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Introduction @#This study determined the effect of Just Dance Kinect™M on the attention span of selected college students in the UERMMMCI College of Allied Rehabilitation Sciences.@*Methods @#Study subiects underwent a two-week intervention by playing Just Dance Kinect™ for ten minutes each session thrice a week. The pre- and post-intervention attention span scores were determined using the Repeatable Battery for the Assessment of Neuropsychologic Status and compared.@*Results @#There was a significant 8-point increase in the Repeatable Battery for the Assessment of Neuropsychologic Status attention span scores of 30 participants after two weeks of intervention with Just Dance Kinect™. No adverse events were reported by the participants.@*Conclusion @#Just Dance Kinect™ appears to be potentially beneficial in improving attention span among college students
Subject(s)
Attention , DancingABSTRACT
Este estudo objetivou verificar as relações entre amplitude visuoatencional (AVA), consciência fonêmica (CF) e desempenho em leitura em uma amostra de 48 alunos de 1º, 3º e 5º anos do ensino fundamental de uma escola pública de São Paulo. As crianças foram avaliadas em três sessões em tarefas de leitura de palavras isoladas, AVA, CF, inteligência não verbal, memória fonológica e limiar de identificação de letras. Os resultados indicam que a AVA e a CF se relacionam com a leitura desde o 1º até o 5º ano e que essas relações são mais fortes no 1º ano, mas continuam tendo um papel relevante no 3º ano e no 5º ano, principalmente na leitura de pseudopalavras e palavras irregulares.
This study aimed to verify the relationship between visual attention span (VAS), phonemic awareness (PA) and reading performance in a sample of 48 students from the 1st, 3rd and 5th grade from a public elementary school in Sao Paulo. Children were assessed in three sessions through a battery of tasks, which included single word reading, VAS, PA, nonverbal intelligence, phonological memory and letter identification threshold. Results showed that the VAS and PA correlated with performance in reading from 1st to 5th grade, and they play a more important role at 1st grade, but remain relevant in 3rd and 5th grade, especially in the reading of nonwords and irregular words.
Subject(s)
Humans , Male , Female , Child , Reading , Attention , Awareness/physiology , Phonetics , Students , Education, Primary and Secondary , Educational Status , Language DevelopmentABSTRACT
Objective To explore whether there is a visual spatial attention span deficit in children with Chi-nese language learning disability and the characteristics of brain electrophysiological dynamic change. Methods Adop-ting event-related potentials ( ERP ) technology and levels of visual spatial attention span with fixed location cuing pa-radigm were used to explore the characteristics of brain electrophysiological dynamic change. Results Based on the behavioral data,the repeated findings of analysis of variance on reaction time showed that both the main effect of the type of subjects[F(1,35)=4. 34,P<0. 05,η2=0. 11],and the main effect of attention span[F(1,35)=138. 75,P<0. 001,η2=0. 79] had statistical significance. The repeated analysis of variance on accuracy showed that the main effect of subjects type[F(1,35)= 4. 99,P<0. 05,η2=0. 13],and the main effect of attention span[F(1,35)=101. 83,P<0. 01,η2=0. 74] were significantly different. Under large and small attention span conditions,the children with Chinese language learning disability showed a longer time of reaction and a lower accuracy rate than the children in the control group. With the electroencephalograph( EEG) data and under large and small attention span conditions,the Chinese learning disability children showed enhanced P1 amplitude and reduced N1 amplitude. Conclusions There is a visual spatial attention span deficit in children with Chinese learning disability which may be caused by a weak prima-ry sensory processing ability and divided attention deficit.
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Attention span in a lecture is roughly 15 minutes. After this has been seen that no. of students paying attention begins to drop dramatically leading to loss in retention of lecture material. Objective of present study was to examine the effectiveness of humor when used as an intervention. The present Interventional, Randomized control trial study was carried out on medical students of fourth Semester, of RMCH, Bareilly, which has total ninety students. Class was divided into two groups, Group A and Group B by simple random sampling using lottery method, consisting of 45 students each. For both groups four lectures each were delivered on same topic, with a difference that in group A no intervention used while in group B humor was used as an intervention. Record of class attendance was maintained in both the groups and post lecture tests were conducted. Chi-Square test was applied for statistical analysis. In group B not only the attendance of students increased from class 1 to class 4 but was also more as compared to group A in each class and the difference was found to be statistically significant . Post lecture test scores showed that in group A there was no significant difference in marks obtained by students in class 1 and class 4, however in group B in which humor was used it was observed that in class 4 percentage of students getting marks above 50% increased as compared to class 1. We concluded that humor not only increases interest but also promotes learning.
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@#Objective To investigate the attention span in patients with brain injury.Methods Twenty-seven patients with brain injury and 34 normal adults who were matched in age and in years of education were tested with visual span and digit span to assess the attention span. The score relies on the max number that the subject can answer correctly.Results Both visual span and auditory span in the patients were significantly less than that in control group (P＜0.01), but they were not significantly correlated (P＞0.05).Conclusion The visual span and auditory span were impaired in different degree in patients with brain injury.