Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investiga...Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.展开更多
An approach to the direct measure of stereoscopic （3D） videos with different accelerations was presented, using electroen- cephalography （EEG）. In the study, subjects viewed 1-sec-long video clips with a stone ap-...An approach to the direct measure of stereoscopic （3D） videos with different accelerations was presented, using electroen- cephalography （EEG）. In the study, subjects viewed 1-sec-long video clips with a stone ap- proaching straightforward and were required to perceive whether they were able to catch the outline of stone. Peak amplitude of each part was extracted from PO3 electrode located at the occipital region corresponding visual processing and cognition. Three components were conspicuously observed in the periods： 650-800 ms, 800-900 ms and 1150-1250 ms, which were called N310, N480 and N810 in this paper. N310 related to the perception to the initial stage of movement. Movement in- depth could be immediately perceived when initial speed was not less than 3 m/s. N480 related to the perception to acceleration/decel- eration. N810 related to the perception to the point a movement was about to vanish. Sub- jects couldn＇t perceive the outline with the fi- nal speed more than 3 rn/s. For 3 m/s, subjects were in a dilemma to judge with the detecting rate 54%. Together, component analysis com- bined with behavioral results, it was supposed that 3 m/s to be the threshold to completely perceive the outline.展开更多
The theory of motion is the important section of Mr. Arne Heim＇s theory of visual perception. In this paper, the author focus- es on his stroboscopic theory, and at the same time, according to the motion theory of Mr...The theory of motion is the important section of Mr. Arne Heim＇s theory of visual perception. In this paper, the author focus- es on his stroboscopic theory, and at the same time, according to the motion theory of Mr. Arne Heim, the ＂Sistine Madonna＂ is analyzed.展开更多
基金supported by a Team Science Seed grant from the College of Human Sciences, Iowa State University
文摘Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.
基金supported by National Nature Science Foundation of China[61302123]
文摘An approach to the direct measure of stereoscopic （3D） videos with different accelerations was presented, using electroen- cephalography （EEG）. In the study, subjects viewed 1-sec-long video clips with a stone ap- proaching straightforward and were required to perceive whether they were able to catch the outline of stone. Peak amplitude of each part was extracted from PO3 electrode located at the occipital region corresponding visual processing and cognition. Three components were conspicuously observed in the periods： 650-800 ms, 800-900 ms and 1150-1250 ms, which were called N310, N480 and N810 in this paper. N310 related to the perception to the initial stage of movement. Movement in- depth could be immediately perceived when initial speed was not less than 3 m/s. N480 related to the perception to acceleration/decel- eration. N810 related to the perception to the point a movement was about to vanish. Sub- jects couldn＇t perceive the outline with the fi- nal speed more than 3 rn/s. For 3 m/s, subjects were in a dilemma to judge with the detecting rate 54%. Together, component analysis com- bined with behavioral results, it was supposed that 3 m/s to be the threshold to completely perceive the outline.
文摘The theory of motion is the important section of Mr. Arne Heim＇s theory of visual perception. In this paper, the author focus- es on his stroboscopic theory, and at the same time, according to the motion theory of Mr. Arne Heim, the ＂Sistine Madonna＂ is analyzed.
