Effects Of Distraction Research Articles

Analisis Butir Soal Pekan Ulangan Harian pada Materi Persamaan Kuadrat di SMPN 1 Astanajapura

The aim of this research is to determine the content validity, construct validity, reliability, difficulty level, discriminating power, and the effectiveness of distractors of the weekly test questions for SMPN 1 Astanajapura. These questions were independently created by the teachers of SMPN 1 Astanajapura and have not been previously tested or analyzed. The population or subjects of this study are ninth-grade students, selected using purposive sampling, meaning not all ninth-grade students were used as samples, only 3 out of 8 classes were chosen as samples. Data collection in this research employed documentation and interview methods. The analysis results show good content validity and construct validity. The reliability value is 0.88 with a confidence level of 0.60. The distribution proportion of difficulty levels is easy and moderate, with 70% being easy and 30% moderate. As for the discriminating power of the questions, 70% were categorized as sufficient, and 30% as good. The effectiveness of the distractors needs improvement to be used effectively.

The effect of distraction and feedback on prefrontal cortex activity and balance in middle-aged adults: A functional near-infrared spectroscopy pilot study.

Maintaining balance while simultaneously performing other tasks is common during everyday activities. However, this dual-tasking (DT) divides attention and increases cognitive demand, which can be detrimental to stability in older adults. It is unknown if the focus of attention influences how a dual-task affects balance and whether this is detectable in middle-aged adults. This study investigates the effect of dual-task and attentional focus on prefrontal cortex (PFC) activity in young (YA) and middle-aged (MA) adults using functional-near infrared spectroscopy. Blood oxygen level of the PFC was measured during a quiet standing cognitive-motor dual-task where MA (n = 15, mean age 57.2 ± 4.8 years, 5 female) and YA (n = 20, mean age 24.9 ± 4.7 years, 9 female) stood on a forceplate while either fixating their gaze on a target ('fixed') or viewing their real-time postural oscillations in the anteroposterior direction ('sway') with and without serial 7 subtractions. It was expected that the MA group would show higher PFC activity, larger COP excursions, and poorer performance during DT than the YA group. PFC activity was larger during DT and during the fixed condition but did not differ between groups. COP excursion was also greater when attention was 'fixed' and was consistently larger in MA. MA drove a positive correlation between PFC activity and COP excursion during DT indicative of a higher attentional demand during distraction. Taken together, this study suggests that PFC processing and posture control are different in middle aged adults compared to young adults.

COMPARING CLASSICAL TEST THEORY AND ITEM RESPONSE THEORY FOR RESPIRATORY SYSTEM QUESTION INSTRUMENTS

This study aims to compare the results of instrument testing methods between applying classical test theory and item response theory using the Rasch model in question instruments on respiratory system material. This study employed descriptive quantitative methodology, with a sample involving 36 students. The analyzed instrument consisted of 40 multiple-choice questions on respiratory system material. Instrument analysis utilized classical test theory with Microsoft Excel and item response theory with Winstep Rasch ver 4.5.2.0. The data analysis from classical test theory and item response theory offers slightly different interpretations but is mutually complementary. Both classical test theory and item response theory may assess the validity, reliability, distractor effectiveness, difficulty level, and discriminating power of questions. Item response theory provides a comprehensive analysis of test results through the use of the Wright map as a bar which helps determine a student's ability about the difficulty level of the question. Scalogram is used to identify patterns in students’ responses, allowing for the detection of cheating and inaccuracies in answering questions. Additionally, DIF items are employed to identify item bias. This study concludes that any developed instrument must possess the characteristics that meet the requirements to measure competency effectively. The requirements for an instrument can be analyzed using item response theory with the Rasch model, which provides in-depth interpretation.Keywords: Classical test theory, item response theory, Rasch model, instrument

