...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of Environmental Research and Public Health >Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks
【24h】

Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks

机译：站起来学习：对有偏见的课桌的神经认知益处的初步调查

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Standing desks have proven to be effective and viable solutions to combat sedentary behavior among children during the school day in studies around the world. However, little is known regarding the potential of such interventions on cognitive outcomes in children over time. The purpose of this pilot study was to determine the neurocognitive benefits, i.e. , improvements in executive functioning and working memory, of stand-biased desks and explore any associated changes in frontal brain function. 34 freshman high school students were recruited for neurocognitive testing at two time points during the school year: (1) in the fall semester and (2) in the spring semester (after 27.57 (1.63) weeks of continued exposure). Executive function and working memory was evaluated using a computerized neurocognitive test battery, and brain activation patterns of the prefrontal cortex were obtained using functional near infrared spectroscopy. Continued utilization of the stand-biased desks was associated with significant improvements in executive function and working memory capabilities. Changes in corresponding brain activation patterns were also observed. These findings provide the first preliminary evidence on the neurocognitive benefits of standing desks, which to date have focused largely on energy expenditure. Findings obtained here can drive future research with larger samples and multiple schools, with comparison groups that may in turn implicate the importance of stand-biased desks, as simple environmental changes in classrooms, on enhancing children’s cognitive functioning that drive their cognitive development and impact educational outcomes.
机译：事实证明，在学校学习期间，站立式书桌是对抗儿童久坐行为的有效且可行的解决方案。然而，关于这种干预随着时间的推移对儿童认知结果的潜力知之甚少。这项前瞻性研究的目的是确定偏颇的办公桌的神经认知益处，即执行功能和工作记忆的改善，并探讨额叶大脑功能的任何相关变化。在学年的两个时间点招募了34名新生高中生进行神经认知测试：（1）在秋季学期和（2）在春季学期（持续暴露27.57（1.63）周之后）。使用计算机的神经认知测试电池评估执行功能和工作记忆，并使用功能性近红外光谱仪获得前额叶皮层的大脑激活模式。偏置工作台的继续使用与执行功能和工作记忆功能的显着改善有关。还观察到相应的大脑激活模式的变化。这些发现为站立式书桌的神经认知益处提供了初步的初步证据，迄今为止，这些益处主要集中在能量消耗上。此处获得的发现可以推动更大样本量和多所学校的未来研究，而对比组可能反而暗示了偏倚的课桌的重要性，因为教室中的简单环境变化对于增强儿童的认知功能，推动他们的认知发展和影响教育具有重要意义。结果。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号