Institute of Human Performance, The University of Hong Kong, PR China.
Biol Psychol. 2010 May;84(2):221-7. doi: 10.1016/j.biopsycho.2010.01.015. Epub 2010 Feb 1.
This study examined changes in EEG activity associated with motor performance during the verbal-cognitive stage of skill learning. Participants (n=14) were required to practice a sequential finger tapping task. EEG activity was recorded both before and after short-term practice, during finger tapping and during two control conditions. EEG power (Fz, Cz, Pz, T3, T4) and coherence (T3-Fz, T4-Fz, Fz-Cz, Fz-Pz) were computed for the theta (4-8 Hz), slow alpha (8-10 Hz), fast alpha (10-12 Hz), slow beta (12-20 Hz), and fast beta (20-28 Hz) bandwidths. Changes in motor performance were rapid during the very early stages of practice and then slowed in accord with the law of practice. These changes were accompanied by increases of theta power at Fz and beta coherence at T4-Fz, suggesting that progression through the verbal-cognitive stage of a sequential finger tapping task is accompanied by more narrowed attention and improved mapping between the stimuli and the finger movements.
本研究考察了技能学习言语认知阶段中与运动表现相关的脑电图（EEG）活动变化。参与者（n=14）需要练习顺序手指敲击任务。在短期练习之前和之后、手指敲击期间以及在两个对照条件期间记录 EEG 活动。计算了θ（4-8 Hz）、慢α（8-10 Hz）、快α（10-12 Hz）、慢β（12-20 Hz）和快β（20-28 Hz）带宽的 Fz、Cz、Pz、T3 和 T4 点的 EEG 功率（Fz、Cz、Pz、T3、T4）和相干性（T3-Fz、T4-Fz、Fz-Cz、Fz-Pz）。在练习的早期阶段，运动表现的变化非常迅速，然后按照练习的规律减慢。这些变化伴随着 Fz 处θ功率的增加和 T4-Fz 处β相干性的增加，表明顺序手指敲击任务的言语认知阶段的进展伴随着注意力的更加集中和刺激与手指运动之间的映射得到改善。
