If a task is to be included in a reliable test, its features and the level of difficulty should be specified so that we know it is appropriate to the examinees. Beginning from Skehan＇s （1998） cognitive perspective ...If a task is to be included in a reliable test, its features and the level of difficulty should be specified so that we know it is appropriate to the examinees. Beginning from Skehan＇s （1998） cognitive perspective of task features in L2 instruction, the study compares the performance of two kinds of writing tasks from CET （College English Test） in China in order to verify whether the hypothesized task difficulty set by Skehan＇s cognitive framework can predict the actual performance of the examinees in testing context. The study also investigates the examinee＇s own perception of test tasks and the relationship between such perception and their performance. The results of the study show that more cognitively demanding tasks tend to generate greater level of task difficulty and thus elicit poorer examinee performance. However, it does not find enough evidence that there is some systematic competition between accuracy, fluency and complexity in the performance. It also shows the examinees＇ own perception of difficulty is variable and cannot be relied on. There is some reasonable self-awareness of the quality of their performance in terms of accuracy and fluency, but not complexity. It concludes to suggest that the two types of tasks should not be treated as parallel in CET in view of the observed difference on the examinees＇ performance.展开更多
Background:Given the heightened risk of developmental challenges associated with preterm birth,it is crucial to explore interventions that may ameliorate potential adverse outcomes.This study aimed to examine whether ...Background:Given the heightened risk of developmental challenges associated with preterm birth,it is crucial to explore interventions that may ameliorate potential adverse outcomes.This study aimed to examine whether meeting the 24-h movement behavior(24-HMB)guidelines,which include recommendations on physical activity(PA),screen time(ST),and sleep(SL),is related to indicators of cognitive difficulties,internalizing problems(e.g.,depression and anxiety),and externalizing problems(e.g.,difficulties in making friends and arguing)in a sample of preterm youth(children and adolescents born preterm).Methods:In this cross-sectional study,data from 3410 preterm youth(aged 6 to 17 years)were included for data analyses.Multivariable logistic regression was used to investigate associations between meeting the 24-HMB guidelines and the above-mentioned health outcomes,while controlling for sociodemographic and health-related factors.Results:The prevalence of meeting 24-HMB guidelines varied across independent and integrated components of the 24-HMB guidelines.Meeting the ST guideline alone(p<0.05)and integrated guidelines(i.e.,ST+SL and ST+SL+PA)were associated with fewer cognitive difficulties and reduced internalizing and externalizing problems(p<0.05).Specifically,meeting the SL guideline alone and integrated guidelines(i.e.,SL+ST)were associated with lower odds of depression and anxiety(p<0.01).Additionally,meeting independent,and integrated(PA and/or ST)guidelines were associated with less pronounced difficulties in making friends and arguing(p<0.05).Meeting 24-HMB guidelines in an isolated and integrated manner are linked to better cognitive performance and fewer internalizing and externalizing problems in preterm youth.Conclusion:Results suggest that advocating for the implementation of the 24-HMB guidelines may reduce cognitive challenges and behavioral issues,which is of high relevance for improving public health.Future longitudinal studies in preterm youth should investigate how modifying specific 24-HMB behaviors,especially ST,influence cognitive difficulties,internalizing and externalizing problems in this vulnerable population.展开更多
文摘If a task is to be included in a reliable test, its features and the level of difficulty should be specified so that we know it is appropriate to the examinees. Beginning from Skehan＇s （1998） cognitive perspective of task features in L2 instruction, the study compares the performance of two kinds of writing tasks from CET （College English Test） in China in order to verify whether the hypothesized task difficulty set by Skehan＇s cognitive framework can predict the actual performance of the examinees in testing context. The study also investigates the examinee＇s own perception of test tasks and the relationship between such perception and their performance. The results of the study show that more cognitively demanding tasks tend to generate greater level of task difficulty and thus elicit poorer examinee performance. However, it does not find enough evidence that there is some systematic competition between accuracy, fluency and complexity in the performance. It also shows the examinees＇ own perception of difficulty is variable and cannot be relied on. There is some reasonable self-awareness of the quality of their performance in terms of accuracy and fluency, but not complexity. It concludes to suggest that the two types of tasks should not be treated as parallel in CET in view of the observed difference on the examinees＇ performance.
基金supported by the Shenzhen Educational Research Funding(Grant No.zdzb2014)the Shenzhen Science and Technology Innovation Commission(Grant No.202307313000096)+3 种基金the Social Science Foundation from China’s Ministry of Education(Grant No.23YJA880093)a Post-Doctoral Fellowship(Grant No.2022M711174)the National Center for Mental Health(Grant No.Z014)a Research Excellence Scholarship of Shenzhen University(Grant No.ZYZD2305).
文摘Background:Given the heightened risk of developmental challenges associated with preterm birth,it is crucial to explore interventions that may ameliorate potential adverse outcomes.This study aimed to examine whether meeting the 24-h movement behavior(24-HMB)guidelines,which include recommendations on physical activity(PA),screen time(ST),and sleep(SL),is related to indicators of cognitive difficulties,internalizing problems(e.g.,depression and anxiety),and externalizing problems(e.g.,difficulties in making friends and arguing)in a sample of preterm youth(children and adolescents born preterm).Methods:In this cross-sectional study,data from 3410 preterm youth(aged 6 to 17 years)were included for data analyses.Multivariable logistic regression was used to investigate associations between meeting the 24-HMB guidelines and the above-mentioned health outcomes,while controlling for sociodemographic and health-related factors.Results:The prevalence of meeting 24-HMB guidelines varied across independent and integrated components of the 24-HMB guidelines.Meeting the ST guideline alone(p<0.05)and integrated guidelines(i.e.,ST+SL and ST+SL+PA)were associated with fewer cognitive difficulties and reduced internalizing and externalizing problems(p<0.05).Specifically,meeting the SL guideline alone and integrated guidelines(i.e.,SL+ST)were associated with lower odds of depression and anxiety(p<0.01).Additionally,meeting independent,and integrated(PA and/or ST)guidelines were associated with less pronounced difficulties in making friends and arguing(p<0.05).Meeting 24-HMB guidelines in an isolated and integrated manner are linked to better cognitive performance and fewer internalizing and externalizing problems in preterm youth.Conclusion:Results suggest that advocating for the implementation of the 24-HMB guidelines may reduce cognitive challenges and behavioral issues,which is of high relevance for improving public health.Future longitudinal studies in preterm youth should investigate how modifying specific 24-HMB behaviors,especially ST,influence cognitive difficulties,internalizing and externalizing problems in this vulnerable population.
