Neural Mechanisms of the Contextual Interference Effect: A fNIRs and EEG Study (GRID12007)
The overall goal of this study is to gain insight into the neural mechanisms of learning multiple tasks. By examination of cognitive and behavioral output during the performance and learning of several computer maze tasks, and through a detailed examination of the neural activity obtained from functional near-infrared (fNIR) and electroencephalography (EEG), it may be possible to gain insight into the impact of the amount of practice and the organization of practice has on learning fine motor skills. This insight may provide direction as to how to better develop instructional and rehabilitation protocols in addition to clinical interventions to facilitate recovery of function, relearning and transfer of cognitive and fine motor skills based upon neural responses to physical practice.
|Study Design:||Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single Blind (Subject)
Primary Purpose: Basic Science
|Official Title:||Neural Mechanisms of the Contextual Interference Effect: A fNIRs and EEG Study|
- metabolic measures of neural activity in the dorsolateral prefrontal cortex [ Time Frame: outcomes measured 72 - 96 hours post-training ] [ Designated as safety issue: No ]Functional near infrared spectroscopy (fNIR) uses specific wavelets of light, that are introduced at the scalp to measure changes in the relative ratios of deoxygenated hemoglobin and oxygenated hemoglobin in the capillary beds during brain activity.
- Behavioral measures [ Time Frame: measured 72-96 hours post training ] [ Designated as safety issue: No ]maze behavioral responses of time to traverse the maze (sec), distance traveled (pixels)and average maze velocity (pixels/sec) are calculated.
|Study Start Date:||November 2007|
|Study Completion Date:||June 2011|
|Primary Completion Date:||December 2010 (Final data collection date for primary outcome measure)|
Experimental: Practice Schedules
Subjects are randomly assigned to either a blocked or random practice schedule when learning three 3-D computer mazes. A blocked practice schedule is created when the tasks to be learned are presented in a predictable order, while a random practice schedule has tasks presented in a nonsequential, unpredictable order. Neural activity and behavioral measures will differ for the two practice schedules. For memory and transfer, it is predicted that random practice will be better than blocked practice.
Behavioral: Practice Order
Blocked order - predictable
Random order - unpredictable
|United States, Pennsylvania|
|Cognitive Motor Movement Neuroscience Lab (CoMMoNS) - rm 3612 NCB, Drexel University|
|Philadelphia, Pennsylvania, United States, 19102|
|Principal Investigator:||Patricia A Shewokis, PhD||Drexel University|