Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks
Abstract
:1. Introduction
2. Experimental Section
2.1. Experimental Design and Procedure
2.2. Participants
Demographics | Neurocognitive Assessment Group (n = 27) | fNIRS Subgroup (n = 14) |
---|---|---|
Age (years) | 14.30 (0.61) | 14.14 (0.36) |
Height (m) | 1.61 (0.08) | 1.64 (0.05) |
Weight (kg) | 60.64 (12.42) | 61.39 (14.52) |
BMI (kg/m2) | 23.27 (4.44) | 22.74 (4.85) |
Sex | M 9, F 18 | M 7, F 7 |
Race (%) | ||
White | 41% | 7% |
Black | 4% | 7% |
Hispanic | 52% | 57% |
Asian | 4% | 7% |
2.3. Neurocognitive Assessments
2.4. Prefrontal Cortex (PFC) Activity
2.5. Statistical Analyses
3. Results and Discussion
3.1. Neurocognitive Assessments
3.2. PFC Activity
4. Discussion
5. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Mehta, R.K.; Shortz, A.E.; Benden, M.E. Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks. Int. J. Environ. Res. Public Health 2016, 13, 59. https://doi.org/10.3390/ijerph13010059
Mehta RK, Shortz AE, Benden ME. Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks. International Journal of Environmental Research and Public Health. 2016; 13(1):59. https://doi.org/10.3390/ijerph13010059
Chicago/Turabian StyleMehta, Ranjana K., Ashley E. Shortz, and Mark E. Benden. 2016. "Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks" International Journal of Environmental Research and Public Health 13, no. 1: 59. https://doi.org/10.3390/ijerph13010059
APA StyleMehta, R. K., Shortz, A. E., & Benden, M. E. (2016). Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks. International Journal of Environmental Research and Public Health, 13(1), 59. https://doi.org/10.3390/ijerph13010059