Arithmetic Test Research Articles

Transcutaneous vagal nerve stimulation modulates stress-induced plasma ghrelin levels: A double-blind, randomized, sham-controlled trial

BackgroundTranscutaneous cervical vagus nerve stimulation (tcVNS) has emerged as a potential treatment strategy for patients with stress-related psychiatric disorders. Ghrelin is a hormone that has been postulated to be a biomarker of stress. While the mechanisms of action of tcVNS are unclear, we hypothesized that tcVNS reduces the levels of ghrelin in response to stress. MethodsUsing a randomized double-blind approach, we studied the effects of tcVNS on ghrelin levels in individuals with a history of exposure to traumatic stress. Participants received either sham (n = 29) or active tcVNS (n = 26) after exposure to acute personalized traumatic script stress and mental stress challenges (public speech, mental arithmetic) over a three day period. ResultsThere were no significant differences in the levels of ghrelin between the tcVNS and sham stimulation groups at either baseline or in the absence of trauma scripts. However, tcVNS in conjunction with personalized traumatic scripts resulted in lower ghrelin levels compared to the sham stimulation group (265.2 ± 143.6 pg/ml vs 478.7 ± 349.2 pg/ml, P = 0.01). Additionally, after completing the public speaking and mental arithmetic tests, ghrelin levels were found to be lower in the group receiving tcVNS compared to the sham group (293.3 ± 102.4 pg/ml vs 540.3 ± 203.9 pg/ml, P = 0.009). LimitationsTiming of ghrelin measurements, and stimulation of only left vagus nerve. ConclusiontcVNS decreases ghrelin levels in response to various stressful stimuli. These findings are consistent with a growing literature that tcVNS modulates hormonal and autonomic responses to stress.

Determining nursing students' moral distress levels

This descriptive cross-sectional study was conducted to determine the level of moral distress among nursing students. The study was conducted between April 17 and April 20, 2023, with the participation of 150 students studying in the nursing department of the Faculty of Health Sciences of a university who agreed to participate in the study. Data were collected using a questionnaire designed by the researchers based on the literature and the Moral Distress Scale for Nursing Students. The arithmetic mean, standard deviation, median, and frequency (in percent), t-test, ANOVA test, and Pearson correlation analysis were used to analyze the data. This study found that the intensity and frequency of moral stress among nursing students were not high. In line with the findings, it is recommended that ethics education be provided to nursing students, teaching them how to deal with unethical behavior they encounter in the clinical setting, and raising the awareness of nursing educators to support students' development.
 Keywords: Distress; moral distress; morality student; nurses; nursing.

توظيف المحادثة اليوميّة في تنمية سرعة الكلام في المرحلة المتوسّطة لدى طلبة المدرسة التّربيّة الإسلاميّة جاندونج

In this thesis, the author is looking for the effect of daily conversation on developing speaking skill. The purpose of this research is to use the daily conversation to teach the Arabic Language in the intermediate stage of the Islamic Education School Canduang. The researcher used the experimental. The researcher sampled 40 people, 20 in the experimental class and 20 in the control class. From the previous result, I found the effect on the education result in two class, students in the experimental class thet employs daily conversation found their results better and more beautiful than the control class that does not employ daily conversation. The arithmetic test is 3,536, as for result of the T as the above data should be known to known the significance of the difference between the two groups, if the sig. (2-tailed) tail is smaller than 0,05 it is 0,001, so there is a big difference. From the above data, there is the effect of daily conversation developing speaking skills in the middle stage among students of the Islamic Education School Canduang.

Relationship between Learners’ Reading Comprehension, Arithmetic Skills and Ability to Solve Word-Problems: A Case of Secondary School in Nakuru County, Kenya

This study was about the relationship between Learners’ Reading Comprehension, Arithmetic Skills and Ability to Solve Word-Problem in Nakuru County, Kenya. It used the descriptive and correlational designs. The population was 5183 secondary school learners in Naivasha sub-County. Through stratified sampling, a sample of 318 learners in Form II and 10 teachers of Mathematics was selected. Data was collected through a questionnaires, the Text Comprehension Skills Test (TCST) and the Arithmetic Skills Test (AST) and it was treated using descriptive statistics. Learners’ arithmetic and reading proficiency were correlated using the Pearson product moment correlation coefficient. After the analysis and interpretation of data, the study concluded that learners and teachers faced some challenges in solving reading problems. The challenges were observed in the performance of the Text Comprehension Skills Test wherein the learners performed better in the arithmetic skills test than in the text comprehension skills test, which affects the arithmetic skills and ability to solve word-problems. Based on the conclusions, the study recommends that reading comprehension should be included in the Mathematics syllabus as an area of study in secondary schools. This will enable learners to perform better in word-problems at the Kenya Certificate of Secondary Education (KCSE). Similar study could be conducted in other counties in Kenya.

