不同电脑负荷对小学生简单感觉运动反应潜伏期的影响

N. Pankova, M. Lebedeva, L. Noskin, N. Khlebnikova, M. Karganov
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摘要

背景。教育数字化为评估计算机技术对儿童的功能状态、认知能力和躯体支持(“适应成本”)的影响进行了相关的监测研究。的目标。本研究旨在探讨不同电脑负荷对小学生感觉运动反应性的影响。材料和方法。分析了2006-2011年在莫斯科学校获得的数据。每年在66个不同的教育机构进行两次调查(10月、3月至4月)。这项研究总共包括了4205名一年级四年级学生的数据。为了评估光(L)和声(A)刺激下简单感觉运动反应的反应时间(RT),使用计算机运动测量设备(CMM, INTOX, St. Petersburg, Russia)。采用RTA / RTL比值进行分析。结果。RT(包括RTL和RTA)与计算机负载的总体(课程相关和课外)量之间存在相关性。性别和季节不同,RTL和RTA则相反。计算机负荷过大(超过卫生标准要求3倍或更多)增加了春季测试中RTL的季节性变化,主要是在三年级和四年级女孩中。然而,在高计算机负荷的影响下,RTA / RTL比值也发生了变化——在春季测试中,RTA / RTL比值下降,形成了季节性变化,主要是在三年级和四年级男生中。结论。获得的数据表明,高计算机负荷对感觉运动反应性的影响是模糊的。一方面,儿童在学习期间出现疲劳症状,这需要通过健康促进教育加以补偿。另一方面,一项新技能在学年期间形成。建议将这段技能形成期延长到夏季。
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THE EFFECT OF DIFFERENT VOLUMES OF COMPUTER LOAD ON THE LATENT PERIODS OF A SIMPLE SENSORIMOTOR REACTION IN PRIMARY SCHOOLCHILDREN
Background. The digitalization of education makes relevant monitoring studies for assessing the impact of computer technologies on the functional status of children, their cognitive ca-pabilities and somatic support (“adaptation cost”). Aim. The paper aims to study the impact of different computer load on sensorimotor reactivity in primary schoolchildren. Materials and methods. The data obtained in Moscow schools in 2006-2011 were analyzed. Surveys were carried out twice a year (October, March-April) in 66 different educational organizations. In total, the study included data on 4205 first-fourth year schoolchildren. To evaluate the reaction time (RT) of simple sensorimotor reactions to light (L) and acoustic (A) stimuli, the computer movement meter equipment (CMM, INTOX, St. Petersburg, Russia) was used. Also, the RTA / RTL ratio was used for analysis. Results. There is a correlation between RT (both RTL and RTA) and the general (lesson-related and extracurricular) volume of computer load. It was different depending on gender and the season, and was opposite for RTL and RTA. It was established that excessive computer load (exceeding hygienic standard requirements by 3 or more times) increased the seasonal variability of RTL in spring testing, principally in the third and fourthyear girls. However, under the influence of high computer loads, the RTA / RTL ratio also changes – seasonal varia-bility is formed as a decrease of this indicator in spring testing, principally in the third and fourth-year boys. Conclusion. The data obtained indicate the ambiguity of the effect of high computer loads on sensorimotor reactivity. On the one hand, there are symptoms of fatigue in children during the academic year, which requires compensation through health promotion education. On the other hand, there is a formation of a new skill during the academic year. This period of skill formation is recommended for extension through the summer period.
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