Digital Commons Network^™

Word Recognition Materials For Native Speakers Of Taiwan Mandarin, Shawn L. Nissen, Richard W. Harris, Alycia Dukes

Faculty Publications

Purpose: To select, digitally record, evaluate, and psychometrically equate word recognition materials that can be used to measure the speech perception abilities of native speakers of Taiwan Mandarin in quiet. Method: Frequently used bisyllabic words produced by male and female talkers of Taiwan Mandarin were digitally recorded and subsequently evaluated using 20 native listeners with normal hearing at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Results: Using logistic regression, 200 words with the steepest psychometric slopes were divided into 4 lists and 8 half-lists that were relatively equivalent in psychometric function slope. To increase …

Early Life Determinants Of Physical Activity In 11 To 12 Year Olds: Cohort Study, Calum Mattocks, Kevin Deere, Sam D. Leary, Andy R. Ness, Kate Tilling, Steven N. Blair, Chris J. Riddoch

Faculty Publications

Objective: To examine factors in early life (up to age 5 years) that are associated with objectively measured physical activity in 11-12 year olds.

Design: Prospective cohort study

Setting: Avon longitudinal study of parents and children, United Kingdom.

Participants: Children aged 11-12 years from the Avon longitudinal study of parents and children.

Main outcome measure: Physical activity levels in counts per minute (cpm) and minutes of moderate to vigorous physical activity for seven days measured with a uniaxial actigraph accelerometer.

Results: Valid actigraph data, defined as at least three days of physical activity for at least 10 hours a day, …

Use Of Accelerometers In A Large Field-Based Study Of Children: Protocols, Design Issues, And Effects On Precision, Calum Mattocks, Andy R. Ness, Sam D. Leary, Kate Tilling, Steven N. Blair, Julian Shield, Kevin Deere, Joanne Saunders, Joanne Krikby, George Davey Smith, Jonathan Wells, Nicholas Wareham, John J. Reilly, Chris J. Riddoch

Faculty Publications

Background: Objective methods can improve accuracy of physical activity measurement in field studies but uncertainties remain about their use.

Methods: Children age 11 years from the Avon Longitudinal Study of Parents and Children (ALSPAC), were asked to wear a uni-axial accelerometer (MTI Actigraph) for 7 days.

Results: Of 7159 children who attended for assessment, 5595 (78%) provided valid measures. The reliability coefficient for 3 days of recording was .7 and the power to detect a difference of 0.07 SDs (P ≤ .05) was > 90%. Measures tended to be higher on the first day of recording (17 counts/min; 95% CI, …

Physical Activity And Blood Pressure In Childhood: Findings From A Population-Based Study, Sam D. Leary, Andy R. Ness, George Davey Smith, Calum Mattocks, Kevin Deere, Steven N. Blair, Chris J. Riddoch

Faculty Publications

The pathological processes associated with development of cardiovascular disease begin early in life. For example, elevated blood pressure (BP) can be seen in childhood and tracks into adulthood. The relationship between physical activity (PA) and BP in adults is well-established, but findings in children have been inconsistent, with few studies measuring PA mechanically. Children aged 11 to 12 years were recruited from the Avon Longitudinal Study of Parents and Children. 5505 had systolic and diastolic BP measurements, plus valid (at least 10 hours for at least 3 days) accelerometer measures of PA; total PA recorded as average counts per minute …

Patient Simulator Sessions And Critical Thinking, Patricia K. Ravert

Faculty Publications

The project purpose was too determine whether measures of critical thinking show differences between three groups (simulator, non-simulator, control) of baccalaureate nursing students. The second purpose was to determine the moderating effect of students' preferred learning style. All groups experienced a moderate to large effect size in critical thinking scores. The corrected model for the total scale gain score was statistically significant but not significant for learning style or group.