Effects of Digital Reading With On‐Screen Distractions: An Eye‐Tracking Study

ABSTRACTBackgroundDuring digital reading on internet‐connected devices, students may be exposed to a variety of on‐screen distractions. Learning by reading can therefore become a fragmented experience with potentially negative consequences for reading processes and outcomes.ObjectivesThis study investigated the effects of on‐screen distractions, as advertisements and social media notifications, during reading on text processing, perception of cognitive load and text comprehension.MethodsUniversity students (N = 54) participated in a within‐participant design. They read two digital science expository texts, one with and the other without distractions. Participants' eye movements were recorded during reading. Process variables were the first‐pass fixation time on text areas and the fixation time on distractions. Working memory was taken into account as possible moderator of outcome variables, while controlling for prior knowledge and text topic.ResultsParticipants spent very short time fixating the distractions. From linear mixed models the main effect of distractions did not emerge for the immediate text processing. Perception of cognitive load and text comprehension were not affected by distractions either. Among individual differences, prior knowledge contributed to text comprehension. Text topic contributed to the perception of cognitive load.TakeawaysThe study suggests that simple, static and very usual on‐screen distractions during reading do not seem particularly harmful for university students' processing and comprehension of expository texts. Findings indicate the importance of students' top‐down attentional control over on‐screen distractions not to impair their own comprehension of complex content.

How does distraction affect cyclists' severe crashes? A hybrid CatBoost-SHAP and random parameters binary logit approach.

Cyclists are among the most vulnerable road users, increasingly subject to various sources of distraction, including the use of mobile phones and engagement in other tasks while navigating urban environments. Understanding and mitigating the impact of these distractions on cyclist safety is crucial. Despite the importance of this issue, the effect of distraction on injury severity in cycling crashes has not been extensively studied. This research analyzes four years of U.S. crash data (2019-2022) from the Crash Report Sampling System (CRSS) database, employing a hybrid framework that integrates CatBoost-based SHAP algorithm and the random parameters binary logit model with heterogeneity in means and variances (RPBL-HMV). The proposed approach confirms the significant role of cyclist distraction in crash injury severity. Subsequently, the analysis identifies several factors influencing the likelihood of severe injuries in distracted cyclist crashes. Crashes involving the front of motor vehicles, occurring in rural areas, on two-way roads, at higher speed limits, and during weekends were associated with a higher probability of severe injuries. Conversely, crashes at T-intersections, involving the side or rear of motor vehicles, where cyclists wore helmets, or during rush hour were linked to a reduced likelihood of severe injuries. Notably, interaction effects reveal nuanced patterns. For instance, while crossing roadway actions and rush hour periods individually decrease the likelihood of severe crashes, their combination increases the probability of such outcomes. The findings suggest targeted safety measures and policy interventions aimed at enhancing cyclist safety and promoting safer cycling environments by mitigating distraction-related risks.

Does Context Matter? Daily Diary Study Exploring the Effects of Stressor Intensity and Perceived Controllability on the Relationship Between Emotion Regulation and Affect in Adolescents.

Theoretical accounts emphasize the importance of context sensitivity in emotion regulation, yet research often neglects this. This study explored how adolescents' use of three emotion regulation strategies-cognitive reappraisal, distraction, and rumination-interacted with stressor intensity and perceived controllability to influence daily emotions. A total of 249 adolescents participated in a daily diary study (Mage = 12.73, SDage = 0.78; 63.1% males). Adolescents reported their daily use of emotion regulation strategies, emotional states, and contextual factors. In high-intensity stress situations, reappraisal and distraction each showed associations with reductions in negative affect, whereas rumination was related to increases in negative affect. In low-intensity stress contexts, reappraisal was associated with decreases in positive affect, and no significant effects emerged for distraction or rumination. For perceived controllability, no impact on negative affect was found; however, positive affect increased in uncontrollable situations when levels of reappraisal and rumination were low. Overall, the findings underscore the importance of stressor intensity and perceived controllability, suggesting that distraction's effectiveness is less context-dependent than reappraisal and rumination. The current study hypotheses and data analytic plan were preregistered on The Open Science Framework at https://osf.io/dfhqx/ .

The Effect of External Distractions on Simulated Laparoscopic Performance.

