Changes of Hand Switching Costs during Bimanual Sequential Learning

Trapp, Sabrina; Lepsien, Jöran; Sehm, Bernhard; Villringer, Arno; Ragert, Patrick

doi:10.1371/journal.pone.0045857

Cited by 17 publications

(22 citation statements)

References 29 publications

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“…We found no evidence supporting a decrease in switch cost in either the young or the older group. This is in contrast to recent results by Trapp et al ( 2012 ), who showed a decrease in the time taken to switch to a different hand with learning in young, healthy subjects. In our study, regardless of whether the switch occurred from the left to right hand or vice versa , the switch cost remained the same throughout the learning phase, and learning was achieved via a global decrease in response times.…”

Section: Discussioncontrasting

confidence: 99%

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Learning of bimanual motor sequences in normal aging

Bhakuni

Mutha

2015

Front. Aging Neurosci.

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While it is well accepted that motor performance declines with age, the ability to learn simple procedural motor tasks appears to remain intact to some extent in normal aging. Here we examined the impact of aging on the acquisition of a simple sequence of bimanual actions. We further asked whether such learning results from an overall decrease in response time or is also associated with improved coordination between the hands. Healthy young and old individuals performed a bimanual version of the classic serial reaction time task. We found no learning deficit in older adults and noted that older subjects were able to learn as much as young participants. We also observed that learning in both groups was associated with an overall decrease in response time, but switch cost, the increase in response time when a switch in hands was required during sequence execution, did not decrease with learning. Surprisingly however, overall switch cost was lower in the older group compared to the younger subjects. These findings are discussed in the context of interactions between procedural and declarative memory, reduced interhemispheric inhibition and more symmetric cortical activation during motor performance in normal aging.

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Section: Discussioncontrasting

confidence: 99%

“…In order to examine the change in response time associated with switching of hands during execution of the sequence, we performed an analysis similar to that of Trapp et al ( 2012 ). We first created 8 time bins of 5 sequences each (40 sequence presentations total).…”

Section: Methodsmentioning

confidence: 99%

Learning of bimanual motor sequences in normal aging

Bhakuni

Mutha

2015

Front. Aging Neurosci.

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“…Ultimately, in accordance with both the Simon Effect and the Stroop Effect-as well as previous research including Trapp et al (2012), and Kato et al (2004)-we hypothesized that the data collected from the EEG monitors would demonstrate a larger BP during the incongruent trial than during the congruent trial. We also hypothesized that reaction time would be significantly longer in the incongruent task due to the relative additional processing time and would be demonstrated in greater amounts of "misses."…”

supporting

confidence: 62%

“…The goal was to react as quickly as possible to a series of visual letters displayed on the screen. Trapp et al (2012) hypothesized that the reaction times would increase when performing the task with opposite hands. For example, if participants started the experiment using their right hands and were then asked to use their left hands during the second trial, their reaction times would increase in the second trial.…”

mentioning

confidence: 99%

Effects of Congruency on Bereitschaftspotential While Performing a Bimanual Motor Task

McGowan

Hémond-Hill

Nakazawa

2018

TAR

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The bereitschaftspotential (BP)—also known as the readiness potential—is a measure of brain activity that precedes voluntary movement by approximately one second in the supplementary motor area and the contralateral primary motor cortex. Motor task reaction time for bimanual task performance is affected by both the individual and the environment; however, it is unclear whether motor task reaction time (as measured via the BP) is significantly affected by congruency. A congruent motor task is an ipsilateral stimulus (e.g., a stimulus on the right is responded to by the right hand), and an incongruent task is a contralateral stimulus (e.g., a stimulus on the right is responded to by the left hand). Congruency is re-emerging as an important topic in motor learning as it may require different levels of cortical processing. The purpose of this study was to examine the effect of congruency on the BP. Participants were asked to complete the computer task, Keyboard Hero, where they pressed keys with both their left and right hands in response to discrete congruent and incongruent stimuli. A MUSE™ apparatus recorded brain activity 1000 ms prior to, and 1000 ms after each stimulus. Results from every participant for the incongruent and congruent trials were averaged and compared using a grand average waveform. Means of accuracy (how often participants pressed the key correctly) and BP for each condition were averaged and compared using a 95% Confidence Interval (CI). Across congruent and incongruent conditions, a non-significant difference (p > 0.05 ) was found in BP (p > 0.59 ), accuracy (p > 0.64 ), and BP within −200 ms to 200 ms (p > 0.31 ). BP and mean accuracy scores were not significantly different between congruent and incongruent conditions, which may be due to only minute differences in brain activity or due to the study’s design. Further research should analyze individual variations of the present study, such as stimulus location, differences in the responding limb, correctness of responses, and the sensory modality being tested

