Involvement of the parafascicular nucleus of the thalamus and the cholinoreactive system of the neostriatum in controlling a food-procuring reflex in rats at different stages of learning

2000 ◽  
Vol 30 (4) ◽  
pp. 391-398 ◽  
Author(s):  
D. L. Tikhonravov
Keyword(s):  
Parafascicular Nucleus ◽  
Stages Of Learning

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER AND ACADEMIC STREAM

2015 ◽  
Vol 3 (2) ◽  
pp. 262-265
Author(s):  
Dr.Navdeep Kaur
Keyword(s):  
Environmental Education ◽  
Natural Resources ◽  
Large Scale ◽  
Human Life ◽  
Environmental Awareness ◽  
Human Beings ◽  
School Students ◽  
The Earth ◽  
Stages Of Learning ◽  
The Masses

Since its evolution environment has remained both a matter of awe and concern to man. The frontier attitude of the industrialized society towards nature has not only endangered the survival of all other life forms but also threatened the very existence of human life. The realization of such potential danger has necessitated the dissemination of knowledge and skill vis-a-vis environment protection at all stages of learning. Therefore, learners of all stages of learning need to be sensitized with a missionary zeal. This may ensure transformation of students into committed citizens for averting global environment crisis. The advancement of science and technology made the life more and more relaxed and man also became more and more ambitious. With such development, human dependence on environment increased. He consumed more resources and the effect of his activities on the environment became more and more detectable. Environment covers all the things present around the living beings and above the land, on the surface of the earth and under the earth. Environment indicates, in total, all of peripheral forces, pressures and circumstances, which affect the life, nature, behaviour, growth, development and maturation of living beings. Irrational exploitation (not utilization) of natural resources for our greed (not need) has endangered our survival, and incurred incalculable harm. Environmental Education is a science, a well-thought, permanent, lasting and integrated process of equipping learning experiences for getting awareness, knowledge, understanding, skills, values, technical expertise and involvement of learners with desirable attitudinal changes about their relationship with their natural and biophysical environment. Environmental Education is an organized effort to educate the masses about environment, its functions, need, importance, and especially how human beings can manage their behaviour in order to live in a sustainable manner.  The term 'environmental awareness' refers to creating general awareness of environmental issues, their causes by bringing about changes in perception, attitude, values and necessary skills to solve environment related problems. Moreover, it is the first step leading to the formation of responsible environmental behaviour (Stern, 2000). With the ever increasing development by modern man, large scale degradation of natural resources have been occurred, the public has to be educated about the fact that if we are degrading our environment we are actually harming ourselves. To encourage meaningful public participation and environment, it is necessary to create awareness about environment pollution and related adverse effects. This is the crucial time that environmental awareness and environmental sensitivity should be cultivated among the masses particularly among youths. For the awareness of society it is essential to work at a gross root level. So the whole society can work to save the environment.

COMPARATIVE ANALYSIS OF PERFORMANCE TECHNIQUE ELEMENT EXTENSION LIFT FOR GYMNASTS AND GYMNASTS AT DIFFERENT STAGES OF LEARNING

Globus ◽  
2020 ◽  
Author(s):  
V. Parakhin ◽  
◽  
M. Sobitova ◽  
Keyword(s):  
Comparative Analysis ◽  
Performance Technique ◽  
Stages Of Learning ◽  
Analysis Of Performance

The article describes a comparative analysis of the technique of performing the gymnastic element with extension in gymnasts and gymnasts of different qualifications

Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

Parafascicular nucleus-raphe projections and termination patterns in the rat

1995 ◽  
Vol 690 (2) ◽  
pp. 177-184 ◽  
Author(s):  
Gabriella Marini ◽  
Giovanni Tredici
Keyword(s):  
Parafascicular Nucleus

Visual Illusions Affect Motor Performance, But not Learning in Highly Skilled Shooters

2018 ◽  
Vol 6 (2) ◽  
pp. 220-233 ◽  
Author(s):  
Moslem Bahmani ◽  
Jed A. Diekfuss ◽  
Robabeh Rostami ◽  
Nasim Ataee ◽  
Farhad Ghadiri
Keyword(s):  
Self Efficacy ◽  
Retention Test ◽  
Motor Performance ◽  
Visual Illusions ◽  
Limited Information ◽  
Ebbinghaus Illusion ◽  
Optimal Theory ◽  
Highly Skilled ◽  
Stages Of Learning

Enhanced expectancies are an important component of OPTIMAL theory and are thought to contribute to motor performance and learning. There is limited information, however, on the generalizability of OPTIMAL theory to highly skilled individuals. The purpose of this study was to examine the effects of visual illusions, specifically an Ebbinghaus illusion, on the performance and learning of an aiming task using highly skilled 10-m rifle and pistol shooters. Two groups of shooters with international experience were recruited and practiced with perceived larger and smaller targets. Our results indicated that participants who perceived the target larger reported higher self-efficacy immediately after practice. In addition, these participants had higher shooting performance during practice. Our retention test (24 hours later), however, did not produce differences in self-efficacy or shooting performance. Our data suggests that visual illusions are beneficial for motor performance in highly skilled shooters, but may not affect learning in those who are in the latter stages of learning. Further studies should continue examining the role of visual illusions for enhancing expectancies in highly skilled and experienced performers.

scholarly journals Parafascicular Thalamic and Orbitofrontal Cortical Inputs to Striatum Represent States for Goal-Directed Action Selection

2021 ◽  
Vol 15 ◽  
Author(s):  
Sandy Stayte ◽  
Amolika Dhungana ◽  
Bryce Vissel ◽  
Laura A. Bradfield
Keyword(s):  
Orbitofrontal Cortex ◽  
Internal State ◽  
Action Selection ◽  
Parafascicular Nucleus ◽  
Cholinergic Interneurons ◽  
Directed Action ◽  
Cortical Inputs ◽  
Partially Observable ◽  
State Context ◽  
Anatomical Evidence

Several lines of evidence accrued over the last 5–10 years have converged to suggest that the parafascicular nucleus of the thalamus and the lateral orbitofrontal cortex each represent or contribute to internal state/context representations that guide action selection in partially observable task situations. In rodents, inactivations of each structure have been found to selectively impair performance in paradigms testing goal-directed action selection, but only when that action selection relies on state representations. Electrophysiological evidence has suggested that each structure achieves this function via inputs onto cholinergic interneurons (CINs) in the dorsomedial striatum. Here, we briefly review these studies, then point to anatomical evidence regarding the afferents of each structure and what they suggest about the specific features that each contribute to internal state representations. Finally, we speculate as to whether this role might be achieved interdependently through direct PF→OFC projections, or through the convergence of independent direct orbitofrontal cortex (OFC) and parafascicular nucleus of the thalamus (PF) inputs onto striatal targets.

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