Modelo simple para la permeabilidad dinámica de fluidos viscoelásticos

In the present work a simple form to obtain analytical expression for the dynamic permeability of Maxwellian fluids is presented. This expression gives the frequency dependent form of this dynamic permeability. In particular case, the analytic expression for the sinusoidal pressure pump fluid is illustrated in the configuration space. As an example of the feasibility of this expression the flow of human blood in a tube is presented finding that the human heart frequency has the same order that the frequencies where the dynamic permeability shows resonances. In order to make clear the above aspect of the dynamic permeability a model of pulsing pressure drops (gaussian like) are analyzed.

Facilitation of learning induced by both random and gradual visuomotor task variation.

Motor task variation has been shown to be a key ingredient in skill transfer, retention, and structural learning. However, many studies only compare training of randomly varying tasks to either blocked or null training, and it is not clear how experiencing different nonrandom temporal orderings of tasks might affect the learning process. Here we study learning in human subjects who experience the same set of visuomotor rotations, evenly spaced between -60° and +60°, either in a random order or in an order in which the rotation angle changed gradually. We compared subsequent learning of three test blocks of +30°→-30°→+30° rotations. The groups that underwent either random or gradual training showed significant (P < 0.01) facilitation of learning in the test blocks compared with a control group who had not experienced any visuomotor rotations before. We also found that movement initiation times in the random group during the test blocks were significantly (P < 0.05) lower than for the gradual or the control group. When we fit a state-space model with fast and slow learning processes to our data, we found that the differences in performance in the test block were consistent with the gradual or random task variation changing the learning and retention rates of only the fast learning process. Such adaptation of learning rates may be a key feature of ongoing meta-learning processes. Our results therefore suggest that both gradual and random task variation can induce meta-learning and that random learning has an advantage in terms of shorter initiation times, suggesting less reliance on cognitive processes.