{"product_id":"acquisition-and-performance-of-sports-skills-paperback-softback-9781118444665","title":"Acquisition and Performance of Sports Skills (Paperback \/ softback) 9781118444665","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAcquisition and Performance of Sports Skills\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eTerry McMorris (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781118444665, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 23 May 2014\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e320 pages\u003cbr\u003e24.5 x 17 x 1.5 cm, 0.631 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eAn extensive update of a successful textbook on skill acquisition for sport students. Praised for its clarity of writing style and presentation the new edition will be an essential buy for those needing a practical, sport-focused introduction to the theory and application of human motor skills.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Skill, Ability and Performance 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 1\u003c\/p\u003e \u003cp\u003eSkill 2\u003c\/p\u003e \u003cp\u003eClassification of skills 3\u003c\/p\u003e \u003cp\u003eAbility 6\u003c\/p\u003e \u003cp\u003eGenes 8\u003c\/p\u003e \u003cp\u003eThe ability–skill interaction 10\u003c\/p\u003e \u003cp\u003eSummary 12\u003c\/p\u003e \u003cp\u003eTheories of performance 12\u003c\/p\u003e \u003cp\u003eInformation processing theory 13\u003c\/p\u003e \u003cp\u003eEcological psychology theories 17\u003c\/p\u003e \u003cp\u003eConclusion 20\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003eSkill 20\u003c\/p\u003e \u003cp\u003eAbility 20\u003c\/p\u003e \u003cp\u003eAbility-skill interaction 21\u003c\/p\u003e \u003cp\u003eInformation processing theory 21\u003c\/p\u003e \u003cp\u003eEcological psychology theories 22\u003c\/p\u003e \u003cp\u003eTest your knowledge 22\u003c\/p\u003e \u003cp\u003ePart one 22\u003c\/p\u003e \u003cp\u003ePart two 24\u003c\/p\u003e \u003cp\u003eAdditional reading 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Sensation and Perception of External Information 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 25\u003c\/p\u003e \u003cp\u003eInformation processing theory, sensation and perception 26\u003c\/p\u003e \u003cp\u003eDefinition of Perception 27\u003c\/p\u003e \u003cp\u003eSignal detection theory 28\u003c\/p\u003e \u003cp\u003ePattern recognition 30\u003c\/p\u003e \u003cp\u003eSelective attention 33\u003c\/p\u003e \u003cp\u003eVisual search 36\u003c\/p\u003e \u003cp\u003eQuiet eye 37\u003c\/p\u003e \u003cp\u003eIndividual differences 37\u003c\/p\u003e \u003cp\u003eSummary 39\u003c\/p\u003e \u003cp\u003eEcological psychology and perception 39\u003c\/p\u003e \u003cp\u003eCriticisms of the ecological approach 43\u003c\/p\u003e \u003cp\u003eSummary 43\u003c\/p\u003e \u003cp\u003eDevelopmental factors 43\u003c\/p\u003e \u003cp\u003eVision 43\u003c\/p\u003e \u003cp\u003eAudition 44\u003c\/p\u003e \u003cp\u003ePerceptual development and the environment 44\u003c\/p\u003e \u003cp\u003eConclusion 44\u003c\/p\u003e \u003cp\u003eSummary 45\u003c\/p\u003e \u003cp\u003eInformation processing theory and perception 45\u003c\/p\u003e \u003cp\u003eEcological psychology and perception 47\u003c\/p\u003e \u003cp\u003eDevelopmental factors 47\u003c\/p\u003e \u003cp\u003eTest your knowledge 48\u003c\/p\u003e \u003cp\u003ePart one 48\u003c\/p\u003e \u003cp\u003ePart two 50\u003c\/p\u003e \u003cp\u003ePart three 51\u003c\/p\u003e \u003cp\u003eAdditional reading 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Decision Making and Working Memory 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 53\u003c\/p\u003e \u003cp\u003eDecision making 54\u003c\/p\u003e \u003cp\u003eWorking memory and decision making 54\u003c\/p\u003e \u003cp\u003eDynamical systems theory and goal achievement 58\u003c\/p\u003e \u003cp\u003eChild development 58\u003c\/p\u003e \u003cp\u003ePiagetian theory 59\u003c\/p\u003e \u003cp\u003eMental space theory 60\u003c\/p\u003e \u003cp\u003eDomain-specificity theories 60\u003c\/p\u003e \u003cp\u003eInformation processing theory and cognitive development 61\u003c\/p\u003e \u003cp\u003eEcological psychology theories of cognitive development 61\u003c\/p\u003e \u003cp\u003eSummary 62\u003c\/p\u003e \u003cp\u003eAgeing 65\u003c\/p\u003e \u003cp\u003eResearch findings and problems with research design 65\u003c\/p\u003e \u003cp\u003eConclusion 67\u003c\/p\u003e \u003cp\u003eSummary 68\u003c\/p\u003e \u003cp\u003eInformation processing theory and decision making 68\u003c\/p\u003e \u003cp\u003eWorking memory and decision making 68\u003c\/p\u003e \u003cp\u003eFunctional brain regions and working memory 68\u003c\/p\u003e \u003cp\u003eDynamical systems theory and goal achievement 69\u003c\/p\u003e \u003cp\u003eDevelopmental issues 69\u003c\/p\u003e \u003cp\u003eResearch 69\u003c\/p\u003e \u003cp\u003eTest your knowledge 70\u003c\/p\u003e \u003cp\u003ePart one 70\u003c\/p\u003e \u003cp\u003ePart two 71\u003c\/p\u003e \u003cp\u003ePart three 72\u003c\/p\u003e \u003cp\u003eAdditional reading 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Reaction Time 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 73\u003c\/p\u003e \u003cp\u003eReaction time, movement time and response time: definitions 74\u003c\/p\u003e \u003cp\u003eInter- and intraindividual differences 76\u003c\/p\u003e \u003cp\u003eHick–Hyman Law 77\u003c\/p\u003e \u003cp\u003eProbability and choice reaction time 77\u003c\/p\u003e \u003cp\u003ePsychological refractory period 78\u003c\/p\u003e \u003cp\u003eStimulus and response factors 79\u003c\/p\u003e \u003cp\u003eCentral executive tasks and reaction time 84\u003c\/p\u003e \u003cp\u003eArousal and reaction time 84\u003c\/p\u003e \u003cp\u003eDevelopment and reaction time 85\u003c\/p\u003e \u003cp\u003eAgeing 85\u003c\/p\u003e \u003cp\u003eReaction time research findings as evidence for and against information processing theory 85\u003c\/p\u003e \u003cp\u003eSummary 86\u003c\/p\u003e \u003cp\u003eTest your knowledge 87\u003c\/p\u003e \u003cp\u003ePart one 87\u003c\/p\u003e \u003cp\u003ePart two 88\u003c\/p\u003e \u003cp\u003ePart three 89\u003c\/p\u003e \u003cp\u003eAdditional reading 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Anticipation 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 91\u003c\/p\u003e \u003cp\u003eInterceptive actions 92\u003c\/p\u003e \u003cp\u003eInformation processing theory and interceptive actions 92\u003c\/p\u003e \u003cp\u003eWatching the object to be intercepted 93\u003c\/p\u003e \u003cp\u003eAction systems theory and interceptive actions 94\u003c\/p\u003e \u003cp\u003ePerceptual