Right-handed Students Research Articles

The impact of smartphone use duration and posture on the prevalence of hand pain among college students

BackgroundExcessive smartphone usage among students can lead to discomfort in their hands and fingers. This study investigates the impact of smartphone holding posture, duration of usage, and the prevalence of wrist and finger pain among university students.MethodsThis cross-sectional study involved 213 university students who were selected based on inclusion criteria. Data was collected through a demographic information questionnaire. Participants self-reported five different postures for holding and interacting with a smartphone. The prevalence, frequency, severity, and interference of wrist and finger discomfort were assessed using the Cornell Hand Discomfort Questionnaires (CHDQ).ResultsThe study revealed that the average age of participants was 21.3 ± 2.2 years. On average, they had been using smartphones for 7.9 ± 3.1 years and spent an average of 4.9 ± 2.5 h daily holding them in their hands. In terms of discomfort, more than 25% of students reported pain in areas C (thumb finger), E (Palm Pollicis), and F (wrist) of the right hand, which was significantly related to the duration of holding the smartphone in that hand. Additionally, smartphone holding duration significantly affected areas D (palm) and F of the left hand, with over 11% of students experiencing discomfort. The most prevalent posture among students (41% of participants) involved holding the smartphone with the right hand only, with the thumb touching the screen. Notably, areas B (χ2 = 21.7), C (χ2 = 10.27), D (χ2 = 65.54), and E (χ2 = 59.49) of the right hand, as well as areas C (χ2 = 6.58) and E (χ2 = 44.28) of the left hand, exhibited significant associations with the postures of holding the smartphone.ConclusionsThe duration of smartphone use and the postures in which it is held contribute to the prevalence of discomfort in the thumb area and related muscles among right-handed students.

Research on the effect of different aerobic activity on physical fitness and executive function in primary school students

To evaluate the effect of 16 weeks of different aerobic activity on physical fitness and executive functions in primary school students. 90 right-handed students from China (Boys = 46; Girls = 44) participated in our study and were randomly separated into four groups: 20 in the control group (Con), 23 in the physical activity group (PA), 25 in the intellectual activity group (IA), 22 in the physical activity and intellectual activity group (PA + IA). The students in PA, IA and PA + IA group received aerobic exercise program lasted 40 min daily, 4 days a week for 16 weeks, regular physical activity in the PA group, intellectual activity in the IA group, physical activity couple with intellectual activity in the PA + IA group, respectively. All the students participate the experiment for body composition, physical fitness (cardiopulmonary fitness, muscle strength, speed sensitivity, flexibility quality), executive functions and saliva analysis test before and after 16 weeks. There was no significant effect of 16 weeks different aerobic exercise interventions on body composition before and after exercise interventions among four groups in children (p > 0.05). The results were obtained by inter-group and intra-group comparisons that different exercise interventions (physical activity, intellectual activity, physical combine with intellectual activity), all can significantly improve physical fitness parameters (cardiopulmonary fitness, muscle strength, speed sensitivity and flexibility quality), and executive functions parameters (inhibitory control, working memory, reaction time cognitive flexibility), as well as the concentration of saliva GH and IGF-I (p < 0.05) in children. Our experiment further demonstrated that the improvement effect of the two exercises together is more significant than that of the single exercise ways. Both physical and intellectual activity can effectively improve physical fitness and executive function in children, and the improvement effect of the two exercises together is more significant than that of the single exercise ways.

How three-dimensional sketching environments affect spatial thinking: A functional magnetic resonance imaging study of virtual reality.

