Field-testing items using artificial intelligence: Natural language processing with transformers

Five thousand variations of the RoBERTa model, an artificially intelligent "transformer" that can understand text language, completed an English literacy exam with 29 multiple-choice questions. Data were used to calculate the psychometric properties of the items, which showed some degree of agreement to those obtained from human examinee data

Robust Latent Ability Estimation Based on Item Response Information and Model Fit

Aberrant testing behaviors may result in inaccurate person trait estimation. To counter its effects, a new robust ability estimation procedure called downweighting of aberrant responses estimation (DARE) is developed. This procedure downweights both uninformative items and model-misfitting response patterns. The purpose of this study is to present DARE and to evaluate its performance against other robust methods, including biweight (Mislevy & Bock, 1982) and biweight-MAP (BMAP; Maeda & Zhang, 2017b). The traditional maximum likelihood (MLE) and maximum a-posteriori (MAP) methods are also included as baseline methods. A Monte Carlo simulation is conducted with the design variables being test length, type of aberrant behaviors, percentage of aberrant examinees, and percentage of aberrant items. Person-fit analyses using l_z^* (Snijders, 2001) and H^T (Sijtsma, 1986) are incorporated as a realistic initial step to determine the aberrant examinees that might benefit from robust estimation methods. Results showed that DARE effectively decreased the root-mean-squared-error (RMSE) and bias of the estimates compared to MAP among examinees detected using the l_z^* at the .01 α cutoff. DARE was the most accurate method in many conditions involving aberrant behavior when the test length was 40 or 60 items. At 20 items, all robust methods were ineffective. DARE performs well when 1) a high-achieving examinee show a mild spuriously low scoring behavior, or 2) a low-achieving examinee show a mild spuriously high scoring behavior. When used appropriately, DARE is superior to all pre-existing methods in limiting the negative consequences of aberrant behavior

The Effects of a Lifetime Physical Activity and Fitness Course on College Students’ Health Behaviors

International Journal of Exercise Science 9(2): 136-148, 2016. The purpose of this study was to examine motivational constructs and the effect of physical activity engagement on health behaviors in college students who were required to take a 15-week lifetime physical fitness (LPF) course for graduation. A total of fifty-eight first and second year college students aged between 17 and 23 years (M=18.72; SD=1.09). Paper and pencil questionnaires were anonymously administered at the beginning and at the end of the 15-week long spring 2012 semester. Analysis of the differences between the beginning and the end of the semester was completed. Physical activity behaviors and Behavioral Regulations variables did not change across time (p \u3e .05). Appearance (d = -0.34, p = .013) and fitness (d = -0.37, p = .006) reasons for participating in physical activity and all Theory of Planned Behavior variables decreased over time (d = -0.32 to -0.41, p \u3c .05). Changes in attitude toward physical activity negatively predicted changes in alcohol consumption (r = -.261 to -.357). This study sustains the already existing literature that supports the positive impact of LPF courses offered to college students

Self-determined Engagement in Physical Activity and Sedentary Behaviors of US College Students

International Journal of Exercise Science 7(1) : 87-97, 2014. Although the importance of promoting physical activity is well established, researchers have recently considered “sedentary behaviors” as another key risk factor for chronic disease.However, little is known about the motivational processes regulating sedentary behavior on a daily basis. A substantial amount of research has been based on the self-determination theory to examine the motivational processes regulating physical activity behaviors. However, only limited attention has been paid to sedentary behaviors from this theoretical perspective. This study aims to identify and understand motivational aspects related to sedentary behavior from a self-determination perspective. A convenience sample of undergraduate students (N=875) enrolled in a university required Lifetime Physical Activity and Fitness class completed an online survey which inquired about physical activity and sedentary behaviors as well as about motivational variables related to these behaviors. Physical activity variables were inversely and only slightly related to sedentary behavior (ρ = -.084 to -.146, p \u3c .05). Psychological needs and behavioral regulations together explained 14.3% of the variance in moderate-to-vigorous physical-activity (p \u3c .001), but only 2.8% of the variance in sedentary behavior (p = .002). These findings suggest physical activity and sedentary behaviors are explained by unique motivational factors

Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods: This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results: A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p \u3c 0.001) and less active (p \u3c 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary

Notch signaling acts on cell differentiation and acquisition of tumor-specific character of oral neoplasms

Histopathological findings of oral neoplasm cell differentiation and metaplasia suggest that tumor cells induce their own dedifferentiation and re-differentiation and may lead to the formation of tumor-specific histological features. Notch signaling is involved in the maintenance of tissue stem cell nature and regulation of differentiation and is responsible for the cytological regulation of cell fate, morphogenesis, and/or development. In our previous study, immunohistochemistry was used to examine Notch expression using cases of odontogenic tumors and pleomorphic adenoma as oral neoplasms. According to our results, Notch signaling was specifically associated with tumor cell differentiation and metaplastic cells of developmental tissues. Notch signaling was involved in the differentiation of the ductal epithelial cells of salivary gland tumors and ameloblast-like cells of odontogenic tumors. However, Notch signaling was also involved in squamous metaplasia, irrespective of the type of developmental tissue. In odontogenic tumors, Notch signaling was involved in epithelial–mesenchymal interactions and may be related to tumor development and tumorigenesis. This signaling may also be associated with the malignant transformation of ameloblastomas. Overall, Notch signaling appears to play a major role in the formation of the characteristic cellular composition and histological features of oral neoplasms, and this involvement has been reviewed here

Introducing portable pedal machines inside a university library to reduce sedentary behavior

Background: Sedentary behavior is a health risk factor independent of time spent in moderate-to-vigorous physical activity. Sedentary behavior takes place frequently in libraries. Few sedentary behavior interventions targeting adults have been conducted, none of which took place in libraries. Purpose: This intervention was an attempt to reduce sedentary behavior using MagneTrainer portable pedal machines among students in a university library. The purposes of this study were to (a) describe MagneTrainer use throughout the day and throughout the intervention, (b) determine students' attitudes about the intervention, and (c) determine variables related to MagneTrainer use to inform future interventions. Method: For 11 weeks, 13 MagneTrainers were placed on the first floor of Joyner Library at East Carolina University. For the first 4 weeks, various forms of prompts encouraged students to pedal the bikes while studying in the library. The MagneTrainers automatically collected data on total pedal time and distance. Number of visits in the building was measured with the gate counter. Observational scans were made 7.6 times on average per day to determine MagneTrainers use at particular time points. To determine student attitudes and behaviors related to the intervention, three requests to complete online surveys were sent to 5,000 randomly selected individuals (response rate = 11%). Results: Mean (SD) total pedal time per day was 95.5 (66.1) minutes. Controlled for gate count, there was no linear change in pedal time (b = -0.1 minutes, p = .75) or a difference in pedal time between the days with and without the prompts (b = 7.1 minutes, p = .63). At least one MagneTrainer was being used 15% of the time, 95% CI [13, 18]. Of the observed users, 50% were women, 95% CI [43, 58], which was lower than the population proportion (60%; p = .013). Of the survey respondents, 7% reported using the MagneTrainer at least once, 95% CI [5, 9], which translates to about 1,807 individuals. Of the respondents, 32% reported seeing at least one prompt, 95% CI [28, 36], which was related to using the MagneTrainers at least once (p < .001). Attitudes towards the intervention were generally positive. Conclusion: Despite the rather primitive nature of this unique intervention, some sedentary behavior was reduced. A drop in pedal time across the intervention was not observed, indicating that the success could be extended long-term. The study could serve as a strong basis for future interventions in public settings.M.S

Introducing portable pedal machines inside a university library to reduce sedentary behavior

Background: Sedentary behavior is a health risk factor independent of time spent in moderate-to-vigorous physical activity. Sedentary behavior takes place frequently in libraries. Few sedentary behavior interventions targeting adults have been conducted, none of which took place in libraries. Purpose: This intervention was an attempt to reduce sedentary behavior using MagneTrainer portable pedal machines among students in a university library. The purposes of this study were to (a) describe MagneTrainer use throughout the day and throughout the intervention, (b) determine students' attitudes about the intervention, and (c) determine variables related to MagneTrainer use to inform future interventions. Method: For 11 weeks, 13 MagneTrainers were placed on the first floor of Joyner Library at East Carolina University. For the first 4 weeks, various forms of prompts encouraged students to pedal the bikes while studying in the library. The MagneTrainers automatically collected data on total pedal time and distance. Number of visits in the building was measured with the gate counter. Observational scans were made 7.6 times on average per day to determine MagneTrainers use at particular time points. To determine student attitudes and behaviors related to the intervention, three requests to complete online surveys were sent to 5,000 randomly selected individuals (response rate = 11%). Results: Mean (SD) total pedal time per day was 95.5 (66.1) minutes. Controlled for gate count, there was no linear change in pedal time (b = -0.1 minutes, p = .75) or a difference in pedal time between the days with and without the prompts (b = 7.1 minutes, p = .63). At least one MagneTrainer was being used 15% of the time, 95% CI [13, 18]. Of the observed users, 50% were women, 95% CI [43, 58], which was lower than the population proportion (60%\; p = .013). Of the survey respondents, 7% reported using the MagneTrainer at least once, 95% CI [5, 9], which translates to about 1,807 individuals. Of the respondents, 32% reported seeing at least one prompt, 95% CI [28, 36], which was related to using the MagneTrainers at least once (p &lt; .001). Attitudes towards the intervention were generally positive. Conclusion: Despite the rather primitive nature of this unique intervention, some sedentary behavior was reduced. A drop in pedal time across the intervention was not observed, indicating that the success could be extended long-term. The study could serve as a strong basis for future interventions in public settings

Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods: This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results: A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p &lt; 0.001) and less active (p &lt; 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary