In past, the relationship between traditional learning theories and neurophysiological theories wasn't a close relationship. Recently, new findings in neurological sciences showed relatively simple neuron mechanisms for somewhat complicated learning events, for example observational learning, one of which is MIRROR NEURONS. These NEURONS show that how the brain registers the activity observed and facilitates doing it at the present time or in the future. The role of these NEURONS in social interactions is matching the action observed with the action performed by the person, and, in this way, help the person observing others understand their behaviors through coordinating his (her) behaviors with behaviors of other people. About the origin of MIRROR NEURONS there are three perspectives: 1) evolutionary perspective assumes that existence of MIRROR NEURONS is part of human adaption which has evolved during the species life, 2) association perspective is basis on individual’s innate ability in shaping MIRROR NEURONS with emphasis on experience, and 3) ideation-action perspective supposes that image shaped from sensory feedback of an action is the base of it's true performance. Before discovering the MIRROR NEURONS, there were two explanations for imitative and observational learning from cognitive and behavioral psychologists. Behaviorists by the leadership of B.F Skinner, the founder of operant conditioning theory, believed that observing model, performing behavior based on model's behavior, and obtaining reinforcement are three elements of observational learning. In contrast, cognitionists, with the leadership of Albert Bandura, believed that observational learning is mainly a cognitive and informational processing event and assumed that four steps for it: attention, retention, movement reproduction and motivation. The discovery of MIRROR NEURONS supports neither behavioral perspective nor cognitive view points.

The new findings show that the brain has group of NEURONS which has MIRROR properties; these NEURONS called MIRROR NEURONS. Despite the fact there is no reliable physiological symptoms associated with Autism, it seems deficit in the MIRROR NEURONS in the prefrontal associated with this disorder.The purpose of this survey was finding the evidence on disordered function of the NEURONS in the children with Autism.This study was conducted through review method.Examined 20 articles published in 2010 -2015, By use the keyword such as brain imaging, MIRROR NEURONS, autism, developmental disorder& search in sites such as pubmed, science direct and springer. Primary evidences were supported this NEURONS role to develop autism symptoms, however recent researches applying brain imaging demonstrated that some factors such as deficit in imitation or theory of mind are related to autism symptoms.Therefore in order to assessment "broken MIRROR NEURONS" hypothesis in autism patients and also disappearing the inconsistent evidences, we suggest that researchers note etiology of this disorder with more accuracy in Future investigations and use mixed methods for determining the role of NEURONS in brain; the methods that in addition to motor tasks assess other tasks too.

Introduction: The aim of the present study was to investigate the effect of self-modeling, skilled model and novice model on the activity of MIRROR NEURONS. Methods: The current research was a semi-experimental study with an intergroup design. Twenty-one male students (mean age: 19. 16 years) in three experimental conditions: 1. self-modeling, 2. skilled model observation, and 3. novice model observation attended in the study. The task of interest was a golf putting task. After providing pre-training considerations, instructions, and initial training in putting skill with emphasis on important stages and tips, the volunteers performed 10 golf putts and their performance was used for providing video tapes for display during recording of brain electrical waves. The second stage was to record the brain electrical waves by observing three types of models. In this recording, 10 10-second videos of golf putting were watched. The operation was repeated three times in the form of counterbalance: within-participant order; 1. by viewing their performance filmed in the previous stage, 2. by viewing skilled model performances (skilled golfer) and 3. by viewing novice model performances (beginning golfers in putting task). To measure the mu rhythm suppression, ratios of the mu rhythm power during the observed conditions relative to the power over the baseline condition at C3, C4 and CZ scalp locations were used. Results: Two-way within-subject analysis of variance (ANOVA) showed that the mu rhythm suppression was significantly different among experimental conditions. The results of paired comparisons also indicated that in, self-modeling, suppression of mu rhythm was significantly higher than the other two conditions. Conclusion: Some of the findings indicate that due to the discrepancy between the ability to perform movement with the observed model execution, the activity of the MIRROR NEURONS was lower in the skilled and novice models. The cause of greater MIRROR NEURONS activity in self-modeling conditions was also discussed in terms of the Bandura’ s cognidoitive-social theory and model-observer similarity.

Introduction: Emotional eavesdropping is information that observer receives by listening and watching emotional reactions directed by third party (as coach) to another (model). It seems MIRROR NEURONS system is one mechanism responsible for this but ways in which emotional eavesdropping discharges this NEURONS are not clear. So the aim of this study was to investigate the effect of emotional eavesdropping of model on MIRROR NEURONS activity (mu rhythm suppression).Methods: For this reason, 22 right hand novice athletes (average age 20.69±1.10) participate voluntary in this research. These participants observed three instructional video of free throw in basketball that also display emotional reactions (positive, neutral, negative) of coach and model about model performance.Four Brain waves records were done by electroencephalographic assessments: one base record with open eyes as index of MIRROR NEURONS activity in rest and three records during positive, neutral and negative emotional eavesdropping in three regions C3, C4 and Cz.Findings: 3´3 within subjects ANOVA findings demonstrated that mu rhythm suppressed during three emotional eavesdropping in three central regions. Post hoc results showed more significant mu rhythm suppression during negative emotional eavesdropping in C4 than other conditions.Conclusion: thus, these findings confirm valance hypothesis about negative emotion and right hemisphere hypothesis and it seems emotional eavesdropping modulate MIRROR NEURONS activity.

Aim: The purpose of this study was to determine the effects of video and live observation on activation of MIRROR NEURONS in football keep-up skill. Metod: Twenty-four students (mean age: 17. 66 0. 816 years) who have taken part in Olympiads competition, voluntarily participated ad yoked into live and video observation. Participants’ brain waves were recorded by EEG in open eye resting and observing live and video observation conditions. Mu rhythm Suppression, as the MIRROR neuron activation, was calculated as a ratio of the alpha absolute power during observation of video and live models relative to the alpha absolute power in the baseline condition (rest) Findings: Results showed that there were no significant differences in mu rhythm suppression between live and video observation groups in C3, Cz and C4 brain areas. In addition, absolute alpha power was suppressed significantly in observation conditions compared to rest. Conclusion: Regarding the activation of MIRROR NEURONS in both live and video observation, our result suggested that in the case of limitation in the use of the live model, video model can be used in soccer keep-up skill.