Designers rely on sketching to visualize and refine their initial ideas, and virtual reality (VR) tools now facilitate sketching in immersive 3D environments. However, little research has been conducted on the differences in the visual and spatial processes involved in 3D versus 2D sketching and their effects on cognition. This study investigated potential differences in spatial and visual functions related to the use of 3D versus 2D sketching media by analyzing functional magnetic resonance imaging (fMRI) data. We recruited 20 healthy, right-handed students from the Department of Horticulture and Landscape Architecture with at least three years of experience in freehand landscape drawing. Using an Oculus Quest VR headset controller and a 12.9-inch iPad Pro with an Apple Pencil, we tested participants individually with 3D and 2D sketching, respectively. When comparing 2D and 3D sketches, our fMRI results revealed significant differences in the activation of several brain regions, including the right middle temporal gyrus, both sides of the parietal lobe, and the left middle occipital gyrus. We also compared different sketching conditions, such as lines, geometrical objects (cube), and naturalistic objects (perspective view of a tree), and found significant differences in the spatial and visual recognition of brain areas that support visual recognition, composition, and spatial perception. This finding suggests that 3D sketching environments, such as VR, may activate more visual-spatial functions during sketching compared to 2D environments. The result highlights the potential of immersive sketching environments for design-related processes and spatial thinking.

Does Primary Students’ Writing Ergonomics Affect Their Handwriting Legibility?

The aim of this study is to examine the effect of primary school students’ writing ergonomics&#x0D; on their handwriting legibility. Data was collected with the convenience sampling method&#x0D; in this study, conducted with the survey model as one of the quantitative research methods.&#x0D; The study sample consisted of 450 primary school students studying in the 1st, 2nd, 3rd and&#x0D; 4th grades of public schools in the city centre of Konya, Türkiye. The “Writing Process&#x0D; Observation Form” was used to determine the preferences of the students for writing&#x0D; ergonomics. In order to determine the handwriting legibility of the students, they were&#x0D; given a dictation activity, upon which their writings were analysed according to the&#x0D; “Multidimensional Legibility Scale”. The t-test and ANOVA were used for analysing the data&#x0D; collected in the present study, as a result of which the handwriting legibility of female&#x0D; students turned out to be better than that of male students, and besides that, a statistical&#x0D; significance was found in terms of the grade level variable. As a conclusion, first and fourth&#x0D; grade students appeared to write more legibly than third grade students, and the righthanded&#x0D; students were found to write more legibly than the left-handed ones. However, the&#x0D; writing ergonomics of the students (i.e., notebook/paper positions, pencil gripping styles&#x0D; and pencil gripping point) seemed to have no significant impact on the legibility of the&#x0D; writing.

Hand Joint Hypermobility among Dental Students—A Cross-Sectional Study

(1) Background: Joint hypermobility refers to joint movement beyond normal range. Dentistry requires fine motor skills and manual dexterity; thus, the presence of hand joint hypermobility requires early assessment and intervention. The aim of this cross-sectional study was to assess the prevalence of hand joint hypermobility among first-year dental students and investigate correlations between the severity of their hypermobility and muscular strength. (2) Methods: First-year dental students were evaluated by an occupational therapy team composed of certified hand therapists. The extension of distal interphalangeal, proximal interphalangeal, and metacarpophalangeal finger joints was assessed with bilateral testing of digit hypermobility (with a cut-off of &gt;20° for hypermobility) and classified as high, moderate, or low risk according to number/types of joints involved. Muscular strength was assessed by comparing grip strength, lateral pinch, and three-point pinch to norm values. Right- vs. left-handed individuals, and females vs. males were compared with an independent t-test; the relationships between the variables were investigated using the Pearson correlation. (3) Results: Out of 141 dental students (24.6 ± 3.0, 70% females, 87% right-handed), 15% and 16% were classified as having a high and moderate risk of hypermobility, respectively, with no sex difference. Right-handed students scored significantly higher in the right lateral pinch than left-handed students (18.2 ± 4.8 vs. 13.2 ± 4.1, p = 0.045). A higher severity of hypermobility was associated with bilateral lower grip and pinch strength (p &lt; 0.05). (4) Conclusions: One third of the first-year dental students exhibited moderate to severe hand joint hypermobility. Moreover, those identified as having moderate to severe hand joint hypermobility showed a decreased grip strength.

Enhancement of Visuospatial Working Memory by Transcranial Direct Current Stimulation on Prefrontal and Parietal Cortices.

Previous studies have reported dorsolateral prefrontal cortex (DLPFC) and posterior parietal cortex (PPC) activation during the performance of spatial working memory (SWM), therefore this study aims to compare the effect of transcranial direct current stimulation (tDCS) between these two areas. Fifty-four healthy right-handed students (27 women, 27 men; age=24.3±0.2 years) were randomly assigned to an anodal group (n=27) and a sham group (n=27), each of these groups was divided into F4 (representing right DLPFC) or P4 (representing right PPC) subgroups, respectively. A computerized Corsi block tapping (CBT) task was used to measure SWM. The tDCS intervention consisted of five daily sessions with a direct current of 1.5 mA for 15 minutes on the F4 or P4 area of the brain at 24-hour intervals. Significant enhancement of the SWM span as well as a faster response was observed after anodal tDCS in both the anterior and posterior direction. Moreover, stimulation of the left DLPFC induced a faster reaction time compared to the right PPC. Stimulation DLPFC and PPC, as an element of the frontoparietal network, showed SWM enhancement, with the DLPFC being more affected. Our finding provides new evidence to compare the effect of stimulation on the two main activated cortical areas during visual SWM.

The Effect of Involuntary Tactile Stimulation on the Creativity and Rey Auditory-Verbal Memory of Young Adults.

Recent studies have revealed the possibility of learning skills through alternative methods and repetitive tactile stimulation without explicit training. This study aimed to examine the effect of involuntary tactile stimulation on the memory and creativity of healthy participants. A group of 92 right-handed students participated in this study voluntarily. They were assigned to the experimental (n=45) and control (n=47) groups. The participants performed two creativity tests (divergent and convergent thinking) and a verbal memory task as the pretest. Then, the experimental group received 30-min involuntary tactile stimulation on the right index finger, and the control group did not. In the posttest, both groups were asked to perform the creativity and verbal memory tasks again. The learning score and speed of the Rey auditory-verbal learning test in the stimulation group significantly increased (P=0.02). Moreover, in the creativity-related tests, there was a significant effect of the intervention on convergent thinking, i.e., the remote association task (P=0.03), but not for the divergent thinking, i.e., the alternative uses test (P>0.05). Using involuntary tactile stimulation on the index finger of the right hand of individuals could enhance their performance in verbal memory and creativity-convergent thinking.

Effect of social-comparative feedback and the focus of attention on the performance of targeting skills in children with ADHD

Introduction: Attention deficit/hyperactivity disorder is a neurodevelopmental disorder that affects 3-7% of children. Aim: The aim of this study was to compare the effect of deductive-social feedback and attention instructions on the performance of targeting skills in children with attention deficit/ hyperactivity disorder. Method: This research is a semi-experimental type. Its statistical population was formed by male students suffering from attention/ hyperactivity disorder in Isfahan city with an age range of 7-10 years in 2020. 48 right-handed students were randomly selected as a statistical sample based on the results of the Connors children's behavior rating scale and randomly divided into four groups of 12 people. In order to collect data Personal Information Questionnaire, Edinburgh Handedness Inventory, Ulrich's Gross Motor Development Test, Anderson's Over Shoulder Throw Scale (1999) and Luciana et al. (2012) Over Shoulder Throw Targeting Task were used. Data were analysis with using one-way ANOVA test and Bonferroni's post-hoc test using SPSS-18 software. Results: The results showed that the studied groups had significant differences in the qualitative and quantitative development of hand targeting skills (P&lt;0.05). The results of Bonferroni post hoc test showed that the positive analogical-social feedback group had better and significant external attention than the other groups (P&lt;0.05), the other groups did not differ significantly in the retention stage (P&gt;0.05). Conclusion: The results showed that the comparative-social positive-external attention group performed better, so it is suggested to use this method in teaching and learning goal-setting skills.

