Sage Michael D, Beyer Kit B, Laylor Mark, Liang Carmen, Roy Eric A, McIlroy William E
Rehabilitation Science Institute, University of Toronto, Toronto, Ontario, Canada; Mobility Research Team, Toronto Rehabilitation Institute, Toronto, Ontario, Canada.
Department of Kinesiology, University of Waterloo, Waterloo, Ontario, Canada.
Neurosci Lett. 2016 Aug 26;629:92-98. doi: 10.1016/j.neulet.2016.06.064. Epub 2016 Jun 29.
A single session of aerobic exercise is linked to faster motor responses; however, the effect on rate of short-term learning is less clear. The objective was to evaluate the influence of a single bout of aerobic exercise on the rate of short-term acquisition of a shape-letter association task requiring a motor response.
23 [11 females, age 20.8±2.7years] healthy young adults were evaluated using a randomly assigned crossover design which was counterbalanced for order before and after moderate (exercise) and light (control) intensity cycle ergometry. Participants performed 3 blocks, with each block consisting of one round of training and testing. During training, participants were tasked with learning 6 unique shape-letter associations. Subsequent testing required a key press response to a visually presented shape pattern. Response time and error rates were used to assess acquisition over the 3 blocks of testing.
Mean response time was faster post-exercise relative to the other testing periods, and approached statistical significance compared to post-control (p<0.07). However, no significant difference in response time reduction (difference between test block 1 and test block 3) was identified between the four evaluations (pre and post the exercise and control conditions). Error rate reduction (test block 1 minus test block 3) revealed that individuals had the smallest change in error rate post-exercise (p<0.05). Follow-up analyses revealed fewer errors in test block 1 and test block 2 post-exercise which approached statistical significance (p=0.06) suggesting near-perfect error rates were obtained after only 2 testing blocks post-exercise compared to 3 blocks in the other testing periods.
Support for augmentation of short-term learning was mixed as errors were reduced post-exercise while response time was not different between evaluations. Future work should include neurophysiological evaluation and a retention test to better elucidate the influence of aerobic exercise on rate of short-term learning.
单次有氧运动与更快的运动反应相关；然而，对短期学习速率的影响尚不清楚。目的是评估单次有氧运动对需要运动反应的形状-字母联想任务的短期习得速率的影响。
采用随机分配的交叉设计对23名[11名女性，年龄20.8±2.7岁]健康年轻成年人进行评估，在中等强度（运动）和轻度强度（对照）的自行车测力计运动前后，对顺序进行了平衡。参与者进行3个组块，每个组块包括一轮训练和测试。在训练期间，参与者的任务是学习6种独特的形状-字母联想。随后的测试要求对视觉呈现的形状模式进行按键反应。反应时间和错误率用于评估3个测试组块中的习得情况。
运动后的平均反应时间相对于其他测试期更快，与对照后相比接近统计学意义（p<0.07）。然而，在四次评估（运动和对照条件前后）之间，未发现反应时间减少（测试组块1和测试组块3之间的差异）有显著差异。错误率降低（测试组块1减去测试组块3）表明，个体在运动后的错误率变化最小（p<0.05）。后续分析显示，运动后测试组块1和测试组块2中的错误较少，接近统计学意义（p=0.06），这表明与其他测试期的3个组块相比，运动后仅2个测试组块就获得了接近完美的错误率。
对短期学习增强的支持存在矛盾，因为运动后错误减少，而各评估之间的反应时间没有差异。未来的工作应包括神经生理学评估和留存测试，以更好地阐明有氧运动对短期学习速率的影响。