anticipation 95\u003c\/p\u003e \u003cp\u003eInformation processing theory and perceptual anticipation 95\u003c\/p\u003e \u003cp\u003eEcological psychology and perceptual anticipation 96\u003c\/p\u003e \u003cp\u003eDevelopment and anticipation 102\u003c\/p\u003e \u003cp\u003eSummary 103\u003c\/p\u003e \u003cp\u003eInformation processing theory and interceptive actions 103\u003c\/p\u003e \u003cp\u003eAction systems theory and interceptive actions 103\u003c\/p\u003e \u003cp\u003eWatching the ball and interceptive actions 103\u003c\/p\u003e \u003cp\u003eInformation processing theory and perceptual anticipation 103\u003c\/p\u003e \u003cp\u003eEcological psychology and perceptual anticipation 103\u003c\/p\u003e \u003cp\u003eResearch paradigms in perceptual anticipation 104\u003c\/p\u003e \u003cp\u003eResearch results 104\u003c\/p\u003e \u003cp\u003eDevelopmental factors 104\u003c\/p\u003e \u003cp\u003eTest your knowledge 104\u003c\/p\u003e \u003cp\u003ePart one 104\u003c\/p\u003e \u003cp\u003ePart two 106\u003c\/p\u003e \u003cp\u003ePart three 107\u003c\/p\u003e \u003cp\u003eAdditional reading 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Motor Control 109\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 109\u003c\/p\u003e \u003cp\u003eCentral nervous system–peripheral nervous system interaction 110\u003c\/p\u003e \u003cp\u003eTypes of feedback 113\u003c\/p\u003e \u003cp\u003eSummary 119\u003c\/p\u003e \u003cp\u003eInformation processing theory and efferent organization 119\u003c\/p\u003e \u003cp\u003eMotor programmes 120\u003c\/p\u003e \u003cp\u003eSummary 123\u003c\/p\u003e \u003cp\u003eEcological psychology and motor control 123\u003c\/p\u003e \u003cp\u003eVisual guidance of movement 125\u003c\/p\u003e \u003cp\u003eSummary 126\u003c\/p\u003e \u003cp\u003eDevelopment and motor control 127\u003c\/p\u003e \u003cp\u003eNeurological and physiological growth 127\u003c\/p\u003e \u003cp\u003eAdolescence 128\u003c\/p\u003e \u003cp\u003eAgeing 129\u003c\/p\u003e \u003cp\u003eTheories of motor development 129\u003c\/p\u003e \u003cp\u003eEcological psychology and motor development 130\u003c\/p\u003e \u003cp\u003eMotor performance 131\u003c\/p\u003e \u003cp\u003eAgeing 132\u003c\/p\u003e \u003cp\u003ePractical implications 132\u003c\/p\u003e \u003cp\u003eMini-games 133\u003c\/p\u003e \u003cp\u003eConditioned games 133\u003c\/p\u003e \u003cp\u003eGender issues 134\u003c\/p\u003e \u003cp\u003ePhysical stress during performance 134\u003c\/p\u003e \u003cp\u003eSummary 135\u003c\/p\u003e \u003cp\u003eBrain and motor control 135\u003c\/p\u003e \u003cp\u003eProprioception 135\u003c\/p\u003e \u003cp\u003eMotor programmes 135\u003c\/p\u003e \u003cp\u003eEcological psychology and motor control 135\u003c\/p\u003e \u003cp\u003eDevelopmental issues 136\u003c\/p\u003e \u003cp\u003eTheories of motor development 136\u003c\/p\u003e \u003cp\u003eMotor performance 136\u003c\/p\u003e \u003cp\u003eTest your knowledge 137\u003c\/p\u003e \u003cp\u003ePart one 137\u003c\/p\u003e \u003cp\u003ePart two 138\u003c\/p\u003e \u003cp\u003eAdditional reading 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Memory 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 141\u003c\/p\u003e \u003cp\u003eInformation processing theory and short-term memory 142\u003c\/p\u003e \u003cp\u003eSensory information store 142\u003c\/p\u003e \u003cp\u003eShort-term memory 142\u003c\/p\u003e \u003cp\u003eForgetting in short-term memory 143\u003c\/p\u003e \u003cp\u003eShort-term motor memory 144\u003c\/p\u003e \u003cp\u003eInformation processing theory and long-term memory 147\u003c\/p\u003e \u003cp\u003eLong-term motor memory 147\u003c\/p\u003e \u003cp\u003eDeclarative long-term memory 148\u003c\/p\u003e \u003cp\u003eNon-declarative long-term memory 148\u003c\/p\u003e \u003cp\u003eRegional brain functions and memory 149\u003c\/p\u003e \u003cp\u003eDevelopment and short-term and long-term memory 150\u003c\/p\u003e \u003cp\u003eEcological psychology and attunement to affordances 151\u003c\/p\u003e \u003cp\u003eSummary 152\u003c\/p\u003e \u003cp\u003eSensory information store 152\u003c\/p\u003e \u003cp\u003eShort-term memory 152\u003c\/p\u003e \u003cp\u003eShort-term motor memory 152\u003c\/p\u003e \u003cp\u003eLong-term memory 153\u003c\/p\u003e \u003cp\u003eLong-term motor memory 153\u003c\/p\u003e \u003cp\u003eDeclarative memory 153\u003c\/p\u003e \u003cp\u003eNon-declarative memory 153\u003c\/p\u003e \u003cp\u003eRegional brain functions 153\u003c\/p\u003e \u003cp\u003eDevelopment 153\u003c\/p\u003e \u003cp\u003eEcological psychology and attunement to affordances 154\u003c\/p\u003e \u003cp\u003eTest your knowledge 154\u003c\/p\u003e \u003cp\u003ePart one 154\u003c\/p\u003e \u003cp\u003ePart two 155\u003c\/p\u003e \u003cp\u003eAdditional reading 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Learning I: Types, theories, styles and measurement 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 157\u003c\/p\u003e \u003cp\u003eTypes of learning 158\u003c\/p\u003e \u003cp\u003eExplicit learning 158\u003c\/p\u003e \u003cp\u003eImplicit learning 159\u003c\/p\u003e \u003cp\u003eMental rehearsal 163\u003c\/p\u003e \u003cp\u003eCognitive theories of learning 163\u003c\/p\u003e \u003cp\u003eFitts and Posner’s three stage theory 164\u003c\/p\u003e \u003cp\u003eGentile’s model of learning 164\u003c\/p\u003e \u003cp\u003eAdams’ closed loop theory of learning 165\u003c\/p\u003e \u003cp\u003eSchmidt’s schema theory 166\u003c\/p\u003e \u003cp\u003eAnderson’s adaptive control of thought (ACT*) theory 167\u003c\/p\u003e \u003cp\u003eObservational learning theory 168\u003c\/p\u003e \u003cp\u003eDynamical systems theory and learning 168\u003c\/p\u003e \u003cp\u003eLearning and coaching\/teaching styles 170\u003c\/p\u003e \u003cp\u003eLearning styles 171\u003c\/p\u003e \u003cp\u003eCoaching\/teaching styles 172\u003c\/p\u003e \u003cp\u003eOptimal periods of learning 176\u003c\/p\u003e \u003cp\u003eMeasuring learning 176\u003c\/p\u003e \u003cp\u003eTypes of tests used to infer learning 179\u003c\/p\u003e \u003cp\u003eSummary 182\u003c\/p\u003e \u003cp\u003eCognitive theories of learning 182\u003c\/p\u003e \u003cp\u003eDynamical systems theory and learning 183\u003c\/p\u003e \u003cp\u003eLearning styles 183\u003c\/p\u003e \u003cp\u003eCoaching\/teaching styles 183\u003c\/p\u003e \u003cp\u003ePractical implications 184\u003c\/p\u003e \u003cp\u003eMeasurement 184\u003c\/p\u003e \u003cp\u003eTest your knowledge 184\u003c\/p\u003e \u003cp\u003ePart one 184\u003c\/p\u003e \u003cp\u003ePart two 185\u003c\/p\u003e \u003cp\u003ePart three 186\u003c\/p\u003e \u003cp\u003eAdditional reading 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Learning