Verbalized arithmetic principles correlate with mathematics achievement.

When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles. This study is aimed to investigate whether verbalized mathematics ability independently predicts mathematics achievement. The current study hypothesized that verbalized mathematics ability supports mathematics achievement independent of general language, related cognitive abilities and even symbolic mathematical ability. A sample of 241 undergraduates (136 males, 105 females, mean age = 21.95, SD = 2.38) in Beijing, China. A total of 12 tests were used, including a verbalized arithmetic principle test, a mathematics achievement test, and tests on general language (sentence completion test), symbolic mathematical ability (including symbolic arithmetic principles test, simple arithmetic computation and complex arithmetic computation), approximate number sense ability (numerosity comparison test) and several related cognitive covariates (including the non-verbal matrix reasoning, the syllogism reasoning, mental rotation, figure matching and choice reaction time). Results showed that the processing of verbalized arithmetic principles displayed a significant role in mathematics achievement after controlling for general language, related cognitive abilities, approximate number sense ability and symbolic mathematics ability. The results suggest that verbalized mathematics ability was an independent predictor and provided empirical evidence supporting the verbalized mathematics role on achievement as an independent component in three-component mathematics model.

Two-stage stochastic optimal scheduling for multi-microgrid networks with natural gas blending with hydrogen and low carbon incentive under uncertain envinronments

Multi-energy multi-microgrid (MMG) networks have the advantage of integrating various energy resources and promoting energy utilization efficiency. To further improve the economy and low-carbon operation of networks, this paper decarbonizes the multi-energy MMG network, introduces the hydrogen-natural gas blending technology, and establishes a stochastic planning model of a multi-energy MMG network considering natural gas blending with hydrogen and low-carbon incentive. Firstly, the hydrogen energy storage (HES) model is developed by blending hydrogen into natural gas and supplying it to the gas unit. Considering the incentive mechanism in the case of surplus carbon allowances, a stepped carbon trading mechanism with a variable incentive coefficient is designed. Secondly, to effectively and simply measure the sources and load uncertainties in the MMG network, Conditional Value-at-Risk (CVaR) is calculated by the interaction cost between the MMG and the distribution network. A two-stage stochastic planning model for the MMG network is established based on the Nash negotiation theory to minimize the total cost of the MMG network in the first stage, allocate the benefits, and maximize the benefits of each microgrid in the second stage. Finally, by dynamically correcting the penalty factor through the quantitative relationship between the original residual and the pairwise residual, an improved alternating direction multiplier method (ADMM) based on the dynamic adaptive penalty factor is constructed to realize the distributed solution of the scheduling model. Through the comparative analysis of different cases of the arithmetic system test, it is verified that the proposed model can maximize each microgrid's benefits while ensuring the MMG network's lowest cost, promoting renewable energy consumption, and reducing carbon emissions.

Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children's Math Performance.

Individual variation in mathematical skills can be ascribed to differences in cognitive ability, but also to students' emotional experiences of mathematics, such as enjoyment and anxiety. The current study investigated how the interplay of working memory with math anxiety and enjoyment explains mathematical performance in primary school students. We also explored whether these relations differed with the type of math test and students' age. Using mixed effect models, we reanalyzed data from 4471 Dutch primary school students (grades 2-6) who had completed two computerized working memory tasks, had filled out a questionnaire on math emotions, and had completed two math tests: story problems and speeded arithmetic. Findings showed that working memory, anxiety, and enjoyment were linear (but not curvilinear) predictors of performance on both tests, while some relations were stronger for the math (story)-problem-solving test. Higher math anxiety negatively impacted performance more strongly for students with stronger working memory skills, but only on the arithmetic test. No interaction between working memory and enjoyment was found. The relation between math anxiety and math performance increased with grade level, but no other age-related changes were found. Interpretations and recommendations focus on situated views on learning and emotion.