Background: Surgeons are exposed to unavoidable distractions while operating. Distractions can cause stress, and stress can impair cognition and motor skills to the detriment of surgeon performance. This study assessed the impact of distractions on surgeon stress levels and surgeon performance during simulated laparoscopic tasks. Methods: Twelve surgical trainees completed a peg-thread transfer task three times on a laparoscopic simulator in a neutral environment. Six trainees then completed the task three more times in an environment overlain with distractions commonly found in the operating theatre. Six others completed three more tasks in a neutral environment. Stress was measured by recording heart rate and by assessing responses to the NASA Task Load Index. Performance was measured using instrument tracking metrics and time to complete the task. Results: The distracted participants reported significantly higher effort, frustration, and physical demand than the neutral group, as measured by the NASA Task Load Index, (P = .001, .031, and .044, respectively). The neutral group completed their final task significantly faster compared with baseline (P = .049), while the distracted group failed to show this improvement. The distracted group showed higher hand discordance, suggesting reduced ambidexterity. Conclusion: Distraction negatively impacted some aspects of performance and resulted in subjective increased stress. In future, simulation may have a role in "stress inoculation," enabling surgeons to maintain performance, despite distractions.

Utility of interactive videogame in allaying preoperative anxiety in pediatric surgical patients - A randomized controlled study.

Non-pharmacological distraction using video games (VG) is still under-explored in pediatric surgical patients. We conducted this randomized controlled study of 150 children, aged 4-12 years, scheduled for elective surgery in a tertiary care hospital to estimate the distractive effect of VG on immediate preoperative anxiety in children. In the intervention group (I), playing with VG was encouraged till anesthetic induction. The control group (C) received usual care with verbal reassurance. Modified Yale preoperative anxiety scale (mYPAS) score and presence of anxiety (mYPAS >30) were noted in the preoperative area (T1), at parental separation (T2), and anesthetic induction (T3). Parental separation anxiety score (PSAS) >3 was considered unacceptable parental separation. We used the Mann-Whitney test and t-test to find significance of intergroup mean difference of anxiety and logistic regression to find risk factors for immediate preoperative anxiety. The mean m-YPAS (±SD) scores at T1 and T2 were 38 (±10.9) and 52.2 (±18.7) in group C and 46.5 (±13.5) and 33 (IQR: 28.3-65.5) in group I, respectively. The incidence of anxiety at T2 was higher in group C (81.3%) than in group I (59%). More children in group I (53/75) had acceptable separation than in group C (32/75) (P = 0.001). VG led to a 2.32 times lower risk of anxiety at T2 (P = 0.036). In children with acceptable separation, the incidence of anxiety was lower in group I (59%) than in group C (87%). VG-based distraction effectively reduced preoperative anxiety in children undergoing elective surgeries.

Comparative effectiveness of pre-epiglottic baton plates and mandibular distraction in infants with Robin sequence.

Mandibular distraction osteogenesis (MDO) and pre-epiglottic baton plates (PEBP) are both effective for early management of upper airway obstruction (UAO) in infants with Robin sequence (RS), but have not been directly compared. The purpose of this study was to compare early airway, feeding and growth outcomes between these treatments. This is a bicentric retrospective cohort study from 2015-2021 including infants with RS treated with MDO or PEBP before 6 months-of-age with pre- and post-treatment sleep studies and follow-up at least through age 1-year. The primary outcome was immediate post-intervention UAO, measured as obstructive apnea-hypopnea index (oAHI) or obstructive apnea index (oAI), as available. Latest follow-up sleep studies, feeding and growth characteristics were also assessed. 114 subjects were included: MDO, n=31 and PEBP, n=83. Pre-treatment UAO was similar between groups (p=0.61). PEBP was initiated at a younger age (median [IQR] 31 [14,53] vs. 41 [28,84] days-of-life, p<0.05). Significant reduction of oAHI/oAI was achieved in both groups, but greater with MDO (98%) compared to PEBP (94%, p<0.05). PEBP demonstrated better early feeding and growth outcomes compared to MDO, with fewer surgical feeding tubes (p<0.001) and more rapid early growth (p=0.038). When stratified by pre-intervention UAO, infants starting with moderate UAO experienced similar airway outcomes with both treatments (p=0.11), while those with severe UAO had greater resolution with MDO (p<0.001). Both treatments effectively relieve moderate UAO in infants with RS, but MDO is more effective for infants with severe respiratory compromise.

