The effect of attention shifting on Chinese children's word reading in primary school.

BACKGROUND: This study explored the effects of attention shifting on Chinese children's word reading. OBJECTIVE: The sample consisted of 87 fourth-grade children from Shaoxing City, China. METHODS: The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. RESULTS: The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. SHORT CONCLUSION: These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.

The effect of attention shifting on Chinese children's word reading in primary school

Abstract Background This study explored the effects of attention shifting on Chinese children's word reading. Objective The sample consisted of 87 fourth-grade children from Shaoxing City, China. Methods The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. Results The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. Short conclusion These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.

Impact of a Three-Week Workplace Vocal Health Promotion Program on a Teacher and Students' Voice Parameters

Objective: To determine the effect on voice parameters in pupils and their teacher of a three-week Workplace Vocal Health Promotion Program (WVHPP) in a school setting. Methods: Longitudinal study with a design phase and a pilot phase. Voice recordings of connected speech were used to collect information on voice functioning before and after the implementation of the program. The workplace vocal health promotion program was implemented with two purposes: (1) to reduce noisy conditions inside the classrooms that may cause loud voice production, which has been found associated with voice disorders among teachers and students and (2) to increase awareness about the relationship between noise and voice inside the classrooms. Results: The WVHPP was found to be statistically associated with a decrease in the fundamental frequency, standard deviation of the fundamental frequency, sound pressure levels, and SPL standard deviation among both pupils and their teacher. However, there was no statistically significant effect on cepstral peak prominence smoothed. Conclusion: The three-week WVHPP was found to have a significant impact on several acoustic parameters, such as the fundamental frequency and sound pressure levels. These findings highlight the potential of the WVHPP as an effective intervention for improving the vocal health of both teachers and students. However, the lack of a significant effect on cepstral peak prominence smoothed suggests that further research is needed to fully understand the impact of the WVHPP on voice quality.

Objetivo: Determinar el efecto en los parámetros de voz de los alumnos y su profesora de un Programa de tres semanas de Promoción de la Salud Vocal en el lugar de trabajo en un entorno escolar. Métodos: Estudio longitudinal con una fase de diseño y una fase piloto. Se utilizaron grabaciones de voz de habla conectada para recopilar información sobre el funcionamiento de la voz antes y después de la implementación del programa. El programa de promoción de la salud vocal en el lugar de trabajo se implementó con dos propósitos: (1) Reducir las condiciones ruidosas dentro de las aulas que pueden causar una producción de voz a alta intensidad, lo que se ha encontrado asociado con trastornos de la voz entre profesores y estudiantes; y (2) Aumentar la conciencia sobre la relación entre el ruido y la voz dentro de las aulas. Resultados: Se encontró que el Programa de Promoción de la Salud Vocal en el lugar de trabajo estaba estadísticamente asociado con una disminución de la frecuencia fundamental, la desviación estándar de la frecuencia fundamental, los niveles de presión sonora y la desviación estándar de la presión sonora, tanto en los alumnos como en su profesor. Sin embargo, no hubo un efecto estadísticamente significativo en la prominencia del pico cepstral suavizado. Conclusión: Se encontró que el programa de tres semanas tenía un impacto significativo en varios parámetros acústicos, como la frecuencia fundamental y los niveles de presión sonora. Estos hallazgos destacan el potencial del programa como una intervención eficaz para mejorar la salud vocal tanto de profesores como de estudiantes. Sin embargo, la falta de un efecto significativo en la prominencia del pico cepstral suavizado sugiere que se necesita más investigación para comprender completamente el impacto del programa en la calidad vocal.

Representaciones de estudiantes sobre el conflicto mapuche en Chile y Argentina / Representations of students regarding the Mapuche conflict in Chile and Argentina / Representações estudantis sobre o conflito mapuche no Chile e na Argentina

(analítico) Las investigaciones de las representaciones sociales de estudiantes acerca de los problemas contemporáneos representan un espacio fundamental de exploración. Este estudio busca analizar las representaciones de estudiantes de educación primaria chilenos y argentinos sobre el conflicto entre los Estados de Chile, Argentina y el pueblo mapuche. La investigación es cualitativa, con un enfoque de teoría fundamentada y los datos recolectados a través de grupos focales en escuelas chilenas y argentinas. El análisis realizado se basa en los procedimientos del paradigma de la codificación, con el motivo de indagar de manera procesual y estructural las representaciones sociales. Los resultados revelan el rol que otorgan los estudiantes a la enseñanza de la historia. Las conclusiones sostienen que la enseñanza de la historia no contribuye a la comprensión de este problema.