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“…The serial reaction time test designed by Trapp et al 30 was modified for use in the study to evaluate participants' ability to learn sequences in processing information and actions. A stimulus sequence consisted of an array of 11 rectangles filled with one of the following four colours: yellow, green, blue, and red (3.67° × 0.93° visual angle for each rectangle, spaced evenly between 0.88º and 19.47º from each other; Fig.…”

Section: Cognitive Testsmentioning

confidence: 99%

Expandability differences in learning transfer between computerized and non-computerized games

Shigyo

Tamura

Okamoto³

2020

Preprint

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Computerized and non-computerized games are used in training designed to improve cognitive function. However, it is unclear which properties of the games influence the transfer of cognitive performance. This study aimed to examine the expandability of this transfer according to the properties of training tools. We introduced two training tools (virtual and standard Rubik's Cubes) and examined bidirectional transfer between the two cube types and transfer to other cognitive tasks. The results showed that transfer from the virtual cube to the standard cube was greater relative to that observed from the standard cube to the virtual cube. Regarding transfer to other tasks, cognitive transfer did not differ significantly between the virtual and standard cubes, but the training exerted beneficial effects. These results suggest that transfer expandability differed between computerized and non-computerized games. The findings of the study could contribute to the provision of an effective cognitive training programme.Computerized games (CGs) are popular and enjoyed as a means of entertainment by people of all ages worldwide. Numerous CGs have been developed since the 1960s, and the quality of the games' graphics and sound has increased considerably. Originally, CGs were created to provide users with pleasure and enjoyment. However, recent reports have indicated that playing some CGs could exert beneficial effects on cognitive function, as they require concentration, memory, coordination, and rapid reaction 1 . In accordance with these beneficial effects, new CGs, commonly known as 'brain training games', have been designed to improve cognitive function. Note that, brain training games are not limited to CGs. Non-computerized games (NCGs: e.g., wooden blocks, puzzle rings, and clay play) have been used to improve cognitive function in young children worldwide. The beneficial effects of these games on cognitive function are well known 2-7 . The transfer of cognitive performance from game playing to general cognitive function is a critical topic in education and medicine. In these fields, easy cognitive training, which maintains motivation, is required for children, older adults, and patients with cognitive deficits. The examination of the mechanisms underlying cognitive transfer via both CGs and NCGs could contribute to the establishment of easy and enjoyable training programmes designed to improve cognitive functions. 4Many studies have endeavoured to clarify the general mechanism underlying cognitive transfer via games; however, it is a complex phenomenon that is affected by numerous internal and external factors 8,9 . Transfer has not been categorized clearly, but some previous studies have proposed distinctions between different types of transfer 10 .Moreover, conventional studies have examined the transfer effects of either CGs or NCGs but have not considered both simultaneously. Beneficial transfer of cognitive skills via either CGs or NCGs has been reported in many studies involving young children and older adults [1...

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Changes of Hand Switching Costs during Bimanual Sequential Learning

Cited by 17 publications

References 29 publications

Learning of bimanual motor sequences in normal aging

Learning of bimanual motor sequences in normal aging

Effects of Congruency on Bereitschaftspotential While Performing a Bimanual Motor Task

Expandability differences in learning transfer between computerized and non-computerized games

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