II: Instruction, Practice, Transfer of Training and Feedback 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 189\u003c\/p\u003e \u003cp\u003eInstruction 190\u003c\/p\u003e \u003cp\u003eAnalogy as a form of instruction 191\u003c\/p\u003e \u003cp\u003eFocus of attention 191\u003c\/p\u003e \u003cp\u003eDemonstration 192\u003c\/p\u003e \u003cp\u003eMirror neurons 193\u003c\/p\u003e \u003cp\u003ePractice 193\u003c\/p\u003e \u003cp\u003eTypes of practice 193\u003c\/p\u003e \u003cp\u003eVariability of practice 198\u003c\/p\u003e \u003cp\u003eContextual interference 199\u003c\/p\u003e \u003cp\u003eDynamical systems theory and practice 200\u003c\/p\u003e \u003cp\u003eTransfer of training 201\u003c\/p\u003e \u003cp\u003eTransfer theories 202\u003c\/p\u003e \u003cp\u003eBilateral transfer 204\u003c\/p\u003e \u003cp\u003eFeedback 205\u003c\/p\u003e \u003cp\u003eObservation 205\u003c\/p\u003e \u003cp\u003eTiming and precision of feedback 208\u003c\/p\u003e \u003cp\u003eSummary 213\u003c\/p\u003e \u003cp\u003eFeedback formats 213\u003c\/p\u003e \u003cp\u003ePractical implications 214\u003c\/p\u003e \u003cp\u003eDeciding on session content 215\u003c\/p\u003e \u003cp\u003eDeciding on the type of instruction 216\u003c\/p\u003e \u003cp\u003ePractice, observation and feedback 217\u003c\/p\u003e \u003cp\u003eObservation 218\u003c\/p\u003e \u003cp\u003eFeedback 219\u003c\/p\u003e \u003cp\u003eSummary 221\u003c\/p\u003e \u003cp\u003eInstruction and demonstration 221\u003c\/p\u003e \u003cp\u003ePractice 221\u003c\/p\u003e \u003cp\u003eDeliberate practice 221\u003c\/p\u003e \u003cp\u003eVariability of practice 221\u003c\/p\u003e \u003cp\u003eContextual interference 221\u003c\/p\u003e \u003cp\u003eDynamical systems theory and practice 222\u003c\/p\u003e \u003cp\u003eTransfer of training 222\u003c\/p\u003e \u003cp\u003eFeedback 223\u003c\/p\u003e \u003cp\u003ePractical implications 223\u003c\/p\u003e \u003cp\u003eTest your knowledge 224\u003c\/p\u003e \u003cp\u003ePart one 224\u003c\/p\u003e \u003cp\u003ePart two 226\u003c\/p\u003e \u003cp\u003ePart three 227\u003c\/p\u003e \u003cp\u003ePart four 228\u003c\/p\u003e \u003cp\u003eAdditional reading 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Motivation, Arousal, and Learning and Performance 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 229\u003c\/p\u003e \u003cp\u003eMotivation 229\u003c\/p\u003e \u003cp\u003eMotivational theories 230\u003c\/p\u003e \u003cp\u003eSelf-determination theory 230\u003c\/p\u003e \u003cp\u003eAchievement motivation theory 231\u003c\/p\u003e \u003cp\u003eAchievement goal theory 232\u003c\/p\u003e \u003cp\u003eSummary 233\u003c\/p\u003e \u003cp\u003ePractical implications 233\u003c\/p\u003e \u003cp\u003eDevelopmental issues 234\u003c\/p\u003e \u003cp\u003eArousal and performance 235\u003c\/p\u003e \u003cp\u003eArousal-performance theories 235\u003c\/p\u003e \u003cp\u003eRegional brain functions and arousal 240\u003c\/p\u003e \u003cp\u003ePractical implications 241\u003c\/p\u003e \u003cp\u003eHigh levels of arousal 243\u003c\/p\u003e \u003cp\u003eSummary 247\u003c\/p\u003e \u003cp\u003eMotivation 247\u003c\/p\u003e \u003cp\u003eArousal 248\u003c\/p\u003e \u003cp\u003eTheories of arousal-performance interaction 248\u003c\/p\u003e \u003cp\u003eRegional brain functions and arousal 249\u003c\/p\u003e \u003cp\u003ePractical