The influence of hereditary factor upon the development of thinking skills in confluence of the factors of manual asymmetry and hearing impairment

The subject of this research is the peculiarities of development of thinking skills in confluence of the factors of manual asymmetry and hearing impairment in families in which parents have hearing impairment and preserved hearing. The object of this research is the characteristics of thinking in combination of hearing impairment and manual asymmetry. The author dwells on such aspects as hereditary factor in the formation of thinking skills among left-handed and right-handed students with hearing impairment. Special attention is given to the peculiarities of the formation of thinking in combination of hearing impairment and manual asymmetry among students brought up by deaf or normally hearing parents. The main conclusions are as follows: right-handed students with hearing impairment brought up by deaf parents have higher characteristics of logical and creative thinking than students brought up by normally hearing parents; left-handed students from families of the deaf have higher characteristics of creative thinking if their parents' hearing is preserved, while the characteristics of logical thinking are higher if their parents&amp;rsquo; hearing is impaired; a "mirror image" is detected in the development of creative thinking among left-handed and right-handed students, depending on the hearing condition of their parents; connection is established between logical and creative. The author&amp;rsquo;s special contribution lies in acquisition of data on the influence of hereditary factor upon the development of thinking in combination of hearing impairment and manual asymmetry. The novelty of this research consists in comparative study of creative and mathematical thinking in confluence of the factors of hearing impairment, manual asymmetry and a hereditary factor. New data is obtained on the peculiarities of development of thinking skills among right-handed and left-handed students with hearing impairments brought up by hearing parents and parents with hearing impairment.

Impacts of light direction and window properties on students’ perceptual evaluations in design studios

This study aimed to determine how light direction, window proximity and window dimensions could affect students' perceptual evaluations in design studios. The design studios of the Nuh Naci Yazgan University in Kayseri were selected as the research setting. The ‘semantic differential scale’ composed of 10 adjective pairs was used for determining subjects’ perceptual evaluations of design studios having two different window dimensions. According to the results obtained, when making drawings, right-handed students who received light from a window on the left side were determined to perceive the physical environmental factors of design studios more positively compared to students who received light from a window on the right side. In addition, students sitting near a window in design studios were observed to generally perceive the physical environmental factors more positively than those sitting in the middle close to the window, in the middle away from the window and inside. Furthermore, students who sat in an area with floor to ceiling window were determined to perceive the place more positively compared to those who sat in an area with parapet to ceiling window. These results generally confirmed that light direction, window proximity and window dimensions in design studios are effective on students’ perceptual evaluations.

Further to the Left: Stress-Induced Increase of Spatial Pseudoneglect During the COVID-19 Lockdown.

BackgroundThe measures taken to contain the coronavirus disease 2019 (COVID-19) pandemic, such as the lockdown in Italy, do impact psychological health; yet, less is known about their effect on cognitive functioning. The transactional theory of stress predicts reciprocal influences between perceived stress and cognitive performance. However, the effects of a period of stress due to social isolation on spatial cognition and exploration have been little examined. The aim of the present study was to investigate the possible effects and impact of the COVID-19 pandemic on spatial cognition tasks, particularly those concerning spatial exploration, and the physiological leftward bias known as pseudoneglect. A right-hemisphere asymmetry for spatial attention processes crucially contributes to pseudoneglect. Other evidence indicates a predominantly right-hemisphere activity in stressful situations. We also analyzed the effects of lockdown on coping strategies, which typically show an opposite pattern of hemispheric asymmetry, favoring the left hemisphere. If so, then pseudoneglect should increase during the lockdown and be negatively correlated with the efficacy of coping strategies.MethodsOne week before the start of the lockdown due to COVID-19 in Italy (T1), we had collected data from a battery of behavioral tests including tasks of peri-personal spatial cognition. During the quarantine period, from late April to early May 2020 (T2), we repeated the testing sessions with a subgroup of the same participants (47 right-handed students, mean age = 20, SD = 1.33). At both testing sessions, participants performed digitized neuropsychological tests, including a Cancellation task, Radial Arm Maze task, and Raven’s Advanced Progressive Matrices. Participants also completed a newly developed COVID-19 Student Stress Scale, based on transactional models of stress, and the Coping Orientation to Problems Experienced—New Italian Version (COPE-NIV) to assess coping orientation.ResultsThe tendency to start cancelation from a left-sided item, to explore first a left-sided arm of the maze, and to choose erroneous response items on the left side of the page on Raven’s matrices increased from T1 to T2. The degree of pseudoneglect increment positively correlated with perceived stress and negatively correlated with Positive Attitude and Problem-Solving COPE-NIV subscales.ConclusionLockdown-related stress may have contributed to increase leftward bias during quarantine through a greater activation of the right hemisphere. On the other hand, pseudoneglect was decreased for better coping participants, perhaps as a consequence of a more balanced hemispheric activity in these individuals.