Optimal timing of oral metyrapone intake for the suppression of cold-pressor stress-induced cortisol release

BackgroundPharmacological manipulation of cortisol levels is instrumental in elucidating mechanisms underlying acute stress effects and for distinguishing the physiological and behavioral effects of cortisol from those of the adrenergic system. Administration (oral or IV) of hydrocortisone is a direct and efficient method to elevate cortisol, and thus, frequently used in psychobiological stress research. However, lowering of cortisol (i.e. blockade of stress cortisol) requires a more sophisticated approach, such as the administration of the corticostatic compound metyrapone (MET). However, there is insufficient knowledge about the temporal dynamics of MET for the blocking of stress-induced cortisol reactivity. Thus, the present study aimed to build up an experimental protocol suitable to suppress acute behavioral stress-induced cortisol secretion by MET. Methods50 healthy young men were randomly assigned to one of five treatment groups. They received 750 mg oral MET either 30 (n = 9), 45 (n = 11), or 60 (n = 10) minutes before exposure to a combined cold pressor and mental arithmetic test (stress induction), or were subjected to two different control treatments (placebo 60 min before stress (n = 10) or MET 30 min before non-stressful warm-water condition (n = 10)). Salivary cortisol concentration, hemodynamics, and subjective ratings were assessed. ResultsSuppression of cold stress-induced cortisol release was strongest when MET intake was scheduled 30 min prior to stress onset. Cardiovascular stress-responses and subjective ratings remained unaffected by MET. ConclusionIn healthy young males, 750 mg of MET efficiently block cold stress-induced cortisol release when oral administration is scheduled 30 min prior to stress onset. This finding may guide future research in improving timing of suppression of stress-induced cortisol secretion.

Rest breaks aid directed attention and learning

ABSTRACT Objective When students learn or solve problems, attentional resources are depleted; rest breaks may restore cognitive functioning in support of learning. Research framed by attention restoration theory holds that exposure to natural environments may be another means to restore attentional resources. The study investigated the effects of alternative rest break formats on learning a challenging mental mathematics strategy. Method Students first completed a series of timed arithmetic tests expected to deplete attentional resources. Students in the control condition proceeded directly onto a mental mathematics lesson, while students in the unstructured rest and nature-based rest conditions took a 5-min break before the lesson. All students then completed a self-reported questionnaire on directed attention levels during the lesson, then completed a problem-solving post-test. Results The unstructured rest condition reported higher levels of directed attention during the lesson than the control condition; no other comparisons were statistically significant. The unstructured rest condition solved more post-test problems than the control condition, and the nature-based rest condition also solved more problems than the control condition. The post-test score difference between the two rest conditions was not statistically significant. Conclusions The study provided clearer evidence for the general benefits of rest than for the additional benefits of nature-based rest.

#6044 HEART RATE VARIABILITY AT REST AND IN RESPONSE TO PHYSICAL AND MENTAL STRESS: A COMPARATIVE STUDY BETWEEN HEMODIALYSIS AND PERITONEAL DIALYSIS PATIENTS

Abstract Background and Aims Cardiac arrhythmias and sudden death are the leading causes of cardiovascular mortality in end-stage-kidney-disease (ESKD). Autonomic dysfunction contributes to the arrhythmogenic background of ESKD patients. This is the first study to compare linear and non-linear heart-rate-variability (HRV) indices between hemodialysis (HD) and peritoneal (PD) patients, both at rest and in response to mental- and physical-stimulation maneuvers. Method Thirty-four HD and 34 PD patients matched for age, sex, and dialysis-vintage, as well as 17 age- and sex-matched controls were studied. Autonomic function was examined by linear and non-linear-HRV indices. Heart-rate was recorded continuously with Finometer-PRO at rest and during orthostatic, mental-arithmetic, sit-to-stand, and handgrip-exercise tests. Results No significant between-group differences were observed in resting HRV indices (RMSSD: HD:57.1±81.1 vsPD:69.6±113.4ms; p = 0.792) except for DFA-a1 index (HD:0.87±0.40 vs PD:0.70±0.20, p = 0.047). All HRV indices during the mental arithmetic test (RMSSD HD:128.2±346.0 vs PD:87.5±150.0ms; p = 0.893) and the physical stress tests were similar between HD and PD patients. Both dialysis groups presented similar patterns of HRV responses to orthostatic and handgrip exercise tests; however, after the sit-to-stand test RMSSD, SD1,SD2 and DFA-a2 indices were higher compared to rest only in HD patients (RMSSD: 57.1±81.1 vs126.7±185.7ms, p = 0.028), suggesting a greater difficulty of HD patients in recovering normal ANS function following a physical stress-test. Conclusion HRV indices at rest and after mental and physical stimulation did not differ between HD and PD patients, however the ANS response following the sit-to-stand test was more impaired in HD. These findings suggest that ANS dysfunction is not largely affected by dialysis modality but small differences in normal ANS recovery may exist.

