The phrase "and frequency of computer" is not correct and lacks clarity in written English.
It may be intended to refer to the frequency of computer usage or the frequency of computer-related tasks, but as it stands, it is incomplete and ambiguous.
Example: "The study examined the impact of screen time and frequency of computer use on children's health."
Alternatives: "and usage frequency of computers" or "and rate of computer use".
When and how often you back up depends on your own needs and frequency of computer use.
There is also another reason to include these student characteristics in the model; namely, to investigate possible interaction effects with respect to reading achievement between student characteristics and frequency of computer use.
As reflected in Table 1, the respective P-DA and control groups were similar in terms of gender, age, level of education, and frequency of computer use.
Descriptions of years of exposure to computer use, the duration of a computer session and the frequency of computer use per week at school and elsewhere, are reported in Additional file 1: Table S2.
The likelihood and frequency of using a computer and watching TV are positively correlated, namely the more likely one engaged in an activity, the longer time one spent on the activity.
Child's use of computer / internet was assessed in the same way, and we defined high frequency of computer use analogously.
This study aimed at revealing nurses' perceptions of online continuing education, and determining these perceptions by area, work setting, frequency of computer usage and age.
The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age.
As a variable of daily routines we chose the frequency of computer gaming and home-row typing, based upon statements in the questionnaires.
Comparing the education systems in Germany and in the Czech Republic, the results regarding the frequency of computer use show that Czech teachers on average use computers significantly more often than their German colleagues.
Similarly, it is easy to demonstrate that separate cross-sectional analyses of relations between frequency of computer use at home and reading achievement with aggregated data do not yield any meaningful results.
