Best Classical Mechanics books for You

What is Trained Develops! Theoretical Perspective on Skill Learning

Henderson and Sugden [ 16 ] have proposed the concept of motor competence. Motor competence can been understood as a person's ability to perform various motor actions. The term includes both fine motor skills/activities, including coordination of small muscle movements, such as when we move fingers, and gross motor skills/activities that involve the coordination of large muscle groups and whole body movements. In order to have good motor competence, an individual must be able to master many different kinds of motor skills. How we move and what qualities our movements must have depend on the situation we are in and the movement task to be solved. Sometimes we perform precise, repetitive, and rapid movements while other times the movement task places greater challenges on the balance and control of the body to meet the stability demand of the task. In tests measuring motor development and motor performance, it is a common to assess the skills in the following categories: manual skills, eye-hand/foot coordination, object control skill, locomotor skills, and static/dynamic balance [ 17 ].

Before outlining in more detail the theories on development and learning, we have to describe and define some of the terminology. Motor development can be defined as “the process by which an individual progresses from simple movements to complex motor skills” [ 13 ] (p. 5). In line with ecological theories, the focus would be on how various factors and constraints in individual, environment, and task affects the development [ 13 ]. Motor learning, on the other hand, refers to the relatively permanent changes in movement related to experience and learning [ 15 ]). These two concepts are similar, but one can say that motor development is more related to age compared to motor learning, as motor development includes growth, maturation, experience, and learning [ 12 ]).

A theory which had a profound influence in the field of motor development is dynamical systems theory (DST). The primary focus of this theory is the dynamic interaction between the (moving) individual, the movement task to be carried out, and the environment this takes place in [ 11 12 ]. Any movement and development of movements according to DST not only depends on the body to perform the movement, but also the body's interaction with the environment and the interaction between these inner and outer frameworks. In this way, DST is a useful perspective to describe, explain, and predict motor development and control [ 13 14 ]. In this context, this paper will also further explore Newell's model of factors that influence the development of coordination and control of movements.

One of the more prominent general theories on development, based on probabilistic epigenesis, has been put forward by Gottlieb [ 8 ]. This ecological theory suggests that the complexity of development can be best understood as an interaction between the (biological) individual and environmental factors. Edelman’s [ 9 10 ] theory of ‘neuronal group selection’, on the other hand, tries to explain development and learning through the principles of neural brain development. Both of these theoretical approaches to motor development and learning will be discussed in more detail in this paper.

Although motor development is central to the overall development of children and adolescents, it was not until the beginning of the last century that scientists started to examine this relationship. To that end, there have been few theories on motor development, and progress in the field has been relatively slow. However, theories on motor development have changed and have adopted changes in thinking in disciplines such as psychology, embryology (fetal development), and biology.

Research on how we acquire new motor skills has been of major significance for our knowledge of human development [ 1 2 ]. Assessing our ability to perform movements is useful because it provides a picture of how the nervous system works and whether it works in an optimal way [ 3 ]. The importance of assessing motor development as part of overall neuropsychological and developmental assessments has been a relatively common practice [ 4 5 ]. Moreover, motor development has gained increased attention because of its association with other aspects such as the function and development of cognitive, social, and emotional domains [ 6 7 ].

Gottlieb argued that for the nervous system to develop in a normal way it needs experiences of both internal and external stimulation. This stimulation must come both from the activity between neurons in the brain, and from outside ourselves such as the environment [ 8 20 ]. Our behavior and stimulation from the environment, in turn, affects which of our genes are expressed. Gottlieb called this interaction between behavior, environment, and genes ‘probabilistic epigenesis’ [ 8 22 ]. Epigenesis refers to the notion that certain developmental stages must be activated and executed before the next step can begin [ 18 ]. The process is probabilistic because one does not follow a specified format. At any stage, environmental influences can cause changes [ 8 18 ]. This is not dissimilar to ideas by Darwin [ 23 ], where development is seen as having many different influences that will also have their part in determining how the individual is formed. The idea behind this model is that DNA produces proteins, which form the building blocks of organic matter [ 18 ]. These molecules will, in turn, be influenced by environmental factors that make them either inhibit or promote the formation of other types of proteins [ 24 ].

Gottlieb [ 18 ] argues that there is a continuous interaction between our genes and the environment throughout our life that guides development of individuals. We adjust to the new challenges that arise in a given environment. These adjustments are called adaptations in the theory of evolution and Gottlieb argues that these are the result of the synthesis between nature and nurture [ 19 ]. These changes come from ambient influences on the individual during its development from embryo to adult. ‘Normal’ development, according to Gottlieb, depends on stimulation. However, this stimulation varies for each individual and depends on the experiences we gain through our upbringing and development.

Since these areas interact through what Edelman calls reentry, they will organize themselves through the strengthening and weakening of neural pathways, along with an overall map that integrates and filters these stimulations, resulting in the perception of a coherent world [ 30 31 ]. Different areas are “talking” to each other, providing overall brain function across geographical areas of different neuronal groups. As such, one can interpret the theories by Gottlieb and Edelman as a comprehensive explanation of how the brain develops and acquires learning. Throughout development, neurons and neural paths are selected and strengthened depending on their use, such as evolutionary thinking tells us.

Core element 3 of NGST is “reentrant connections”. “Reentry” is the continuous signaling from one brain region to another and back again through massive parallel fibers of which there are many in the brain [ 26 ]. The neuronal groups of the brain interact with each other in the perception of stimuli. These neuronal groups form larger areas in the brain called cortical maps. A cortical map is specific to a type of signals, they specialize for a specific input [ 27 ]. When several different maps in the brain are topographically connected, there is no need for any overriding function or central mechanism that interacts and organizes impressions [ 10 28 ]. Our perception of the world becomes coherent and consistent through a summation of all the activity in the different areas.

Core element 2 of the theory provides an explanation for how neurons form networks and groups based on their experience. We are born with many neurons and connections, and more neurons are formed in the first years of life [ 27 ]. Meanwhile, neurons that do not find their place to connect with others eventually disappear—the “use it or lose it” principle [ 32 ]. The genetic code for development does not tell us the specificities of brain networks, but will provide specific restrictions on its formation [ 10 28 ]. “Even with such constraints, genetically identical individuals are unlikely to have identical wiring, for selection is epigenetic” [ 10 ]. Epigenetic means that an individual does not develop from the genes alone, but in each stage of development other factors also have developmental effects [ 21 ]. These mechanisms will in the end form a repertoire of groups which form the neural basis of both skill and learning.

Core element 1 of the theory provides information on how the brain develops and the neurons come together and connect to each other. During development, the body’s cells are formed through a process of differentiation where the cells occupy their specific roles, such as skin cells or neurons. The selection procedural mechanism suggests that through stimulation and experience, those cells which are functional will be retained and those which do not find their place will disappear through cell death. It has to be kept in mind that there are neurons with different characteristics that are designed to work in networks [ 30 31 ]. “However, the final specification of the neuron and determining how it will function depends to a high degree on genetic specific influences from other neurons in the environment and appropriate use of these neurons in the network. Therefore, the nervous system development and final performance will depend on an interaction between genetic and external factors” [ 27 ] (pp. 143–144). Environmental influences form the framework for the evolutionary theory of Edelman take into consideration how at the micro level the brain’s neurons grow or die depending on the stimulation they receive from the environment.

No individuals are identical. It is a necessity through evolution and development that we may be similar but not identical [ 10 25 ]. Edelman examined how selection worked on the body’s cells and argued that this process occurred throughout the body, especially in the brain when it was subjected to experience and learning [ 10 26 ]. Edelman [ 10 ] developed the theory of Neural Darwinism, which suggests that the way the brain develops is similar to the selection in human evolution. For the selection mechanism to function, there must be a population to select from. It is well established that the brain has numerous neuronal groups. These areas have been mapped by Brodmann. The so-called Brodmann areas are distinguishable by different types of neurons and clear ‘boundaries’ [ 27 ]. Edelman [ 28 ] has focused on these divisions and argues that they influence brain functioning and development. Hence, humans are born with a large repertoire of neurons. This variation allows selection by weeding out inactive cells [ 29 ]. Experience and learning will fine-tune these neurons into groups that together form the basis for further learning and (skill) development [ 9 ]. Edelman based his ideas on research focusing on how the brain forms distinct groups when he formed the foundation for what he calls the theory of “neuronal group selection” (NGST) [ 10 28 ]. Consistent with Gottlieb’s probabilistic epigenesis [ 8 21 ] NGST suggests that the brain forms various networks based on an individual’s experience and development. Groups of neuronal connections form a repertoire of behavioral patterns and connect different parts of the brain together [ 10 30 ]. Together these neural groups create networks leading to connections and thoughts. The mind is a result of these links. The large number of synaptic connections is what gives us all that we are, from motor behavior to consciousness. Neuronal organization is the core of NGST. The theory has three core elements: (1) How brain anatomy evolves and is formed from conception; (2) How the brain network forms, depending on the stimuli and experience; (3) How these networks communicate among themselves, forming overall impression and behavioral repertoires.

4. Theories of Motor Development and Learning

33, In recent years, it has been widely accepted that motor development is related to both biological and environmental conditions which interact with each other. In particular, DST has adopted this perspective and started to ask pertinent questions like ‘why’ motor development takes place, and what is it that makes the developmental process occur in the way it does [ 3 ]. Based on principles of ecological theory, DST emphasizes that motor development is an interaction between several factors in the individual, the environment, and the movement task being performed [ 3 34 ]. The process of motor development is seen as probabilistic [ 35 36 ], but there are different factors in the environment or in the individual who together affect the probabilities that the development takes a certain direction [ 12 ]. This way of thinking is closely aligned to Gottlieb’s probabilistic epigenesis, as it emphasizes the interaction between genetic activity, neural activity, behavior, and environment.

Newell´s [ 11 ] model (see Figure 2 ) shows how the different factors affect an individual’s movements in a reciprocal way. This model can also be used to understand both the development and learning of movements. At the top of the triangle we find individual constraints, which are conditions that are found within the subject (such as the person's height, weight, experience, and self-perceptions). Environmental constraints are found outside the body, and they can be natural (e.g., temperature, gravity, surface) and socio-cultural (e.g., the family structure, social values). Similarly, there exist certain constraints in the task, such that the movement or activity has goals or rules that must be followed. What skills and how fast the motor development/learning occurs, such as when the child learns to throw a ball, and how good they are in this skill, depends on conditions both in the environment and in the individual (such as stimuli, muscle power, and motivation). Thus, action is generated through interaction between various constraints that may be present in the individual, the surroundings, or in the individual movement task. Newell [ 11 ] emphasizes that it is the interaction between the person, the environment, and the task which changes movement, and how this interaction takes place, over time, will lead to changes in motor development/learning.

Constraints or conditions can be defined as "all conditions that are helping to reduce the number of degrees of freedom in a movement" [ 37 ]. Various factors may therefore affect how we reduce the complexity of a movement. This allows the body to be a controllable system so that we can regulate and coordinate our movements. These framework conditions may in some cases limit and reduce certain movements and movement behavior, and promote and facilitate the movement of others. The different operating conditions change the number of degrees of freedom in which the movement task can be executed. According to DST, this is a self-organizing process. A good example to illustrate Newell’s model is the development of the overarm throw. Many children master this skill before the age of 12. However, there are large individual variations in the mastery of this skill. This can be expressed in terms of having difficulty with the technique (high arm) or in terms of the outcome (direction/speed). Individual constraints like gender, age, and biological factors including muscle strength and arm mass all influence overarm throwing in children [ 38 ]. Task constraints like the requirement to throw fast or with accuracy over a long or short distance and instruction also influence movement execution. Finally, environmental constraints like the size of the object/ball to be thrown (different ball size in youth sport, for example) or the surface we are standing on has an influence on how we throw. By manipulating constraints, we can thus alter how the movement is organized and carried out.

List of textbooks on classical mechanics and quantum mechanics

This is a list of notable textbooks on classical mechanics and quantum mechanics arranged according to level and surnames of the authors in alphabetical order.

Undergraduate [ edit ]

Classical mechanics [ edit ]

Quantum mechanics [ edit ]

A Modern Approach to Quantum Mechanics by John S. Townsend. Front cover of the second edition ofby John S. Townsend.

Advanced undergraduate and graduate [ edit ]

Classical Mechanics. Front cover of the second edition of Herbert Goldstein's

Classical mechanics [ edit ]

Quantum mechanics [ edit ]

See also [ edit ]

Best Classical Mechanics books for You

You have read various physics books in high school. And when you get admission in physics in college, you will need a particular book for a particular topic.

That is, not everything in high-level physics can be deeply included in a book. For this, you have to study different books for different branches of physics.

