Rietschel Jeremy C, McDonald Craig G, Goodman Ronald N, Miller Matthew W, Jones-Lush Lauren M, Wittenberg George F, Hatfield Bradley D
Neuroscience and Cognitive Science Program, Department of Kinesiology, University of Maryland, College Park, MD, USA; Maryland Exercise and Robotics Center of Excellence, Veterans Health Administration, Baltimore, MD, USA.
Department of Psychology, George Mason University, Fairfax, VA, USA.
Biol Psychol. 2014 Dec;103:349-56. doi: 10.1016/j.biopsycho.2014.10.008. Epub 2014 Oct 23.
The aim of this study was to determine the relationship between motor skill and attentional reserve. Participants practiced a reaching task with the dominant upper extremity, to which a distortion of the visual feedback was applied, while a control group performed the same task without distortion. Event-related brain potentials (ERPs), elicited by auditory stimuli were recorded throughout practice. Performance, as measured by initial directional error, was initially worse relative to controls and improved over trials. Analyses of the ERPs revealed that exogenous components, N1 and P2, were undifferentiated between the groups and did not change with practice. Notably, amplitude of the novelty P3 component, an index of the involuntary orienting of attention, was initially attenuated relative to controls, but progressively increased in amplitude over trials in the learning group only. The results provide psychophysiological evidence that attentional reserve increases as a function of motor skill acquisition.
本研究的目的是确定运动技能与注意力储备之间的关系。参与者用优势上肢练习一项伸手任务，在该任务中施加视觉反馈失真，而对照组在无失真的情况下执行相同任务。在整个练习过程中记录由听觉刺激诱发的事件相关脑电位（ERP）。以初始方向误差衡量的表现，相对于对照组最初较差，但在试验过程中有所改善。对ERP的分析表明，外源性成分N1和P2在两组之间没有差异，并且不会随着练习而改变。值得注意的是，新奇P3成分的振幅，即注意力非自愿定向的指标，相对于对照组最初减弱，但仅在学习组的试验过程中振幅逐渐增加。结果提供了心理生理学证据，表明注意力储备随着运动技能的获得而增加。