implications 249\u003c\/p\u003e \u003cp\u003eTest your knowledge 250\u003c\/p\u003e \u003cp\u003ePart one 250\u003c\/p\u003e \u003cp\u003ePart two 251\u003c\/p\u003e \u003cp\u003ePart three 252\u003c\/p\u003e \u003cp\u003eAdditional reading 252\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Conclusion 253\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eState of the art 253\u003c\/p\u003e \u003cp\u003eSkill 253\u003c\/p\u003e \u003cp\u003eAbilities 254\u003c\/p\u003e \u003cp\u003ePerception 254\u003c\/p\u003e \u003cp\u003eDecision making 255\u003c\/p\u003e \u003cp\u003eReaction time 255\u003c\/p\u003e \u003cp\u003eAnticipation 255\u003c\/p\u003e \u003cp\u003eMotor control 255\u003c\/p\u003e \u003cp\u003eMemory 255\u003c\/p\u003e \u003cp\u003eLearning 256\u003c\/p\u003e \u003cp\u003ePractice 256\u003c\/p\u003e \u003cp\u003eArousal and performance 256\u003c\/p\u003e \u003cp\u003eInformation processing theory versus ecological psychology theories 256\u003c\/p\u003e \u003cp\u003eNeuroscientific input 258\u003c\/p\u003e \u003cp\u003eAppendix 1: Writing an Academic Paper 259\u003c\/p\u003e \u003cp\u003eVersion one 259\u003c\/p\u003e \u003cp\u003eVersion two 260\u003c\/p\u003e \u003cp\u003eAppendix 2: Test Your Knowledge Answers 263\u003c\/p\u003e \u003cp\u003eChapter 1 263\u003c\/p\u003e \u003cp\u003ePart one 263\u003c\/p\u003e \u003cp\u003ePart two 263\u003c\/p\u003e \u003cp\u003eChapter 2 263\u003c\/p\u003e \u003cp\u003ePart one 263\u003c\/p\u003e \u003cp\u003ePart two 264\u003c\/p\u003e \u003cp\u003ePart three 264\u003c\/p\u003e \u003cp\u003eChapter 3 265\u003c\/p\u003e \u003cp\u003ePart one 265\u003c\/p\u003e \u003cp\u003ePart two 265\u003c\/p\u003e \u003cp\u003ePart three 266\u003c\/p\u003e \u003cp\u003eChapter 4 266\u003c\/p\u003e \u003cp\u003ePart one 266\u003c\/p\u003e \u003cp\u003ePart two 267\u003c\/p\u003e \u003cp\u003ePart three 267\u003c\/p\u003e \u003cp\u003eChapter 5 268\u003c\/p\u003e \u003cp\u003ePart one 268\u003c\/p\u003e \u003cp\u003ePart two 268\u003c\/p\u003e \u003cp\u003ePart three 269\u003c\/p\u003e \u003cp\u003eChapter 6 270\u003c\/p\u003e \u003cp\u003ePart one 270\u003c\/p\u003e \u003cp\u003ePart two 271\u003c\/p\u003e \u003cp\u003eChapter 7 272\u003c\/p\u003e \u003cp\u003ePart one 272\u003c\/p\u003e \u003cp\u003ePart two 272\u003c\/p\u003e \u003cp\u003eChapter 8 272\u003c\/p\u003e \u003cp\u003ePart one 272\u003c\/p\u003e \u003cp\u003ePart two 272\u003c\/p\u003e \u003cp\u003ePart three 273\u003c\/p\u003e \u003cp\u003eChapter 9 273\u003c\/p\u003e \u003cp\u003ePart one 273\u003c\/p\u003e \u003cp\u003ePart two 273\u003c\/p\u003e \u003cp\u003ePart three 274\u003c\/p\u003e \u003cp\u003ePart four 274\u003c\/p\u003e \u003cp\u003eChapter 10 275\u003c\/p\u003e \u003cp\u003ePart one 275\u003c\/p\u003e \u003cp\u003ePart two 276\u003c\/p\u003e \u003cp\u003ePart three 276\u003c\/p\u003e \u003cp\u003eAppendix 3: Calculating variable error 277\u003c\/p\u003e \u003cp\u003eReferences 279\u003c\/p\u003e \u003cp\u003eIndex 291\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Biology, life sciences [\u003ca title=\"See our other books on Biology, life sciences\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Biology,%20life%20sciences%20%5BPS%5D%22\"\u003ePS\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand 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