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481.
Linking vitamin D status,executive functioning and self‐perceived mental health in adolescents through multivariate analysis: A randomized double‐blind placebo control trial 下载免费PDF全文
Bjørn Grung Asle M. Sandvik Kay Hjelle Lisbeth Dahl Livar Frøyland Irene Nygård Anita L. Hansen 《Scandinavian journal of psychology》2017,58(2):123-130
The aim of the present randomized double‐blind placebo control trial was to investigate if vitamin D supplementation had an effect on vitamin D status, executive functioning and self‐perceived mental health in a group of Norwegian adolescents during winter time. Fifty adolescents were randomly assigned into an intervention group (vitamin D pearls) or a control group (placebo pearls). Before (pre‐test in December/January) and after (post‐test in April/May) the intervention period the participants were exposed to a test procedure, consisting of blood draw, completion of cognitive tests (Tower of Hanoi and Tower of London), and the Youth Self‐report version of the Child Behavior Checklist. Multivariate data analysis showed that participants with low vitamin D status scored worse on the Tower of London tests and the more difficult sub‐tasks on the Tower of Hanoi tests. They also had a tendency to report higher frequency of externalizing behavior problems and attention deficit. At pre‐test, the overall mean vitamin D status measured as 25‐hydroxy vitamin D was 42 nmol/L, defining deficiency (Intervention group = 44 nmol/L, Control group = 39 nmol/L). However, vitamin D supplementation caused a significant increase in vitamin D status resulting in a sufficient level in the Intervention group at post‐test (mean 62 nmol/L). The results also revealed that the intervention group improved their performance on the most demanding sub‐tasks on the ToH. Overall, the study indicates that vitamin D status in adolescents may be important for both executive functioning and mental health. 相似文献
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In most research, linear regression analyses are performed without taking into account published results (i.e., reported summary statistics) of similar previous studies. Although the prior density in Bayesian linear regression could accommodate such prior knowledge, formal models for doing so are absent from the literature. The goal of this article is therefore to develop a Bayesian model in which a linear regression analysis on current data is augmented with the reported regression coefficients (and standard errors) of previous studies. Two versions of this model are presented. The first version incorporates previous studies through the prior density and is applicable when the current and all previous studies are exchangeable. The second version models all studies in a hierarchical structure and is applicable when studies are not exchangeable. Both versions of the model are assessed using simulation studies. Performance for each in estimating the regression coefficients is consistently superior to using current data alone and is close to that of an equivalent model that uses the data from previous studies rather than reported regression coefficients. Overall the results show that augmenting data with results from previous studies is viable and yields significant improvements in the parameter estimation. 相似文献
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Abstract The demonstration of evaluative conditioning by Baeyens, Eelen, and Van den Bergh confirms our previous findings and extends the evidential basis for conditioning without awareness. The case made against their findings by Shanks and Dickinson is not supported by the methodological claims they advance. We suggest alternative control procedures and argue that evaluative conditioning plays an adaptive role in the formation of preferences. 相似文献
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Cristina Colonnesi Geert Jan J.M. Stams Irene Koster Marc J. Noom 《Developmental Review》2010,30(4):352-366
The use of the pointing gesture is one of the first ways to communicate with the world. This gesture emerges before the second year of life and it is assumed to be the first form of intentional communication. This meta-analysis examined the concurrent and longitudinal relation between pointing and the emergence of language. Twenty-five studies were included into the meta-analysis, including 734 children. The role of several moderators was examined: pointing modality, pointing motive, age at which the pointing was measured, the assessment method of the pointing gesture and language development, the modality of language, SES, and country. The results showed both a concurrent (r = .52) and a longitudinal (r = .35) relation between pointing and language development. The relation between pointing and language development became stronger with age, and was found for pointing with a declarative and general motive, but not for pointing with an imperative motive. It is concluded that the pointing gesture is a key joint-attention behavior involved in the acquisition of language. 相似文献
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Irene Oh 《The Journal of religious ethics》2008,36(3):405-423
A dialogical approach to understanding Islamic ethics rejects objectivist methods in favor of a conversational model in which participants accept each other as rational moral agents. Hans-Georg Gadamer asserts the importance of agreement upon a subject matter through conversation as a means to gaining insight into other persons and cultures, and Jürgen Habermas stresses the importance of fairness in dialogue. Using human rights as a subject matter for engaging in dialogue with Islamic scholars, Muslim perspectives on issues such as democracy, toleration, and freedom of conscience emerge. A capabilities approach to human rights, such as that developed by Martha Nussbaum, enables the coexistence of multiple religious ethical visions while insisting upon the need to protect and nurture essential human abilities. 相似文献
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This article reviews measures of gender-role attitudes with an emphasis on The Attitudes Toward Women Scale (AWS; Spence & Helmreich, 1972); the Sex Role Egalitarianism Scale (SRES; Beere, King, Beere, & King, 1984); the Modern Sexism Scale (MS; Swim, Aikin, Hall, & Hunter, 1995); the Ambivalent Sexism Inventory (ASI; Glick & Fiske, 1996), and the Children's Occupational Activity Trait-Attitude Measure (COAT-AM; Bigler, Liben, Lobliner, & Yekel, 1995). The discussion of gender-role attitude measures focuses on the following themes: psychometric criteria; theoretical and conceptual distinctions among measures; domains of attitudes and behaviors included; relationship to other measures; and the meaningfulness and relevance of items. Gender-role attitude scales are viewed as measuring gender-role ideology in a particular sociohistorical context; context-specificity is viewed as contributing to the proliferation of scales, and as limiting the usefulness of scales across cultural and temporal boundaries. 相似文献