University of Jyväskylä

About: University of Jyväskylä is a education organization based out in Jyvaskyla, Finland. It is known for research contribution in the topics: Population & Neutron. The organization has 8066 authors who have published 25168 publications receiving 725033 citations. The organization is also known as: Jyväskylän yliopisto & Kasvatusopillinen korkeakoulu.

The Impact of CBT and ACT Models Using Psychology Trainee Therapists A Preliminary Controlled Effectiveness Trial

Abstract: The present study compares the impact of individualized treatment provided by trainee therapists based on a traditional cognitive behavior therapy (CBT) and acceptance and commitment therapy (ACT) model. Fourteen therapists were given initial training in CBT and ACT. Outpatients (N = 28) were randomized to either approach, with each therapist treating one client within each model, linked to a functional analysis. Clients treated within an ACT model showed better symptom improvement than the CBT clients, despite the fact that students felt initially less knowledgeable about ACT and were more fearful throughout when it was used. CBT improved client self-confidence more rapidly than ACT, and ACT improved acceptance more than CBT. Both processes predicted better outcomes; acceptance remained predictive when controlling for self-confidence but not vice versa. Overall, therapists with limited training in both models got better results with ACT and the processes of change fit with the ACT model.

Centrality dependence of particle production in p-Pb collisions at root s(NN)=5.02 TeV

Abstract: We report measurements of the primary charged-particle pseudorapidity density and transverse momentum distributions in p-Pb collisions at root s(NN) = 5.02 TeV and investigate their correlation with experimental observables sensitive to the centrality of the collision. Centrality classes are defined by using different event-activity estimators, i.e., charged-particle multiplicities measured in three different pseudorapidity regions as well as the energy measured at beam rapidity (zero degree). The procedures to determine the centrality, quantified by the number of participants (N-part) or the number of nucleon-nucleon binary collisions (N-coll) are described. We show that, in contrast to Pb-Pb collisions, in p-Pb collisions large multiplicity fluctuations together with the small range of participants available generate a dynamical bias in centrality classes based on particle multiplicity. We propose to use the zero-degree energy, which we expect not to introduce a dynamical bias, as an alternative event-centrality estimator. Based on zero-degree energy-centrality classes, the N-part dependence of particle production is studied. Under the assumption that the multiplicity measured in the Pb-going rapidity region scales with the number of Pb participants, an approximate independence of the multiplicity per participating nucleon measured at mid-rapidity of the number of participating nucleons is observed. Furthermore, at high-pT the p-Pb spectra are found to be consistent with the pp spectra scaled by N-coll for all centrality classes. Our results represent valuable input for the study of the event-activity dependence of hard probes in p-Pb collisions and, hence, help to establish baselines for the interpretation of the Pb-Pb data.

Centrality Dependence of the Charged-Particle Multiplicity Density at Midrapidity in Pb-Pb Collisions at sNN =5.02 TeV

Abstract: The pseudorapidity density of charged particles, dNch/dη, at midrapidity in Pb-Pb collisions has been measured at a center-of-mass energy per nucleon pair of √sNN=5.02 TeV. For the 5% most central collisions, we measure a value of 1943 ± 54. The rise in dNch/dη as a function of √sNN p is steeper than that observed in proton-proton collisions and follows the trend established by measurements at lower energy. The increase of dNch/dη as a function of the average number of participant nucleons, ⟨Npart⟩, calculated in a Glauber model, is compared with the previous measurement at √sNN=2.76 TeV. A constant factor of about 1.2 describes the increase in dNch/dη from √sNN=2.76 to 5.02 TeV for all centrality classes, within the measured range of 0%–80% centrality. The results are also compared to models based on different mechanisms for particle production in nuclear collisions.

Health literacy as a learning outcome in schools

Abstract: Purpose – The aim of this paper is to define health literacy as a learning outcome in schools, and to describe the learning conditions that are relevant for targeting health literacy.Design/methodology/approach – The paper draws on theoretical and empirical educational literature, and also the experiences of the authors.Findings – Health literacy is defined as consisting of five core components: theoretical knowledge, practical knowledge, critical thinking, self‐awareness, and citizenship. The first three components are rather similar to the commonly‐accepted health literacy concept, but the definition given in this paper expands the concept via two additional – but essential – components. It is emphasized that when one is aiming to develop students' internal capacity to construct their own meanings regarding health topics, these two additional components are called for. The paper argues that one of the main aims of health teaching in schools should be to foster students' ability to define their own belie...

Development of reading skills among preschool and primary school pupils

Abstract: This study investigated the trajectories of preschool and first-grade children's development of reading skills, as well as the cognitive and social antecedents of that development. One-hundred and ninety-six 5- to 6-year-old children were tested in October and April of their preschool year and again in the first grade. Data included measures of reading ability and its cognitive and social antecedents, which were analyzed using Simplex and Piecewise Growth Curve Modeling. The results showed that during the preschool year individual differences in reading grew larger and that this growth was faster among those who entered preschool with well-developed skills. However, during the first grade individual differences in reading diminished. The results suggest that systematic reading instruction in primary school education is more beneficial for children with less developed literacy skills, whereas children with more developed reading skills gain relatively less from reading instruction in the first grade. ESTE ESTUDIO investigo el curso evolutivo de las habilidades de lectura en ninos de pre-escolar y escuela primaria, asi como los antecedentes cognitivos y sociales de dicho desarrollo. Ciento noventa y seis ninos de 5 a 6 anos fueron evaluados en octubre y abril en pre-escolar y nuevamente en primer grado. Los datos incluyeron medidas de habilidad de lectura y sus antecedentes cognitivos y sociales y fueron analizados usando el metodo “Simplex and Piecewise Growth Curve Modeling.” Los resultados mostraron que, durante el ano de pre-escolar las diferencias individuales en lectura aumentaron y que este crecimiento fue mas rapido entre aquellos que entraron a preescolar con habilidades bien desarrolladas. Sin embargo, durante el primer grado, las diferencias individuales en lectura disminuyeron. Los resultados sugieren que la ensenanza sistematica de la lectura en la educacion primaria es mas beneficiosa para los ninos con habilidades de lectoescritura menos desarrolladas; en tanto que los ninos con habilidades de lectura mas desarrolladas obtienen relativamente menos beneficios de la ensenanza de la lectura en primer grado. DIESE STUDIE untersuchte die Gedankenbahnen bei der Entwicklung von Leseleistungen von Kindern in der Vorschule und der ersten Klasse, sowie die kognitiven und sozialen Antezedentien dieser Entwicklung. Einhundertsechsundneunzig funf bis sechs Jahre alte Kinder wurden im Oktober und im April wahrend ihres Vorschuljahres und dann nochmals in der ersten Klasse gepruft. Die Daten umfassten das Ermessen der Lesefahigkeit und deren kognitiven und sozialen Antezedentien, die mittels Nutzung der “Simplex- und Piecewise” Wachstumsmodellkurven analysiert wurden. Die Ergebnisse zeigten, das sich wahrend des Vorschuljahres individuelle Differenzen im Lesen verbesserten und das dieser Zuwachs bei jenen, die mit bereits gut entwickelten Leistungen in der Vorschule begannen, schneller vonstatten ging. Jedoch verringerten sich individuelle Differenzen wahrend der ersten Klasse. Die Ergebnisse empfehlen, das systematische Leseanweisungen in der Grundschulerziehung fur Kinder mit geringer entwickelten Leseleistungen vorteilhafter sind, wohingegen Kinder mit besser entwickelten Leseleistungen relativ geringfugig von den Leseanweisungen in der ersten Klasse profitieren.