فعالیت الکتریکی مناطق مختلف مغز در یادگیری آشکار و پنهان یک مهارت حرکتی در دختران نوجوان با کارکردهای اجرایی سرد (مطالعه الکترونسفالوگرافی)

ایلچی زاده, نازلی; اقدسی, محمدتقی; فتحی رضائی, زهرا

doi:10.22059/jsmdl.2024.379083.1789

نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

¹ گروه رفتار حرکتی ، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز.

² گروه رفتار حرکتی ، دانشکده تربیت بدنی و علوم ورزشی ، دانشگاه تبریز.

³ گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی ، دانشگاه تبریز .

https://doi.org/10.22059/jsmdl.2024.379083.1789

چکیده

مقدمه: کارکردهای اجرایی فرایندهای شناختی را کنترل، هدایت و هماهنگ می‌کنند. هدف تحقیق حاضر مقایسه فعالیت الکتریکی مناطق مختلف مغز در یادگیری آشکار و پنهان یک مهارت حرکتی در دختران نوجوان با کارکردهای اجرایی سرد است.
روش پژوهش: روش تحقیق حاضر از نوع نیمه تجربی، با طرح پیش‌آزمون و پس‌آزمون بود که 20 دختر 12 تا 14 ساله بصورت هدفمند بر اساس نمره آزمون‌های کاگلب انتخاب و در دو گروه یادگیری آشکار و پنهان قرار گرفتند. در مرحله پیش‌آزمون افراد 15 پرتاب دارت داشتند و همزمان امواج مغزی با دستگاه الکترونسفالوگرافی ثبت شد. سپس هر دو گروه به مدت پنج روز متوالی با آموزش‌های متفاوت جلسات تمرینی 60 دقیقه‌ای را پشت سر گذاشتند. بعد از اتمام تمرینات، روز ششم آزمون یادداری و انتقال انجام شد. نتایج با استفاده از نرم‌افزار متلب، اس‌.پی.‌اس.‌اس و اکسل در سطح معناداری 0/05 تحلیل شد.
یافته ها: نتایج نشان داد پاسخ بخش‌های مختلف سیستم عصبی در قالب انواع امواج مغزی در پنج منطقه مغز DLPFC، OFC، CF، Frontal، All Frontal به روش یادگیری آشکار معنادار بوده است و به روش یادگیری پنهان معنادار نبوده است.
نتیجه گیری: براساس نتایج حاضر می‌توان گفت روش یادگیری آشکار باعث ایجاد تغییرات مثبتی در سطح قشر مغزی می‌شود ولی یادگیری پنهان نیاز به تقویت بلندمدت دارد. بنابراین، یادگیری آشکار می‌تواند یک مداخله مؤثر برای بهبود امواج مغزی و ارتقای یادگیری مهارت حرکتی در افراد با کارکرد اجرایی سرد در کوتاه‌مدت باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Electrical Activity of Different Brain Regions in Explicit and Implicit Learning of a Motor Skill in Adolescent Girls with Cold Executive Functions: An Electroencephalography Study

نویسندگان [English]

Nazli ilchizadeh ¹
Mohammadtagi Agdasi ²
Zahra Fathirezaie ³

¹ Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tabriz.

² Department of Motor Behavior, Faculty of Physical Education and Sports Sciences , University of Tabriz.

³ Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tabriz .

چکیده [English]

Introduction: Executive functions control, direct, and coordinate cognitive processes. This research aimed to compare the electrical activity of different brain regions during implicit and explicit learning of a motor skill in teenage girls with cold executive functions.
Methods: The research method was quasi-experimental, with a pre-test and post-test design. Twenty girls aged 12 to 14 years were selected purposefully based on their scores on CogLab tests and assigned to two Explicit Learning and Implicit Learning groups. In the pre-test phase, participants performed 15 dart throws while brain waves were recorded using an EEG device. Then, both groups participated in 60-minute training sessions for five consecutive days, based on different instructional approaches. After completing the training, a retention and a transfer test were conducted on the sixth day. The results were analyzed using MATLAB, SPSS, and Excel software at a significance level of 0.05.
Results: The results showed that the neural response in the form of brain wave activity across five brain regions—DLPFC, OFC, CF, Frontal, and All Frontal—was significant in the explicit learning group but not significant in the implicit learning group.
Conclusion: Based on the present results, it can be said that the explicit learning method causes positive changes at the level of the cerebral cortex, whereas implicit learning requires long-term strengthening. Therefore, explicit learning can be an effective short-term intervention to modulate brain activity and facilitate motor skill learning in individuals with cold executive functions.

