ASL anger informanterna det finns för elever med NPF-problematik? Och Vilka svårigheter med ASL anger informanterna det finns för elever med NPF-problematik? Utifrån ett sociokulturellt perspektiv på lärande genomfördes sex halvstrukturerade intervjuer med klasslärare/speciallärare. Resultatet av studien pekar på att ASL inte främst är en metod för att läs- och skrivundervisning, utan ett inkluderande arbetssätt som fungerar för alla elever och för svenskämnets alla delar.

APA, Harvard, Vancouver, ISO, and other styles

14

Röde, Linnéa. "En kvalitativ undersökning om hur ASL som metod för läs- och skrivinlärning fungerar för elever med NPF-problematik : Verksamma lärares erfarenheter." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31146.

Full text

Abstract:

Skolsituationen för elever med neuropsykiatriska funktionsnedsättningar, NPFproblematik är ofta problematisk på grund av de svårigheter de befinner sig i. Lärare saknar också ofta kunskap om och har därför svårt att möta och anpassa undervisningen för elever med den här typen av problematik. Eftersom skolans kunskapsinhämtning bygger på det skrivna ordet är det av största vikt att eleverna så fort som möjligt tillgodogör sig läs- och skrivundervisningen. Det finns en koppling mellan NPF-problematik och Dyslexi och läs- och skrivsvårigheter, vilket gör att läs- och skrivinlärningen kan blir extra bekymmersam för elever med NPFproblematik. Detta gör att det finns en ämnesdidaktisk vinst i att ta reda på hur metoder som används i läs- och skrivundervisningen ur ett NPF- perspektiv. Digitala verktyg används mer och mer i undervisningen och en metod för läs- och skrivinlärningen som utgår från användningen av dator eller lärplatta är Att skriva sig till läsning, ASL. Syftet med denna kvalitativa studie är att undersöka hur verksamma lärare upplever att ASL som metod för läs- och skrivinlärning fungerar för elever med NPF-problematik. Den teoretiska utgångspunkt som används är sociokulturellt perspektiv på lärande och metoden för undersökningen är halvstrukturerade intervjuer.

APA, Harvard, Vancouver, ISO, and other styles

15

Schumann, Frank. "Untersuchung zur prädiktiven Validität von Konzentrationstests." Doctoral thesis, Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-209613.

Full text

Abstract:

In der hier vorliegenden Arbeit wurde die Validität von Aufmerksamkeits- und Konzentrationstests untersucht. Im Vordergrund stand dabei die Frage nach dem Einfluss verschiedener kritischer Variablen auf die prädiktive Validität in diesen Tests, insbesondere der Itemschwierigkeit und Itemhomogenität, der Testlänge bzw. des Testverlaufs, der Testdiversifikation und der Validität im Kontext einer echten Personalauslese. In insgesamt fünf Studien wurden die genannten Variablen systematisch variiert und auf ihre prädiktive Validität zur (retrograden und konkurrenten) Vorhersage von schulischen und akademischen Leistungen (Realschule, Abitur, Vordiplom/Bachelor) hin analysiert. Aufgrund der studentischen (d. h. relativ leistungshomogenen) Stichprobe bestand die Erwartung, dass die Korrelationen etwas unterschätzt werden. Da die Validität in dieser Arbeit jedoch „vergleichend“ für bestimmte Tests bzw. experimentelle Bedingungen bestimmt wurde, sollte dies keine Rolle spielen. In Studie 1 (N = 106) wurde zunächst untersucht, wie schwierig die Items in einem Rechenkonzentrationstest sein sollten, um gute Vorhersagen zu gewährleisten. Dazu wurden leichte und schwierigere Items vergleichend auf ihre Korrelation zum Kriterium hin untersucht. Im Ergebnis waren sowohl leichte als auch schwierigere Testvarianten ungefähr gleich prädiktiv. In Studie 2 (N = 103) wurde die Rolle der Testlänge untersucht, wobei die prädiktive Validität von Kurzversion und Langversion in einem Rechenkonzentrationstest vergleichend untersucht wurde. Im Ergebnis zeigte sich, dass die Kurzversion valider war als die Langversion und dass die Validität in der Langversion im Verlauf abnimmt. In Studie 3 (N = 388) stand der Aspekt der Testdiversifikation im Vordergrund, wobei untersucht wurde, ob Intelligenz besser mit einem einzelnen Matrizentest (Wiener Matrizen-Test, WMT) oder mit einer Testbatterie (Intelligenz-Struktur-Test, I-S-T 2000 R) erfasst werden sollte, um gute prädiktive Validität zu gewährleisten. Die Ergebnisse sprechen klar für den Matrizentest, welcher ungefähr gleich valide war wie die Testbatterie, aber dafür testökonomischer ist. In den Studien 4 (N = 105) und 5 (N =97) wurde die prädiktive Validität zur Vorhersage von Schulleistungen im Kontext einer realen Personalauswahlsituation untersucht. Während die großen Testbatterien, Wilde-Intelligenz-Test 2 (WIT-2) und Intelligenz-Struktur-Test 2000R (I-S-T 2000 R), nur mäßig gut vorhersagen konnten, war der Komplexe Konzentrationstest (KKT), insbesondere der KKT-Rechentest ein hervorragender Prädiktor für schulische und akademische Leistungen. Auf Basis dieser Befunde wurden schließlich Empfehlungen und Anwendungshilfen für den strategischen Einsatz von Testinstrumenten in der diagnostischen Berufspraxis ausgesprochen.

APA, Harvard, Vancouver, ISO, and other styles

16

Hachard, Betty. "Influence de la fatigue sur le contrôle postural : spécificités des effets d’une fatigue musculaire volontaire ou électro-induite et impact d’une fatigue mentale occasionnée par une tâche cognitive prolongée." Thesis, Pau, 2019. http://www.theses.fr/2019PAUU3055/document.

Full text

Abstract:

L’objectif général de ce travail doctoral était d’étudier les effets de la fatigue (physique et mentale) sur le contrôle postural. Tout d’abord, les effets de la fatigue musculaire du quadriceps fémoral induite par des contractions volontaires et des contractions électro-induites ont été comparés. Les résultats ont montré que des contractions volontaires altéraient davantage le contrôle postural que des contractions électro-induites pour une perte de force musculaire équivalente. Ceci s’expliquerait par la présence d’une fatigue centrale après les contractions volontaires, ainsi qu’une sollicitation différente des fibres musculaires entre les deux modalités de contraction. Des mécanismes compensatoires seraient mis en œuvre après ces deux modalités de contractions fatigantes, mais de façon plus prononcée pour les contractions volontaires. Concernant la fatigue mentale, les effets d’une tâche cognitive exigeante et prolongée sur ordinateur (induisant un état de fatigue mentale) et d’un visionnage de documentaire (tâche contrôle) sur le contrôle postural ont été comparés. De prime abord, la fatigue mentale affecterait le contrôle postural en condition de privation visuelle, en réduisant l’efficacité des stratégies d’attention associatives. De façon surprenante, visionner un documentaire conduirait également à une altération du contrôle postural, potentiellement en raison du maintien prolongé d’une posture assise affaissée. La posture assise pourrait ainsi constituer un facteur confondant dans les protocoles expérimentaux comportant une évaluation posturale. Une analyse statistique de classification en cluster hiérarchique a permis de mettre en évidence des sensibilités différentes au sein des individus à l’égard de la tâche mentalement fatigante. Le niveau de fatigue mentale serait associé au niveau de dégradation du contrôle postural sur un support stable avec les yeux ouverts. La réalisation d’une tâche cognitive prolongée exigeant une attention visuelle soutenue face à un écran d’ordinateur provoquerait une fatigue visuelle. Cette fatigue visuelle affecterait différemment les individus. Elle toucherait plus particulièrement les sujets les plus dépendants des informations visuelles, pour lesquels le contrôle postural se dégraderait davantage que les autres individus
The overall objective of this doctoral work was to study the effects of fatigue (physical and mental) on postural control. First, the effects of femoral quadriceps muscle fatigue induced by voluntary contractions and electro-induced contractions were compared. The results showed that voluntary contractions affected postural control more than electro-induced contractions for an equivalent loss of muscle strength. This could be explained by the presence of central fatigue after voluntary contractions, as well as a different strain on muscle fibres between the two modes of contraction. Compensatory mechanisms would be implemented after these two modes of tiresome contractions, but more pronounced for voluntary contractions. With regard to mental fatigue, the effects of demanding and prolonged cognitive computer work (inducing mental fatigue) and documentary viewing (task control) on postural control were compared. At first glance, mental fatigue would affect postural control in conditions of visual deprivation, reducing the effectiveness of associative attention strategies. Surprisingly, viewing a documentary would also lead to an alteration in postural control, potentially due to the prolonged maintenance of a collapsed sitting posture. Sitting posture could thus be a confounding factor in experimental protocols involving postural evaluation. A statistical analysis of hierarchical cluster classification revealed different sensitivities within individuals towards the mentally demanding task. The level of mental fatigue would be associated with the level of degradation of postural control on a stable support with eyes open. Performing a prolonged cognitive task requiring sustained visual attention to a computer screen would cause visual fatigue. This visual fatigue would affect individuals differently. It would particularly affect the subjects most dependent on visual information, for which postural control would be more degraded than other individuals

APA, Harvard, Vancouver, ISO, and other styles

17

Travios, Antonios. "Information processing and concentration as a function of fitness level and exercise induced activation (EIA) to exhaustion." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63935.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ljusberg, Anna-Lena. "Pupils in remedial classes." Doctoral thesis, Stockholm : Department of Child and Youth Studies, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8514.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Kane, Beth Brown. "Effects of a concentration routine intervention on the performance of intercollegiate golfers." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2283.

Full text

Abstract:

It was hypothesized that a concentration routine intervention would have a significant positive effect on the performance of intercollegiate golfers. A concentration routine consisted of a preshot and a postshot routine. In addition, this study predicted that a positive relationship would exist between routine execution and golf performance. The seven members of an NCAA Division I female golf team participated in this study. A one-way factorial design with repeated measures on multiple dependent variables tested the effects of the treatment among three time-frames. The three timeframes were: (a) Pre-treatment, which consisted of the four tournaments prior to the intervention; (b) Treatment-one, which consisted of the three tournaments immediately following the Introduction and Implementation Phases of the intervention; and (c) Treatment-two, which consisted of the three tournaments immediately following treatment-one. The results indicated that the treatment had a significant effect on golf performance. Subsequent discriminant function analyses and univariate F-tests revealed that scoring differential -- score minus the course rating -- contributed most to the difference in overall golf performance and exhibited a significant treatment effect. On the other hand, (a) percentage of fairways hit, (b) percentage of greens hit in regulation, (c) percentage of up-and-downs, and (d) number of putts per round revealed no significant treatment effect. A Least Significant Difference (LSD) post hoc test indicated that: (a) Scoring differential increased significantly from pre-treatment to treatment-one; (b) Scoring differential decreased significantly from treatment-one to treatment-two; and (c) Scoring differential decreased significantly from pre-treatment to treatment-two. A multivariate multiple regression found a significant relationship between routine execution and golf performance. The canonical correlation coefficient (Rc), combined with the canonical correlation coefficient squared (Rc2 ), revealed that a majority of the variance between the sets was shared. Additional canonical correlation analyses indicated that a portion of the variance in the individual measures of golf performance was explained by a linear composite of routine execution. Therefore, for this sample of golfers, it was asserted that routine execution was a significant contributor to golf performance.

APA, Harvard, Vancouver, ISO, and other styles

20

Blomster, Kaisa. "Fysisk aktivitet eller Farmakologi för en hälsosammare behandlingsupplevelse enligt individer med ADHD? : Retrospektiv intervjustudie." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6351.

Full text

Abstract:

Introduktion: ADHD är en uppmärksamhet -och hyperaktiv störning, där 90 % i Sverige behandlas med det farmakologiska läkemedlet Metylfenidat (MPH). En stor andel med ADHD utvecklar psykiatrisk komorbiditet i form av psykisk ohälsa (frånvaro av mentalt välbefinnande). Patofysiologin hur MPH påverkar hjärnan är okänd och behandlingsformen har diskuterats som bristfällig på grund av förekommande bieffekter. Fysisk aktivitet har föreslagits som ett hälsosammare behandlingsalternativ, då evidens visat att fysisk aktivitet kan förbättra ADHD-symptom och samsjuklighet av psykisk ohälsa. Det finns inga studier som undersökt hur individer med ADHD upplever nuvarande- och önskar behandling. Syftet med denna studie blev därför att undersöka upplevda erfarenheter av ADHD och hur det farmakologiska läkemedlet MPH och fysisk aktivitet upplevs ha påverkat diagnosens symptom och individernas psykiska hälsa samt att ta reda på vilken behandling individerna önskar utifrån deras livserfarenheter. Metoden utgick från ett fenomenologiskt ramverk med hjälp av en deskriptiv kvalitativ tvärsnittsstudie, där data extraherades genom en innehållsanalys med en induktiv ansats. Urvalet selekterades genom snöbollsurval, där inklusionskriteriet var att deltagarna blivit diagnostiserad med ADHD och har erfarenheter av MPH och fysisk aktivitet. Resultatet visade att symptom för ADHD var problematik med koncentration-, hyperaktivitet-, uppmärksamhet- och systematiska svårigheter, där symptom försämrat den psykiska hälsan. Det framgick att både MPH och fysisk aktivitet effektiviserade symptom mot koncentration, hyperaktivitet och uppmärksamhet, varav KBT (kognitiv beteendeterapi) förbättrade systematiska svårigheter. Vidare bidrog MPH med fysiska, mentala och beteendeföränderliga bieffekter som försämrade den psykiska hälsan. Fysisk aktivitet visade däremot förbättra den psykiska hälsan, där inaktivitet framgick som en central nackdel för förvärring av symptom och psykisk hälsa. Deltagarnas önskan var att behandling bör uppföljas och baseras på en överenskommelse som anpassas efter individuella svårigheter och hälsotillstånd. Slutsatsen med studien kom fram till att behandlas med fysisk aktivitet i kombination med KBT skulle vara hälsosammare som första behandling mot samtliga ADHD-symptom och psykisk hälsa. I andra hand var det deltagarnas önskan att applicera MPH vid akut behov, och är därav förslag att forska fram MPH som engångsbehandling som kan användas vid inaktiva tillstånd. Studien kom fram till att inkludering av fler idrottsvetenskapliga tjänster till vård och skola behövs för mer kompetens om vikten av fysisk aktivitet för individer som har ADHD.
Introduction: ADHD is an attention-deficit/hyperactivity disorder, where 90% in Sweden is treated with the pharmacological drug Methylphenidate (MPH). People diagnosed with ADHD develop often psychiatric comorbidity in form of mental illness. The pathophysiology behind how MPH influence the brain is unknown and the treatment have been discussed as deficient due to side effects. Physical activity has been suggested as a healthier treatment option, as evidence shows that physical activity can improve ADHD-symptoms and comorbidity of mental illness. There are no studies that have invastigate how individuals with ADHD experience current- and desired treatment. The aim of this study was therefore to investigate the experiences of having ADHD and how the pharmacological treatment MPH and physical activity has affected the symptoms and mental health, and also find out what treatment the individuals want based on their life experiences. The method was derived from a phenomenological framework using a descriptive qualitative cross-sectional study. Data was analyzed with an inductive approach using an interpretive analysis. Participants was recruited through a snowball selection, where the inclusion criteria stated that participants been diagnosed with ADHD and have experience of MPH and physical activity. The results showed that the frequent occurring symptoms of ADHD were difficulties with concentration-, hyperactivity-, attention- and systematic symptoms, where symptoms had shown a negative effect on the mental health. It appeared that both MPH and physical activity made symptom improvement against concentration-, hyperactivity- and attention difficulties, while CBT (Cognitive Behavioral Therapy) improved systematic difficulties. MPH contributed to side effects that affected physiological-, psychological- and behavioral aspects, which all were perceived to have a negative influence on mental health. In contrast, physical activity improved mental health and showed no evidence of side effects, except when physical activity was absent from daily life. Inactivity appeard to be a central disadvantage for worsening symptoms and mental health. The participants desired that their treatment should be tailored to individual difficulties and health condition in a collaborative way and with follow-up from the health care worker. The study concluded that physical activity in combination with CBT would be a healthier as first treatment option to reduce symptoms of ADHD and improve mental heatlh. Additionally, the participants desired treatment with MPH in form of single doses for urgent need, and it is therefore to suggest development of such treatment option. Furthermore, the study proposes more services for sport science within healthcare and schools for containing applicable knowledge in physical activity for dose with ADHD.

APA, Harvard, Vancouver, ISO, and other styles

21

I-HuaChen and 陳奕樺. "The Effectiveness of Digital Game Based Attention Training and Neurofeedback on Attention, Course Concentration, andAcademic Achievement." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/23659948035636715808.

Full text

Abstract:

博士
國立成功大學
教育研究所
102
In recent years, the studies of attention training with digital games and neurofeedback for concentration are growing gradually. These studies consider that the function of visual attention can be improved after receiving the attention training with digital games and the concentration can be enhanced by providing neurofeedback for particular behaviors. However, previous studies did not investigate the effect transferred from the above two activities to the context of classrooms. To bridge this gap, our study apply ECG sensor which can be easily settled down in the classroom and focus on the influences of attention training with digital gams and neurofeedback on students’ learning during physical class. Two main topics are: (a) To analyze the relation between SD2 parameter and the concentration in classroom of students; (b) To examine the effect of attention training with digital games and neurofeedback for concentration on students’ visual attention, concentration in classrooms, and academic achievement. The participants from four class in one vocational high school was chosen in this study. Four classes were randomly assigned as control group (34 students), group 1 (32 students, provided neurofeedback for concentration), group 2 (34 students, receiving attention training with digital games), group 3 (42 students receiving attention training as well provided neurofeedback for concentration). Data from the control group was used for topic 1. In terms of topic 2, two-factor factorial designed was used that were attention training (including two levels: attention training and without receiving attention training) and neurofeedback for concentration (including two levels: neurofeedback and without being provided neurofeedback). The participants were asked to exercise attention training with digital games after school and neurofeedback integrated with group competition was provided during physical class in which students were provided a feedback card regarding the degree of concentration at the last physical class. The result of topic 1 showed that the relation between SD2 parameter and the concentration in classroom of students was 0.38. The variance of the concentration in classroom explained by SD2 parameter was 14%. The results of topic2 were (a) visual attention: The participants receiving attention training with digital games had higher visual attention than the participants without receiving attention training; (b) concentration in classroom: The participants who were provided neurofeedback for concentration had higher concentration in classroom than the participants without being provided for neurofeedback; (c) Academic achievement: Attention training with digital games and neurofeedback for concentration had interaction effect on the academic achievement. In the condition of without being provided neurofeedback for conctentration, attention training with video games lowered students’ academic achievement. However, in the condition of being provided neurofeedback for concentration, attention training with video games enhanced students’ academic achievement; In the condition of without receiving attention training with digital game, neurofeedback did not have significant influence on students’ academic achievement. However, in the condition of students receiving attention training, neurofeedback enhanced students’ academic achievement. In sum, this study found that attention training with digital games can enhance students’ visual attention, and neurofeedback improved students’ concentration in classrooms. As for the academic achievement, only students who both received attention training with digital games and were provided neurofeedback can have the best academic achievement. Based on the results, several suggestions for the future studies and the implications for teaching were provided.

APA, Harvard, Vancouver, ISO, and other styles

22

Brand, Lindsay Mary. "The effect of technology on attention and concentration within the classroom context." Diss., 2010. http://hdl.handle.net/10500/3452.

Full text

Abstract:

The main objective of this study was to determine the effect of technology on attention and concentration within the South African classroom. The theoretical investigation showed the link between focus, attention and concentration. It also revealed the importance of motivation in order to capture the attention of the learner in the classroom. The life-world of the learner is often far removed from the classroom learning context. During the empirical investigation, lessons were conducted with and without the presence of technology in order to ascertain whether a difference in attention and concentration would elicit different results. An ANOVA procedure indicated that there is a significant difference between the average achievements of a group of learners exposed to technology during a lesson, compared to a group not exposed to technology; there is a significant difference between the average attentions of a group of learners exposed to technology during a lesson compared to a group not exposed to technology; there is a significant relationship that exists between motivation and concentration; and that a significant relationship exists between motivation and attention in Mathematics.
Educational Studies
M.Ed. (Psychology of Education)

APA, Harvard, Vancouver, ISO, and other styles

23

Rice, Jessica Dawn. "Attention and concentration functions in HIV-positive adolescents who are on anti-retroviral treatment." Thesis, 2014.

Find full text

Abstract:

Approximately 11.5 million Human Immunodeficiency Virus (HIV)-positive individuals were living in South Africa in 2007, many of whom were infected via mother-to-child transmission. The current study aimed to compare the attentional and concentration functioning of 30 seropositive adolescents on managed anti-retroviral (ARV) programmes, with a comparable group of 71 seronegative adolescents. The results showed that the uncorrected errors on trial 1; self-corrected errors on trial 2; time taken, uncorrected and self-corrected errors on trial 3 of the Stroop Colour-Word Interference Test; and the errors on the Trail Making Test Part B were significantly poorer in the seropositive sample. The results also indicated that the clinical variations in the HIV-positive sample, including the age at which ARVs were commenced; duration of ARV treatment; World Health Organisation (WHO) stage at diagnosis; starting and current CD4+ counts; and starting viral load, but with the exception of the current viral load, impacted significantly on test performance.

APA, Harvard, Vancouver, ISO, and other styles

24

Chang, Jung-Wei, and 張容維. "The Correlation between Attention Performance and Plasma Concentration of Schizophrenic Patients Treated with Haloperidol or Risperidone." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/fh3azp.

Full text

Abstract:

碩士
國立成功大學
臨床藥學研究所
90
Background　In this study, cognitive deficits were compared between schizophrenics treated with haloperidol and risperidone. The association of cognitive deficits and blood concentration was also investigated. Objective　This naturalistic trial aimed to investigate the association between plasma concentration of haloperidol and risperidone on the cognitive function of patients with schizophrenia. Methods　The subjects were diagnosed schizophrenia according to the DSM-IV. The study consisted of two separate parts. Firstly, by conducting continuous performance test(CPT), the sustained attention of the two groups was observed. The second part was to analyze the relationships between plasma concentration of risperidone or haloperidol and the CPT results. Results　First part： There were no significant differences between the sustained attention results of both groups. Second part：There was no significant correlation between sustained attention and plasma concentration of haloperidol, either. However, negative correlation between the degraded part of CPT survey results and plasma concentration of risperidone was significant (g= -0.81, p=0.005), and positive correlation between the degraded part of CPT survey results and 9-hydroxyrisperidone/ risperidone was significant as well (g=-0.78, p=0.008). Conclusion　Based on the findings of this study, we can conclude these results in two ways. Firstly, since CYP 2D6 is less effective in converting risperidone into 9-hydroxyrisperidone, it may be valuable for poor metabolizers influenced by the higher dose of risperidone. Secondly, if risperidone didn’t influence the performance of CPT, then the genes controlling the ratio of 9-OH risperidone/risperidone may greatly influence sustained attention, too.

APA, Harvard, Vancouver, ISO, and other styles

25

Zheng, Yu-Zhen, and 鄭于甄. "Comparison on Plasma Metal Concentration in Alzheimer’s Disease, Parkinson’s Disease and Attention-Deficit Hyperactivity Disorder and Health Effect." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/26377670994548383264.

Full text

Abstract:

碩士
國立陽明大學
環境與職業衛生研究所
99
Until the last decade, little attention was given by the neuroscience community to the neurometabolism of metals, since it has been linked to major neurodegenerative diseases. Human exposure to toxic metals or the homeostasis of essential trace elements altered in human may cause neurosystemic disorders or neurodegenerative disease, such as Alzheimer's disease, Parkinson's disease or attention deficit hyperactivity disorder. However, there are limited data and information on the plasma metal levels in patient of AD, PD and ADHD in Taiwan. The aims of this study are to compare the plasma metal concentrations between neuropsychological patients and general population, and to predict the risk factors of metal exposure. Patients including Parkinson's disease (PD), Alzheimer's disease (AD), and attention-deficit hyperactivity disorder (ADHD) were invided to join this study. A total of 156 plasma samples were collected from patients with AD (n=30), PD (n=30), ADHD (n=26) and healthy subjects (n=60). Samples were collected after approved by the Institutional Review Boards of Taipei Veterans General Hospital and of Chang Gung Memorial Hospital. Written informed consent was obtained from each subject. The mercury concentration was determined by mercury analysis system and other metal concentrations (As, Pb, Fe, Co, Ni, Cu, Zn, Mg, Na, K and Ca) were determined by ICP-MS. Results of this study indicate that the concentrations of AD, PD, ADHD and healthy subjects are significantly differet. The univariate analysis showed that plasma metal concentrations of the general population are affected by gender, occupation and dietary habits (such as vegetarian and frequency of seafood and meat intake). Regression analysis indicates that (1) the higher As, Mg, Fe, Co, Zn, K, Ca levels and lower Na levels in AD patients compared with healthy subjects (p-value <0.01), (2) the higher Hg, Na levels and lower As, Pb, Mg, Fe, Co, Ni, Cu, Zn, K, Ca levels in PD patients compared with healthy subjects (p-value <0.005), (3) the higher Hg, As, Mg, Co, Ni, Cu, Zn, K, Ca levels and lower Na levels in ADHD children compared with healthy subjects (p-value <0.005), (4) the lower Pb, Co and Cu levels in patients with AD compared with PD (p-value 0.008~0.033). In a word, plasma metal concentrations among the patients of AD, PD and ADHD are significantly different. Comparing to healthy subjects , the concentrations for the patients are also significantly different. This study also investigate the relationship of metal concentration between plasma and whole blood. The result shows that a significantly positive correlation for mercury (r = 0.726), arsenic (r = 0.439), iron (r = 0.381), cobalt (r = 0.399), Ni (r = 0.388), copper (r = 0.787), zinc (r = 0.574) and a significantly negative correlation for potassium (r = -0.491). Therefor, the plasma might serve as appropriate alternative of whole blood for the determination of Hg, As, Fe, Co, Ni, Cu and Zn concentrations.

APA, Harvard, Vancouver, ISO, and other styles

26

Sayce, Skye. "Adult ADHD : the effects of hookah pipe smoking on attention and concentration in young adults with ADHD symptomatology." Thesis, 2012. http://hdl.handle.net/10210/5162.

Full text

Abstract:

M.A.
Literature indicates that childhood ADHD has received considerable attention and recognition in today’s society and is effectively represented in the DSM. In comparison, there is still much controversy surrounding ADHD in adults (aADHD), despite the fact that almost 50 to 70% of people diagnosed with childhood ADHD continue to manifest symptoms in adulthood. Research indicates that aADHD manifests differently to childhood ADHD, in that the core symptom is inattention and not hyperactivity. Research also indicates that there is a high comorbidity between aADHD and substance dependence, including nicotine dependence. It is hypothesized that these individuals present with hypodopamine, and nicotine acts on a number of neurotransmitter pathways, including the dopaminergic and acetylcholinergic pathways, effectively stimulating the release of dopamine. Whilst there is considerable literature on nicotine and ADHD, there is a complete lack of literature on the relationship between aADHD and Hookah Pipe smoking. This study aimed to rectify this situation. The present study was conducted with two major purposes in mind: (1) to investigate the relationship between Hookah Pipe smoking and its effects on attention and concentration in young adults with Attention Deficit/Hyperactivity Disorder (ADHD) symptomatology, and (2) to demonstrate whether Hookah has a greater effect than cigarettes (as Hookah reportedly has higher concentrations of nicotine than cigarettes). A total sample of 39 participants (14 males, 35 females) aged 18 to 26 years was recruited and divided into the following six groups using the ASRS, the Burke-Austin Self-Report ADHD Questionnaire and a substance abuse questionnaire as screening tools: ADHD (Hookah), ADHD (Nicotine), ADHD (Non-Smoking), Non-ADHD (Hookah), Non-ADHD (Nicotine) and Non-ADHD (Non-Smoking). Furthermore, a quasi-experimental research design was used, whereby the Cambridge Neuropsychological Test Automated Battery (CANTAB) ADHD Battery was administered across three test conditions, with a seven minute intervention between the pre- and post-intervention, and a 90 minute waiting period between the immediate and intermediate post-intervention, so as to test the effects of the nicotine as it neared its elimination half-life of two hours.