Analysis of biology midterm exam items using a comparison of the classical theory test and the Rasch model

In biology learning, test instruments are essential for assessing students' understanding of complex concepts. A test instrument is a crucial factor in learning evaluation; however, its implementation remains minimal. This descriptive quantitative study aims to analyze the quality of test items using the classical approach in terms of validity, reliability, difficulty index, discrimination power, distractor effectiveness, and the Rasch model analysis. The data consists of 30 multiple-choice questions from a biology midterm exam administered to 40 students. Classical test data analysis uses Microsoft Excel, while Rasch model analysis uses Winsteps software. The validity test results from both approaches show 14 valid questions and 16 invalid ones. The reliability scores are 0.619 (adequate) for the classical approach's Cronbach's Alpha, 0.85 (good) for the Rasch model, and 0.65 (weak) for personal reliability. The classical test theory and the Rasch model categorize item difficulty into four levels. The classical approach produces five categories for item discrimination, while the Rasch model identifies three groups based on the item separation index (H=3.45) and two groups based on respondent ability (H=1.96). Distractor effectiveness shows 93.3% functional distractors in the classical test and 80% in the Rasch model. The Rasch model offers greater precision in measuring student ability and detecting bias. Both models should be integrated for comprehensive item analysis. Future tests should focus on improving invalid items and the quality of distractors.

Auditor distraction: The case of outside job opportunities for external auditors and audit quality

AbstractPublic accountants are in high demand by non‐accounting firms. While this demand attracts high‐quality accountants to public accounting, it can negatively impact audit quality by distracting auditors. We find that the number of metropolitan statistical area–level busy season job postings for public accountants by non‐accounting firms is positively associated with misstatements. Results are most pronounced (1) when outside job opportunities are from non–publicly traded companies, which likely provide better work‐life balance, and (2) when auditors are under a heavier workload, as captured by higher audit fee‐to‐auditor ratios and increased job postings by audit offices leading into the busy season. Results also suggest that accounting firms that provide large pay increases before the busy season can mitigate the negative audit‐quality effects of busy season job postings for public accountants. These results suggest that accounting firms are not immune to negative effects of auditor distraction from outside job opportunities despite accounting firms knowing that their auditors are highly sought after by non‐accounting firms.

An Analysis of English Mid-Term Test Items at the 7th Grade Students of SMPN 7 Bukittinggi

This study was motivated by several problems, such as the mismatch between the test questions and the material learned, unclear question instructions, and the lack of statistical analysis by English teachers. The main objective of this study was to identify the quality of English midterm test items for grade 7th students at SMPN 7 Bukittinggi, focusing on Validity, Reliability, difficulty level, Discrimination Power, and Distractor Effectiveness. The research method used was Quantitative Descriptive, with data collection through student answer sheets and analysis using various statistical formulas, including Point Biserial Correlation for validity, Spearman-Brown for reliability, and Narsya's formula for difficulty level and differentiating power, as well as Djumingin's formula for effectiveness. The results showed that most of the items were valid, and reliable, had a moderate difficulty level, and had good discriminating power, with only a few items showing minor problems. Overall, the English midterm exam items were considered good quality.

The Effects of Distraction on Cataract Surgery Performance in Consultants and Trainees Using a Simulator.

Mental workload is a recognised concept in medicine, and cognitive overload may lead to complications in surgery, including cataract surgery. A better understanding of what factors contribute to this can potentially improve patient safety and decrease surgeon stress. Simulated cataract surgery is now an essential part of training and a safe environment for exploring the effects of cognitive load upon performance. We used the EyeSi cataract surgery simulator to assess the effects of distraction on surgical performance and on ophthalmology trainees and consultants undertaking cataract surgery. Consultant and trainee cataract surgeons undertook a simulated list of six cases each, of which half were allowed to proceed without extraneous cognitive load with distraction and half were not. Blood pressure and pulse measurements were taken at three intervals in each of the six cases, as well as surgical scores on the simulator recorded for each case. Distraction did not statistically significantly affect the scores, blood pressure or pulse measurements of either the 10 trainees or 10 consultants. Consultants performed more poorly than trainees overall (P = 0.0229) and suffered more serious errors that returned a score of zero for an individual stage (P = 0.0074). Consultant cataract surgeons performed worse than trainees on the EyeSi simulator, raising questions over whether simulation is as true to reality as has been suggested. An important finding is that ophthalmic training curricula around the world have been adapted in order to include simulated cataract surgery as an essential component of training new ophthalmic surgeons.