Prevalence and patterns of musculoskeletal pain among undergraduate students of occupational therapy and physiotherapy in a South African university.

Background:Musculoskeletal pain (MSP) conditions are common in the educational leaning environment and are often associated with poor ergonomic conditions.Objective:This study investigated the prevalence, pattern and possible risk factors of MSP among undergraduate students of occupational therapy and physiotherapy in a South African university.Methods:A cross-sectional survey using an internet-based self-designed electronic questionnaire was used to obtain information about participants’ socio-demography, ergonomic hazards, MSP, and relevant personal information. Descriptive statistics, chi-square, and logistic regression were used in analyzing the data.Results:There were 145 participants (females 115 (79.3%); physiotherapy (74) 51.03%), making 36.7% of the present undergraduate student population in the two departments. The most prevalent ergonomic work hazards were prolonged sitting (71.7%) and repetitive movements (53.8%). The 12 months prevalence of MSP among the students was 89.7%. The pattern of MSP revealed that pain on the neck region was most prevalent (66.2%) followed by pain in the low back region (64.4%). Duration of daily travels and participation in regular exercise activities were significantly associated with the prevalence of MSP. Logistic model explained 23.6% of the variance in prevalence of MSP and correctly classified 94.1% of cases (, ). The right-handed students were 0.13 times more likely to present with MSP than left-handed students. Also, students who exercised regularly were 9.47 times less likely to present with MSP.Conclusion:MSP is highly prevalent among health science undergraduates and is significantly associated with sedentary postures and inadequacy in structured physical activity participation.

Utilizing the Variability of Practice in Physical Execution, Action Observation, and Motor Imagery: Similar or Dissimilar Mechanisms?

The simulation theory argues that physical execution, action observation, and imagery share similar underlying mechanisms. Accordingly, applying a high-level psychological variable (variability of practice) should have a similar effect on all three modes. To test this theory, a total of 90 right-handed students participated in this study and were randomly divided into variable versus constant groups in three practice conditions, including physical, observational, and imagery. After a pretest (10 random trials of the putting task), the participants completed 50 practice trials. The groups performed/observed/imagined the task in the variable (different distances to different goals) or constant (fixed distance and goal) practice conditions. Also, there was an extra variable group in the physical and observational conditions, deprived of watching the feedback from the action. The participants completed a retention test 24hr after the training. The effect of practice variability was observed in physical and observational conditions, but was not seen in the imagery condition. The no-feedback groups did not perform significantly differently from the imagery groups. The reason could be the lack of actual visual feedback during imagery.

COMPARISON OF ACADEMIC PERFORMANCE AMONG DIFFERENT HANDED MEDICAL STUDENTS: A CROSS-SECTIONAL STUDY

OBJECTIVES: To compare academic performances among different handed second professional medical students in Khyber Medical College, Peshawar, Pakistan. METHODS: This is a cross sectional study conducted from May to September 2017. A total of 194 medical students from second professional MBBS of any gender were recruited in this study after taking their informed consent. A questionnaire was distributed among the students; their handedness and first professional marks were noted. SPSS v.20.0 was used to analyze the data. Descriptive statistics were applied for both categorical and numerical variables while for comparison independent sample t-test was applied.RESULTS: Out of 194 students enrolled, 184 (94.8%) were right-handed & 10 (5.2%) were left-handed. There were 108 (55.7%) male & 86 (44.3%) female students. In right-handed students, 103 (56%) were males and 81 (44%) were females while in left-handed students, five (50%) were males and five (50%) were females. Mean marks in first professional examinations by right–handed and left-handed students were 429.57±39.054 and 439.80±34.113 respectively (p-value=0.481). Mean first professional marks of male and female students were 422.48±37.53 and 439.66±38.46 respectively (p-value=0.002). CONCLUSION: Our study findings infer that handedness does not affect the academic scores in medical students.