(analytical) Research on social representations constructed by students in relation to contemporary problems represents a fundamental space for investigative exploration. This study sought to analyze the representations of Chilean and Argentine primary school students regarding the "conflict" between the Chile, Argentina and the Mapuche people. The research was qualitative and used a grounded theory approach. The data was collected through holding focus groups in Chilean and Argentine schools. The analysis involved the use of coding paradigm procedures in order to investigate social representations in a procedural and structural way. The results reveal the role that students give to the teaching of History. The conclusions identify that the teaching of History does not contribute to the understanding of this problem.

(analítico) Este estudo examina o conhecimento sobre as propriedades formais e a função referencial de desenho, escrita e numerais que mães, filhos e filhas (2 anos e meio e 4 anos) apresentados em tarefa de produção conjunta. O método comparativo constante foi utilizado para a construção do sistema de codificação; se analisou mediante provas não paramétricas. As duplas do grupo de 2 anos e meio conversaram sobre a função referencial dos três sistemas, especialmente do desenho. No grupo de 4 anos aumentaram o interesse pela escrita, a consideração das propriedades formais da escrita e dos numerais e as produções independentes de desenho e escrita. O estudo mostrou a produção gráfica conjunta como uma interação educacional na família que estimula a apropriação precoce de sistemas de representação externa.

Factores de riesgo para hipertensión arterial en escolares del noroeste de México / Risk factors for hypertension among school-age children in the northwest of Mexico

Introducción: Estudios epidemiológicos han demostrado que la hipertensión arterial sistémica (HTAS) puede comenzar desde los primeros años de vida. El objetivo de este estudio fue determinar la prevalencia de HTAS y factores de riesgo (FR) en escolares de una comunidad en el noroeste de México. Material y métodos: Estudio polietápico, aleatorizado en escolares sanos de 6 a 12 años de edad. Medición de presión arterial (PA) y variables antropométricas (VA). Se consideró HTAS cuando la PA con relación a talla fuera ≥ al porcentil 95 en tablas locales (TL) y Task Force (TF). Evaluación de los FR mediante cuestionario aplicado a padres y alumnos. Resultados: En 684 niños, 51.3% mujeres y 46.8% hombres, la prevalencia de HTAS según TF fue de 7.74% y 2.63% con TL. Se observó una asociación entre PA con VA. El peso y la edad son FR para PAS, en cambio el peso sólo para PAD. Conclusiones: La prevalencia de HTAS fue similar a reportes en la literatura según TL, pero se encuentra aumentada según el TF. Hubo correlación directa entre la PA con VA y resultaron como FR para HTAS el peso y edad.

Introduction:Epidemiological studies have shown that arterial hypertension can start since the first years of life. The aim of this study was to determine the prevalence of hypertension and risk factors (RF) among school-age children from one community in the northwest of Mexico. Material and methods: A poly-stage, randomized study was carried out in healthy pupils aged 6 to 12 years old. Blood pressure (BP) and anthropometrical variables were measured. Hypertension was considered whenever BP in relation to body height was ≥ 95 percentil in local tables (LT) and task force (TF). RF was assessed using a questionnaire applied to parents and students. Results: In 684 children, 51.3% females and 46.8% males, the prevalence of hypertension according to TF was 7.74% and 2.63% according to LT. An association between hypertension and anthropometrical variables was observed. Weight and age are RF for systolic hypertension, while weight was RF for diastolic hypertension. Conclusion: Hypertension prevalence according to LT was similar to the one reported in other studies; however, it is increased according to TF. There was a direct correlation between hypertension and anthropometrical variables. Weight and age were RF for hypertension.