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Background: The purpose of this study was to examine the reliability and validity of a newly developed computerized Dutch version of the International Physical Activity Questionnaire (IPAQ). Methods: Subjects (N = 53) completed the computerized IPAQ at three specified times. Subjects wore a CSA activity monitor during seven full days and simultaneously completed a 7-d physical activity diary. Finally, respondents filled out a paper and pencil IPAQ. Results: Intraclass correlation coefficient ranged from 0.60 to 0.83. Correlations for “total physical activity” between the computerized IPAQ and the CSA activity counts were moderate (min: r = 0.38; kcal: r = 0.43). Correlations with the physical activity diary were also moderate (min: r = 0.39; kcal: r = 0.46). Correlations between the computerized and the paper and pencil IPAQ were high (min: r = 0.80; kcal: r = 0.84). Conclusions: The computerized Dutch IPAQ is a reliable and reasonably valid physical activity measurement tool for the general adult population. [ABSTRACT FROM AUTHOR]

This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6–9 years) potential for learning and strategy use when solving series‐completion tasks. The robot, in a "Wizard of Oz" setting, provided instructions and prompts during dynamic testing. It was found that a dynamic training resulted in greater accuracy and more correctly placed pieces at the post‐test than repeated testing only. Moreover, children who were dynamically trained appeared to use more heuristic strategies at the post‐test than their peers who were not trained. In general, observations showed that children were excited to work with the robot. All in all, the study revealed that computerized dynamic testing by means of a robot has much potential in tapping into children's potential for learning and strategy use. The implications of using a robot in educational assessment were stressed further in the discussion. Lay Description: What is already known about this topic: ○Computerized dynamic testing provides information on children's potential for learning.○Computerized testing can be of help in the fine‐tuning of assessment outcomes.What this paper adds: ○Dynamic testing with a peer/table robot provides information on children's potential for learning.○Dynamic testing and training by a peer robot results in greater accuracy in solving an inductive reasoning task than repeated testing only.○Dynamically trained children show a more advanced use of analytic task solving than their peers who were not trained by a peer robot.○Dynamic testing with a peer/table robot provides detailed, step‐by‐step information regarding children's need for instruction during assessment.○Children were very eager to work with the peer/table robot. Implications for practice and/or policy: ○Detailed assessment information derived from dynamic testing may be more suitable to inform education.○Computerized testing with a peer/table provides a motivating testing environment for children who can work independently, in their own tempo, on a task.○In future, a peer/table robot may be of help in teaching/assessment situations in education. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorders or autistic traits may profit from Internet and computer-mediated interactions, but there is concern about their Internet use becoming compulsive. This study investigated the link between autistic traits and Internet use in a 2-wave longitudinal study with a non-clinical community sample ( n = 390). As compared to people with less autistic traits, people with more autistic traits did not report a higher frequency of Internet use, but they were more prone to compulsive Internet use. For women, more autistic traits predicted an increase in compulsive Internet use over time. These results suggest that, despite its appeal for people with autistic traits, the Internet carries the risk of compulsive use. [ABSTRACT FROM AUTHOR]