English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This research considered the effect of differences between instruction patterns in consecutive, selective reaction-time tests administered to early childhood participants. Participants included 62 young male children (mean age 5.3 ± 0.6 years, mean height 107.4 ± 5.5 cm, mean mass 17.9 ± 2.2 kg). Starting from a standing position, each participant rapidly moved eight times on a sheet—either left, right, forward, backward, or diagonal—in accordance with the given target. Five different combinations were used; each combination required participants to move in each of the eight possible directions once, including the four diagonal directions. On each pattern, the total times for all participants were added to yield a consecutive, selective reaction time for that pattern. Single-factor dispersion analysis results did not indicate a statistically significant difference in reaction times between the test patterns (the level of significance was determined as 0.05). Furthermore, a greater-than-medium correlation between the five patterns with regard to their total consecutive, selective reaction-times was observed. Consequently, while no large difference was demonstrated between patterns, a relatively high correlation was observed between patterns on consecutive, selective reaction-time tests administered to young children.

Differences and Correlations between Instruction Patterns in Consecutive, Selective Reaction-Time Tests Administered to Early Childhood Participants