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16 March 2018

Addendum: Mehta et al. Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks. Int. J. Environ. Res. Public Health 2016, 13(1), 59; doi:10.3390/ijerph13010059

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Texas A&M School of Public Health, Environmental and Occupational Health, 1266 TAMU, College Station, TX 77843-1266, USA
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Author to whom correspondence should be addressed.
These authors contributed equally to this work.
This article belongs to the Section Health Behavior, Chronic Disease and Health Promotion
The authors wish to update the Introduction in their paper published in the International Journal of Environmental Research and Public Health (IJERPH) [1].
In the middle of the third paragraph in the Introduction, they would like add a citation to the following sentence:
For example, the ability to mentally conceptualize a problem, store information temporarily in the visual-spatial sketchpad, develop a plan, evaluate and adapt complex goal-directed behavior has been identified as a product of working memory and executive function [2].
The changes do not affect the results. The manuscript will be updated and the original will remain online on the article webpage, with a reference to this addendum.

References

  1. 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. [Google Scholar] [CrossRef] [PubMed]
  2. Vidrine, S.M. Analysis of Assessment and Hemodynamic Activation in the Prefrontal Cortex: An Investigation of Executive Function. Ph.D. Thesis, Texas A&M University, College Station, TX, USA, 2017. [Google Scholar]

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