Neural Mechanisms of the Contextual Interference Effect: A fNIRs and EEG Study (GRID12007)

Drexel University

Status and phase: Completed; Phase 1

Conditions: Learning; Healthy Individuals

Treatments: Behavioral: Practice Order

Study type: Interventional

Funder types: Other

Identifiers

NCT01134978

16758

Details and patient eligibility

About

The overall goal of this study is to gain insight into the neural mechanisms of learning multiple tasks. By examination of cognitive and behavioral output during the performance and learning of several computer maze tasks, and through a detailed examination of the neural activity obtained from functional near-infrared (fNIR) and electroencephalography (EEG), it may be possible to gain insight into the impact of the amount of practice and the organization of practice has on learning fine motor skills. This insight may provide direction as to how to better develop instructional and rehabilitation protocols in addition to clinical interventions to facilitate recovery of function, relearning and transfer of cognitive and fine motor skills based upon neural responses to physical practice.

Enrollment: 20 estimated patients

Sex: All

Ages: 18 to 55 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• 18 to 55 years of age
• vision correctable to 20/20
• right-handed
• English is first language or learned English before age of 5 years

Exclusion criteria

• 17 years or younger and 56 years or older
• pregnant
• have latex or tape adhesives allergies
• self-exclude if:
• had a history of seizures, head injury or neurological dysfunction
• history or diagnosis of depression, schizophrenia or social phobia
• previous admission to alcohol/drug treatment program or diagnosis of alcohol/drug abuse
• take medications know to affect neurological function.

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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20 participants in 1 patient group

Practice Schedules

Experimental group

Description:

Subjects are randomly assigned to either a blocked or random practice schedule when learning three 3-D computer mazes. A blocked practice schedule is created when the tasks to be learned are presented in a predictable order, while a random practice schedule has tasks presented in a nonsequential, unpredictable order. Neural activity and behavioral measures will differ for the two practice schedules. For memory and transfer, it is predicted that random practice will be better than blocked practice.

Treatment:

Behavioral: Practice Order