ABSTRACTObjective: Memory loss affects a large proportion of older adults. Research indicates a positive association between memory training and better memory performance as people age. However, studies on specific memory training using an experimental design are limited. This study explored whether memory training has improved memory performance in a group of older adults.Method: A convenience sample of 48 participants was recruited from two communities. Disregarding dropouts, this left 23 experimental (mean age = 65.4 ± 6.0, range = 56–80) and 19 control participants (mean age = 64.5 ± 4.9, range: 57–72). The intervention consisted of 60-min classes held on a weekly basis continuing for 8 weeks. The class session was held after a 1-h exercise class and before a 1-h session of cognitive games. The pre–post objective memory performances, including associative, list, text, place, grocery learning, and transfer-effect of daily event memory (ecology validity), were examined to determine whether the intervention was effective.Results: Intragroup: With Wilcoxon test, the findings showed that the intervention of both the list and place learning had significant differences for the experimental group, but not for the control group. Intergroup: The main effects were found for the associative and text learning. The mixed design ANOVA indicated that there is an interaction (time x group) on the dependent variable of the place learning test. Daily events memory: We found within group that the pre–post differences were significant for the experimental group but not for the control group.Conclusion: The study showed that memory training can help older adults to ameliorate memory loss problems and these findings deserve more attention. 相似文献
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
ABSTRACTUniversity settings present a unique opportunity for young adults to develop characteristics constitutive of wisdom. One challenge for educators working to support this development involves effectively measuring these characteristics. In this article, we present results from a secondary analysis of cognitive interviews to examine challenges that may arise when young adult undergraduate students respond to self-report measures of Meaning, Identification with all Humanity and Dedication to Lifelong Service—three characteristics of personality-focused accounts of wisdom. Although the items had well-fitting exploratory and confirmatory latent variable models, between 12.5% and 87.5% of students (n = 8 for each item) provided unintended interpretations for each item. This mismatch between students’ interpretations and the intended interpretations can threaten item validity and obfuscate findings from applications such as pre-post assessments. Further research is needed to better understand the factors affecting young adults’ responses to measures of wisdom-relevant characteristics. 相似文献
BackgroundCollege students with suicidal ideation (SI) are at high risk of suicide. Adverse childhood experiences (ACEs) are important risk factors for suicidal behavior. Most research in this area has been restricted to 10 conventional ACEs and suggests negative long-term developmental effects from other common childhood adversities such as peer victimization, peer isolation/rejection, exposure to community violence, and low socioeconomic status.ObjectiveTo test the unique and cumulative associations of 14 different ACEs with SI among young adults.Participants and SettingParticipants were 989 college students from two universities in China’s provincial-leveled Hui Autonomous Region.MethodsAssociations between ACEs and SI were analyzed by logistic regression. A Chi-square trend test was used to examine the association between cumulative ACEs and SI.ResultsThe rates of suicidal ideation, plans, and attempts among the cohort were 11.9%, 3.7%, and 1.6%, respectively; 43.9% had experienced at least one ACE. The strongest predictor of SI in adulthood was peer isolation/rejection, followed by emotional neglect, then low socioeconomic status. There was a cumulative effect of ACEs and SI, whereby the greater the number of ACEs, the greater the likelihood of SI.ConclusionPeer isolation/rejection, emotional neglect, and low socioeconomic status were associated with increased risk of SI in adulthood. Two (peer isolation/rejection and low socioeconomic status) of the three factors that emerged from the analysis are not typically included in ACEs research. There was a cumulative effect of 14 kinds of ACEs on SI among young adults. Early recognition of risk factors is therefore important. 相似文献
An online survey distributed to librarians at public libraries across North America established some interesting trends in public librarians’ perceptions of ebooks and teens. Some of the findings of this study are that teen library users strongly prefer to read print books for their recreational reading and show very little interest in ebooks or ebook programs offered by public libraries. Survey respondents indicate that teen library users remain largely unaware of or disinterested in the advantages of ebooks in providing them a convenient, private, and customizable recreational reading experience. Even when public librarians offer ebook programs for teens through school outreach, these programs tend to focus on the titles in the collection and the download process, rather than the specific benefits of ebook reading. More active promotion of these advantages could potentially appeal to teens, especially to non-library users and reluctant readers. 相似文献