Mohammadreza Doustan; Mohammad Rahiminia; Seyede Nahid Shetab Boushehri
Abstract
Introduction: One of the topics that is important in many sports skills is the Psychological refractory period that is a delay in responding to stimuli that are presented in short intervals. The aim of recent research is the effect of number of simulation-response and Stimulus Onset Asynchrony on Psychological ...
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Introduction: One of the topics that is important in many sports skills is the Psychological refractory period that is a delay in responding to stimuli that are presented in short intervals. The aim of recent research is the effect of number of simulation-response and Stimulus Onset Asynchrony on Psychological refractory period in athlete and non- athlete person. Methods: This research is a semi-experiment and field of fundamental-applied research. 15 athletes and 15 non-athlete students of university (22.25±1.08 years) were selected by convenience targeted sampling. The instrument was Serial Reaction Time Measuring Apparatus, msi notebook and Annett Hand Preference Questionnaire. From all participants, task test the taken using a psychological refractory period included the number of different response stimuli (one, two, four and eight) for the first and second stimuli and four time intervals (100,200,400 and 600 milliseconds) between the two stimuli. data using analysis of oneway variance tests of 4×4×2 with repeated measures with Bonferroni test were used. Results: The results showed that at more time intervals and in the number of stimuli-less responses, there was a shorter psychological refractory period. Also, there is a significant difference between the athletes and non-athletes in the number of stimulus-response eight-choice. Coclusion: It seems that in more number of stimulus-responses, according to Welfard's single-channel theory, because the later channel is empty, a longer Psychological refractory period occurs. Athletes, due to the experience of more challenges in exercise and the Preparation neuropsychology muscular system, in more difficult tasks, they perform better than non-athletes.
bahman hoseinzade; seyede nahid shetabbushehri; Mohammadreza Doustan
Abstract
Aim: The study sought to investigate the impact of music upon learning bimanual coordination movements with different spatial and temporal elements. Methods: 60 male right-handed students with no previous experience in playing musical instruments were randomized in 6 equally sized groups. The first, ...
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Aim: The study sought to investigate the impact of music upon learning bimanual coordination movements with different spatial and temporal elements. Methods: 60 male right-handed students with no previous experience in playing musical instruments were randomized in 6 equally sized groups. The first, second and third group pairs were assigned with symmetric, temporally different symmetric, and temporally similar asymmetric bimanual drawing exercises, respectively, The pretest consisted of performing a bimanual coordination task with 100 metronome tempos in 60 seconds. then, the subjects attended three training sessions on three consecutive days, the post- and retention tests were held on 48 hours later. Results: The results of analysis of variance showed that music with exercise improves bipolar movements in bipolar coordination tasks but does not have a positive effect on transferring these tasks in reverse. Conclusion: The results indicated that music accounted for significant performance improvement in symmetric bimanual drawing with similar and different temporal elements, Music improves bimanual coordination.
Key words: Bimanual Coordination, Music, motor learning
Mohammadreza Doostan; Zahra BagherNezhad
Volume 4, Issue 12 , June 2018, , Pages 9-30
Abstract
Aim: The aim of this study was to investigate the behavioral and neurological of learning and transfer of asymmetric bimanual task. Methods: The study is quasi-experimental. Instruments used in this study included quad-channel EEG, pen Mouse, laptop, special gloves and metronome. The participations of ...
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Aim: The aim of this study was to investigate the behavioral and neurological of learning and transfer of asymmetric bimanual task. Methods: The study is quasi-experimental. Instruments used in this study included quad-channel EEG, pen Mouse, laptop, special gloves and metronome. The participations of the research were eight grade, right-handed students (mean age, 14/2 ± 0/13) formed (N=10). They has normal vision and no physical problem or there was no movement. After pre-test participants for three days of training and then post-test were performed. Tests were performed in conditions difficult task with the dominant hand and the conditions were difficult task with non-dominant hand. Asymmetric training can mean the difference was the speed and the effect of gravity on two hands. Findings: The results showed that training of bimanual coordination pattern that movement difference between two hands is both the speed and the effect of gravity, the transfer does not occur to vice versa. EEG results showed it seems that in difficult bimanual coordination task, prior training that task to do more difficult, brain activity of cortical areas is higher. Furthermore, brain activity in motor and frontal regions in the left hemisphere was higher than right hemisphere. Conclusion: Combining two or more features that together in asymmetric bimanual task to make a stronger coupling that levels of control take up a higher level.