Thaumaturgical Distraction as a Modality for Reducing Dental Anxiety in Children: A Systematic Review.

Dental fear and anxiety have become a major obstacle for children to accept dental treatment. Dental anxiety ranks fifth among common fears. The aim of this current systematic review is to assess the effect of thaumaturgical distraction in reducing anxiety in children undergoing dental procedures. This current systematic review was registered in Prospero (CRD42023411750) following PRISMA guidelines. Electronic searches were performed in the databases: PubMed, Scopus, Web of Science, and Google Scholar. The search was conducted from inception to March 1, 2024. A broader search strategy was used to prevent missing articles. The search was performed using broad terminology: ((thaumaturgy) OR (magic)) AND (dental). ResearchGate was also consulted, and cross-references were reviewed on this topic to extract all available literature. Only randomized controlled trials are included for data synthesis. Narrative and systematic literature reviews are excluded. Evaluation of the risk of bias is planned using the ROB2 criteria of the Cochrane Collaboration. A total of 798 titles were screened by title and abstract rigorously by three independent evaluators. After duplicate exclusion and removal of irrelevant titles, 11 articles were included for full-text analysis, of which 6 qualified for final data synthesis. Within the limits of the available studies, significantly lower anxiety is exhibited in the children treated under the thaumaturgical distraction group as opposed to the control group. Lekhwani P, Tirupathi S, Afnan L. Thaumaturgical Distraction as a Modality for Reducing Dental Anxiety in Children: A Systematic Review. Int J Clin Pediatr Dent 2024;17(11):1296-1301.

Effects of Cognitive Distraction on the Performance of Brain-Controlled Hand Exoskeleton

Effects of Cognitive Distraction on the Performance of Brain-Controlled Hand Exoskeleton

The Effect of Music Distraction on Dental Anxiety During Invasive Dental Procedures in Children and Adults: A Meta-Analysis.

Background: Dental anxiety and odontophobia are common issues, leading to challenges with oral hygiene and dental health. Music distraction offers an effective and side effect-free solution to alleviate pain and increase the acceptability of dental treatments. Our meta-analysis aimed to assess the efficacy of music distraction in reducing patient anxiety during invasive dental procedures in children and adults. Methods: The PubMed, Web of Science, and Embase databases were searched for clinically controlled trials, using the keywords "music" and "dental anxiety". The main outcome measured was the anxiety score. A meta-analysis was conducted using a random-effects model to estimate the standardized mean differences (SMDs). The subgroup analyses were conducted based on age groups, music preferences, and music styles. The research protocol has been registered with PROSPERO (Registration ID: CRD42022357961). Results: A total of 24 controlled clinical trials involving 1830 participants met the inclusion criteria for the meta-analysis. Music distraction significantly reduced dental anxiety during invasive procedures under local anesthesia (SMD, -0.50; 95% CI, -0.80 to -0.21; p = 0.0009; I2 = 83%). Our subgroup analysis revealed that music distraction was more effective in adults (SMD, -0.51; p = 0.0007) than in children (SMD, -0.47; p = 0.13) in reducing dental anxiety. Regarding music selection, music chosen by the participant (SMD, -1.01; p = 0.008) demonstrated more anxiolytic effects than by the author (SMD, -0.24; p = 0.02). Regarding music styles, classical music (SMD, -0.69; p = 0.009) was associated with better anxiolytic effects in adults. Conclusions: Our meta-analysis supports the use of music to alleviate dental anxiety during invasive procedures. Listening to classical or customized music can serve as an effective adjunct to outpatient surgical care in dental clinics.

Evidence of a metacognitive illusion in stimulus-specific prospective judgments of distraction by background speech

Two experiments served to examine how people arrive at stimulus-specific prospective judgments about the distracting effects of speech on cognitive performance. The direct-access account implies that people have direct metacognitive access to the cognitive effects of sounds that determine distraction. The processing-fluency account implies that people rely on the processing-fluency heuristic to predict the distracting effects of sounds on cognitive performance. To test these accounts against each other, we manipulated the processing fluency of speech by playing speech forward or backward and by playing speech in the participants’ native or a foreign language. Forward speech and native speech disrupted serial recall to the same degree as backward speech and foreign speech, respectively. However, the more fluently experienced forward speech and native speech were incorrectly predicted to be less distracting than backward speech and foreign speech. This provides evidence of a metacognitive illusion in stimulus-specific prospective judgments of distraction by speech, supporting the processing-fluency account over the direct-access account. The difference between more and less fluently experienced speech was largely absent in the participants’ global retrospective judgments of distraction, suggesting that people gain access to comparatively valid cues when experiencing the distracting effects of speech on their serial-recall performance firsthand.

