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16 March 2018

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Addendum: Mehta et al. Standing Up for Learning: A Pilot Investigation on the Neurocognitive Benefits of Stand-Biased School Desks. Int. J. Environ. Res. Public Health 2016, 13(1), 59; doi:10.3390/ijerph13010059

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and
Texas A&M School of Public Health, Environmental and Occupational Health, 1266 TAMU, College Station, TX 77843-1266, USA
*
Author to whom correspondence should be addressed.
†
These authors contributed equally to this work.
The authors wish to update the Introduction in their paper published in the International Journal of Environmental Research and Public Health (IJERPH) [1].
In the middle of the third paragraph in the Introduction, they would like add a citation to the following sentence:
For example, the ability to mentally conceptualize a problem, store information temporarily in the visual-spatial sketchpad, develop a plan, evaluate and adapt complex goal-directed behavior has been identified as a product of working memory and executive function [2].
The changes do not affect the results. The manuscript will be updated and the original will remain online on the article webpage, with a reference to this addendum.

References

  1. Mehta, R.K.; Shortz, A.E.; Benden, M.E. Standing up for learning: A pilot investigation on the neurocognitive benefits of stand-biased school desks. Int. J. Environ. Res. Public Health 2016, 13, 59. [Google Scholar] [CrossRef] [Scilit] [PubMed]
  2. Vidrine, S.M. Analysis of Assessment and Hemodynamic Activation in the Prefrontal Cortex: An Investigation of Executive Function. Ph.D. Thesis, Texas A&M University, College Station, TX, USA, 2017. [Google Scholar]

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