Let's read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd the perception of the visual world to read.

The Perception of the Visual World. By James J. Gibson. U.S.A.: Houghton Mifflin Company, 1950 (George Allen & Unwin, Ltd., London). Price 35s.

Recently a novel DNA virus (Torque Teno Virus (TTV) has been identified in Japan and shown to be associated with elevated aminotransferase s levels after transfusion. However the exact role of TTV in pathogenesis of liver disease is yet to be established. The purpose of this study was to determine the prevalence of TTV in thalassemic patients and its relationship with elevated alanine-aminotransfrase (ALT) and aspartateaminotransfrase (AST). This cross-sectional analysis study was conducted on 452 thallasemic patients. Serums were collected from all of the patients, first ALT and AST levels were determined. Then, after DNA extraction, TTV DNA was amplified and detected using semi-nested PCR, followed by gel electrophoresis. Demographic characteristics and clinical data were collected from each participant for statistical analysis. The findings showed that 160 of 452 (35.4%) samples had TTV DNA detected by PCR. From 160 TTV DNA positive, 98 (61.20%) were female and 62 (38.80%) of them were male (P=0.549). The mean ALT and AST values in TTV positive group were higher than in TTV negative group, and the difference was statistically significant (p<0.0001). The result showed that the prevalence of TTV in thalassemic patients in Jahrom is less than other studies in Iran and the mean ALT and AST values in TTV positive individuals were about 2 times more than in TTV negative individuals.

/pdf/molecular-prevalence-and-clinical-importance-of-torque-teno-2fi9z1ixeg.pdf

Molecular Prevalence and Clinical Importance of Torque Teno Virus Infection in Thalassemia Patients as High Risk Individuals

Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.

/pdf/optimizing-performance-through-intrinsic-motivation-and-45avzipwet.pdf

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.

/pdf/practice-instruction-and-skill-acquisition-in-soccer-374ihk7sgt.pdf

Practice, instruction and skill acquisition in soccer: Challenging tradition

Perceptual-cognitive expertise in sport: some considerations when applying the expert performance approach.

It has been proposed that, when learning a motor skill, individuals initially freeze degrees of freedom to simplify control There is limited empirical evidence to support this proposition We examined this issue by monitoring the performance of a non-skilled individual learning a soccer chip shot with his non-dominant leg over 9 days of practice (425 trials) Principal component analysis was used to examine dimensional change The most dramatic change occurred at the hip, with the range of motion decreasing during the first 5 days of practice and then increasing thereafter A reverse pattern was observed at the knee and ankle While showing a progression in control from proximal to distal, a further phase was observed where primary control was passed back to the hip The degree of linear coupling between the joints also increased with practice until day 5, after which independent control was observed The number of controlled dimensions did not change across practice Radial error decreased over practice and kinematics relating to the hip were most predictive of error, especially early in practice Freezing degrees of freedom was a strategy implemented across the first half of practice, after which point-independent control was gradually restored enabling successful consistent performance

Changes in coordination, control and outcome as a result of extended practice on a novel motor skill

The authors examined the observational learning of 24 participants whom they constrained to use the model by removing intrinsic visual knowledge of results (KR). Matched participants assigned to video (VID), point-light (PL), and no-model (CON) groups performed a soccer-chipping task in which vision was occluded at ball contact. Pre- and posttests were interspersed with alternating periods of demonstration and acquisition. The authors assessed delayed retention 2-3 days later. In support of the visual perception perspective, the participants who observed the models showed immediate and enduring changes to more closely imitate the model's relative motion. While observing the demonstration, the PL group participants were more selective in their visual search than were the VID group participants but did not perform more accurately or learn more.

Visual search and coordination changes in response to video and point-light demonstrations without KR.

The transfer of information from instructor to learner is crucial for effective skill
acquisition. The mode of delivering this information may take many different
forms, but coaches require methods that convey lasting information with maximal efficiency. Demonstration is one method that appears to meet these expectations, and coaches and researchers alike often invoke the notion that ‘a picture
paints a thousand words’ to portray its potential. Not surprisingly, demonstration
is estimated to be the most commonly used mode of instruction in skill acquisition (Magill, 2001), a fact reflected in recent physical education texts. The most
common teaching technique in physical education settings is direct instruction
(Graham et al., 2001) or interactive teaching (Rink, 1998) both of which consider
that a demonstration is the first and arguably most significant stage of the skill
acquisition process. In this chapter, we review contemporary research and theory
to determine whether such confidence in demonstrations is well founded.
Prevalent theories from cognitive and ecological accounts of learning are
considered, and a critical review of the associated research provided. Finally, we
highlight recent neuroscience research that questions theoretical premises from
both cognitive and ecological perspectives. It is not our intention to provide a
detailed review of the research literature on developmental and psychosocial
issues and the effectiveness of demonstrations (for detailed reviews of these areas,
see McCullagh and Weiss, 2001; Williams et al., 1999).

Observational learning : Is it time we took another look?

We compared the nature and rate of change in intra-limb coordination in participants who observed a video model (model) with those who practised based on verbal guidance only (control). Sixteen male novices threw a ball towards a target with maximal velocity using a back-handed, reverse baseball pitch. Participants in the model group immediately changed their intra-limb relative motion to more closely resemble the model's relative motion pattern. This new coordination pattern, and concomitant changes in ball speed, was maintained throughout acquisition, without further change. In contrast, the control group showed no change in coordination or ball speed across acquisition. Our findings suggest that demonstrations act as a rate enhancer, conveying an immediate movement solution that is adopted early in acquisition. A model may constrain the learner to perceive and imitate the model's relative motion pattern as suggested by Scully and Newell (1985). The stability of this new movement pattern questi...

Demonstration as a rate enhancer to changes in coordination during early skill acquisition

Motor Learning Through Observation

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