A survey on the relationship between alexithymia and dissociation experiences with eating attitudes in girl students of Shahid Chamran University of Ahvaz

زمینه و هدف: مطالعات زیادی نشان داده اند که شیوع اختلالات خوردن در سال های اخیر، به ویژه در میان دختران جوان افزایش یافته است و اخیراً به عنوان یک نشانگان چند عاملی ناهمگن در نظر گرفته می شود. پژوهش حاضر با هدف بررسی رابطه ی بین ناگویی خلقی و تجربیات تجزیه ای با نگرش های خوردن در دانشجویان دختر انجام شده است. روش بررسی: این پژوهش یک طرح توصیفی از نوع همبستگی است و جامعه آماری آن شامل کلیه ی دانشجویان دختر دانشگاه شهید چمران در سال تحصیلی 92-91 است که تعداد 325 نفر از آن ها با روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند و به این ابزارها پاسخ دادند: آزمون نگرش های خوردن، پرسشنامه ی ناگویی خلقی و تجربیات تجزیه ای. جهت تجزیه و تحلیل داده ها از روش همبستگی پیرسون و رگرسیون گام به گام استفاده شد. یافته ها: همبستگی بین ناگویی خلقی و نگرش های خوردن (8/37=r، 01/0=P) معنی دار است و بین تجربیات تجزیه ای و نگرش های خوردن (8/37=r، 01/0=P) رابطه ی مثبت معنی داری وجود دارد. نتیجه گیری: نتایج بیانگر این است که بین نشانه های اختلال خوردن با تجربیات تجزیه ای و ناگویی خلقی ارتباط معنی داری وجود دارد، ولی تجربیات تجزیه ای پیش بینی کننده ی قوی تری برای نشانه های اختلال خوردن می باشد

Antioxidant and oxidative stress: a mutual interplay in age-related diseases

Aging is the progressive loss of organ and tissue function over time. Growing older is positively linked to cognitive and biological degeneration such as physical frailty, psychological impairment, and cognitive decline. Oxidative stress is considered as an imbalance between pro- and antioxidant species, which results in molecular and cellular damage. Oxidative stress plays a crucial role in the development of age-related diseases. Emerging research evidence has suggested that antioxidant can control the autoxidation by interrupting the propagation of free radicals or by inhibiting the formation of free radicals and subsequently reduce oxidative stress, improve immune function, and increase healthy longevity. Indeed, oxidation damage is highly dependent on the inherited or acquired defects in enzymes involved in the redox-mediated signaling pathways. Therefore, the role of molecules with antioxidant activity that promote healthy aging and counteract oxidative stress is worth to discuss further. Of particular interest in this article, we highlighted the molecular mechanisms of antioxidants involved in the prevention of age-related diseases. Taken together, a better understanding of the role of antioxidants involved in redox modulation of inflammation would provide a useful approach for potential interventions, and subsequently promoting healthy longevity

The Effect of Self-Movement on Distance Perception: An Examination of Perception-Action Coupling

The aim of this study was to investigate the effect of self-movement on distance perception. The method of the present study is quasi-experimental. The statistical population of the present study was the students of Urmia University who were randomly selected as a sample of 60 students who were eligible to participate in the study and were randomly divided into three groups of 20 people including static group, dynamic group with treadmill speed 4 Km/h and the dynamic group were divided at a speed of 8 km/h. The test of walking blindfolded in a straight line to a previously observed target was used to measure distance perception. The results of analysis of variance showed that there was no significant difference in the perception of estimating the distance between groups, while there was a significant difference in the perception of distance with closed eyes between groups and also in perception scores. There is no significant difference in distance with closed eyes between the movement group with treadmill speeds 4 and 8, but the difference between these two groups with the group without movement is significant and Finally, the results showed that although self-motion affects the perception of distance with the eyes closed, but the speed of movement does not affect this perception. Therefore, movement can affect the perception of the surrounding environment

Relationship between Quiet Eye And Performance: Study of Duration And Location of Gaze

Relationship between Quiet Eye duration And Performance: Study of Duration And Location of Gaze Quiet eye is considered as a special gaze to a location of Motor space that is an indicator of motor control. The Aim of this study was to investigate the relationship between quiet eye durations and location of gaze fixation with performance. The research sample included 60 right-handed boys (19-22 yr). The Snellen chart was used to assess vision. Task was a golf putting and the visual information was recorded through eye track glasses and motor information via a Video camera (SONY). The results of the Pearson correlation coefficient test showed the relationship between quiet eye and performance. Also, the correlation between the location of gaze fixation with quiet eye and performance was determined by Eta correlation coefficient. The results of ANOVA test showed that there was a significant difference between location of gaze fixation in quiet eye and performance variables. In other words, the duration and location of the fixation affect the motor performance. The components of vision can have an effective role in motor control. The quiet eye is a perceptual skill associated with expertise and superior performance. The benefit of the phenomenon has been demonstrated in a range of sporting tasks. The mechanism(s) underpinning this phenomenon are much-debated and are associated with varying assumptions

Visual Search: The Effect of Quiet Eye Training

DEAR EDITOR Over the years, the acquisition of motor skills has been considered a necessity in the field of sports science. Studies in the field of motor behavior have been planned and conducted over the years to find appropriate scientific and practical theories. Although in each course theories were presented to properly justify the acquisition of motor skills, the shortcomings of each idea and theory led researchers to provide more comprehensive models that align the principles of exercise science with the actual practice environment to determine how the learner acquires motor skills. What is your current view of motor behavior and how does your inference base your teaching and coaching methods? Therefore, it is necessary to know which model offers more scientific and practical instructions for organizing training fields, providing information for the learner, using visual representation and other important tasks. As a result, many traditional theories have been developed to explain a small group of related actions (Newell, 1989). For example, open-loop theories are adapted for fast throwing motions; Closed-loop theory examines slow and precise movements, and schema theory is proposed to explain the learning of discrete movements. Traditional approaches to skill acquisition have not provided a single theory for learning (Anson, G., Elliott, D., & Davids, K, 2005). In contrast, new theories such as dynamic systems have more stably explained motor acquisition. Dynamic systems theory emphasizes the need to understand natural phenomena as a system with high interaction between components (Clarke, D., & Crossland, J, 1985). The view of dynamic systems provides a very good justification and basis for the study of human behavior. In other words, dynamic systems believe in coordination, complexity, self-organization and information constraints during the acquisition of motor skills (Davids, Button and Bennett, 2008). Over the past century, the issue of how humans learn to control and coordinate their movements has received much attention from scientists and has led to various theories; However, there is still debate as to which theory is more correct (Vickers, 2011). In recent years, much research has been done on the components of controlling visual behavior related to motor tasks. A particular strategy among these studies is the quiet eye, which has been shown to be required for high levels of motor skills and performance (Vickers, 1996); In fact, accuracy and expertise improve with increasing quiet eye duration (Vickers, 2007). In fact, the quiet eye is a perceptual skill that is associated with expertise and optimal performance. The benefits of this phenomenon have been observed in a range of motor tasks. Quiet eye training emphasizes the place and duration of eye stabilization during the skill acquisition process. In many sports, performers have to make quick decisions in an ever-changing and complex environment. For example, players must act on the information provided by the ball, teammates and opponents. These decisions must be made under the pressure of opponents who are trying to limit the space and time available for execution. In such background, in order to function effectively, players must focus only on relevant and relevant sources of information. So, recognizing when and where to look is the most important aspect of skillful performance. Sometimes it has been found that the pattern of skillful vision search is not done randomly, but is based on intentional perceptual strategies (Yoshikawa, N., Nittono, H., & Masaki, H, 2020). Eye movements through the search strategy enable the controller and the performer to use the time available to analyze the display more effectively. Visual stabilization allows the performer to stabilize an important area of the show, such as a ball or player, in central vision, and this allows for more detailed processing. The more information that has to be processed, the longer it takes to establish itself (Just, & Carpenter, 1976). It should be noted that research on the quiet eye in the country is very limited, which requires further investigation in different groups and communities. It should also be noted that it is necessary to study the quiet eye and practice the quiet eye with other movement training in most sports and different ages to finally be a comprehensive program for different groups to increase the duration of the quiet eye and subsequently motor function, design and implementation

The Effects of Gender and Type of Stimulus Presentation on Serial Reaction Time

Background: Serial Reaction Time (SRT) is a simple task specifically designed to examine reaction time and learn implicit sequences.   Objective: The aim of the present study was to evaluate the effect of gender (male and female) and type of stimulus (orderly and disorderly) on the serial reaction time.   Methods: The sample included 30 students of physical education (15 males & 15 females). All subjects were right-handed and none had a history practice serial reaction time task.  To measure the reaction time was used a serial-reaction time test (SRTT), that was included 8 blocks and stimulants were presented on the screen for blue, yellow, red and green and participants responded to stimuli with non-dominant hand. To investigate the effects of gender and type of stimuli was used repeated measures ANOVA test.   Results: The results showed that gender has not significant effect on response time, but has significant effects of the stimulus presentation on reaction times and reaction time higher in stimuli disorderly.   Conclusion: The findings suggest that exercise can be effective on reaction time and eliminate gender differences in reaction time. Also, implicit learning during the implementation serial reaction time of orderly stimulus is affected in the reaction time

Effect of Training on the Balance and Coordination of the Mentally Retarded Children

Background: The present research aims to consider the effects of a training on the static and dynamic balance and coordination of the educable mentally retarded children. Method: In this semi-experimental study, 24 individuals were selected from amongst educable mentally retarded boy students with the calendar age of 6-9 years old who did not have any special illness and motion restriction. The participants were randomly divided into two identical control (n: 12) and experiment (n: 12) groups. The selected exercise program was performed for 8 weeks including three 60-minute sessions for each week. The subscales of the balance and coordination of the Lincoln-Oseretsky test were used to evaluate the participants’ balance and coordination in the pretest and posttest. Results: The results showed that there was no significant difference between the two groups of control and experiment in pretest; whereas, a significant difference was observed in the static balance, dynamic balance and coordination between the pretest and posttest scores in the experiment group. The effect of Brailletonik training on balance and coordination was confirmed. Conclusion: According to the findings, it seems that Brailletonik training can be a suitable intervention to improve the motor elements in retarded children

The Effect of Motor and Cognitive Experiences on Mental Rotation Ability in Boys

Mental rotation is the ability to imagine how an object will look if rotated away from the orientation in comparison with the one which is actually presented. That is a component of spatial abilities. This research aimed at comparing mental rotation ability in those with motor and cognitive experiences. The method of this research was causal-comparative and the sample was selected purposively. The sample included 60 boys with a mean age of 17.17 years (motor experience = 20 subjects in wrestling group, cognitive experience = 20 subjects in computer game group and without motor and cognitive experiences (control) = 20 subjects). Peters et al. Mental Rotation Test (version A) (1995) was used to compare mental rotation. The results of the one-way ANOVA test showed a significant difference between the control group and wrestling group and also between the control group and PC game group (P≤0.01). There was no significant difference between wrestling and PC game groups in mental rotation (P>0.05). These findings indicated the positive effects of motor and cognitive experiences on cognitive development (mental rotation)

The Effect of Working Memory and Physical Training on Mental Rotation

The aim of the present study was to investigate the effect of physical training and working memory training on mental rotation ability. 45 non-athlete female students were purposively selected and randomly assigned to one of these groups: aerobic training, working memory training and control (each group 15 subjects). This study was quasi-experimental, which was a type of pretest-posttest with a control group. Mental rotation test was conducted for the sample. Physical training and working memory training groups participated respectively in aerobic training and working memory training for 30 minutes daily for two weeks. The control group performed their daily activities. Results of ANOVA with repeated measures showed that aerobic and working memory training affected mental rotation ability (P≤0.05). The findings suggested that cognitive abilities are facilitated by cognitive and motor interventions

A Comparison of Game Based and Traditional Instructional Approaches: A Study of Physical Activity, Self-Determined Motivation and Enjoyment

The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes