Comparison of angular frequency contrast sensitivity in young and older adults

The aim of the present study was to measure contrast sensitivity curves for angular frequencies in the range between 2 and 96 cycles/360º in older human adult volunteers and to compare these measurements with the more usual contrast sensitivity functions for sine-wave gratings. All subjects were free of identifiable ocular disease and had normal acuity. We measured the contrast thresholds for young adults (N = 6; age range, 20-26 years) and older adults (N = 6; age range, 60-67 years) using the psychophysical forced-choice method. In this paradigm the volunteers had to choose the stimulus containing a test frequency at low contrast (e.g., either a sine-wave grating or an angular frequency stimulus), or another neutral stimulus at mean luminance (without any contrast). Older adults presented a loss in contrast sensitivity at high and medium angular frequencies compared to the young adults (i.e., from 8 to 96 cycles/360º). Contrary to expectation, contrast sensitivity at low angular frequencies, i.e., 2 and 4 cycles/360º, was better for the older group than for the younger group. On the other hand, contrast sensitivity for sine-wave gratings at 3 and 4 cpd was higher for young adults as expected. These results suggest age-related changes in the contrast sensitivity function for angular frequencies.

Contrast sensitivity threshold measured by sweep-visual evoked potential in term and preterm infants at 3 and 10 months of age

Although healthy preterm infants frequently seem to be more attentive to visual stimuli and to fix on them longer than full-term infants, no difference in visual acuity has been reported compared to term infants. We evaluated the contrast sensitivity (CS) function of term (N = 5) and healthy preterm (N = 11) infants at 3 and 10 months of life using sweep-visual evoked potentials. Two spatial frequencies were studied: low (0.2 cycles per degrees, cpd) and medium (4.0 cpd). The mean contrast sensitivity (expressed in percentage of contrast) of the preterm infants at 3 months was 55.4 for the low spatial frequency (0.2 cpd) and 43.4 for the medium spatial frequency (4.0 cpd). At 10 months the low spatial CS was 52.7 and the medium spatial CS was 9.9. The results for the term infants at 3 months were 55.1 for the low spatial frequency and 34.5 for the medium spatial frequency. At 10 months the equivalent values were 54.3 and 14.4, respectively. No difference was found using the Mann-Whitney rank sum T-test between term and preterm infants for the low frequency at 3 or 10 months or for the medium spatial frequency at 3 or 10 months. The development of CS for the medium spatial frequency was equally fast for term and preterm infants. As also observed for visual acuity, CS was equivalent among term and preterm infants, suggesting that visual experience does not modify the development of the primary visual pathway. An earlier development of synapses in higher cortical visual areas of preterm infants could explain the better use of visual information observed behaviorally in these infants.

Radial frequency stimuli and sine-wave gratings seem to be processed by distinct contrast brain mechanisms

An assumption commonly made in the study of visual perception is that the lower the contrast threshold for a given stimulus, the more sensitive and selective will be the mechanism that processes it. On the basis of this consideration, we investigated contrast thresholds for two classes of stimuli: sine-wave gratings and radial frequency stimuli (i.e., j0 targets or stimuli modulated by spherical Bessel functions). Employing a suprathreshold summation method, we measured the selectivity of spatial and radial frequency filters using either sine-wave gratings or j0 target contrast profiles at either 1 or 4 cycles per degree of visual angle (cpd), as the test frequencies. Thus, in a forced-choice trial, observers chose between a background spatial (or radial) frequency alone and the given background stimulus plus the test frequency (1 or 4 cpd sine-wave grating or radial frequency). Contrary to our expectations, the results showed elevated thresholds (i.e., inhibition) for sine-wave gratings and decreased thresholds (i.e., summation) for radial frequencies when background and test frequencies were identical. This was true for both 1- and 4-cpd test frequencies. This finding suggests that sine-wave gratings and radial frequency stimuli are processed by different quasi-linear systems, one working at low luminance and contrast level (sine-wave gratings) and the other at high luminance and contrast levels (radial frequency stimuli). We think that this interpretation is consistent with distinct foveal only and foveal-parafoveal mechanisms involving striate and/or other higher visual areas (i.e., V2 and V4).

Chromatic spatial contrast sensitivity estimated by visual evoked cortical potential and psychophysics

The purpose of the present study was to measure contrast sensitivity to equiluminant gratings using steady-state visual evoked cortical potential (ssVECP) and psychophysics. Six healthy volunteers were evaluated with ssVECPs and psychophysics. The visual stimuli were red-green or blue-yellow horizontal sinusoidal gratings, 5° × 5°, 34.3 cd/m2 mean luminance, presented at 6 Hz. Eight spatial frequencies from 0.2 to 8 cpd were used, each presented at 8 contrast levels. Contrast threshold was obtained by extrapolating second harmonic amplitude values to zero. Psychophysical contrast thresholds were measured using stimuli at 6 Hz and static presentation. Contrast sensitivity was calculated as the inverse function of the pooled cone contrast threshold. ssVECP and both psychophysical contrast sensitivity functions (CSFs) were low-pass functions for red-green gratings. For electrophysiology, the highest contrast sensitivity values were found at 0.4 cpd (1.95 ± 0.15). ssVECP CSF was similar to dynamic psychophysical CSF, while static CSF had higher values ranging from 0.4 to 6 cpd (P < 0.05, ANOVA). Blue-yellow chromatic functions showed no specific tuning shape; however, at high spatial frequencies the evoked potentials showed higher contrast sensitivity than the psychophysical methods (P < 0.05, ANOVA). Evoked potentials can be used reliably to evaluate chromatic red-green CSFs in agreement with psychophysical thresholds, mainly if the same temporal properties are applied to the stimulus. For blue-yellow CSF, correlation between electrophysiology and psychophysics was poor at high spatial frequency, possibly due to a greater effect of chromatic aberration on this kind of stimulus.

Differential effects of aging on spatial contrast sensitivity to linear and polar sine-wave gratings

Changes in visual function beyond high-contrast acuity are known to take place during normal aging. We determined whether sensitivity to linear sine-wave gratings and to an elementary stimulus preferentially processed in extrastriate areas could be distinctively affected by aging. We measured spatial contrast sensitivity twice for concentric polar (Bessel) and vertical linear gratings of 0.6, 2.5, 5, and 20 cycles per degree (cpd) in two age groups (20-30 and 60-70 years). All participants were free of identifiable ocular disease and had normal or corrected-to-normal visual acuity. Participants were more sensitive to Cartesian than to polar gratings in all frequencies tested, and the younger adult group was more sensitive to all stimuli tested. Significant differences between sensitivities of the two groups were found for linear (only 20 cpd; P<0.01) and polar gratings (all frequencies tested; P<0.01). The young adult group was significantly more sensitive to linear than to circular gratings in the 20 cpd frequency. The older adult group was significantly more sensitive to linear than to circular gratings in all spatial frequencies, except in the 20 cpd frequency. The results suggest that sensitivity to the two kinds of stimuli is affected differently by aging. We suggest that neural changes in the aging brain are important determinants of this difference and discuss the results according to current models of human aging.

Acute effect of alcohol intake on sine-wave Cartesian and polar contrast sensitivity functions

The aim of this study was to assess contrast sensitivity for angular frequency stimuli as well as for sine-wave gratings in adults under the effect of acute ingestion of alcohol. We measured the contrast sensitivity function (CSF) for gratings of 0.25, 1.25, 2.5, 4, 10, and 20 cycles per degree of visual angle (cpd) as well as for angular frequency stimuli of 1, 2, 4, 24, 48, and 96 cycles/360°. Twenty adults free of ocular diseases, with normal or corrected-to-normal visual acuity, and no history of alcoholism were enrolled in two experimental groups: 1) no alcohol intake (control group) and 2) alcohol ingestion (experimental group). The average concentration of alcohol in the experimental group was set to about 0.08%. We used a paradigm involving a forced-choice method. Maximum sensitivity to contrast for sine-wave gratings in the two groups occurred at 4 cpd sine-wave gratings and at 24 and 48 cycles/360° for angular frequency stimuli. Significant changes in contrast sensitivity were observed after alcohol intake compared with the control condition at spatial frequency of 4 cpd and 1, 24, and 48 cycles/360° for angular frequency stimuli. Alcohol intake seems to affect the processing of sine-wave gratings at maximum sensitivity and at the low and high frequency ends for angular frequency stimuli, both under photopic luminance conditions.

Recherche qualitative sur les perceptions de médecins québécois à l’égard du plan de développement professionnel continu du Collège des médecins du Québec

En 2007, le Collège des médecins du Québec a résolu d’adopter le plan d’autogestion du développement professionnel continu (DPC) comme outil de maintien de la compétence professionnelle. Bien que la plupart des médecins reconnaissent la nécessité de demeurer à la fine pointe des connaissances et des découvertes médicales, certains considèrent le plan d’autogestion comme une corvée administrative. Afin de mieux comprendre leurs perceptions à l’égard du plan de DPC, une recherche qualitative a été menée à l’été 2010, par le biais d’entretiens individuels semi-structurés, auprès d’un échantillon de vingt-sept médecins québécois. Un échantillonnage mixte, utilisant la technique « boule de neige » et faisant appel à des informateurs clés et à des cas dits « négatifs », a permis d’atteindre un bon niveau de diversification de l’échantillon et la saturation empirique des données. Bien que les médecins interrogés soient généralement favorables au principe d’un plan d’autogestion de DPC, les commentaires et suggestions formulés par certains d’entre eux devraient inciter le Collège à apporter certaines améliorations à ce plan. Certains irritants tels que la nécessité de tenir à jour un registre des activités de DPC et d’en rendre compte au Collège ont été soulevés. Par contre, la majorité des médecins interrogés considèrent que le plan de DPC d’un médecin témoigne des efforts qu’ils déploient pour rester à la fine pointe des progrès scientifiques et technologiques dans le domaine de la santé. Finalement, tous les médecins interrogés considèrent que le maintien de leur compétence professionnelle est une obligation morale et déontologique.

Etude du rôle de la réponse UV sur le contrôle de la réparation par excision de nucléotides (NER) des dommages à l’ADN : rôle des voies MAPK et de l’ADN polymérase eta

La réponse cellulaire aux ultra-violets (UV), ou réponse UV, est une réponse complexe et spécialisée dans l’adaptation et la tolérance des dommages aux UV. Celle-ci est initiée par un grand nombre d’évènements moléculaires et de signalisation nucléaire mais aussi au niveau de la membrane plasmique ou du cytoplasme. L’importance et l’influence exactes de ces évènements sur la réparation par excision de nucléotides (NER) des dommages UV à l’ADN sont encore mal comprises et doivent encore être méthodiquement démontrées. Dans cette thèse, grâce à l’utilisation d’une méthode sensible d’analyse de la réparation NER basée sur la cytométrie en flux, il est montré, dans un premier temps, que l’activité des voies MAPK (Mitogen-Activated Protein Kinases), qui sont des voies de signalisation de stress UV d’origine cytoplsamique, ne participent pas à l’efficacité de réparation NER des dommages UV dans les cellules humaines. En effet, l’abrogation de la signalisation MAPK, par inhibition pharmacologique, par utilisation de mutants dominant-négatifs ou par inhibition de leur expression endogène, ne révèlent aucun changement de la cinétique de réparation des dommages UV par excision de nucléotides. Cependant, l’utilisation de cette même méthode de réparation, mais cette fois, appliquée pour l’étude de réparation NER en fonction du cycle cellulaire, a permis de mettre en évidence la nécessité fonctionnelle de l’ADN polymérase translésionnelle eta (Pol η) dans la réparation NER des dommages UV, uniquement en phase S. Cette observation fut initialement caractérisée dans les cellules de patients affectés du syndrome variant de xérodermie pigmentaire (XP-V) puis, confirmée ensuite par l’inhibition de l’expression de Pol η endogène ou par la complémentation avec des mutants non-fonctionnels dans les cellules XP-V. Ces résultats indiquent que, contrairement à la réponse UV MAPK cytoplasmique, les évènements nucléaires comme la synthèse translésionnelle, peuvent influencer l’efficacité de réparation NER en phase S. Plus particulièrement, ces données établissent un lien possible entre la réparation NER en phase S et les niveaux de stress réplicatifs, révélé ici par la déficience fonctionnelle Pol η ou ATR. Les observations, présentées dans cette thèse, renforcent un rôle du point de contrôle S aux UV sur l’efficacité de la réparation NER et suggèrent que l’inhibition NER, observée en phase S dans les cellules XP-V, est modulée par le stress réplicatif. Un tel moyen de contrôle pourrait avoir une action plutôt protectrice pendant cette phase critique du cycle cellulaire. Mots clés: UV, translésionnelle, eta, MAPK, NER, CPD, cytométrie, phase-S, tolérance.

Inertial oscillation forced by the September 1997 cyclone in the Bay of Bengal

Time-series measurements from a moored data buoy located in the Bay of Bengal captured signals of inertial oscillation forced by the September 1997 cyclone. The progressive vector diagram showed mean northeastward current with well-defined clockwise circulation. Spectral analysis exhibited inertial peak at 0.67 cpd with blue shift and high rotary coefficient of –0.99, which signifies strong circular inertial oscillation. The wind and SST also exhibited spectral peak at inertial band (0.69 cpd) with higher blue shift. The inertial amplitude of 148.8 cm/s corresponding to a wind stress of 0.99 N/m2 and spectral peak near the local inertial frequency (0.653 cpd) indicate that the transfer of momentum was high.

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Visual processing of concentric sine-wave gratings in adolescents and adults

The aim of this study was to compare the contrast visual processing of concentric sinusoidal gratings stimuli between adolescents and adults. The study included 20 volunteers divided into two groups: 10 adolescents aged 13-19 years (M=16.5, SD=1.65) and 10 adults aged 20-26 years (M=21.8, SD=2.04). In order to measure the contrast sensitivity at spatial frequencies of 0.6, 2.5, 5 and 20 degrees of visual angle (cpd), it was used the psychophysical method of two alternative forced choice (2AFC). A One Way ANOVA performance showed a significant difference in the comparison between groups: F [(4, 237)=3.74, p<.05]. The post-hoc Tukey HSD showed a significant difference between the frequencies of 0.6 (p <.05) and 20 cpd (p<.05). Thus, the results showed that the visual perception behaves differently with regard to the sensory mechanisms that render the contrast towards adolescents and adults. These results are useful to better characterize and comprehend human vision development.

El material en la educación infantil.

El Proyecto se llevó a cabo en el CP Casimiro Sainz de Reinosa. A través de las profesoras de educación infantil y con el apoyo del claustro de profesores se puso en marcha. Los objetivos generales fueron los siguientes: 1. Desarrollar una mejor acción educativa. 2. Diseñar un ambiente y la utilización de unos materiales adecuados para el desarrollo educativo del niño. 3. Aumentar y diversificar la oferta de material, que contribuya a desarrollar sus capacidades. 4. Potenciar el ambiente, como agente educativo. 5. Favorecer la experimentación, por parte de los niños, de sensaciones gustosas, agradables e interesantes. 6. Contribuir a reforzar los aprendizajes significativos. 7. Contribuir, a través del juego, a la acción y a la experimentación, al descubrimiento de propiedades y relaciones. 8. Favorecer la interacción entre los niños y niñas. 9. Aprovechar las magníficas condiciones de los espacios existentes. Para llevar a la práctca su propuesta se establecieron tres espacios: Gran Sala y Aire Libre en el salón multiusos y en el gimnasio cubierto. Juego Simbólico como rincón dentro de la clase y Juegos de Manipulación, Lógica, Motricidad Fina, Clasificación, Construcción que se colocaron dentro del aula.Los materiales utlizados fueron: muñecas, plancha, tenderete, lego, triciclos, tractor, tobogán, puzzles, sillitas, juegos de lectoescritura, casitas, coches, camiones, teléfonos, maletín de herramientas, libros, maletin de médico, set de joyas y peluquería, caja registradora y material del aula.

