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- Creators: College of Health Solutions
Description
Childhood obesity is a growing public health concern in the United States. For several years, many interventions have been established to reduce the prevalence of childhood obesity. However, these interventions have not adequately utilized existing models of behavior change, and as a result, have been unsuccessful in increasing levels of physical activity and healthy dietary intake. One such model of change, the Transtheoretical Model, views behavior change as occurring through a series of stages with progression through the stages being facilitated by cognitive and behavioral processes. Within these processes the constructs of consciousness-raising, helping relationships, and self-efficacy have been shown to be most influential in changing behaviors. Thus, the objective of this paper is to evaluate the effectiveness of such constructs and establish a multi-faceted approach to combat this epidemic.
ContributorsWang, Janice (Author) / Broman, Tannah (Thesis director) / Hoffner, Kristin (Committee member) / Baldwin, Marjorie (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2012-12
Description
Children's wellbeing has been of utmost concern to society, and recently this topic has taken a particular focus in both health and achievement. As the focus shifts towards promoting a healthier and more academically successful youth, the relationship between the two warrants investigation. Specifically, the relationship between physical fitness and academic performance (i.e. grades) in 4th grade students was assessed. A cross-sectional design was used to assess physical fitness of children (M=9.39 years) by means of the FITNESSGRAM assessment tool. Third-quarter grades were used to measure academic performance. Relationships between the variables were determined through bivariate plots, Pearson product moment correlation analysis, independent t-tests, and a three-step regression analysis. The results show a significant relationship between students' aerobic fitness and academic performance. Furthermore, the findings of this study suggest incremental validity between aerobic fitness and academic performance, thus implying predictive value associated with increased physical fitness and academic achievement.
ContributorsMoore, Shannon (Author) / Kulinna, Pamela (Thesis director) / Hoffner, Kristin (Committee member) / Stylianou, Michalis (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2012-12
Description
Many high school students demonstrate an overall lack of interest in science. Traditional teaching methodologies seem to be unsuccessful at engaging students \u2014 one explanation is that students often interpret what they learn in school as irrelevant to their personal lives. Active learning and case based learning methodologies seem to be more effective at promoting interest and understanding of scientific principles. The purpose of our research was to implement a lab with updated teaching methodologies that included an active learning and case based curriculum. The lab was implemented in two high school honors biology classes with the specific goals of: significantly increasing students' interest in science and its related fields; increasing students' self-efficacy in their ability to understand and interpret the traditional process of the scientific method; and increasing this traditional process of objectively understanding the scientific method. Our results indicated that interest in science and its related fields (p = .011), students' self-efficacy in understanding the scientific method (p = .000), and students' objective understanding of the scientific method (p = .000) statistically significantly increased after the lab was administered; however, our results may not be as meaningful as the p-values imply due to the scale of our assessment.
ContributorsCotten, Kathryn (Author) / Hoffner, Kristin (Thesis director) / Stout, Valerie (Committee member) / Lynskey, Jim (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2012-12
Description
The brain continuously monitors speech output to detect potential errors between its sensory prediction and its sensory production (Daliri et al., 2020). When the brain encounters an error, it generates a corrective motor response, usually in the opposite direction, to reduce the effect of the error. Previous studies have shown that the type of auditory error received may impact a participant’s corrective response. In this study, we examined whether participants respond differently to categorical or non-categorical errors. We applied two types of perturbation in real-time by shifting the first formant (F1) and second formant (F2) at three different magnitudes. The vowel /ɛ/ was shifted toward the vowel /æ/ in the categorical perturbation condition. In the non-categorical perturbation condition, the vowel /ɛ/ was shifted to a sound outside of the vowel quadrilateral (increasing both F1 and F2). Our results showed that participants responded to the categorical perturbation while they did not respond to the non-categorical perturbation. Additionally, we found that in the categorical perturbation condition, as the magnitude of the perturbation increased, the magnitude of the response increased. Overall, our results suggest that the brain may respond differently to categorical and non-categorical errors, and the brain is highly attuned to errors in speech.
ContributorsCincera, Kirsten Michelle (Author) / Daliri, Ayoub (Thesis director) / Azuma, Tamiko (Committee member) / School of Sustainability (Contributor) / College of Health Solutions (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Cochlear implant (CI) successfully restores hearing sensation to profoundly deaf patients, but its
performance is limited by poor spectral resolution. Acoustic CI simulation has been widely used
in normal-hearing (NH) listeners to study the effect of spectral resolution on speech perception,
while avoiding patient-related confounds. It is unclear how speech production may change with
the degree of spectral degradation of auditory feedback as experience by CI users. In this study,
a real-time sinewave CI simulation was developed to provide NH subjects with auditory
feedback of different spectral resolution (1, 2, 4, and 8 channels). NH subjects were asked to
produce and identify vowels, as well as recognize sentences while listening to the real-time CI
simulation. The results showed that sentence recognition scores with the real-time CI simulation
improved with more channels, similar to those with the traditional off-line CI simulation.
