Search results

Cerebral palsy is one of the leading causes of chronic disability in children. The current pilot study investigated (1) whether an exoskeleton system enables physiological gait patterns and (2) whether the system is user-friendly enough to envision its use in a clinical setting.

Participants included a convenience sample of six children with cerebral palsy. Following informed consent, study volunteers underwent baseline assessments, participated in eight sessions during which they used the exoskeleton system with the objective of achieving proficiency in use of the system, and underwent an end-of-study assessment of walking. Satisfaction and usability questionnaires were given to the family/caregiver.

All participants achieved a more regular gait pattern and improved their 6-Minute Walk Test scores. Overall satisfaction and usability were rated as good.

The exoskeleton system enabled physiological gait patterns, and the system was user-friendly enough to envision its use in a clinical setting.

There is potential for guiding treatment plans for individuals with cerebral palsy.

The aim of this paper is to investigate whether/how youths’ pre-existing beliefs regarding health-related topics influence their online searching behaviors, such as their selection of keywords and search results, their credibility assessments and the conclusions they draw and the uses they make (or do not make) of the information they find. More specifically, we sought to determine whether positive hypothesis testing occurs when youth search for health information online and to ascertain the potential impacts this phenomenon can have on their search behaviors, their ability to accurately answer health-related questions and their confidence in their answers.

An exploratory field experiment was conducted with participants in an after-school program (“HackHealth”), which aims to improve the health literacy skills and health-related self-efficacy of middle-school students from socio-economically disadvantaged backgrounds.

Evidence of positive hypothesis testing among the participants was found and important impacts on their search outcomes were observed.

The paper was concluded with suggestions for improving digital literacy instruction for youth so as to counteract the potentially negative influences of positive hypothesis testing.

This study extends existing research about positive hypothesis testing to investigate the existence and impact of this phenomenon within the context of tweens (ages 11-14) searching for health information online.

In response to concerns about fake news (Allcott et al., 2019) and polarization (Wollebaek et al., 2019), youth media literacy interventions have emerged to teach strategies for assessing credibility of online news (McGrew et al., 2018) and producing media to mobilize others for civic goals (Kahne et al., 2016). However, in light of evidence that practices learned in classroom contexts do not reliably translate to the context of sharing social media (Middaugh, 2018), this study aims to provide a better understanding of youth social media practices needed to design meaningful and relevant educational experiences.

Semistructured interviews with a think-aloud component were conducted with a diverse sample of 18 California youth (15–24) to learn about factors that guide behavior as they access, endorse, share, comment and produce civic media.

Findings suggest a shift toward reliance on incidental exposure and noninstitutional sources when accessing information and a tendency toward endorsement and circulation of posts (vs producing original posts) when engaging with civic issues on social media. As participants engaged in these practices, they not only applied judgments of credibility and civic impact but also concerned for personal relevance, relational considerations and fit with internet culture.

The authors recommend moving beyond models that reflect linear processes of effortful search, credibility analysis and production. Instead, the authors propose a new dynamic model of civic media literacy in which youth apply judgments of credibility, relational considerations, relevance to lived experience, civic impact and fit with internet culture as they receive, endorse, share, comment on and produce media in a nonlinear fashion.