Do musicians learn a fine sequential hand motor skill differently than non-musicians?
| العنوان: | Do musicians learn a fine sequential hand motor skill differently than non-musicians? |
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| المؤلفون: | Robert Henricus Johannes van der Lubbe, Wojciech Jaśkowski, Ryszard Naskrecki, Jagna Sobierajewicz |
| المصدر: | PLoS ONE PLoS ONE, 13(11):0207449. Public Library of Science PLoS ONE, Vol 13, Iss 11, p e0207449 (2018) |
| سنة النشر: | 2017 |
| مصطلحات موضوعية: | Male, Physiology, lcsh:Medicine, Social Sciences, Hands, Electromyography, Electroencephalography, Learning effect, Task (project management), Database and Informatics Methods, 0302 clinical medicine, Cognition, Learning and Memory, Medicine and Health Sciences, Psychology, lcsh:Science, Musculoskeletal System, Motor skill, Clinical Neurophysiology, Brain Mapping, Multidisciplinary, medicine.diagnostic_test, Music psychology, Physics, 05 social sciences, Electrophysiology, Interval (music), Arms, Bioassays and Physiological Analysis, Brain Electrophysiology, Motor Skills, Physical Sciences, Imagination, Female, Anatomy, Sequence Analysis, Cognitive psychology, Research Article, Adult, Imaging Techniques, Bioinformatics, Movement, education, Neurophysiology, Neuroimaging, Research and Analysis Methods, 050105 experimental psychology, Fingers, 03 medical and health sciences, Human Learning, Motor imagery, medicine, Reaction Time, Humans, Learning, 0501 psychology and cognitive sciences, Music Cognition, lcsh:R, Electrophysiological Techniques, Cognitive Psychology, Biology and Life Sciences, Acoustics, Hand, Body Limbs, Cognitive Science, lcsh:Q, Clinical Medicine, Bioacoustics, 030217 neurology & neurosurgery, Music, Neuroscience |
| الوصف: | Do professional musicians learn a fine sequential hand motor skill more efficiently than non-musicians? Is this also the case when they perform motor imagery, which implies that they only mentally simulate these movements? Musicians and non-musicians performed a Go/NoGo discrete sequence production (DSP) task, which allows to separate sequence-specific from a-specific learning effects. In this task five stimuli, to be memorized during a preparation interval, signaled a response sequence. In a practice phase, different response sequences had to be either executed, imagined, or inhibited, which was indicated by different response cues. In a test phase, responses were required to familiar (previously executed, imagined, or inhibited) and unfamiliar sequences. In both phases, response times and response accuracy were measured while the electroencephalogram (EEG) was only registered during the practice phase to compare activity between motor imagery, motor execution, and motor inhibition for both groups. Results in the practice phase revealed that musicians learned the response sequences faster and more accurately than non-musicians although no difference in initiation time was found. EEG analyses revealed similar lateralized activity during learning a motor skill for both groups. Our results from the test phase showed better sequence-a-specific learning effects (i.e., faster response times and increased accuracy) for musicians than for non-musicians. Moreover, we revealed that non-musicians benefit more from physical execution while learning a required motor sequence, whereas sequence-specific learning effects due to learning with motor imagery were very similar for musicians and non-musicians. |
| وصف الملف: | application/pdf |
| تدمد: | 1932-6203 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cee60a58b96311597880d2c443ef7cc6Test https://pubmed.ncbi.nlm.nih.gov/30462721Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....cee60a58b96311597880d2c443ef7cc6 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 19326203 |
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