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101.
Elisabeth Conradt Beau Abar Barry M. Lester Linda L. LaGasse Seetha Shankaran Henrietta Bada Charles R. Bauer Toni M. Whitaker Jane A. Hammond 《Child development》2014,85(6):2279-2298
Children chronically exposed to stress early in life are at increased risk for maladaptive outcomes, though the physiological mechanisms driving these effects are unknown. Cortisol reactivity was tested as a mediator of the relation between prenatal substance exposure and/or early adversity on adaptive and maladaptive outcomes. Data were drawn from a prospective longitudinal study of prenatal substance exposure (N = 860). Cortisol reactivity was assessed at age 11. Among African Americans, prenatal substance exposure exerted an indirect effect through early adversity and cortisol reactivity to predict externalizing behavior, delinquency, and a positive student–teacher relationship at age 11. Decreased cortisol reactivity was related to maladaptive outcomes, and increased cortisol reactivity predicted better executive functioning and a more positive student–teacher relationship. 相似文献
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Andrew Emerson Elizabeth B. Cloude Roger Azevedo James Lester 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1505-1526
A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game-based learning environments hold significant promise for developing a deeper understanding of game-based learning, designing game-based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game-based learning environment, Crystal Island . We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island . Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game-based learning and hold significant potential for guiding real-time adaptive scaffolding. 相似文献
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Lester E.Garrett 《海外英语》2008,(4)
Life...What is it?See it in the colors of autumn,A gentle snowfall in winter,A sudden shower in spring,The radiance of a summer day.Behold it in the laughterOf the young and the old.Know of it in a surge of hope,The blessings that are bountiful.What is li… 相似文献
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John P. Buckley Ros M. Quinlivan Julius Sim Roger G. Eston Deborah S. Short 《Journal of sports sciences》2013,31(16):1561-1569
AbstractThe aim of this study was to assess a 12-min self-paced walking test in patients with McArdle disease. Twenty patients (44.7 ±11 years; 11 female) performed the walking test where walking speed, distance walked, heart rate (HR) and perceived muscle pain (Borg CR10 scale) were measured. Median (interquartile range) distance walked was 890 m (470–935). From 1 to 6 min, median walking speed decreased (from 75.0 to 71.4 m?min–1) while muscle pain and %HR reserve increased (from 0.3 to 3.0 and 37% to 48%, respectively). From 7 to 12 min, walking speed increased to 74.2 m?min–1, muscle pain decreased to 1.6 and %HR reserve remained between 45% and 48%. To make relative comparisons, HR and muscle pain were divided by walking speed and expressed as ratios. These ratios rose significantly between 1 and 6 min (HR:walking speed P = .001 and pain:walking speed P < .001) and similarly decreased between 6 and 11 min (P = .002 and P = .001, respectively). Peak ratios of HR:walking speed and pain:walking speed were inversely correlated to distance walked: rs (HR) = ?.82 (P < .0001) and rs (pain) = ?.55 (P = .012). Largest peak ratios were found in patients who walked < 650 m. A 12-min walking test can be used to assess exercise capacity and detect the second wind in McArdle disease. 相似文献
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Leanne Lester Donna Cross Thérèse Shaw Julian Dooley 《Cambridge Journal of Education》2012,42(2):213-233
This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed. 相似文献
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