Influence of action video gaming on spatial representation in the haptic modality.

Spatial representation in the haptic domain has been shown to be prone to systematic errors. When participants are asked to make two bars haptically parallel, their performance deviates from what would be veridically parallel. This is hypothesized to be caused by the bias of the egocentric reference frame. Stimulating the use of an allocentric reference frame has previously been shown to improve performance in haptic parallelity matching. The aim of the current study was to investigate the influence of action video game experience on parallelity performance. We hypothesized that participants who extensively play action video games with a so-called 'bird's-eye view' are likely to process spatial information more allocentrically, resulting in better performance in haptic parallelity matching. This was tested in two groups of male participants, 10 participants with extensive action video gaming experience (AVGPs) and 10 participants without or hardly any action video gaming experience (NAVGPs). Additionally, the effect of visual-haptic practice on haptic parallelity performance was tested. In the haptic blocks, blindfolded participants had to feel the orientation of a reference bar with their non-dominant hand and had to match this orientation on a test bar with their dominant hand. In subsequent visual-haptic blocks, they had full view of the set-up and visually paralleled both bars. As hypothesized, AVGPs performed significantly better in haptic blocks than NAVGPs. Visual-haptic practice resulted in significantly better performance in subsequent haptic blocks in both groups. These results suggest that playing action video games might enhance haptic spatial representation, although a causative relationship still needs to be established.

Combining visual and haptic practice significantly reduced deviations in haptic parallelity matching.

Numerous studies have shown that making two bars parallel to each other in the haptic domain results in (often) large and systematic errors. This is most likely due to the biasing influence of the egocentric reference frame. Even presenting participants with either haptic or visual information about parallelity or direct error feedback did not result in veridical performance. The present study was set up to assess to what extent haptic performance could be improved by providing combined visual and haptic practice. Thirty-two participants (sixteen females and males) used their dominant hand to make a test bar parallel to a reference bar located at the side of the non-dominant hand. Haptic sessions (in which participants were blindfolded and had to perceive parallelity using their hands) were alternated with visual sessions (in which they could physically see both bars and could also use their eyes to perceive parallelity on the test bar without feeling the reference bar) over a series of eleven sessions. Results showed that performance in the haptic condition significantly improved as an effect of visual practice. This effect was similar in both genders. While gender differences were significant in the haptic condition, with male participants outperforming female participants, this was not the case in the visual condition. However, veridical performance was not obtained in the haptic condition for each gender and deviations were significantly larger than in the visual condition, replicating earlier findings of a rather robust influence of the egocentric reference frame in haptic parallelity matching.

Changing the influence of the egocentric reference frame impacts deviations in haptic parallelity matching.

The large systematic deviations in haptic parallelity matching are most likely due to the biasing influence of the hand-centered egocentric reference frame. Previous results showed that eliminating or reducing this bias resulted in smaller deviations, with significantly larger effects observed in female participants. The current study investigated the effect of reducing the egocentric bias in a pure haptic condition. Blind-folded male and female participants had to feel the orientation of a reference bar with their non-dominant hand and to parallel this orientation on a test bar with their dominant hand. In one condition, they were instructed to use their flat-stretched hand to feel and match the bars, while in the other condition (HPF), they were instructed to set the test bar while gripping the bar with the fingers and thumb. It was hypothesized that the latter would reduce the biasing influence of the hand-centered egocentric reference frame. Results showed that this was indeed the case. Deviations were significantly smaller for HPF; however, this effect was the same in both genders. The previously observed gender effect, showing a significantly larger improvement for women when reducing the influence of the egocentric reference frame, was not replicated.

Gender Differences Regarding the Impact of Math Anxiety on Arithmetic Performance in Second and Fourth Graders.

The development of math skills is crucial for adequate functioning in academic and professional settings as well as in daily life. A factor that has been shown to negatively influence performance and acquisition of math skills is math anxiety. With the high prevalence of math anxiety in society and the long lasting effects on math performance, it is important to study the relation between math anxiety and math performance in young children. Since math anxiety is often more pronounced in women than in men, it is essential to take the effect of gender into account. While the effect of gender on the relation between math anxiety and math performance has been studied in adults and adolescents, less research has focused on children, especially children at young ages. To fill this gap, the current study examined how the relation between math anxiety and math performance differed between boys and girls in early elementary school years. Math anxiety and math performance was assessed in 124 second- and fourth-grade children (67 girls and 57 boys). Although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls. These findings highlight the importance of taking gender differences into account when studying the effect of math anxiety. The results showed that math anxiety is already negatively linked to math performance in girls as early as second grade. The present findings emphasize the importance of the early identification and remediation of math anxiety in girls to prevent long lasting effects. Possible causes for the gender related differences will be discussed.

The Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact Ability.

Although numerical magnitude processing has been related to individual differences in arithmetic, its role in children's multiplication performance remains largely unknown. On the other hand, studies have indicated that phonological awareness is an important correlate of individual differences in children's multiplication performance, but the involvement of phonological memory, another important phonological processing skill, has not been studied in much detail. Furthermore, knowledge about the relative contribution of above mentioned processes to the specific arithmetic operation of multiplication in children is lacking. The present study therefore investigated for the first time the unique contributions of numerical magnitude comparison and phonological processing in explaining individual differences in 63 fourth graders' multiplication fact ability (mean age = 9.6 years, SD = .67). The results showed that children's multiplication fact competency correlated significantly with symbolic and nonsymbolic magnitude comparison as well as with phonological short-term memory. A hierarchical regression analysis revealed that, after controlling for intellectual ability and general reaction time, both symbolic and nonsymbolic magnitude comparison and phonological short-term memory accounted for unique variance in multiplication fact performance. The ability to compare symbolic magnitudes was found to contribute the most, indicating that the access to numerical magnitudes by means of Arabic digits is a key factor in explaining individual differences in children's multiplication fact ability.

Reducing the motor response in haptic parallel matching eliminates the typically observed gender difference.

When making two bars haptically parallel to each other, large deviations have been observed, most likely caused by the bias of a hand-centered egocentric reference frame. A consistent finding is that women show significantly larger deviations than men when performing this task. It has been suggested that this difference might be due to the fact that women are more egocentrically oriented than men or are less efficient in overcoming the egocentric bias of the hand. If this is indeed the case, reducing the bias of the egocentric reference frame should eliminate the above-mentioned gender difference. This was investigated in the current study. Sixty participants (30 men, 30 women) were instructed to haptically match (task HP) the orientation of a test bar with the dominant hand to the orientation of a reference bar that was perceived with the non-dominant hand. In a haptic visual task (task HV), in which only the reference bar and exploring hand were out of view, no motor response was required, but participants had to "match" the perceived orientation by verbally naming the parallel orientation that was read out on a test protractor. Both females and males performed better in the HV task than in the HP task. Significant gender effects were only found in the haptic parallelity task (HP), corroborating the idea that women perform at the same level as men when the egocentric bias of the hand is reduced.

Effects of visual information regarding allocentric processing in haptic parallelity matching.

Research has revealed that haptic perception of parallelity deviates from physical reality. Large and systematic deviations have been found in haptic parallelity matching most likely due to the influence of the hand-centered egocentric reference frame. Providing information that increases the influence of allocentric processing has been shown to improve performance on haptic matching. In this study allocentric processing was stimulated by providing informative vision in haptic matching tasks that were performed using hand- and arm-centered reference frames. Twenty blindfolded participants (ten men, ten women) explored the orientation of a reference bar with the non-dominant hand and subsequently matched (task HP) or mirrored (task HM) its orientation on a test bar with the dominant hand. Visual information was provided by means of informative vision with participants having full view of the test bar, while the reference bar was blocked from their view (task VHP). To decrease the egocentric bias of the hands, participants also performed a visual haptic parallelity drawing task (task VHPD) using an arm-centered reference frame, by drawing the orientation of the reference bar. In all tasks, the distance between and orientation of the bars were manipulated. A significant effect of task was found; performance improved from task HP, to VHP to VHPD, and HM. Significant effects of distance were found in the first three tasks, whereas orientation and gender effects were only significant in tasks HP and VHP. The results showed that stimulating allocentric processing by means of informative vision and reducing the egocentric bias by using an arm-centered reference frame led to most accurate performance on parallelity matching.

Continuous motor sequence learning: cortical efficiency gains accompanied by striatal functional reorganization.

The acquisition and generation of action sequences constitute essential elements of purposeful human behavior. However, there is still considerable debate on how experience-driven changes related to skill learning are expressed at the neural systems level. The current functional magnetic resonance imaging (fMRI) study focused on changes in the neural representation of continuous movement sequences as learning evolved. Behavioral and neural manifestations of nonvisual motor practice were studied both within the time frame of a single scanning session, as well as after several days of extended practice. Based on detailed behavioral recordings which enabled the continuous characterization of the ongoing learning process at the single subject level, sequence-specific decreases in activation throughout a learning-related network of cortical areas were identified. Furthermore, the spatial layout of this cortical network remained largely unchanged after extensive practice, although further decreases in activation levels could be observed as learning progressed. In contrast, the posterior part of the left putamen showed increased activation levels when an extensively trained sequence needed to be recalled. Overall, these findings imply that continuous motor sequence learning is mainly associated with more efficient processing in a network of consistently recruited cortical areas, together with co-occurring activation pattern changes at the subcortical level.

The effect of visuo-haptic congruency on haptic spatial matching.

Eye-hand coordination is crucial for everyday visuo-haptic object-manipulation. Noninformative vision has been reported to improve haptic spatial tasks relying on world-based reference frames. The current study investigated whether the degree of visuo-haptic congruity systematically affects haptic task performance. Congruent and parametrically varied incongruent visual orientation cues were presented while participants manually explored the orientation of a reference bar stimulus. Participants were asked to haptically match this reference orientation by turning a test bar either to a parallel or mirrored orientation, depending on the instruction. While parallel matching can only be performed correctly in a world-based frame, mirror matching (in the mid-sagittal plane) can also be achieved in a body-centered frame. We revealed that visuo-haptic incongruence affected parallel but not mirror matching responses in size and direction. Parallel matching did not improve when congruent visual orientation cues were provided throughout a run, and mirror matching even deteriorated. These results show that there is no positive effect of visual input on haptic performance per se. Tasks, which favor a body-centered frame are immune to incongruent visual input, while such input parametrically modulates performance on world-based haptic tasks.

Nonvisual motor learning influences abstract action observation.

Neuroimaging studies have recently provided support for the existence of a human equivalent of the "mirror-neuron" system as first described in monkeys [1], involved in both the execution of movements as well as the observation and imitation of actions performed by others (e.g., [2-6]). A widely held conception concerning this system is that the understanding of observed actions is mediated by a covert simulation process [7]. In the present fMRI experiment, this simulation process was probed by asking subjects to discriminate between visually presented trajectories that either did or did not match previously performed but unseen continuous movement sequences. A specific network of learning-related premotor and parietal areas was found to be reactivated when participants were confronted with their movements' visual counterpart. Moreover, the strength of these reactivations was dependent on the observers' experience with executing the corresponding movement sequence. These findings provide further support for the emerging view that embodied simulations during action observation engage widespread activations in cortical motor regions beyond the classically defined mirror-neuron system. Furthermore, the obtained results extend previous work by showing experience-dependent perceptual modulations at the neural systems level based on nonvisual motor learning.

Intermanual transfer effects in sequential tactuomotor learning: evidence for effector independent coding.

Results from our earlier brain imaging studies regarding motor learning have shown different areas activated during naive and practiced performance. When right handed participants moved a pen either with the dominant or non-dominant hand continuously through a cut-out maze as quickly and accurately as possible, practice resulted in decreased brain activity in right premotor and parietal areas as well as left cerebellum, while increased activity was found in the supplementary motor area (SMA). These lateralized practiced-related changes in brain activation suggest effector-independent abstract coding of information. To test this hypothesis more extensively, intermanual transfer of learning was examined in 24 male and female participants (12 right- and 12 left-handed) using the same maze-learning task. It was hypothesized that if an abstract representation of the movement is learned and stored, intermanual transfer effects should be more pronounced when participants transferred to a same maze as opposed to a mirror image of the maze. Errors and velocity were measured during the following conditions: initial naive performance (Naive); after practice on the maze (Prac); during intermanual transfer to the same maze (Transfer Identical); and to the mirror maze (Transfer Mirror). Transfer direction was tested from the dominant to non-dominant hand and vice versa. No significant differences were found between right- and left-handed participants, males and females, and transfer directions. However, intermanual transfer of learning was significantly greater to the identical maze as opposed to the mirror maze. These results showed that learning was indeed taking place at an abstract effector independent level.

Functional changes in brain activity during acquisition and practice of movement sequences.

In the present study, brain activations were measured using positron emission tomography (PET) over the course of practice. Fourteen right-handed participants were scanned during six 1-min periods of practice tracing a cut-out maze design with their eyes closed. Practice-related decreases were found in the right premotor and posterior parietal cortex and left cerebellum, increases in the supplementary motor area (SMA) and primary motor cortex. The decrease in right premotor activity and the increase in SMA was significantly correlated with a decrease in the number of stops, implying involvement in learning and storing the movement sequence. The significant correlation between decreases in errors and left cerebellar and right posterior parietal activity suggests a role in accuracy. Involvement of the primary motor cortex in motor execution is suggested by the correlation of increased activation and movement speed. These results suggest that different neural structures (involving a premotor-parietal-cerebellar circuit) play a role in a sequential maze learning task.

Role of the cerebellum in motor cognition.

Cerebellar data from five experiments using different groups of subjects performing the same motor learning task are presented. Positron emission tomography (PET) as well as functional magnetic resonance imaging (fMRI) was used to study changes in cerebellar activations as an effect of learning. Cerebellar brain activations obtained during the performance of a new motor task were compared to activations during the performance of the same task after as well as during practice. To account for changes in velocity and somatosensory processing as an effect of practice, two control conditions were included. Behavioral data showed that as an effect of practice performance speed as well as accuracy increased in all five experiments and groups. Neuroimaging data from adults as well as children showed differential changes in brain activations in different cerebellar areas. In all experiments an area in the left lateral cerebellum showed practice-related decreases, which were most likely related to a decrease in errors. In two experiments a highly significant correlation was found between the decrease in errors and the decrease in left cerebellar activation. An area in the right lateral cerebellum and one in the ipsilateral anterior vermis showed activations that seemed related to the level of capacity at which the subjects were performing and might refer to timing-related aspects of the task.