Item Analysis of School Examination Questions Using the Iteman Program

This study aims to analyze and describe question items based on validity, reliability, difficulty index, differentiation index and the effectiveness of distractors on the final exam of the odd semester of class X SMA Kartika 1-5 Padang in the 2023/2024 school year. The method used is descriptive quantitative. Data obtained in the form of answer sheets of 23 students of SMA Kartika 1-5 Padang using the Iteman program. The results showed that the reliability of the questions carried out on students obtained an Alpa Cronbach score of 0.830 in the Iteman program. The question is declared reliable because the reliability index is above 0.60. Based on the Differentiation Index, it is known that 23 questions are categorized as feasible, 7 questions are categorized as inappropriate and need to be revised. Then based on the Difficulty Level Index, it is known that 5 questions are at a difficult level, 21 questions at an easy level and 5 questions at a very easy level.

Meningkatkan Mutu Evaluasi Pembelajaran: Analisis Soal Pilihan Ganda Bahasa Arab

&lt;p style="text-align: justify;"&gt;Learning evaluation is one part of the learning process. Through evaluation, a teacher can find out students' abilities and understanding of the material they have studied. Evaluation instruments require quality tests or questions in terms of validity, reliability, level of difficulty, distinguishing power and effectiveness of distractors. Question items prepared by a teacher to test students' abilities must be recommended to be tested for suitability based on these aspects so that the instruments that have been prepared can be used according to their function. This research was conducted using a descriptive methodology and quantitative research form. The research instrument used was 15 grade 5 PAS Arabic multiple choice questions and the research subjects were 5th grade students at SDIT Al Inayah for the 2023-2024 academic year who were tested by 37 participants. The results of the analysis of the questions in this study in the validity aspect were still not good because only 3 questions (20%) were valid. Then, in terms of the level of difficulty, it is sufficient but not yet balanced because no difficult questions were found. From the aspect of discriminating power, the questions studied were quite good and produced a discriminating power of each question which was 40% and good, reaching 33%. The effectiveness of the distractors in this study was also sufficient because 25% of the distractors were found to be functional, and 25% were rejected. Thus, from the results of this analysis, a teacher can improve and develop question items that are still not good in some of these aspects.&lt;/p&gt;

Unpleasant emotions and task-unrelated thoughts and their associations with amygdala activity during emotional distraction: A functional magnetic resonance imaging study

Previous emotion regulation studies revealed that emotional distraction decreases unpleasant emotions. This study examined whether distraction tasks decrease unpleasant task-unrelated thoughts (TUTs) and unpleasant emotions when recalling stressful daily interpersonal events. Amygdala activity was examined to assess implicit emotional changes using functional magnetic resonance imaging (fMRI). The behavioral data of 20 university students (mean age: 20.35 ± 1.42 years; range: 18–24 years) and fMRI data of 18 students were examined. As an emotion induction procedure, participants initially freely recalled memories of daily stressful interpersonal events and then responded to a series of questions about their recalled memories presented on a monitor. In the distraction experiment, the questions were re-represented as an emotional stimulation; a distraction task (nonconstant or constant finger tapping) or rest condition was then performed, and ratings were given for attentional state, thought types conceived during the tasks, and emotional state. Decreases in unpleasant emotions and TUTs were defined as distraction effects. We found that unpleasant TUTs decreased in the nonconstant relative to rest condition (p < .05). Furthermore, increased right amygdala activation positively correlated with unpleasant emotions, and bilateral amygdala activation correlated with unpleasant TUTs only in the rest condition, indicating the existence of amygdala activation associated with unpleasant emotions and thoughts. However, such associations were not under nonconstant or constant conditions, indicating distraction effects. Notably, this study showed that emotional distraction can decrease the degree of unpleasant emotions and the occurrence of unpleasant thoughts regarding common daily emotions.