When you study physics in college, you will see that physics is divided into different parts. Such as classical mechanics.

How do you read the classical mechanics book?

First of all, before reading the classical mechanics book, clear every concept of high school level mechanics. This will make it easier for you to understand classical mechanics.

Physics means twenty percent theory and eighty percent math. So, you need to have a strong mathematical background to understand classical mechanics. As such, calculus plays the most important role in classical mechanics.

And I would request you to spend seventy percent of the time on problem-solving. Because unless you solve the problem of physics, you will not understand how physics works.

Best classical mechanics books

The beauty of classical mechanics is hidden in each of the classical mechanics books we will discuss here. So, every book here is the best.

Here I will not make any comparison between the books of classical mechanics. And I would urge you to read every classical mechanics book. Because every book will strengthen the bonding between you and classical mechanics.

So, based on my experience, I would request you to read five books. Moreover, these five books on classical mechanics are very popular with physicists. For example…

1. Classical Mechanics by John R. Taylor

This book is very popular among undergraduate students in America. And Newtonian mechanics is beautifully discussed in this book.

The most notable of these is that each example has been solved in a classical way. And here are a lot of conceptual problems, which if solved, you will be based on classical mechanics.

Lagrangian and Hamiltonian mechanics are discussed with examples so that you do not have any difficulty in understanding.

Also, the theory of relativity is included in this book where Newtonian mechanics is not applied properly.

2. An Introduction to Mechanics by kleppner and kolenkow

This is a very beautiful book, here every deep concept of mechanics is discussed with examples. Seventy percent of advanced Newtonian mechanics is discussed here. And here are enough examples for you.

This book is used for Competitive Exam in India. Such as UGC Net, Gate, IIT-Jam, etc.

This book is based primarily on Newtonian mechanics. So, you should definitely read this book to know more about every concept of mechanics.

3. Theoretical Mechanics by Murray Spiegel

If you are a new undergraduate admission in Physics then I would request you to read this book. This is because Newtonian mechanics is simply discussed in this book before we begin with classical mechanics. So that there is no difficulty in understanding a beginner.

Also in this book Vector Calculus is discussed first. Which plays an important role in classical mechanics.

You may have come across two types of measurement quantities such as scalar and vector. There is also a quantity that is tensor, which is discussed in this book.

There are also seven hundred and more problems in this book. You can definitely start reading this book on classical mechanics first.

4. Classical Mechanics by Herbert Goldestine

This book is the most popular book in the world of classical mechanics. This book discusses the difficult concepts of classical mechanics. It is actually a graduate-level book.

I would not recommend any undergraduate student to read this book first. You will read this book when you have an idea about classical mechanics. This book may seem difficult for undergraduate students to understand.

So, when you read this book, you will enjoy classical mechanics very much.

5. Introduction to Classical Mechanics by David Morin

This book is especially used for classical problems. This book is a lot like An Introduction to Mechanics by Kleppner and Kolenkow where the concepts of classical mechanics have been solved in the form of problems.

You will find the solution to every problem of this book. You can read this book where you have been introduced to Newtonian mechanics through various difficult problems.

FAQ’s on Classical Mechanics Book

Here are some suggestions on classical mechanics based on my experience.

How many total chapters are there in classical mechanics?

It will depend on the different books, how many chapters are covered in that book. I think everyone should read these specific chapters, whether they are in a specific book or not.

What should you know before reading classical mechanics?

It is very important for you to have a clear concept of high school level mechanics. And secondly, you should have an idea of ​​vector calculus which is used as tools in classical mechanics.

In addition to vector calculus, you need to have in-depth knowledge on another topic of advanced field mathematics. Such as Infinite series, Advanced Algebra, etc.

Which is the best book for hamiltonian mechanics?

Hamiltonian mechanics is a part of classical mechanics. So, the best book for this is Classical Mechanics by Herbert Goldestine.

Conclusion

If you want to be a master in physics, you must read top-level books where every concept of physics is discussed in-depth with examples.

Thus, there are hundreds of books available in the market on each branch of physics. From this, you have to choose the specified books.

Many people are confused as to which book to start reading classical mechanics? This tutorial is written for you to solve this problem.

With this tutorial, if I have added any value to your life, don’t forget to let me know in the comments. And of course, if you like the tutorial, don’t forget to share.