Perception of a vowel continuum “HEAD”- “HAD” was near chance with 1, 2, and 4 channels,
and greatly improved with 8 channels and full spectrum. The spectral resolution of auditory
feedback did not significantly affect any acoustic feature of vowel production (e.g., vowel space
area, mean amplitude, mean and variability of fundamental and formant frequencies). There
was no correlation between vowel production and perception. The lack of effect of auditory
feedback spectral resolution on vowel production was likely due to the limited exposure of NH
subjects to CI simulation and the limited frequency ranges covered by the sinewave carriers of
CI simulation. Future studies should investigate the effects of various CI processing parameters
on speech production using a noise-band CI simulation.
performance is limited by poor spectral resolution. Acoustic CI simulation has been widely used
in normal-hearing (NH) listeners to study the effect of spectral resolution on speech perception,
while avoiding patient-related confounds. It is unclear how speech production may change with
the degree of spectral degradation of auditory feedback as experience by CI users. In this study,
a real-time sinewave CI simulation was developed to provide NH subjects with auditory
feedback of different spectral resolution (1, 2, 4, and 8 channels). NH subjects were asked to
produce and identify vowels, as well as recognize sentences while listening to the real-time CI
simulation. The results showed that sentence recognition scores with the real-time CI simulation
improved with more channels, similar to those with the traditional off-line CI simulation.
Perception of a vowel continuum “HEAD”- “HAD” was near chance with 1, 2, and 4 channels,
and greatly improved with 8 channels and full spectrum. The spectral resolution of auditory
feedback did not significantly affect any acoustic feature of vowel production (e.g., vowel space
area, mean amplitude, mean and variability of fundamental and formant frequencies). There
was no correlation between vowel production and perception. The lack of effect of auditory
feedback spectral resolution on vowel production was likely due to the limited exposure of NH
subjects to CI simulation and the limited frequency ranges covered by the sinewave carriers of
CI simulation. Future studies should investigate the effects of various CI processing parameters
on speech production using a noise-band CI simulation.
ContributorsPerez Lustre, Sarahi (Author) / Luo, Xin (Thesis director) / Daliri, Ayoub (Committee member) / Division of Teacher Preparation (Contributor) / College of Health Solutions (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Resistance training is a modality of exercise that has grown in popularity over the past two decades, particularly for its role in improving muscular fitness by increasing muscular strength, power, and hypertrophy. Due to this increase in demand, more and more people are entering the gym for their first time and eager to learn about the ways to get bigger and stronger as fast as possible. The aim of this summary is to provide evidence-based information that resistance trainers or fitness personnel can use to design an effective training program. In order to optimize your resistance training protocol there are three main areas to focus on: increasing volume, managing intensity, and active recovery.
ContributorsEsparza, Ryan David (Author) / Nolan, Nicole (Thesis director) / Marsit, Joseph (Committee member) / Broman, Tannah (Committee member) / College of Health Solutions (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Objective: The purpose of the present study was to compare cardiovascular responses of two different types of yoga (Vinyasa Flow and Meditative).
Methods: 9 female college students (age 18-24) were assigned to two yoga sessions, Vinyasa Flow and Meditative yoga. Each participant attended one session of each type of yoga, where their cardiovascular responses were measured both pre and post yoga session. Heart rate, Rate of Perceived Exertion (RPE), and blood pressure were all measured.
Results: Meditative yoga showed a significant difference in the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Vinyasa Flow yoga showed a significant difference the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Heart rate was significantly different when comparing measurements before each yoga session. Systolic blood pressure, diastolic blood pressure, heart rate, and RPE were all significantly different when comparing acute measurements after each respective session. Significance was set to p < 0.05.
Conclusions: Overall, the hypothesis was supported that there was a difference in cardiovascular measurements. Meditative yoga was better at significantly decreasing blood pressure acutely, whereas Vinyasa Flow yoga increased blood pressure acutely. This suggests that Meditative yoga could be suggested over Vinyasa Flow yoga for certain individuals with hypertension. Differences between the yoga practices were found and the cardiovascular effects of different yoga practices can be better understood due to this research.
Methods: 9 female college students (age 18-24) were assigned to two yoga sessions, Vinyasa Flow and Meditative yoga. Each participant attended one session of each type of yoga, where their cardiovascular responses were measured both pre and post yoga session. Heart rate, Rate of Perceived Exertion (RPE), and blood pressure were all measured.
Results: Meditative yoga showed a significant difference in the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Vinyasa Flow yoga showed a significant difference the acute response of systolic blood pressure, diastolic blood pressure, and RPE. Heart rate was significantly different when comparing measurements before each yoga session. Systolic blood pressure, diastolic blood pressure, heart rate, and RPE were all significantly different when comparing acute measurements after each respective session. Significance was set to p < 0.05.
Conclusions: Overall, the hypothesis was supported that there was a difference in cardiovascular measurements. Meditative yoga was better at significantly decreasing blood pressure acutely, whereas Vinyasa Flow yoga increased blood pressure acutely. This suggests that Meditative yoga could be suggested over Vinyasa Flow yoga for certain individuals with hypertension. Differences between the yoga practices were found and the cardiovascular effects of different yoga practices can be better understood due to this research.
ContributorsOberg, Martha Ann (Co-author) / Wood, Emilee (Co-author) / Nolan, Nicole (Thesis director) / Hoffner, Kristin (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05