Dataset Information

Enhanced inhibitory control during re-engagement processing in badminton athletes: An event-related potential study.

ABSTRACT:

Purpose

The purpose of present study was to investigate the impact of sport experience on response inhibition and response re-engagement in expert badminton athletes during the stop-signal task and change-signal task.

Methods

A total of 19 badminton athletes and 20 nonathletes performed both the stop-signal task and change-signal task. Reaction times (RTs) and event-related potentials were recorded and analyzed.

Results

Behavioral results indicated that badminton athletes responded faster than nonathletes to go stimuli and to change signals, with faster change RTs and change-signal RTs, which take into consideration the variable stimulus onset time mean. During successful change trials in the change-signal task, the amplitudes of the event-related potential components N2 and P3 were smaller for badminton athletes than for nonathletes. Moreover, change-signal RTs and N2 amplitudes as well as change RTs and P3 amplitudes were significantly correlated in badminton athletes. A significant correlation was also found between the amplitude of the event-related potential component N1 and response accuracy to change signals in badminton athletes.

Conclusion

Moderation of brain cortical activity in badminton athletes was more associated with their ability to rapidly inhibit a planned movement and re-engage with a new movement compared with nonathletes. The superior inhibitory control and more efficient neural mechanisms in badminton athletes compared with nonathletes might be a result of badminton athletes' professional training experience.

SUBMITTER: Chen J

PROVIDER: S-EPMC6834996 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:IntroductionDyscalculia is a specific learning disorder affecting the ability to learn certain math processes, such as arithmetic data recovery. The group of children with dyscalculia is very heterogeneous, in part due to variability in their working memory (WM) deficits. To assess the brain response to arithmetic data recovery, we applied an arithmetic verification task during an event-related potential (ERP) recording. Two effects have been reported: the N400 effect (higher negative amplitude for incongruent than for congruent condition), associated with arithmetic incongruency and caused by the arithmetic priming effect, and the LPC effect (higher positive amplitude for the incongruent compared to the congruent condition), associated with a reevaluation process and modulated by the plausibility of the presented condition. This study aimed to (a) compare arithmetic processing between children with dyscalculia and children with good academic performance (GAP) using ERPs during an addition verification task and (b) explore, among children with dyscalculia, the relationship between WM and ERP effects.Materials and methodsEEGs of 22 children with dyscalculia (DYS group) and 22 children with GAP (GAP group) were recorded during the performance of an addition verification task. ERPs synchronized with the probe stimulus were computed separately for the congruent and incongruent probes, and included only epochs with correct answers. Mixed 2-way ANOVAs for response times and correct answers were conducted. Comparisons between groups and correlation analyses using ERP amplitude data were carried out through multivariate nonparametric permutation tests.ResultsThe GAP group obtained more correct answers than the DYS group. An arithmetic N400 effect was observed in the GAP group but not in the DYS group. Both groups displayed an LPC effect. The larger the LPC amplitude was, the higher the WM index. Two subgroups were found within the DYS group: one with an average WM index and the other with a lower than average WM index. These subgroups displayed different ERPs patterns.DiscussionThe results indicated that the group of children with dyscalculia was very heterogeneous and therefore failed to show a robust LPC effect. Some of these children had WM deficits. When WM deficits were considered together with dyscalculia, an atypical ERP pattern that reflected their processing difficulties emerged. Their lack of the arithmetic N400 effect suggested that the processing in this step was not useful enough to produce an answer; thus, it was necessary to reevaluate the arithmetic-calculation process (LPC) in order to deliver a correct answer.ConclusionGiven that dyscalculia is a very heterogeneous deficit, studies examining dyscalculia should consider exploring deficits in WM because the whole group of children with dyscalculia seems to contain at least two subpopulations that differ in their calculation process.