Similar increases in fibrogenic proteins and histopathological evidence of fibrosis and pathology are present in forearm muscles, tendons, and nerves of 12-week HRHF rats [ 22, 56, 58, 66], compared to rats performing a low repetition negligible force task [ 58].
We have shown increased TGFB1, connective tissue growth factor (another fibrogenic factor), collagen type I and connective tissue deposition in muscles of 9-week HRHF rat [ 66] (but not in tissues from rats performing a lower demand high repetition negligible force task for 9 weeks, showing a exposure dependency for these increases) [ 66].
We have also observed strong correlations between grip strength declines and muscle (r = -0.72) and tendon (r = -0.85) inflammatory cytokines, and even increased nociceptor-related neurotransmitters in spinal cord dorsal horns (r = -0.70) in young rats performing a high repetition, negligible force task for 8-9 weeks [ 17, 25].
In fact, even if cognitive factors (such as attentive processes or sensorimotor transmission) were equated in the two tasks, as substantiated by the observation that the non-temporal source of variance was negligible in both tasks, our tasks differed in two crucial aspects that might have influenced time-dependent sources of variability.
The present study is based on three main questions: (1) do the new dynamic spatial tests measure the same ability irrespective of sex?; (2) are performance differences between the sexes negligible for spatial tasks that closely resemble 'real' spatial orientation activities?; and (3) is type of education related to dynamic spatial performance?
However, t-tests on the intercept term were non significant (p>.05) in both tasks confirming that this variable was not significantly different from 0. Thus, the non-temporal source of variance is negligible in both tasks.
In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences.
We consider that tasks are computationally intensive, that is, the input data transfer for each task is negligible.
There is no shortage of free games to teach kids how the Internet and apps work, so the level of additional time and money to execute on this task is negligible.
In summary, the subjects can track the target with a little lag (compatible with the spatial resolution of the task) and negligible lateral displacement.
The percentage of errors in the reading aloud task was negligible.
