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You searched for +publisher:"Georgia State University" +contributor:("Chivon Mingo"). Showing records 1 – 2 of 2 total matches.

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Georgia State University

1. Greene, Celeste M. Evaluation of the LaughActive Program: A Pilot Study.

Degree: MA, Gerontology Institute, 2014, Georgia State University

Despite health benefits of physical activity (PA) and risks of physical inactivity, many older adults do not accumulate sufficient levels of PA to achieve associated health benefits. Lack of PA enjoyment may be a barrier to PA participation. This pilot study posited that by combining endurance-enhancing laughter yoga exercises with a moderate-intensity strength, balance, and flexibility PA program, LaughActive would increase health and self-efficacy for PA among older adults residing in 4 assisted living facilities (ALFs). The 12-week wait list control study used pre- and 6-week post-intervention comparisons among and between groups (n=27) who participated in twice-weekly LaughActive classes. Significant improvements (p < .05 - .10) were observed in mental health (SF-36v2®), aerobic endurance (SFT), and self-efficacy (OEE). Further well-designed research is needed to demonstrate the effectiveness of laughter-enhanced PA programs in achieving health and self-efficacy for PA outcomes among older adult populations. Advisors/Committee Members: Jennifer Craft Morgan, LaVona Traywick, Chivon Mingo.

Subjects/Keywords: Older adults; Seniors; Exercise; Physical activity; Laughter; Laughter yoga

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Greene, C. M. (2014). Evaluation of the LaughActive Program: A Pilot Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/gerontology_theses/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Greene, Celeste M. “Evaluation of the LaughActive Program: A Pilot Study.” 2014. Thesis, Georgia State University. Accessed November 18, 2019. https://scholarworks.gsu.edu/gerontology_theses/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Greene, Celeste M. “Evaluation of the LaughActive Program: A Pilot Study.” 2014. Web. 18 Nov 2019.

Vancouver:

Greene CM. Evaluation of the LaughActive Program: A Pilot Study. [Internet] [Thesis]. Georgia State University; 2014. [cited 2019 Nov 18]. Available from: https://scholarworks.gsu.edu/gerontology_theses/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greene CM. Evaluation of the LaughActive Program: A Pilot Study. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/gerontology_theses/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia State University

2. Funes, Cynthia. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.

Degree: PhD, Psychology, 2015, Georgia State University

This study investigated learning and memory performance similarities and differences between healthy, Spanish-speaking older adults of Hispanic/Latino descent and English-speaking Caucasian older adults. It explored the possibility that the novelty of verbal memory tasks, along with cultural and educational differences, may lead to performance differences in Spanish-speaking older adults' effective use of organizational strategies, such as semantic clustering. It hypothesized that an alternative strategy instruction, which provided explicit detail on how to use the effective semantic clustering strategy, would reduce differences observed between the Hispanic and Caucasian groups. Forty-eight healthy, Spanish-speaking older adults and 55 healthy, English-speaking older adults were administered list-learning tasks in their dominant language. Under standard task instruction, Spanish-speaking older adults with low levels of formal education learned fewer words on the task than Caucasian and Hispanic participants who had higher levels of education. Hispanic participants, regardless of educational levels, also utilized semantic clustering recall at lower rates than Caucasian participants under standard instruction. When provided with explicit strategy instruction, both groups showed reduced list learning, and Hispanic older adults demonstrated reduced response to strategy manipulation compared to Caucasian participants. Finally, in the Hispanic older adult sample, the quality of their formal education and level of acculturation were identified as important predictors of verbal learning outcomes. These findings highlight the need to continue to examine the complex role of demographic and cultural variables on verbal learning and memory processes, as they may impact the assessment of pathological processes such as dementia, as well as the development of effective cognitive interventions for diverse elders. Advisors/Committee Members: Robin Morris, Erin Tone, Bruce Crosson, Chivon Mingo, Felicia Goldstein.

Subjects/Keywords: Memory assessment; verbal learning; aging; older adults; Hispanic; Latinos

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Funes, C. (2015). Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/140

Chicago Manual of Style (16th Edition):

Funes, Cynthia. “Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.” 2015. Doctoral Dissertation, Georgia State University. Accessed November 18, 2019. https://scholarworks.gsu.edu/psych_diss/140.

MLA Handbook (7th Edition):

Funes, Cynthia. “Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.” 2015. Web. 18 Nov 2019.

Vancouver:

Funes C. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Nov 18]. Available from: https://scholarworks.gsu.edu/psych_diss/140.

Council of Science Editors:

Funes C. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_diss/140

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