LINEAR AND NON-LINEAR HEART RATE VARIABILITY INDICES AT REST AND IN RESPONSE TO PHYSICAL AND MENTAL STRESS: A COMPARATIVE STUDY BETWEEN HEMODIALYSIS AND PERITONEAL DIALYSIS PATIENT

Objective: Cardiac arrhythmias and sudden death are the leading causes of cardiovascular mortality in end-stage-kidney-disease(ESKD). Autonomic dysfunction contributes to the arrhythmogenic background of ESKD patients. This is the first study to compare linear and non-linear heart-rate-variability(HRV) indices between hemodialysis(HD) and peritoneal(PD) patients, both at rest and in response to mental- and physical-stimulation maneuvers. Design and method: Thirty-four HD and 34 PD patients matched for age, sex, and dialysis-vintage, as well as 17 age- and sex-matched controls were studied. Autonomic function was examined by linear and non-linear-HRV indices. Heart-rate was recorded continuously with Finometer-PRO at rest and during orthostatic, mental-arithmetic, sit-to-stand, and handgrip-exercise tests. Results: No significant between-group differences were observed in resting HRV indices(RMSSD: HD:57.1 ± 81.1 vs PD:69.6 ± 113.4ms; p = 0.792) except for DFA-a1 index(HD:0.87 ± 0.40 vs PD:0.70 ± 0.20, p = 0.047). All HRV indices during the mental arithmetic test (RMSSD HD:128.2 ± 346.0 vs PD:87.5 ± 150.0ms; p = 0.893) and the physical stress tests were similar between HD and PD patients. Both dialysis groups presented similar patterns of HRV responses to orthostatic and handgrip exercise tests; however, after the sit-to-stand test RMSSD, SD1, SD2 and DFA-a2 indices were higher compared to rest only in HD patients(RMSSD: 57.1 ± 81.1 vs 126.7 ± 185.7ms, p = 0.028), suggesting a greater difficulty of HD patients in recovering normal ANS function following a physical stress-test. Conclusions: HRV indices at rest and after mental and physical stimulation did not differ between HD and PD patients, however the ANS response following the sit-to-stand test was more impaired in HD. These findings suggest that ANS dysfunction is not largely affected by dialysis modality but small differences in normal ANS recovery may exist.

The effect of using the concept maps strategy in retaining the cognitive achievement of some basic football skills

The research aims to :Detecting the effect of using the concept maps strategy and the method used by the teacher on the cognitive achievement of some basic football skills among third-yearstudents of the College of Physical Education and Sports Sciences / Salah al-Din University.Comparison between the effect of using the concept maps strategy and the method used by the teacher in retaining the cognitive achievement of some basic football skills.The researchers used the experimental method for its suitability and the nature of the research. The research community consisted of the students of the third academic year in the College of Physical Education and Sports Sciences at the University of Salah al-Din for the academic year (2020-2021), who were deliberately chosen, and their number was (120) male and female students divided into (4) divisions.A, B, C, D), my division has been excluded (A,C ) This is because she received lectures without time or days, unlike my division.D, B), which gives lectures on Sundays and Tuesdays at (8:30 AM) and (10:30 AM). The research sample was also chosen intentionally.Accordingly, the research sample consisted of the people. B, DThe female students and the college and university team players were excluded , so the number of the final sample reached (32) students from the research community, and by lottery, the two methods were distributed to the two groups, the first group (the experimental group) represented by a division.B ) which was studied according to the concept maps strategy, and the second group (the control group) was represented by a division. D ) which was studied according to the method followed by the teacher. The implementation of the program took (6) weeks, with two educational units per week, for the period from 28/3/2021 to 4/5/2021, and the time of one educational unit amounted to (90) minutes. The researcher used the statistical programSPSS Which included the following means (arithmetic mean, standard deviation and test) T) for correlated samples and percentage), and Gutman's equation for the split-half, and the percentage of retention. In light of the research results, the researcher reached the following conclusions:1 - The strategy of concept maps and the method used by the teacher had a positive effect on retaining the cognitive achievement of football and keep it.2 - The experimental group, which used the concept maps strategy, outperformed the control group, which used the method used by the teacher in the retention test for the cognitive achievement of football.The researcher recommended the following:1 - The necessity of using the concept maps strategy in teaching football in the College of Physical Education and Sports Sciences, given that it contains many main, sub-, branched, and similar skills.2 - Conducting research using the concept map strategy in teaching football law subjects.

다양한 분수 모델에 대한 초등학생의 수감각 및 연산능력에 관 한 연구: 영역 모델 및 수직선 모델을 중심으로

This study aimed to identify learners’ level of number sense and arithmetic ability in solving fractional problems using area and vertical line models, and to derive specific implications for teaching fraction. We analyzed responses from 227 sixth-graders attending 11 elementary schools in each of the 11 education support offices in Seoul to the number sense and arithmetic ability test paper developed based on the three-fraction representations of area models, structured vertical-line models, and empty vertical-line models. The results confirmed that the mean and incorrect answers by question, errors which habitually mistook the entire model for 1, without checking the entire given model in a range larger than 1, occurred frequently. Additionally, there were cases of problems being solved mechanically without using models. The meaning and use of the fractional model should be explicitly presented in teaching and learning situations, and opportunities to access fractional representation in various forms and ranges should be provided. It is also necessary to offer learners opportunities to implement problem-solving strategies on their own, based on representations, so as to promote their number sense and arithmetic abilities.

Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany

Context: Students with special educational needs in the area of learning (SEN-L) attend vocational trainings to be provided with qualifications for the labor market. Competences in arithmetic operations and comparing quantities such as weights and lengths are indispensable for obtaining a vocational qualification. Therefore, the study investigates whether students with SEN-L in Germany convert job-relevant quantities and master arithmetic operations accurately and with a certain speed before beginning vocational training. Methods: 152 students with SEN-L in pre-vocational training programs in southern Germany were examined using curriculum-related computer tests for formative assessment. Three skill-based tests were constructed as progress monitoring tests comparing weights and lengths and arithmetic operations including a speed component. Results: All newly developed tests meet the requirements of the Rasch model. Students' performance on the lengths test and the weights test correlates with a significant linear relationship (r = 0.64). Only weak correlations (r > 0.29 < 0.45) are found between the performance in the arithmetic operations and the weights and lengths tests. For items in the weights and lengths tests, participants show on average significantly higher probability of solving than in the arithmetic operations test. Furthermore, students with SEN-L show slow processing speed (median processing speed weights test 6.37 seconds, lengths test 6.26 seconds, arithmetic operations test 33.97 seconds on average per item). The students solve more items of the weights and lengths tests correctly than of the operation test (median for weights 25 items, for lengths 24 items, for arithmetic operations 7 items). Conclusion: The majority of the students with SEN-L were not able to solve the expected number of items correctly and show that the participants' accuracy in dealing with arithmetic operations and quantity comparison is low. It can be assumed that this might lead to difficulties in mastering mathematical items in the context of vocational training. This is the case, in particular, where a certain speed is required (fluency). Math instruction in pre-vocational programs needs a stronger focus on building up and expanding arithmetic operations and quantities and has to be complemented by monitoring the learning process of students with SEN-L.

Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes

Gender differences have been widely reported for mathematical performance tests such as basic arithmetic tests and more complex tests such as the cognitive reflection test. The current study examined which factors could explain these gender differences. Young adults (N = 189; 18–35 years) performed an arithmetic test and cognitive reflection test. Subsequently, it was examined to which extent gender differences on these tests could be explained by verbal and visuo-spatial working memory, explicit and implicit gender-related stereotypes and math anxiety. Results showed that women scored significantly lower than men on the arithmetic and cognitive reflection tests. A mediation analysis demonstrated that the relation between gender and arithmetic performance was partially mediated by math anxiety and explicit gender-related stereotypes. Furthermore, results showed that math anxiety fully mediated the relation between gender and cognitive reflection. These results demonstrate that math anxiety plays a key role in the relation between gender and mathematical performance.

Safety and efficacy of etomidate in combination with oxycodone in painless gastroscopic procedures in the elderly: A prospective randomized controlled trial study

Etomidate is often combined in rapid succession during induction of anesthesia. However, the effect of pretreatment with oxycodone on recovery of cognitive function and adverse effects has rarely been studied. We conducted a prospective randomized controlled trial to compare etomidate alone with etomidate combined with oxycodone in elderly patients undergoing painless gastroscopy. Hundred elderly patients undergoing painless gastroscopy were divided into a control and an observation group, with 50 cases in each group. The age, gender, height, weight, body mass index and American Society of Anesthesiologists physical status (I/II) of patients in both groups were recorded. The recovery of cognitive function was compared in both groups using the Neurobehavioral Cognitive Status Examination. Adverse events, including somatic motor reactions, hypotension, bradycardia, myocardial tremor, nausea and vomiting, and injection pain, were also recorded in both groups. Moreover, heart rate, peripheral capillary oxygen saturation, systolic blood pressure, and diastolic blood pressure were evaluated in the 2 groups at different time points. A total of 100 patients were enrolled in this study. The demographic characteristics in the 2 groups were not significantly different (P > .05). Regarding the recovery of cognitive functions, more subjects in the observation group passed the memory, arithmetic and orientation test than in the control group (P < .05). Fewer adverse events such as dynamic body reactions, cardiac tremor, nausea and vomiting, and injection pain occurred in the observation group than in the control group (P < .05). During anesthesia and after awakening, the results of peripheral capillary oxygen saturation, systolic blood pressure and diastolic blood pressure were better in the observation group than in the control group (P < .05). Etomidate in combination with oxycodone for painless gastroscopic operation in the elderly is a safe and effective anesthetic strategy.

Comparative Assessment of Effect on Psychomotor Performance Efficacy and Adherence of Levosulpiride and Olanzapine in Patients with Schizophrenia: A Parallel, Open-label, Prospective Observational Study

Abstract Context: Schizophrenia is mostly treated with atypical antipsycotics, which may be required for lifetime. Olanzapine is commonly used in this condition, whereas levosulpiride is approved in India for the same. Knowing the effect of these drugs on psychomotor function helps in choosing a suitable drug to a particular patient based on his daily activities. Aims: The aim is to compare the effect of levosulpiride and olanzapine on psychomotor performance, efficacy, and adherence in patients with schizophrenia. Settings and Design: This was open-label, parallel arm, prospective observational study carried out in a tertiary care hospital of central India from December 2019 to December 2021. Subjects and Methods: Thirty-six patients visiting psychiatry OPD, diagnosed by treating psychiatrist as schizophrenia were assessed by CFFT, hand steadiness test (HST), arithmetic ability test, and reaction time (RT) for psychomotor function, and symptoms were scored on positive and negative syndrome scale (PANSS) and brief negative symptom scale (BNSS) rating scales at the first visit, end of 4 and 8 weeks. Adherence was assessed by the Medication adherence rating scale at 8 weeks. Results: Statistically significant increase in RT was seen in both levosulpiride (P = 0.04) and olanzapine (P = 0.0065) groups, whereas only the olanzapine group had a significant change in CFFT (P = 0.04) and HST (P = 0.01) at 8 weeks. On head-to-head comparison, a statistically significant worsening in HST score (P = 0.01) was seen in olanzapine group. Both the groups had significant decreases in all PANSS (P &lt; 0.001) and BNSS (P &lt; 0.001) scores. When change in PANSS and BNSS scores were compared with each other, the levosulpiride group had a significantly more decrease in scores on PANSS negative scale (P = 0.03). Patients in both groups were adherent to treatment. Conclusions: Our study concluded that levosulpiride is better than olanzapine on its fine motor control. Both the drugs increase RT while only olanzapine worsened fine motor control and CFF. Both the drugs were effective for schizophrenia with 8 weeks treatment, while levosulpiride is superior to olanzapine in improving negative symptoms of schizophrenia.

Effect of acute exercise on Cardiovascular and Serum cortisol reactivity to mental stress in offspring of hypertensives

Introduction: The purpose of our study was to evaluate the effect of acute exercise on HR, BP and serum cortisol levels in offspring of hypertensives. This could serve as a preventive measure to habituate the high risk population group right at the early age. Material and Methods: The study was a double blind single centered randomized controlled prospective study conducted in the Department of Physiology &amp; Biochemistry, Maulana Azad Medical College and associated hospitals, New Delhi over a period of 1 year. 30 subjects were recruited for the study. They were labelled as:- Group 1–the subjects were rested for 10 minutes after which the measurement of BP, HR and Serum cortisol was done. This resting value was labeled as R-1. The subjects were then exposed to mental arithmetic test (MAT) for 5 minutes. Thereafter their BP, HR and Serum Cortisol were measured again and labeled as T-1. Group 2–Same subjects were similarly rested for 10 minutes after which the measurement of BP, HR and S. cortisol was done. This resting value was labeled as R-2. This was followed by 20 minutes of Bicycle ergometry exercise. The subjects were then exposed to MAT for 5 minutes. Thereafter their BP, HR and Serum cortisol were measured again and labeled as T-2. We then compared (T2–R2) known as Cardio-Adrenal Reactivity (CAR) with exercise vs CAR without exercise (T1-R1). 2ml of blood sample was withdrawn for estimation S. cortisol. Paired t-test was applied for comparison (p value &lt;0.05–significant). Results: The CAR was more in Group 1 compared to Group 2, difference being statistically significant. Conclusion: Study showed statistically significant change between with and without exercise groups. Acute exercise can reduce the adrenocortical reactivity to stress, a preventive tool for development of future hypertension.

Transient Effect of Acute Mental Stress on Corrected QT Interval among Healthy Male Students

Introduction: The time taken for depolarization and repolarization of the ventricles is represented by the QT interval. Psychological factors such as active mental stress may influence the action potentials developed in the heart and may alter QT interval of an individual. Therefore, our study was targeted to find the transient effect of acute mental stress on corrected QT interval among the healthy male students. Methods: An experimental study was conducted among 55 male first year undergraduates, studying medical and dental courses in Nepal Medical College and Teaching Hospital (NMCTH). The study was executed in the Electrocardiography (ECG) lab of Department of Physiology of NMCTH from September 2022 – November 2022. ECG was obtained before and after the application of active/acute mental stress using standard mental arithmetic test (MAT) for 1 minute. Results: In comparison to rest state, a statistically significant decreased RR interval and increased heart rate (p&lt;0.001) was observed after MAT. A statistically significant decrease in QT interval [0.35±0.05 sec Vs 0.32±0.05 sec] (p&lt;0.001) and QTc interval [0.41±0.05 sec Vs 0.39±0.05 sec] (p&lt;0.001) was observed after MAT. Nevertheless, there was no statistically significant change in QRS duration after the MAT (p=0.16). Conclusion: Acute mental stress causes shortening of the QTc interval in young healthy males.

Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan.

Mathematics learning trajectories (LTs) for students above elementary school level are widely investigated. Recently, LTs for kindergarteners have also attracted attention, but in those studies the LTs were based on Western samples, and it is unclear whether they also involved culture and gender differences. Therefore, the purposes of this study were twofold: (1) construct a counting and arithmetic LT based on an Eastern sample and (2) show its similarities and differences by gender. The constructed LT contains 13 hypothesized levels of mathematical concepts according to previous research, and 59 kindergarteners (26 boys and 33 girls) participated in this study and completed a counting and arithmetic test to examine empirically the theoretical LT. The results showed that empirically, there were eight and nine conceptual levels for boys and girls, respectively, and boys and girls mastered concepts in a similar order (basic arithmetic→basic counting→advanced counting→mediocre arithmetic→advanced arithmetic), with the first part differing from the hypothesized LT. Within this developmental progression, girls showed a different path from advanced counting to mediocre arithmetic. The findings show gender and culture differences for the LTs for kindergarteners, which contradicts most previous research based on Western samples.