Free-Living Comparison of Physical Activity and Sleep Data from Fitbit Activity Trackers Worn on the Dominant and Nondominant Wrists     

Kimberly A. Clevenger  Monroe J. Molesky  John Vusich  Alexander H. K. Montoye 《Measurement in physical education and exercise science》2019,23(2):194-204

Despite proprietary algorithms to account for differences, output from activity trackers worn on different wrists may not be comparable because individuals vary in their reliance on each hand during free-living activities.

Participants (n = 48) wore Fitbit Flex or Flex2 monitors on each wrist for three days. T tests, equivalence tests, and correlations were used to compare steps, Calories, distance, active minutes, and sleep duration recorded by dominant and nondominant wrist-worn monitors and effect sizes and mean absolute and percent difference were calculated.

The nondominant Flex2 monitor was not equivalent to the dominant wrist-worn monitor and recorded significantly more steps/day (absolute difference = 708), miles/day (0.3), and active minutes/day (7.9) than the dominant Flex2 monitor. For all variables, nondominant and dominant output was correlated (r>0.75).

Nondominant and dominant Flex2 monitors are significantly different, but there were small differences for Flex monitors. Research should investigate effects on behavior and replicate findings using other monitors.  相似文献   

Summer fun and frolic     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,12(4):40-42

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Calendar     

Judith L. Klavans  Carolyn Sheffield  Eileen Abels  Jimmy Lin  Rebecca Passonneau  et al. 《Archives and Museum Informatics》1994,8(3):237-237

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Children's understanding of the distinction between intentions and desires   总被引：1，自引：0，他引：1  

Schult CA 《Child development》2002,73(6):1727-1747

Much of the previous research on children's understanding of intentions confounded intentions with desires. Intentions and desires are different, in that a desire can be satisfied in a number of ways, but an intention must be satisfied by carrying out the intended action. Children 3 through 7 years of age and adults were presented with situations in which intentions were satisfied but desires were not, or vice versa, in a story-comprehension task (N = 71) and a target-hitting game (N = 45). Although 3- and 4-year-olds were unable to differentiate desires and intentions consistently, 5- and 7-year-olds often matched the adult pattern. Younger children's difficulties in understanding intentions are discussed in terms of their use of a desire-outcome matching strategy and the representational complexities of intentions.  相似文献   

Literacy skills of welfare recipients     

Prof. George E. Marsh II  Carolyn Pollan  Anna C. McFadden  Barrie Jo Price 《The Urban Review》1990,22(4):299-304

Illiteracy is considered to be a significant barrier to employment. Programs are being established to require literacy education and work programs of welfare recipients. The purpose of this study was to determine the literacy skills of a random sample of welfare recipients. One-hundred and six welfare subjects were administered theWoodcock-Johnson Psycho-Educational Battery and a comprehensive interview form. Using common criteria to separate the sample into the literate and functionally illiterate, the groups were found to differ significantly on intellectual capabilities. It was concluded that illiteracy is associated with subaverage intellectual functioning among persons on welfare. A number of recommendations were made pertaining to policy.  相似文献   

Snow fun     

Carolyn Buhai Haas 《Early Childhood Education Journal》1985,13(2):43-45

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Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight     

Jeremy P. Shapiro  Joella D. Burgoon  Carolyn J. Welker  Joseph B. Clough 《Psychology in the schools》2002,39(1):87-100

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.  相似文献   

Using the Millon College Counseling Inventory to Assess Student Mental Health Needs     

Theodore Millon  Stephen Strack  Carolyn M. Millon‐Niedbala  Seth D. Grossman 《Journal of College Counseling》2008,11(2):159-172

Students visiting college counseling centers experience a broad range of complex and sometimes severe concerns that are often not adequately addressed by existing clinical measures. In response, the Millon College Counseling Inventory (MCCI; T. Millon, S. N. Strack, C. Millon, & S. Grossman, 2006) was specifically designed for use with contemporary college populations. The authors introduce the MCCI, briefly explain its development, discuss its utility for everyday use in counseling centers, and offer a fictional case illustration.  相似文献   

The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance     

Charles E. Galyon  Kyle L. Voils  Carolyn A. Blondin  Robert L. Williams 《Innovative Higher Education》2015,40(1):63-77

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Monotones     

Carolyn Stowell Charles 《The Educational forum》2013,77(1)

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