Acquisition of chopstick-operation skills with the non-dominant hand and concomitant changes in brain activity

Despite their common use as eating utensils in East Asia, chopsticks require complex fine motor-skills for adequate operation and are thus most frequently used with the dominant hand; however, the effect of training time on the proficiency of using chopsticks with the non-dominant hand, as well as the brain activity underlying changes in skill, remain unclear. This study characterised the effect of time spent training in chopstick operation with the non-dominant hand on chopstick-use proficiency and the related brain activity to obtain data that may help individuals who are obliged to change handedness due to neurological disease to learn to use their non-dominant hand in performing daily activities. Thirty-two healthy right-handed students were randomly allocated to training (n = 16) or control (n = 16) groups; the former received 6 weeks of training in chopstick use with their non-dominant (left) hand, and the latter received none. After training, significant improvements in the execution speed and smoothness of upper extremity joints were observed in the training group. Moreover, left dorsolateral prefrontal cortex activity significantly decreased, and bilateral premotor cortex activity significantly increased across training. These results indicated that 6 weeks of chopstick training with the non-dominant hand effectively improved chopstick operation.

Making Increase in Bimanual Coordination Task Accuracy under Limitation of Peripheral Vision

Introduction: The effect of central vision occlusion on two-hand coordination tasks is assessed in previous studies. However, the effect of peripheral vision on these tasks is not clearly identified; therefore, the purpose of this study was to investigate the effect of limitation of peripheral vision on two-hand coordination tasks. Materials and Methods: Seven right-handed and right eye-dominant girl students with a mean age of 24.00 ± 3.46 years participated in this study. Subjects tested under four experimental conditions including peripheral vision limitation of the position of right hand, left hand, and both hands, and no peripheral limitations of hand position in the two-handed Vienna coordination task with four tries for each condition. The data were analyzed using 1 × 4 repeated measures ANOVA. Results: All three conditions of visual peripheral limitation showed less errors than the conditions without visual limitation (P 0.05). Conclusion: It seems that the visual peripheral limitation, as an environmental constraint, may increase the focus of individuals in the two-hand coordination task.

The Relationship Between Heart Rate Variability and Electroencephalography Functional Connectivity Variability Is Associated With Cognitive Flexibility.

The neurovisceral integration model proposes a neuronal network that is related to heart rate activity and cognitive performance. The aim of this study was to determine whether heart rate variability (HRV) and variability in electroencephalographic (EEG) functional connectivity in the resting state are related to cognitive flexibility. Thirty-eight right-handed students completed the CAMBIOS test, and their heart and EEG activity was recorded during 6 min in the resting state with their eyes open. We calculated correlations, partial correlations and multiple linear regressions among HRV indices, functional brain connectivity variability and CAMBIOS scores. Furthermore, the sample was divided into groups according to CAMBIOS performance, and one-way ANOVA was applied to evaluate group differences. Our results show direct and inverse correlations among cognitive flexibility, connectivity (positive and negative task networks) and heartbeat variability. Partial correlations and multiple linear regressions suggest that the relation between HRV and CAMBIOS performance is mediated by neuronal oscillations. ANOVA confirms that HRV and variability in functional brain connectivity is related to cognitive performance. In conclusion, the levels of brain signal variability might predict cognitive flexibility in a cognitive task, while HRV might predict cognitive flexibility only when it is mediated by neuronal oscillations.

