Ryu Kwangmin, Choi Youngjin, Kim Jingu, Kim Yujin, Chio Sungmook
* Department of Physical Education, Kyungpook National University, Daehak ro 80, Bukgu, Daegu 702-701, Korea.
† Department of English Education, Kyungpook National University, Daehak ro 80, Bukgu, Daegu 702-701, Korea.
J Integr Neurosci. 2016 Sep;15(3):295-303. doi: 10.1142/S0219635216500199. Epub 2016 Aug 22.
The present study investigated psychophysiological differences between cognitive and motor tasks. Participants were 16 university students (male[Formula: see text][Formula: see text][Formula: see text]10, female[Formula: see text][Formula: see text][Formula: see text]6) aged between 24 to 31 years (mean[Formula: see text][Formula: see text][Formula: see text]27.6 years, SD[Formula: see text][Formula: see text] [Formula: see text] years). They were instructed to perform cognitive and motor tasks while their brain activity was simultaneously recorded using electroencephalography (EEG). A 3(task)[Formula: see text][Formula: see text][Formula: see text]8(area)[Formula: see text][Formula: see text][Formula: see text]4(bands) analysis of variance (ANOVA) was performed on theta, alpha and beta frequency bands. The results showed that the cognitive task resulted in a significantly higher spectral power in the theta band at frontal electrodes than did the motor task. This suggests that the frontal lobe might be engaged in problem solving, resulting in increased theta activity. However, there were no differences in alpha and beta activity between the two tasks. The present study provides psychophysiological evidence for classifying cognitive and motor tasks, which has been a controversial issue for task classifications in motor learning research.
本研究调查了认知任务和运动任务之间的心理生理差异。参与者为16名大学生（男性[公式：见文本][公式：见文本][公式：见文本]10名，女性[公式：见文本][公式：见文本][公式：见文本]6名），年龄在24至31岁之间（平均[公式：见文本][公式：见文本][公式：见文本]27.6岁，标准差[公式：见文本][公式：见文本][公式：见文本]岁）。他们被要求在使用脑电图（EEG）同时记录大脑活动的情况下执行认知任务和运动任务。对θ、α和β频段进行了3（任务）[公式：见文本][公式：见文本][公式：见文本]8（区域）[公式：见文本][公式：见文本][公式：见文本]4（频段）方差分析（ANOVA）。结果表明，与运动任务相比，认知任务在额叶电极处的θ频段产生了显著更高的频谱功率。这表明额叶可能参与问题解决，从而导致θ活动增加。然而，两项任务之间的α和β活动没有差异。本研究为认知任务和运动任务的分类提供了心理生理证据，这在运动学习研究中的任务分类一直是一个有争议的问题。