کلیدواژه‌ها [English]

Executive Functions
Explicit Learning
Implicit Learning
Brain Electrical Activity

مراجع

Ahmadi, P. Bakhshipour Roudsari, A. Vahedi, H. (2009). Studying the symmetry of brain waves in electroencephalography of patients with PTSD. Daneshvar Pezkezi, 16(83), 21-26. (In Persian)

Arvin, M. S., Meshkati, Z., & Badami, R. (2023). Comparison of hot and cold executive functions of the brain in adolescent athletes with similar cognitive demands in open and closed skills: A quasi-experimental study. Journal of Research in Rehabilitation Sciences, 19(1). https://doi.org/ 10.48305/JRRS.2024.42338.1077 (In Persian)

Angelini, M., Calbi, M., Ferrari, A., Sbriscia-Fioretti, B., Franca, M., Gallese, V., & Umiltà, M. A. (2015). Motor inhibition during overt and covert actions: an electrical neuroimaging study. PloS one, 10(5), e0126800. doi: 10.1371/journal.pone. . https://doi.org/10.1371/journal.pone.0126800

Buszard T, Reid M, Krause L, Kovalchik S, Farrow D. (2017). Quantifying contextual interference and its effect on skill transfer in skilled youth tennis players. Frontiers in Psychology. 3: 1931-8. doi.org\10.3389\fpsyg.2017.01931

Chan, T., Wang, I., & Ybarra, O. (2021). Leading and managing the workplace: The role of executive functions. Academy of Management Perspectives, 35(1), 142-164. . https://doi.org/10.5465/amp.2017.0215

Dong, S. Y., & Lee, S. Y. (2011). Understanding human implicit intention based on frontal electroencephalography (EEG). In The 2011 International Joint Conference on Neural Networks (IJCNN) (pp. 1-5). IEEE. . https://doi.org/ 10.3389/conf.fninf.2011.08.00082

Engelhardt, L. E., Harden, K. P., Tucker -Drob, E. M., & Church, J. A. (2019). The neural architecture of executive functions is established by middle childhood. Neuroimage, 185, 479 –489. https://doi.org/ 10.1016/j.neuroimage.2018.10.024

Fang, Q., Fang, C., Li, L., & Song, Y. (2022). Impact of sport training on adaptations in neural functioning and behavioral performance: A scoping review with meta-analysis on EEG research. Journal of Exercise Science & Fitness, 20(3), 206-215. https://doi.org/10.1016/j.jesf.2022.04.001

Farzadi F, Behrozy N, Shehniyailagh M, Omidian M. (2020). Investigating the pychometric caracteristics of a nw scale of executive function of delays and disturbances in executive functioning and learning: Scale of executive functions, attention and learning performance. Journal of Psychological Science. 19(96), 1607-1624. (In Persian).

Ghamari,A. , Mohamadi,J. & Mohamadi,M. (2015). The effect of errorless and errorfull practice on learning and transfer of dart throwing skill in adolescents with intellectual disabilities. Motor Behavior, 7(21), 111-126. (In Persian)

Ghasemian, M., Taheri, H., Kakhki, A. S., & Ghoshuni, M. (2016). Effects of alpha suppression and theta enhancement neurofeedback protocols on learning a pursuit tracking task. Journal of Psychophysiology, 53(7), 965-73. https://doi.org/ 10.22089/spsyj.2017.2808.1292 (In Persian)

Iwatsuki, T., & Regis, C. J. (2021). Relatively easy criteria for success enhances motor learning by altering perceived competence. Perceptual and Motor Skills, 128(2), 900-911. https://doi.org/10.1177/0031512520981237

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health,105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630

Jalilvand, M. and Souri, R. (2019). Comparison the effect of open and closed skills training on executive functions of children with Attention Deficit / Hyperactivity Disorder. Journal of motor and behavioral sciences, 2(4), 338-348.

Khalilpour, Z. Aghdasi, MT. Zamani Sani, SH. (2023). The effect of cognitive styles on the level of explicit and implicit learning of motor-cognitive skills of student athletes. Mind, Movement and Behavior, 2(1), 85-99. https://doi.org/10.22034/mmbj.2023.55947.1032) In Persian)

Leshem, R., De Fano, A., & Ben-Soussan, T. D. (2020). The implications of motor and cognitive inhibition for hot and cool executive functions: The case of quadrato motor training. Frontiers in Psychology, 11, 940. https://doi.org/10.3389/fpsyg.2020.00940

Lin, B., Liew, J., & Perez, M. (2019). Quarterly measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Childhood Research Quarterly, 47, 1-8. https://doi.org/10.1016/j.ecresq.2018.10.004

Loonis, R. F., Brincat, S. L., Antzoulatos, E. G., & Miller, E. K. (2017). A meta-analysis suggests different neural correlates for implicit and explicit learning. Neuron, 96(2), 521-534. https://doi.org/ 10.1016/j.neuron.2017.09.032

Mohammadi, H., Tahmasebi Boroujeni, S., & Fazel Kalkhoran, J. (2016). The Effect of Contextual Interference on Static and Dynamic Balance in Mentally Retarded People. Journal of Sports and Motor Development and Learning, 8(1), 141-158. . https://doi.org/ 10.22059/ jmlm.2016.58499 (In Persian)

Moradi, H., Sohrabi, M., & Taheri, H. (2014). The effect of background color on the acquisition and memorization of dart throwing skills. Research in sports management and movement behavior, 11(22), 69-78 . https://doi.org/ 10.22080/JSMB.2015.991(In Persian)

Noorabadi, M. M., Nezhad, M. M., Bahram, A., Noghabi, M. J., & Ghoshuni, M. (2023). Effect of Attention Instructions on Kinesthesia of Memory and Brain Waves. Journal of Sport Psychology (2676-3729), 15(1). https://doi.org/10.48308/MBSP.2022.224010.1059 (In Persian)

Nazari Kakvandi S, Saberi Kakhki A. R, Taheri H, Rohbanfard H. (2021). The Effect of Selected Practice Arrangement on the Learning of the Relative Timing of a Motor Task: Emphasis on Implicit and Explicit Approaches. Motor Behavior. 13 (45): 61-90. https://doi.org/10.22089/mbj.2018.5641.1655

(In Persian)

Nemati, Sh, & Bardel, M. (2018). Cold and hot executive functions in people with attention-deficit/hyperactivity disorder: a systematic review. Quarterly Journal of Applied Psychological Research, 10(4), 201-216. https://doi.org/ 10.22059/japr.2019.284496.643308(In Persian)

Nasiri S, Shahbazi M, Tahmasebi Broujeni S, Saeidmanesh M. (2023).Investigating the Effect of Transcranial Direct-Current Stimulation in the Primary Motor Cortex on the Speed of Hand Preference Transfer in Children with Learning Disability in Overt and Covert Learning Conditions. MEJDS, 13 ,102(In Persian)

Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in psychology, 8, 2311. https://doi.org/ 10.3389/fpsyg.2017.02311

Salehinejad, M. A., Ghanavati, E., Rashid, M. H. A., & Nitsche, M. A. (2021). Hot and cold executive functions in the brain: A prefrontal-cingular network. Brain and neuroscience advances, 5, 23982128211007769. https://doi.org/10.1177/23982128211007769

Shenhav, A., Cohen, J. D., & Botvinick, M. M. (2016). Dorsal anterior cingulate cortex and the value of control. Nature neuroscience, 19(10), 1286-1291. https://doi.org/10.1038/nn.4384

Subha, D. P., Joseph, P. K., Acharya U, R., & Lim, C. M. (2010). EEG signal analysis: a survey. Journal of medical systems, 34(2), 195-212. https://doi.org/10.1007/s10916-008-9231-z

Tik, M., Hoffmann, A., Sladky, R., Tomova, L., Hummer, A., de Lara, L. N., ... & Windischberger, C. (2017). Towards understanding rTMS mechanism of action: stimulation of the DLPFC causes network-specific increase in functional connectivity. Neuroimage, 162, 289-296. https://doi.org//10.1016/j.neuroimage.2017.09.022

Tsai, C. L., Pan, C. Y., Chen, F. C., & Tseng, Y. T. (2017). Open-and closed-skill exercise interventions produce different neurocognitive effects on executive functions in the elderly: a 6-month randomized, controlled trial. Frontiers in aging neuroscience, 9, 294. https://doi.org/10.3389/fnagi.2017.00294

Vazou, S., Klesel, B., Lakes, K. D., & Smiley, A. (2020 ). Rhythmic physical activity intervention: exploring feasibility and effectiveness in improving motor and executive function skills in children. Frontiers in Psychology, 11, 556249. https://doi.org/ 10.3389/fpsyg.2020.556249

Wallis, J. D., & Kennerley, S. W. (2011). Contrasting reward signals in the orbitofrontal cortex and anterior cingulate cortex. Annals of the new York Academy of Sciences, 1239(1), 33-42. https://doi.org/ 10.1111/j.1749-6632. 2011.06277.x

Willingham, D. B., & Goedert-Eschmann, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10(6), 531-534. https://doi.org/ 10.1111/1467-9280.00201

Wang, C. H., Chang, C. C., Liang, Y. M., Shih, C. M., Chiu, W. S., Tseng, P., ... & Juan, C. H. (2013). Open vs. closed skill sports and the modulation of inhibitory control. PloS one, 8(2), e55773. https://doi.org/ 10.1371/journal.pone.0055773

رشد و یادگیری حرکتی ورزشی

فعالیت الکتریکی مناطق مختلف مغز در یادگیری آشکار و پنهان یک مهارت حرکتی در دختران نوجوان با کارکردهای اجرایی سرد (مطالعه الکترونسفالوگرافی)

مراجع

مراجع

دوره 17، شماره 3
مهر 1404
صفحه 33-56

فعالیت الکتریکی مناطق مختلف مغز در یادگیری آشکار و پنهان یک مهارت حرکتی در دختران نوجوان با کارکردهای اجرایی سرد (مطالعه الکترونسفالوگرافی)

مراجع

مراجع

دوره 17، شماره 3مهر 1404صفحه 33-56

دوره 17، شماره 3
مهر 1404
صفحه 33-56