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Results for “Weight Perception”

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PubMed1991

[Developmental changes and sex differences in judging weights addition between 5th and 6th graders].

The purpose of the present study is to examined developmental changes and sex differences in judging weights. Experimental groups were engaged in weights addition tasks and then given correct answers (correctional feedback). Four to six months later, both experimental and control groups were subjected to the same tasks. The individual range of reaction time in 6th graders is much wider than that in 5th graders and that the presentation of correctional feedback is more effective in 6th graders. These results suggest that 6th graders make more efforts in judging weights addition with logical and overall criteria. Both 6th male and 5th female students judge weight with more consistent confidence than both 5th male and 6th female students. These results suggest that male students come to judge weight with consistent confidence with age while female students do not, and that the social desirability, that is, "male will always hold their own opinion" seems to affect judging process.

Child↗
PubMed1992

[The effects of knowledge and its developmental differences on misconception of weight].

This study aims to examine developmental knowledge related to misconception about weight. Subjects from 5th to 7th graders were asked to reason about justifiable phenomena which never occur in science. After that, before judging weight addition tasks, subjects engaged in some knowledge-generating-tasks to examine which knowledge-generating-tasks relate to misconception. The main results were as follows: (1) Most subjects did not realize untruth about justifiable phenomena, (2) the knowledge which related to misconception were muscular-kinetic-feeling and balance-feeling about weight, and (3) awareness to knowledge-generating-tasks changed with age; 5th graders found the relation about every kind of knowledge-task on chance level responding and 6th and 7th graders found the relation with some justifiable knowledge. Additionally, some 7th graders were not deluded by any knowledge-generating-tasks. These results suggested misconception about weight might relate to inference from some kinds of everyday-knowledge without realizing the inconsistency with science to them. The developmental change of awareness to knowledge-generating-tasks were discussed in terms of coordination subjects' own theory and their use of knowledge.

Adolescent↗
PubMed1996

[The process and effect of heaviness exercise in autogenic training: factor analytical study of subjective response induced by the concentration upon and formal language of the sense of heaviness in the arm].

The present study examined the subjective response induced by the concentration upon and repetition of the formal language expressing the sense of heaviness--"The arm is heavy." As a result of the factor analysis of the experiment using 60 subjects, the following five factors emerged. (1) Overall sense of improvement; (2) awareness of the sensation of the arm; (3) change to less nervousness; (4) awareness of positive aspects; (5) understanding of the formal language. Also, those who were aware of psychosomatic symptoms felt their change to less nervousness more significantly, and their understanding of the formal language was significantly higher than those who were not aware of psychosomatic symptoms. The result of the experiment suggests one possibility that excessive concentration upon the body concerning psychosomatic symptoms may have changed to the concentration upon the sense of heaviness, or that the reduction of the stress thereof may have brought the change to less nervousness.

Adult↗
PubMedDate not supplied

Measuring patient satisfaction.

Though there is some controversy concerning how much weight patient perceptions should be given, there is no question that they must be considered. Focusing on patients in the ambulatory care setting, the author offers practical notes on measuring patient satisfaction based on her experiences at five sites over the past eight years. General methodological considerations are provided, including where and how to interview patients, as well as specific examples of types of measurement instruments and the results to be obtained. Findings of satisfaction surveys can be useful in altering the services provided in an effort to more adequately meet patient needs.

Ambulatory Care Facilities↗
PubMedDate not supplied

Accurate determination of cast weight for neonates with clubfoot.

The purpose of this study was to determine changes in cast weight during the first 48 hours after application so that the true weight of a neonate can be estimated without the need for removing the cast. Five types of cast materials were compared. Cast weight measurements were obtained before and after application and at intervals during 48 hours. Final cast weight averaged 107.5% of dry weight for plaster and 99% of dry weight for synthetic cast materials. For very low birth weight infants, the difference between the initial wet weight of plaster of Paris and its final dry weight may be significant for calculating drug and fluid dosages. The weight of an infant can now be calculated without the necessity of cast removal.

Casts, Surgical↗
PubMed1991

Eyeballing.

Explore the source record for details and available documents.

Calibration↗
PubMed1990

[Functional state of kinesthetic and acoustic analyzers in children with enuresis after complex reflexotherapy].

A study was made of the time-course of changes in function of kinesthetic and acoustic sensitivity in children (n-62) aged 9 to 14 years suffering from enuresis undergoing acupuncture based on cauterization of acupuncture points with 25% silver nitrate. The patients with enuresis manifested normalization of the sensitivity of the analyzers under study. The clinical results of enuresis treatment depend on the degree of correction of the alterations in function of the analyzers. The measurement of the threshold sensitivity of the sensory systems can be used for the control of the efficacy of the therapeutic measures taken in patients suffering from enuresis.

Acupuncture Therapy↗
PubMed1989

Concepts of potency and resistance in causal prediction.

This study examined the development of causal prediction using physical systems with effects of continuous magnitude. Accurately predicting the magnitude of an effect (ME) requires integration of information about the potency (P) of the causal agent and the resistance (R) of the effect. 10 5-year-olds, 10 9-year-olds, and 10 adults each viewed 36 instances of each of 2 causal mechanisms in which 6 levels of P were crossed with 6 levels of R. For every (P, R) pair, subjects were asked to predict ME. For one mechanism (the balance), an accurate combination of P and R would correspond to a subtraction model (ME = P-R), whereas for the other mechanism (the ramp), a division model (ME = P/R) would yield accurate predictions. Subjects' theoretical models of the roles of P and R were inferred from (a) correlations of their predictions with ideal answers, (b) multiple regression analyses, and (c) analysis of the number of categories P and R that each subject employed. Relative to older subjects, 5-year-olds treated P and R as having fewer categories of intensity. Although 5-year-olds did not generally achieve high correlations with ideal answers, many systematically used P and/or R to influence their predictions. Subjects used P and R more systematically on the balance problem than on the ramp problem. 9-year-olds employed the correct model (subtraction) on the balance problem but applied the subtraction model to the ramp problem as well. Adults converged on the correct models for each mechanism. The results are interpreted in terms of the progressive refinement of a rough, qualitative theory.

Attention↗
PubMed1988

Intelligence-related differences in learning and transfer and enhancement of transfer among mentally retarded persons.

Prompted learning and transfer were compared for mildly retarded, average-achieving, and above-average children ranging in age from 11.3 to 16.0 years. They learned a strategy for computing moments on balance scale conflict problems with the aid of a graduated sequence of prompts. Maintenance and transfer were assessed one week later using similar prompting procedures. Retarded children required more assistance than did nonretarded children to learn and to transfer the trained strategy. The provision of an additional training session, however, improved retarded children's maintenance and somewhat improved their transfer. The ability-related differences in learning and transfer and the means to improve retarded children's transfer were discussed in light of current conceptions of intelligence and metacognition.

Achievement↗