DETERMINATION OF BRAIN ACTIVITY BY THRESHOLD OF WAVELET POWER SPECTRUM OF TTG BASED ON KRAWTCHOUK FUNCTIONS

Based on the EEG analysis, a method for determining the set of time parameters of brain activity maxima in different leads and in different frequency ranges was proposed, which determines the functional connectivity of the brain. To counteract the power difference for different frequencies and people with different background activation, a procedure for normalizing the power of the wavelet spectra was proposed. It has been found that the power of normalized wavelet spectra based on the Kravchuk functions for different frequency ranges and for different people is in the range 0.01... 0.9. To determine the power threshold above which the corresponding maximum power can be considered a brain response to an external or internal stimulus, EEG wavelet spectra were constructed based on Krawtchouk functions for 10 people aged 20–22, right-handed students of Taras Shevchenko National University of Kyiv. The Neuron-Spectrum-4 / EP complex was used for EEG registration (NeuroSoft, Certificate of EUROCAT Institute for Certification and Testing, Quarat Center, Darmstadt, Germany); EEG registration was carried out at a frequency of 500 Hz, 19 electrodes placed on the international 10/20 system were used. The length of the EEG recording is 16000 points, ie 32 s. The SOM-Ward method clustered the obtained power of the wavelet spectra by 171 attributes. Power attributes of the wavelet spectra in 19 standard leads F1, F2, Fz, F3, F4, F7, F8, Cz, C3, C4, T3, T4, T5, T6, Pz, P3, P4, O1 and O2 were used as attributes. for frequencies 0.5Hz, 1Hz, 2Hz, 4Hz, 8Hz, 16Hz, 31Hz, 63Hz and 125Hz. As a result of clustering, the smallest number of clusters was obtained — 3 and the largest number was — 5. Wavelet Spectrum Analysis 10 surveyed found that the maximum value of the average wavelet power for clusters attributable to background activity was 0.012, and the minimum value of the average wavelet power for clusters attributable to brain reaction was 0.033. Thus, a threshold value of the wavelet spectrum power was detected, namely 0.033, above which the corresponding maximum of the power can be considered as a brain response to an external or internal stimulus.

Why does the Quiet Eye improve aiming accuracy? Testing a motor preparation hypothesis with brain potential.

The purpose of the present study was to determine whether the Quiet Eye (QE) acquired over time is associated with motor preparation processes by using movement-related cortical potentials (MRCPs). Eighteen male, right-handed college students voluntarily participated in this study. Participants performed a dart throw while wearing an eye-tracking system and electrode cap to measure electroencephalogram waveforms (EEG). After performing the dart task, participants were randomly assigned to a Quiet Eye training group (QET) or control training group (CT). Six subjects were excluded due to incomplete electroencephalography (EEG) data. MRCPs were analysed separately within 4 QE categories: High performance score and Long fixation time (HL), High performance score and Short fixation time (HS), Low performance score and Long fixation time (LL), and Low performance score and Short fixation time (LS). Results revealed that although the QET group acquired QE characteristics, MRCPs did not differ between the two groups. Thus, a longer-term experimental design may be necessary to observe EEG changes. Furthermore, QE durations may relate to not only motor programming but also online control.

The effect of feedback after good and poor trials on the continuous motor tasks learning

Background: Although the useful effects of motivational on the motor skills learning have been proven, a study focusing on the effects of after good and poor in continuous motor tasks has not been conducted. Objective: The purpose of the present study is to examine the effect of after good versus poor on continuous motor tasks learning among novices. Methods: Eighteen right-handed students (age 24.66 ± 1.35 years) were randomly divided in two groups (7 males and 2 females each) of good trial and poor trials. All participants completed 11 blocks of 6 for a total of 66 practice in line-tracking task. After each block of 6 trials, participants in the feedback after good trials group received on their 3 best in that block, whereas those in the feedback after poor trials group received on their 3 poorest in the block. The practice was conducted in a day and a retention test was administered after 48 hours. Results: Our findings showed that after good versus poor is significantly better for learning continuous motor tasks and performance (p < .05). Conclusions: The findings of the present study highlight the motivational role of in learning and performance of a continuous motor task.