Animación a la lectura III.

El Proyecto se llevó a cabo en el Colegio Puente II en Santander, los profesores participantes forman parte de primaria, secundaria y necesidades educativas especiales al ser la continuación de otros proyectos de animación a la lectura el objetivo general principal es crear lectores, implicar al profesorado e implicar a las familias. Para su desarrollo las actividades se dividieron en tres ámbitos: 1. La Biblioteca de Aula: dando la responsabilidad de bibliotecario y ayudante de bibliotecario, cambiando cada mes. 2. Talleres: Teatro, Cómic, Revista, Poesía, Audivisuales, Idiomas, Construcción, Diseño. 3. Animación a la Lectura. También hubo proyección de películas para secundaria. El material utilizado basicamente fueron libros.

La educación sentimental en la escuela.

El Proyecto se puso en marcha en el Colegio Verdemar, situado a unos kilómetros de Santander, las responsables fueron dos profesoras del centro siendo una de ellas integrante del Movimiento Cooperativo Escuela Popular. Los objetivos propuestos fueron: 1. Favorecer la expresión de sentimientos, el contacto y la relación con los demás creando un clima de seguridad emocional. 2. Apoyar la autoestima, el amor a uno mismo, el respeto a sí mismo. 3. Desarrollar habilidades sociales e interpersonales, aprendiendo entre los iguales, la reciprocidad, la colaboración, la ayuda, la donación y el consuelo. 4. Desarrollar la expresión corporal (voz, respiración...), musical, teatral, mímica, dramática. 5. Propiciar la autodisciplina, autodominio, autorregulación, autocontrol y autoconfianza. 6. Potenciar el desarrollo de emociones naturales y no parasitarias. 7. Crear condiciones de libertad en el aula y en el centro. Las actividades propuestas fueron dirigidas para trabajar tanto de manera individual como colectivas, de pequeño y gran grupo como: actividades de análisis social sobre imágenes, diapositivas, libros, anuncioa. Expresión oral y escrita de los sentimientos, opiniones, etc. Juegos y expresión corporal, lectura y debate colectivo. Expresión escrita. Los materiales utilizados fueron: material fotográfico, material fungible de papelería y del aula.

Animación a la lecto-escritura.

El Proyecto se llevó a cabo en el CP Pancho Cossío de Sierrapando, un conjunto de profesores del centro se encargaron de ponerlo en marcha. Los objetivos más destacados son: 1. Obtener datos sobre el nivel lectoescritor de los alumnos. 2. Realizar actividades de animación a la lectura. 3. Mejorar la velocidad y la comprensión lectora de los alumnos. 4. Aumentar el gusto por la lectura. 5. Realizar talleres de escritura. 6. Disminuir el número de faltas de ortografía. 7. Aprender los los fundamentos informáticos mínimos de forma gradual. 8. Prporcionar pautas e información para mejorar el nivel lector de las familias. Para su desarrollo establecieron cinco ámbitos: 1. El aula: donde cada tutor se responsabiliza de la puesta en práctica de la animación decidida por el equipo. 2. La biblioteca: como instrumento recurrente para el proceso lector. 3. Cascabel: la revista del centro. 4. Informática:crear producciones propias, etc. y 5. La familia: desde el punto de vista de escuela participativa. La memoria contiene una encuesta pasada a las familias y una evaluación realizada para medir la exactitud lectora y la velocidad. Los materiales utilizados fueron: libros, carteles y propaganda, material informático, ordenador e impresora, material fungible.