Comparing an interdependent and dependent group contingency to increase physical activity in students during recess
Bibliographic record
Abstract
Abstract Physical activity produces important physiological, mental health, academic, and cognitive benefits in children and youth. Despite these advantages, a large proportion of this population does not meet the recommended amount of physical activity. Recent studies have shown that the interdependent (IGC) and dependent (DGC) group contingencies improve physical activity; however, no comparison of the effects of these contingencies on physical activity has been conducted. We used a multielement within a concurrent multiple baseline design across three classes to compare the effectiveness of group contingencies on physical activity. Both group contingencies increased physical activity, with the IGC producing slightly higher overall levels of physical activity at the classwide and individual levels of analyses. We also compared participants' positive and negative statements and found that, regardless of the group contingency in effect, participants emitted higher levels of positive statements about the contingency when they earned the reward than when they did not, suggesting that reward delivery influenced statements more so than the group contingency arrangement. Results are discussed within the context of treatment decisions and future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".