APA, Harvard, Vancouver, ISO, and other styles

27

Pacheco, José João Faria. "Analysis of interaction patterns - attention." Master's thesis, 2014. http://hdl.handle.net/1822/37281.

Full text

Abstract:

Dissertação de mestrado em Engenharia Informática
The attention, or focus, with which people perform their tasks has an important role on their success. Such tasks can be like study or work. Nowadays, our lifestyle can lead to a scatter of focus, especially when attending to several tasks or filtering loads of information, which in a laptop or desktop, can mean interacting with several applications simultaneously. This project will analyze and monitor the behavior of the users of desktop applications with the main aim to measure changes in user attention and focus throughout the day, and so, to know when a user is more focused and on better conditions to work. Leisure and work applications will also have an important play in this project, as the interaction with the laptop will be analyzed on both applications categories.
A atenção, ou concentração, com que realizámos tarefas tem um papel importante na realização com sucesso das mesmas. Tais tarefas podem ser de estudo ou de trabalho. Hoje em dia, o nosso estilo de vida pode levar a uma dispersão da atenção, especialmente quando lidámos com várias tarefas ou informação, que num ambiente de trabalho pode significar interagir com várias aplicações simultaneamente. Este projecto irá analisar e monitorizar o comportamento dos utilizadores em aplicações com o objectivo principal de medir as mudanças na atenção do utilizador durante todo o dia, e assim saber quando um utilizador está mais focado e em melhores condições de realizar trabalho. Aplicações afectas ao lazer e ao trabalho também serão importantes neste projecto, dado que a interacção do utilizador com o portátil serão analisados em ambas as categorias.
In order to be more productive at work, being focused is very important, as well as when studying or attending any other task. Nowadays, our lifestyle it can lead to a scatter of focus, especially when attending to several tasks, which in a laptop, or desktop, can mean interacting with several applications simultaneously. This project will analyze the behavior of the users of desktop applications with the main aim to measure changes in user attention and focus throughout the day. For this study data from a group of 20 people will be collected.

APA, Harvard, Vancouver, ISO, and other styles

28

Beart, Karena Anne. "The influence of yoga on learners with attention deficit hyperactive disorder." Diss., 2010. http://hdl.handle.net/10500/3592.

Full text

Abstract:

The aim of this study was to explore the influence of yoga on learners with ADHD. In order to reach the aim of this study, an initial literature study was executed to describe ADHD and the practice of yoga. Particular aspects such as concentration, anxiety, self-esteem and aggression were highlighted. Semi-structured interviews with parents, teachers, learners and one yoga instructor were used to conduct the empirical study. Valuable data was also collected from the learners using projection tests and self-esteem questionnaires. Assessments were conducted at two points: during the situation analysis and at the outcome of the yoga intervention. Based on the data collected and analysed, findings were made and conclusions were drawn regarding the influence of yoga on learners with ADHD focusing on the aspects of concentration, anxiety, self-esteem and aggression. Recommendations for future research were then proposed.
Psychology of Education
M. Ed. (Guidance and Counselling)

APA, Harvard, Vancouver, ISO, and other styles

29

Haladová, Kateřina. "Pozornost na prvním stupni a její pravidelný nácvik." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-438197.

Full text

Abstract:

This Master's thesis aims to introduce attention-improving games in primary schooling and record its effect on pupils. The theoretical part considers the definition of attention of primary school pupils. The empirical part analyzes the results of group exercises in early primary school age. It covers 24 pupils over 4 months. They are split into two groups to better monitor the performances in detail. The observations were done by the class teacher and her assistant. The research was conducted in a primary school in Prague 5 district. The data collection process involved observations and teacher's research notes. The measurements were conducted at the beginning and at the end of the observation period to statistically determine the effect of training. The thesis explores the means for a teacher to improve pupils' attention with a structured training and exercises. The results suggest that attention of pupils can be improved with specific training methods.

APA, Harvard, Vancouver, ISO, and other styles

30

Gaertner, Gilberto. "Processos atencionais no campo esportivo: um contributo para o ensino e aperfeiçoamento do saque no voleibol." Doctoral thesis, 2013. http://hdl.handle.net/1822/28625.

Full text

Abstract:

Tese de doutoramento em Estudos da Criança (área de especialização em Educação Física, Lazer e Recreação)
Por meio da presente investigação estudou-se os processos atencionais no campo esportivo e, ante à amplitude da área, delimitou-se o tema central a um objeto específico: a atenção como fator de otimização de desempenho do fundamento saque na modalidade esportiva voleibol. Para tanto, partiu-se da premissa de que os estudos científicos atuais, no que se refere aos processos atencionais, dão ênfase a uma perspectiva sistêmica e multidisciplinar. Neste contexto, a atenção e a concentração são habilidades essenciais para o sucesso no esporte, pois, podem ser treinadas, desenvolvidas e aperfeiçoadas. E para levar a termo a investigação, optou-se pelo saque por ser uma ação de ritmo próprio – uma expressão da individualidade – que exige na sua execução níveis elevados de atenção e concentração, mesmo que o voleibol seja caracterizado como uma modalidade esportiva coletiva. O objetivo do estudo restringiu-se à análise de níveis, processos, manejos e rotinas atencionais utilizados por atletas de elite e à sua aplicabilidade em processos e procedimentos direcionados ao aprendizado e ao aperfeiçoamento do saque no voleibol. E com o intuito de prover um estudo empírico, qualitativo e com dados quantitativos elencou-se, em 2009, 28 sujeitos – sendo 24 atletas das seleções brasileiras adultas de voleibol masculina e feminina e 4 integrantes das respectivas comissões técnicas – para estruturar a composição amostral, a qual foi submetida à mensuração da atenção concentrada, sustentada, dividida e difusa por meio de 5 testes atencionais padronizados: AC, D2, AD, AS, TEDIF-3. Já, para identificar os processos, manejos e rotinas atencionais realizou-se entrevistas semi-estruturadas, as quais foram decodificadas mediante análise de conteúdo. Como resultado, encontrou-se uma diferença estatisticamente significativa no nível de atenção concentrada (p=0,015) a favor do subgrupo masculino, o qual perfaz, como consequência, um índice mais elevado de acertos na execução dos saques. Outrossim, foram identificados princípios significativos de otimização atencional passíveis de serem utilizados como base para o aprendizado e o aperfeiçoamento do fundamento saque.
By meanings of the following investigation, the attentional processes were studied in the sports field and, at the magnitude of the object, the central focus was delimited to a specific object: attention as an optimization factor for the development of the service in the sporting modality of volleyball. For such, from the premise that the actual scientific studies, referring to attentional processes, emphasize a systemic and multidisciplinary perspective. In this context, attention and concentration are essential skills for the triumph in sports, for they can be trained, developed and improved. To lead term to the investigation, service was chosen as an option for its own rhythm action - an expression of individuality - that demands in its execution high levels of attention and concentration, even when volleyball is considered to be a team sport. The aim of this study was restrained to the analysis of levels, processes, managements and attentional routines used by elite athletes and its applicability in processes and procedures directed to learning and improving volleyball services. Aiming to provide an empirical, qualitative and quantitative based study, in 2009 28 subjects - 24 athletes of the Brazilian masculine and feminine volleyball teams and 4 members of its technical committees - were listed to figure in the sample composition, which was submitted to measurements of focused attention, sustained, divided and diffuse through 5 attentional standardized tests: AC, D2, AD, AS, TEDIF-3. On the other hand to identify the processes, managements and attentional routines, semistructural interviews were used and decodified through content analysis. As a result, a statistically significant difference in the focused attention levels (p=0,015) favoring the male subgroup was found, generating as a consequence a higher level on the execution of righteous services. Furthermore, significant principles of attentinal optimization were identified as subject to be used as a base for learning and improving the service.

APA, Harvard, Vancouver, ISO, and other styles

31

Volfová, Veronika. "Vliv jógy na pozornost dětí předškolního věku." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-351978.

Full text

Abstract:

TITLE: Influence of yoga on the attention of preschool children AUTHOR: Bc. Veronika Volfová DEPARTMENT: Department of Physical Education SUPERVISOR: Mgr. et. Mgr. Zdeňka Engelthalerová ABSTRACT: This thesis aims to determine whether regular yoga exercises of preschool children influence the progress of their attention positively. The thesis is divided in two parts. The theoretical part starts with the definition of preschool age and the introduction of the principles, effects, and meaning of yoga exercises. Further, it explains the term attention and states options of its influencing and outcomes of already performed research in this area. The practical part offers the results of quantitative research that observed the relationship between yoga exercises and children's attention. The research had the form of an experiment, i.e. with the collaboration of an experimental group, which participated in yoga exercises, and a control group with no yoga exercises. The attention level of children from both groups was determined by means of two attention tests both before the exercise set and afterwards. Although the attention level has improved with both groups, the research results show a more distinctive improvement with the experimental group. KEYWORDS: Yoga - Preschool child - Attention - Concentration -...

APA, Harvard, Vancouver, ISO, and other styles

32

Venter, Henriette. "The effect of the tempo of music on concentration in a simulated driving experience." Diss., 2011. http://hdl.handle.net/10500/4726.

Full text

Abstract:

Performing multiple tasks simultaneously is proposed to have an influence on the amount of mental resources available for attending to incoming stimuli’s. Concentration is presumed to be divided between focussing on driving (incoming visual information) while attending to incoming auditory information. The study aimed to investigate the influence of the tempo of music on concentration and driving ability by means of simulation. Concentration was measured by driving errors (DE) whereas driving ability was measured by lap-times (LT) and elicited behaviour. Four treatment conditions were utilised; that is a no-music (NM) control condition, low tempo music (LTM)-, medium tempo music (MTM)- and high tempo music (HTM) treatment conditions. Results found that the tempo of music does not have an influence on concentration; however, significant results were obtained indicating that the tempo of music does have an influence on driving behaviour.
Psychology
M.A. Soc. Sc. (Psychology)

APA, Harvard, Vancouver, ISO, and other styles

33

Doležalová, Pavlína. "Pozornost žáků středních škol během procesu učení při použití špuntů do uší." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396948.

Full text

Abstract:

Attention is a complex ability, which significantly contributes to the process of intentional learning. On the theoretical level, this thesis focuses on the types and theories of attention related to the effective management of school demands. More specifically, it focuses on the development period of older school age and adolescence, i. e. secondary school pupils. The paper analyzes the results of scientific studies that have been focused on the research of attention and its properties (e.g. stability, concentration or selectivity). The work is focused on examining whether a low-cost compensation aid - here earplugs - can improve concentration and stability of attention during learning. Furthermore, the work briefly mentions the physiological basis of the functioning of this cognitive process. The conclusion of the theoretical part of the paper maps the current possibilities of diagnostics of attention, especially in children and adolescents. There are also sporadic mentions of selected attention disorders (e.g. ADD, ADHD), which are closely related (not only) to learning. In the empirical part of the thesis, a quantitative research is described, using several different tests of attention. The research question is whether and how the attention (concentrating) and, where appropriate, the...

APA, Harvard, Vancouver, ISO, and other styles

34

Jiskrová, Lada. "Jóga s dětmi jako součást intervenčních aktivit u dětí mladšího školního věku s poruchou pozornosti." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388341.

Full text

Abstract:

The diploma thesis surveys the school age children's personality with attention deficit disorder, yoga and its exercise, relaxation techniques and its positive affect on them. The work shows yoga postures' detailed description, sun salutation and the whole lecture. The aim was to bring in yoga exercise to reduce ADHD symptoms and to find out how can regular yoga exercise affect school behavior and self-perceived stress level. By this experiment was used data analysis and presence observing as the survey methods. The current study found that regular yoga exercise at school has slight change in the participants' ADHD symptoms and school behavior. The current study found no change in the participants' self-perceived stress level. Participants viewed yoga as both physical activity and relaxation.

APA, Harvard, Vancouver, ISO, and other styles

35

Bush, Paula Louise. "Sports, physical activity and academic performance : promoting physical activity among adolescents." Thèse, 2006. http://hdl.handle.net/1866/15464.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

BARTOŠOVÁ, Jana. "Vliv jógového e-learningového programu na rozvoj pozornosti u dětí mladšího školního věku." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173228.

Full text

Abstract:

The aim of this thesis is to investigate the possibility of educational and health education in the area of attention and concentration in children of primary school age through yoga exercisesand e -learning. The aim of the study was to analyze the issue, suggest, process and implement the intervention program based on yoga techniques so that children of that age group can develop attention, concentration, resilience in mental and physical realm and healthy self-confidence. The theoretical part defines the necessary concepts for this work, which are: children of primary school age, attention, yoga and computer technology. The research provides evidence of a positive response in the target group for the intervention program " Attention in us" in the spotlight. The entire intervention consisted of initial and final testing d2 test of attention and application of the intervention program, which took place both in school physical education lessons and in the form of autoedukace at home using e -learning version of the program for 3 months. The results confirm the hypothesis. Conclusions and recommendations point to the appropriateness of including yoga, breathing and relaxation exercises in the context of school education. Using modern technologies that are part of today almost every family can in an undemanding way incorporate yoga into the home environment in the context of their free time and support their health on all levels in this way.

APA, Harvard, Vancouver, ISO, and other styles

37

Vitor, Pedro Daniel Barbosa. "Interferência cognitiva e processos atencionais na competição desportiva: estudo exploratório da ansiedade e do autocontrolo na modalidade de remo." Master's thesis, 2019. http://hdl.handle.net/1822/60370.

Full text

Abstract:

Dissertação de mestrado em Psicologia Aplicada
Este estudo procurou analisar a influência do autocontrolo e da ansiedade na interferência cognitiva e no controlo atencional; e encontrar relação entre a alocação da atenção em intensidades moderadas e elevadas no remo. Para tal, recorreu-se a uma amostra de 109 atletas de remo (30.3 % sexo feminino) com idades compreendidas entre os 14 e os 45 anos (M = 19.02), que completaram medidas tipo-traço de interferência cognitiva, controlo atencional, ansiedade competitiva, perceção de ameaça e desafio e o autocontrolo. Os resultados demonstram que os atletas com níveis mais elevados de ansiedade tendem a apresentar maior ocorrência de pensamentos relacionados com o rendimento e menor capacidade de controlo atencional; verificou-se uma interação significativa entre a ansiedade e o autocontrolo no que se refere à perceção de ameaça na competição desportiva, sugerindo que a influência da ansiedade na perceção de ameaça depende, dos níveis de autocontrolo. Foi também realizado um estudo em que se testou a alocação da atenção sobre intensidades moderadas e elevadas em 10 remadores da seleção nacional portuguesa. Os resultados demonstram que os atletas de um modo geral recorreram a estratégias atencionais associativas externas e que em intensidades elevadas os atletas tendem a utilizar mais estratégias associativas internas.
This study aimed to analyze the influence of self-control and anxiety on cognitive interference and attentional control; and to find a relationship between attention allocation at moderate and elevated intensities in rowing. A sample of 109 rowing athletes (30.3% female) between the ages of 14 and 45 (M = 19.02), who completed the type-trait measures of cognitive interference, attentional control, anxiety competitive, perceived threat and challenge, and self-control. The results demonstrate that athletes with higher levels of anxiety tend to present higher occurrences of performance-related thoughts and less capacity for attentional control; there has been a significant interaction between anxiety and self-control with regard to perceived threat in sports competition, suggesting that the influence of anxiety on perceiving threat depends on levels of self-control. A study was also carried out in which the allocation of attention on moderate and high intensity was tested in 10 rowers of the Portuguese national team. The results demonstrate that athletes generally used external associative attention strategies and that at high intensities athletes tend to use more internal associative strategies.

APA, Harvard, Vancouver, ISO, and other styles

38

Schumann, Frank. "Untersuchung zur prädiktiven Validität von Konzentrationstests: Ein chronometrischer Ansatz zur Überprüfung der Rolle von Itemschwierigkeit, Testlänge, und Testdiversifikation." Doctoral thesis, 2015. https://monarch.qucosa.de/id/qucosa%3A20551.

Full text

Abstract:

In der hier vorliegenden Arbeit wurde die Validität von Aufmerksamkeits- und Konzentrationstests untersucht. Im Vordergrund stand dabei die Frage nach dem Einfluss verschiedener kritischer Variablen auf die prädiktive Validität in diesen Tests, insbesondere der Itemschwierigkeit und Itemhomogenität, der Testlänge bzw. des Testverlaufs, der Testdiversifikation und der Validität im Kontext einer echten Personalauslese. In insgesamt fünf Studien wurden die genannten Variablen systematisch variiert und auf ihre prädiktive Validität zur (retrograden und konkurrenten) Vorhersage von schulischen und akademischen Leistungen (Realschule, Abitur, Vordiplom/Bachelor) hin analysiert. Aufgrund der studentischen (d. h. relativ leistungshomogenen) Stichprobe bestand die Erwartung, dass die Korrelationen etwas unterschätzt werden. Da die Validität in dieser Arbeit jedoch „vergleichend“ für bestimmte Tests bzw. experimentelle Bedingungen bestimmt wurde, sollte dies keine Rolle spielen. In Studie 1 (N = 106) wurde zunächst untersucht, wie schwierig die Items in einem Rechenkonzentrationstest sein sollten, um gute Vorhersagen zu gewährleisten. Dazu wurden leichte und schwierigere Items vergleichend auf ihre Korrelation zum Kriterium hin untersucht. Im Ergebnis waren sowohl leichte als auch schwierigere Testvarianten ungefähr gleich prädiktiv. In Studie 2 (N = 103) wurde die Rolle der Testlänge untersucht, wobei die prädiktive Validität von Kurzversion und Langversion in einem Rechenkonzentrationstest vergleichend untersucht wurde. Im Ergebnis zeigte sich, dass die Kurzversion valider war als die Langversion und dass die Validität in der Langversion im Verlauf abnimmt. In Studie 3 (N = 388) stand der Aspekt der Testdiversifikation im Vordergrund, wobei untersucht wurde, ob Intelligenz besser mit einem einzelnen Matrizentest (Wiener Matrizen-Test, WMT) oder mit einer Testbatterie (Intelligenz-Struktur-Test, I-S-T 2000 R) erfasst werden sollte, um gute prädiktive Validität zu gewährleisten. Die Ergebnisse sprechen klar für den Matrizentest, welcher ungefähr gleich valide war wie die Testbatterie, aber dafür testökonomischer ist. In den Studien 4 (N = 105) und 5 (N =97) wurde die prädiktive Validität zur Vorhersage von Schulleistungen im Kontext einer realen Personalauswahlsituation untersucht. Während die großen Testbatterien, Wilde-Intelligenz-Test 2 (WIT-2) und Intelligenz-Struktur-Test 2000R (I-S-T 2000 R), nur mäßig gut vorhersagen konnten, war der Komplexe Konzentrationstest (KKT), insbesondere der KKT-Rechentest ein hervorragender Prädiktor für schulische und akademische Leistungen. Auf Basis dieser Befunde wurden schließlich Empfehlungen und Anwendungshilfen für den strategischen Einsatz von Testinstrumenten in der diagnostischen Berufspraxis ausgesprochen.:1 Einführung und Ziele 2 Diagnostik von Konzentrationsfähigkeit 2.1 Historische Einordnung 2.2 Kognitive Modellierung 2.3 Psychometrische Modellierung 3 Prädiktive Validität von Konzentrationstests 3.1 Reliabilität, Konstruktvalidität, Kriterienvalidität 3.2 Konstruktions- und Validierungsstrategien 3.3 Ableitung der Fragestellung 4 Beschreibung der Fragebögen und Tests 5 Empirischer Teil 5.1 Studie 1 - Itemschwierigkeit 5.1.1 Methode 5.1.2 Ergebnisse 5.1.3 Diskussion 5.2 Studie 2 - Testverlängerung und Testverlauf 5.2.1 Methode 5.2.2 Ergebnisse 5.2.3 Diskussion 5.3 Studie 3 - Testdiversifikation 5.3.1 Methode 5.3.2 Ergebnisse 5.3.3 Diskussion 5.4 Studie 4 - Validität in realer Auswahlsituation (I-S-T 2000 R) 5.4.1 Methode 5.4.2 Ergebnisse 5.4.3 Diskussion 5.5 Studie 5 - Validität in realer Auswahlsituation (WIT-2) 5.5.1 Methode 5.5.2 Ergebnisse 5.5.3 Diskussion 6 Diskussion 128 6.1 Sind schwierige Tests besser als leichte Tests? 6.2 Sind lange Tests besser als kurze Tests? 6.3 Sind Testbatterien besser als Einzeltests? 6.4 Sind Tests auch unter „realen“ Bedingungen valide? 6.5 Validität unter realen Bedingungen - Generalisierung 7 Theoretische Implikationen 8 Praktische Konsequenzen 9 Literaturverzeichnis Anhang

APA, Harvard, Vancouver, ISO, and other styles

39

Lubbe, Nadene. "Effek van motoriese oefening op die leerder se leervermoë in die grondslagfase in die Hazyview streek, Mpumalanga." Diss., 2010. http://hdl.handle.net/10500/4860.

Full text

Abstract:

Afrikaans text
Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het.
Educational Studies
M. Ed. (Educational Studies)

APA, Harvard, Vancouver, ISO, and other styles

40

Du, Toit Martina Petronella. "Evaluering van die Vienna toetsbattery in die voorspelling van effektiewe busbestuurder gedrag." Diss., 2006. http://hdl.handle.net/10500/1399.

Full text

Abstract:

Vehicle accidents by means of Public transport annually leads to a large number of passenger deaths and life long disablement. AsDu Toit, Martina Petronella a result, there is a need for preventative measures by identifying the psychomotor abilities of bus drivers during the recruitment and selection process of employment. The study was conducted among 398 bus drivers employed by a large bus company. The Vienna Test Battery was administered. It was found that distance estimation, ability to recognize forms and figures, concentration ability, eye-hand feet coordination and two-hand coordination predicted the effectiveness of bus drivers successfully. It is suggested that further research should focus on client services, attitude of bus drivers and learning potential, as factors that influence the effectiveness of bus drivers.
Industrial psychology
M.A. (Industrial Psychology)

APA, Harvard, Vancouver, ISO, and other styles

41

Claassens, Heidi. "Persepsie van grondslagfase-onderwysers en ouers aangaande die effektiwiteit van vestibulere oefeninge om sensoriese en motoriese ontwikkeling te bevorder." Diss., 2020. http://hdl.handle.net/10500/27175.

Full text

Abstract:

Abstracts in Afrikaans and English
Inklusiewe onderrig ondersteun die insluiting van alle leerders met verskillende behoeftes en vaardighede in klaskamers, wat baie keer te groot, of te verskillend vir doeltreffende onderrig is. Beweging as deel van ‘n vroeë leerervaring is noodsaaklik vir optimale neurale ontwikkeling. Dit beïnvloed organisasie en stimuleer die spesifieke neurologiese sisteme nodig vir optimale funksionering en ontwikkeling van die brein. Sensoriese integrasie disfunksie word gesien as die wortel van baie leerprobleme. Die vestibulêre sisteem is direk verbind met die sensoriese en motoriese sisteme. ‘n Sensoriese integrasie disfunksie het ‘n duidelike invloed op die vestibulêre sisteem. Die vestibulêre sisteem het baie interkonneksies met baie dele in die brein, byvoorbeeld propriosepsie en die tassisteem. Doeltreffende funksionering van die sensoriese, motoriese en vestibulêre sisteme word verlang vir ‘n hoë vlak van prestasieverrigting in sport en akademie. Wanneer die vestibulêre sisteem gestimuleer word, het dit ‘n direkte positiewe invloed op die sensoriese en motoriese ontwikkeling van leerders. Die doel van hierdie studie was om te bepaal wat die persepsie van grondslagfase-onderwysers en ouers is oor die rol en voordele wat vestibulêre oefeninge te weeg kan bring in die motoriese en sensoriese ontwikkeling van leerders. Leerders in graad 1 van ‘n privaatskool, asook van grade 2 en 3 van ‘n plaasskool is gekies as deelnemers in die studie. Die keuse van leerders was op grond van die bereidwilligheid van hulle en hul ouers om aan die studie deel te neem. Leerders het ‘n vestibulêre oefenprogram drie maal per week gedoen vir die tydperk van agt weke. Observasie-vraelyste is deur onderwysers en ouers ingevul na afloop van die derde sessie elke week. Vir die vraelys het ouers en onderwysers gekyk na die verbetering in aandagspan, konsentrasie, luistervaardigheid, oogkontak, sosiale interaksie en samewerking. Onderhoude is met ouers en onderwysers gedoen na aanleiding van die observasievraelyste wat vir die agt weke voltooi is. Transkripsies van die onderhoude is gedoen en afleidings is gemaak deur analise van die observasie-vraelyste en die getranskribeerde onderhoude. Al ses die ontwikkelingsareas by beide skole het verbetering getoon oor die agt weke. Dit dui daarop dat vestibulêre oefeninge wel ‘n invloed op die sensoriese en motoriese ontwikkeling het.
Inclusive education promotes the inclusion of learners with different needs and capabilities in classes which are often too big and diverse for effective teaching. Movement as an early learning experience is necessary for optimal neural development. It influences organisation and stimulates the specific neurological systems required for optimal functioning and development of the brain. Sensory integrative dysfunction is believed to be at the root of many learning disorders. The vestibular system is directly connected with the sensory and motor systems. The vestibular system will be directly affected when a sensory integrations dysfunction presents. In fact, the vestibular system has many interconnections with almost every other part of the brain like proprioception and the tactile system. Proper functioning of the sensory, motor and vestibular systems is required for higher level performance in sport and academics. When the vestibular system is stimulated, it will result in a positive influence on the sensory and motor development of learners. The aim of this study is to determine the perceptions of foundation phase teachers and parents regarding the role or benefits of vestibular exercises in promoting learners’ motor and sensory development. Learners in Grade 1 of a private school and Grade 2 and 3 learners of a farm school in the northern Free State were selected as participants in the research. Learners were selected on the basis of the willingness of them and their parents to participate in the research. The participants did exercise sessions three times a week for thirty minutes over a period of eight weeks. Observation sheets were completed for all eight weeks, for the duration of the exercise program, by teachers and parents. These sheets were completed weekly after the third sessions in that week. The observation sheets listed concentration, attention span, listening, eye contact, cooperation, social interaction and self-esteem as developmental areas. Interviews were done after the period of eight weeks with the parents and teachers. The interviews conducted with both parties were taped and meticulously transcribed. This helped the researcher to get a better understanding of the study and to analise data and draw conclusions.All six areas of development showed improvement at both schools over the period of eight weeks. This indicates that stimulating the vestibular system promotes sensory and motor development.
Inclusive Education
M. Ed. (Inklusiewe Onderwys)

APA, Harvard, Vancouver, ISO, and other styles

42

Rathnam, Anbananthan. "Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy." Thesis, 2013. http://hdl.handle.net/1807/35936.

Full text

Abstract:

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Attention/concentration'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles