抱双腿技术在自由式摔跤中的应用分析

通过对江苏省南通市体校摔跤运动员和2009年江苏省摔跤比赛男女自由跤比赛前八名队员进行调查研究,对抱双腿技术进行分析,认为抱双腿技术在当今摔跤运动中有很高的应用性。抱双腿技术简单易用,适合大多数运动员。     

摔跤运动员心理素质训练的重要性及训练方法

随着摔跤运动的发展和竞赛规则的改变,竞争更加激烈,摔跤运动员要取得优异成绩,除了客观条件以及运动员的身体能力、技术和战术水平、主观条件外,心理因素也起着十分重要的作用.本文将运动心理学知识与专项训练相结合,对摔跤运动员的心理特点进行分析,并据此提出一些针对摔跤运动员平时和赛前的心理训练手段和方法.     

青少年自由式摔跤运动员启蒙训练的研究

通过运动训练学理论分析研究,结合自由式摔跤青少年阶段训练特征,从体能、心理两大方面的角度深入分析研究青少年自由式摔跤运动员启蒙训练阶段的重点问题,旨在探索更加有效科学的训练理念和方法,指导青少年自由式摔跤运动员启蒙教学时期的训练,为广大教练员提高青少年自由式摔跤运动员训练的科学性、合理性,提高运动员成材率及运动寿命。     

摔跤运动员营养现状分析及对策

营养对于摔跤运动员非常重要,关系到他们的运动及比赛成绩.本文分析了摔跤运动员的生理特点、营养要求,通过了解摔跤运动员的营养现状,提出了解决其营养问题的对策.     

我国优秀女子摔跤运动员运动素质测试指标的研究

调查并确定反映我国优秀女子摔跤运动员主要运动素质指标,从而为女子摔跤运动员的运动素质训练过程提供科学制定训练目标的定量依据,提高摔跤运动员运动素质训练的科学化过程．主要采用问卷调查、因子分析等方法,对所设计的女子摔跤运动员的运动素质测试方法进行定性和定量筛选．结果显示专家定性筛选后的19项运动素质测试方法具有较高的信度和效度,最终通过因子分析法筛选出的10种测试方法能较全面测量出现阶段优秀女子摔跤运动员的运动素质,可作为评价此群体运动素质的指标．     

古典式摔跤运动员应具备的心理素质及训练探析

摔跤是两个人耐力和力量的较量,古典式摔跤对运动员力量的要求很高,在摔跤运动的训练之中,力量方面的训练是基础,这方面的训练能够促使运动员的身体更加稳固,而心理素质方面的训练也是必不可少的,在当今社会,影响比赛输赢的重要因素是运动员的心理素质,摔跤比赛也不例外.在摔跤比赛之中,运动员不仅在技术水平上进行了较量,而且在心理素质方面也进行了抗衡.我们都知道,摔跤这项运动取得了巨大的发展,摔跤运动员之间的竞争也越来越激烈,在实力差不多的运动员之间所较量的大多是心理素质的优良与否,这也是广大的摔跤运动员和教练们共同认可的一个事实.在这里主要谈谈古典式摔跤的起源、特点、发展历程,影响摔跤运动员心理素质的因素以及如何训练古典式摔跤运动员的心理素质.     

浅谈国际式摔跤运动员力量素质训练

国际式摔跤运动员最为基础的训练就是力量素质训练,提升国际式摔跤运动员的素质对于提升运动员的摔跤成绩有着重要作用。掌握力量训练的基本规律,同时科学合理地制订力量训练计划,能够有效提升运动员的肌肉协调能力。本文通过对我国国际式摔跤运动发展现状进行阐述,从而对力量素质训练以及训练安排和训练方法进行分析和研究。希望通过本文的研究可以帮助提升国际式摔跤运动员的力量素质训练水平。     

摔跤运动员的专项力量训练

从摔跤运动专项力量特点出发,对摔跤运动员的专项力量训练方法和训练手段的选择等进行了综合分析和探讨。     

如何做好摔跤运动员的实战模拟训练

现代摔跤运动逐渐趋向大强度、高对抗,强调运动成绩以及临场的发挥.比赛对手、场地环境、灯光明暗、观众呐喊等众多外部因素的影响都对制约着运动员的比赛发挥.模拟训练结合人体力学原理、项目发展规律和心理因素,对于摔跤队员的能力发展起到至关重要的作用.本人通过对实战模拟实际运用方法的研究,运用文献资料发、逻辑分析法对摔跤运动员的模拟训练进行分析,以供广大摔跤项目从业人员参考.     

山西省摔跤柔道运动员多元智能特征的研究

多元智能是智力、心理选材的一部分,也是运动员科学选材内容和方法的重要组成部分。通过对山西省摔跤柔道运动员多元智能的测量与研究结果表明：一级以上摔跤柔道运动员的人际、自我认知智能高于二级运动员（P〈0.05）,格斗类竞技体育项目高水平的训练,有助于运动员人文素质教育功能的提高;一级以上摔跤柔道运动员的博物学家智能明显低于二级运动员（P〈0.01）,应加强高水平摔跤柔道运动员自然科学知识的教育和学习;女子摔跤柔道运动员的身体运动、音乐智能高于男子运动员（P〈0.05）,这与男、女间相关的遗传因素不同存在联系。     

Attribution style in adolescents with Down's syndrome

Educational research places emphasis on the fact that individuals who have experienced repeated failures may develop an attribution profile characterized by a bias towards primarily external causes. The aim of this study is to compare the attribution style of adolescents with Down's syndrome with that of normal children and adolescents matched for mental and chronological age; three groups consisting of 10 participants each were employed, an experimental group and two control groups were employed. The experimental group were Down's syndrome adolescents. Participants in the first control group were matched to the experimental groups for mental age, and those in the second for chronological age. All of the 30 participants were given an attribution test consisting of 14 items, illustrative of everyday or school‐related events in which the main character experienced either success or failure. The participants were asked to attribute the character's performance to one of five causes: ability, effort, help, luck or task difficulty. The results show that adolescents with Down's syndrome tend to attribute performance to external help. Their attribution style would seem to be very similar to that of the control participants matched for mental age.     

Three-Dimensional Tooth Models with Pulp Cavity Enhance Dental Anatomy Education

Dental anatomy is an integrated, core fundamental dental course, which prepares students for all future clinical dental courses. This study aimed to build up an online dental learning platform of micro-computed tomography-based three-dimensional (3D) tooth models with pulp cavity, and to further evaluate its effectiveness for dental anatomy education using a cohort study. First, ninety-six extracted permanent teeth were scanned by micro-computed tomography and the enamel, dentine, and pulp cavity of each was distinguished by different grey-scale intensities using Mimics software. Three-dimensional images allowed further discrimination and insights into permanent three-rooted premolars, central tip, and dental diseases including deep caries and wedge-shaped defects. Furthermore, a second mesiobuccal canal (MB2) in maxillary permanent molar teeth and Vertucci type III root canal configuration in mandibular anterior teeth could be detected using the 3D analytical tool. A digitized 3D tooth model learning platform was implemented. Last, two groups of dental students were assessed to evaluate the effect of 3D models on dental anatomy education. Participants in the Digital group were allowed to use the online dental learning platform freely after class, while the participants in the Traditional group were not. Assessment quizzes showed that participants' scores improved in the Digital group with the use of the learning platform compared with scores in the Traditional group. A questionnaire survey indicated that the participants had a positive attitude toward the 3D models. Thus, adding digital 3D resources to a traditional curriculum may have a positive effect on academic achievements.     

Quasi-static-model-based wear analysis of helical gears

A quasi-static wear model for helical gears is proposed based on finite element method and Archard’s formula to investigate the wear characteristics of tooth surface in real operation conditions. The numerical simulation reveals that the wear depth distributes unevenly along the tooth lead and varies along the tooth profile. The surface wear depth claims its minimal value at the pitch circle and reaches its maximal value near the tooth root of the pinion. The effects of misalignment on wear depth are further investigated to provide useful information for gear designers. The numerical simulation reveals that the vertical misalignment is more influential than the parallel misalignment on the gear wear depth. Therefore, to eliminate the negative effects of misalignment, the misalignment should be strictly controlled.     

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic‐theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic‐theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three‐hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t‐test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T‐test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t‐test. Also, scores obtained during the head and neck course were assessed and compared using t‐test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377–384. © 2017 American Association of Anatomists.     

Arithmetic learning difficulties in children

This study explored the arithmetic skills of 39 children with arithmetic learning difficulties (ALD), compared to two control groups, one consisting of normally achieving children matched to the ALD sample for chronological age (n=28), and another comprising younger normally achieving children matched to the ALD sample for arithmetic level (n=28). To determine the relative contribution of reading impairments to arithmetic performance, the ALD group was further classified according to the presence or absence of reading difficulties into a mixed ALD (n=24) and specific ALD (n=15) group, respectively. The ALD group performed well below their chronological age counterparts in terms of the developmental maturity of their arithmetic problem solving. These children demonstrated a reliance on slow, counting-based procedures to solve arithmetic problems and, in this regard, they performed similarly to their younger, arithmetic-matched normal peers. Children with ALD also employed direct fact retrieval reliably less often than their same-age peers, but did not differ from their younger, arithmetic-matched counterparts. There were few significant differences between ALD children with and without accompanying reading problems. The findings suggest that children with ALD appear to show delayed development of arithmetic skills rather than specific processing deficits or abnormalities when comparison is made with both their chronological age and arithmetic-matched normal peers.     

Do you see what I mean? Shared reference in non-native, early signing deaf children

A group of non-native, early signing deaf children between the ages of 7 and 11 years were tested on a referential communication task. A group of hearing children matched for sex and mental and chronological age were also included in the study. The aim was to study the deaf children's ability to take another persons perspective in a task that resembled a real-life communicative situation to a higher extent than the standard theory of mind (ToM) tasks. A further aim was to investigate the possible importance of a number of background variables such as mental and chronological age, working memory, and false-belief attribution. Results show that the hearing children outperformed the deaf children on the referential communication task and that results were highly correlated with both chronological and mental age, as well as with working memory. There was a positive, but not significant, correlation between false belief and success on the referential communication task. This is an indication that the two tasks tap different abilities and that false belief might be necessary, but not sufficient in order to be skilled in the art of referential communication. The possible role of working memory in the referential communication task is also discussed. The results support the hypothesis of the importance of early talk about mental states for the later development of ToM abilities.     

A cross‐sectional study of prosodic sensitivity and reading difficulties

In this cross‐sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age‐matched controls and younger, reading age‐matched controls. Phonological awareness assessments were administered along with a battery of prosodic sensitivity assessments drawn from recent literature. The results showed that poor readers were outperformed by their chronological age‐matched counterparts on all measures of prosodic sensitivity. A significant main effect of group was found on the revised stress mispronunciations task and the stress assignment task from the prosodic assessment battery, the former of which remained even after controlling for individual differences in receptive vocabulary and measures of phonological awareness. Significant relationships were also found between measures of prosodic sensitivity and phonological awareness (especially phoneme awareness). These findings emphasise the importance of both segmental and suprasegmental phonological skills in children's reading development.     

正畸拔牙患者牙科焦虑症的调查及分析

目的调查正畸拔牙患者拔牙前的焦虑状况,为术前进行心理治疗和心理护理提供指导。方法采用改良Corah牙科焦虑量表（DAS）对270例患者进行调查和统计分析。结果明显患有牙科焦虑症的患者占18.52%（DAS评分值≥13）。结论正畸拔牙患者拔牙前的焦虑状况普遍存在,医护人员应对焦虑患者采取必要的术前心理治疗和护理。     

氟离子透入预防学龄前儿童龋齿的效果评价

目的评价氟离子透入预防学龄前儿童龋齿的效果。方法随机抽取泰州市海陵区12所幼儿园3-4岁儿童共1283名为实验组,另外11所幼儿园3-4岁儿童共1198名为对照组,实验组使用NF-Ⅱ型护齿仪进行氟离子透入防龋治疗,对照组不做任何防龋措施。结果经过3年跟踪调查,实验组儿童每年患龋增长率呈逐年下降的趋势,而对照组儿童呈逐渐升高的趋势。实验组儿童的患龋率、龋均均低于对照组,有显著性差异（X~2=110.36;P〈0.005）。结论氟离子透入预防儿童龋齿效果显著,该方法防龋工作效率高,无创伤,安全卫生,避免交叉感染,幼儿易于接受,适宜在幼儿园群体防治。     

Auditory Morphological Knowledge Among Children With Developmental Dyslexia

The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different.