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- Creators: Harrington Bioengineering Program
Description
A previous study demonstrated that learning to lift an object is context-based and that in the presence of both the memory and visual cues, the acquired sensorimotor memory to manipulate an object in one context interferes with the performance of the same task in presence of visual information about a different context (Fu et al, 2012).
The purpose of this study is to know whether the primary motor cortex (M1) plays a role in the sensorimotor memory. It was hypothesized that temporary disruption of the M1 following the learning to minimize a tilt using a ‘L’ shaped object would negatively affect the retention of sensorimotor memory and thus reduce interference between the memory acquired in one context and the visual cues to perform the same task in a different context.
Significant findings were shown in blocks 1, 2, and 4. In block 3, subjects displayed insignificant amount of learning. However, it cannot be concluded that there is full interference in block 3. Therefore, looked into 3 effects in statistical analysis: the main effects of the blocks, the main effects of the trials, and the effects of the blocks and trials combined. From the block effects, there is a p-value of 0.001, and from the trial effects, the p-value is less than 0.001. Both of these effects indicate that there is learning occurring. However, when looking at the blocks * trials effects, we see a p-value of 0.002 < 0.05 indicating significant interaction between sensorimotor memories. Based on the results that were found, there is a presence of interference in all the blocks but not enough to justify the use of TMS in order to reduce interference because there is a partial reduction of interference from the control experiment. It is evident that the time delay might be the issue between context switches. By reducing the time delay between block 2 and 3 from 10 minutes to 5 minutes, I will hope to see significant learning to occur from the first trial to the second trial.
The purpose of this study is to know whether the primary motor cortex (M1) plays a role in the sensorimotor memory. It was hypothesized that temporary disruption of the M1 following the learning to minimize a tilt using a ‘L’ shaped object would negatively affect the retention of sensorimotor memory and thus reduce interference between the memory acquired in one context and the visual cues to perform the same task in a different context.
Significant findings were shown in blocks 1, 2, and 4. In block 3, subjects displayed insignificant amount of learning. However, it cannot be concluded that there is full interference in block 3. Therefore, looked into 3 effects in statistical analysis: the main effects of the blocks, the main effects of the trials, and the effects of the blocks and trials combined. From the block effects, there is a p-value of 0.001, and from the trial effects, the p-value is less than 0.001. Both of these effects indicate that there is learning occurring. However, when looking at the blocks * trials effects, we see a p-value of 0.002 < 0.05 indicating significant interaction between sensorimotor memories. Based on the results that were found, there is a presence of interference in all the blocks but not enough to justify the use of TMS in order to reduce interference because there is a partial reduction of interference from the control experiment. It is evident that the time delay might be the issue between context switches. By reducing the time delay between block 2 and 3 from 10 minutes to 5 minutes, I will hope to see significant learning to occur from the first trial to the second trial.
ContributorsHasan, Salman Bashir (Author) / Santello, Marco (Thesis director) / Kleim, Jeffrey (Committee member) / Helms Tillery, Stephen (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / Harrington Bioengineering Program (Contributor)
Created2014-05
Description
Brain-computer interface technology establishes communication between the brain and a computer, allowing users to control devices, machines, or virtual objects using their thoughts. This study investigates optimal conditions to facilitate learning to operate this interface. It compares two biofeedback methods, which dictate the relationship between brain activity and the movement of a virtual ball in a target-hitting task. Preliminary results indicate that a method in which the position of the virtual object directly relates to the amplitude of brain signals is most conducive to success. In addition, this research explores learning in the context of neural signals during training with a BCI task. Specifically, it investigates whether subjects can adapt to parameters of the interface without guidance. This experiment prompts subjects to modulate brain signals spectrally, spatially, and temporally, as well differentially to discriminate between two different targets. However, subjects are not given knowledge regarding these desired changes, nor are they given instruction on how to move the virtual ball. Preliminary analysis of signal trends suggests that some successful participants are able to adapt brain wave activity in certain pre-specified locations and frequency bands over time in order to achieve control. Future studies will further explore these phenomena, and future BCI projects will be advised by these methods, which will give insight into the creation of more intuitive and reliable BCI technology.
ContributorsLancaster, Jenessa Mae (Co-author) / Appavu, Brian (Co-author) / Wahnoun, Remy (Co-author, Committee member) / Helms Tillery, Stephen (Thesis director) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
Concussions and traumatic brain injuries are mechanical events which can derive from no specific activity or event. However, these injuries occur often during athletic and sporting events but many athletes experiencing these symptoms go undiagnosed and continue playing without proper medical attention. The current gold standard for diagnosing athletes with concussions is to have medical professionals on the sidelines of events to perform qualitative standardized assessments which may not be performed frequently enough and are not specialized for each athlete. The purpose of this report is to discuss a study sanctioned by Arizona State University's Project HoneyBee and additional affiliations to validate a third-party mouth guard device product to recognize and detect force impacts blown to an athlete's head during athletic activity. Current technology in health monitoring medical devices can allow users to apply this device as an additional safety mechanism for early concussion awareness and diagnosis. This report includes the materials and methods used for experimentation, the discussion of its results, and the complications which occurred and areas for improvement during the preliminary efforts of this project. Participants in the study were five non-varsity ASU Wrestling athletes who volunteered to wear a third-party mouth guard device during sparring contact at practice. Following a needed calibration period for the devices, results were recorded both through visual observation and with the mouth guard devices using an accelerometer and gyroscope. This study provided a sound understanding for the operation and functionality of the mouth guard devices. The mouth guard devices have the capability to provide fundamental avenues of research for future investigations.
ContributorsTielke, Austin Wyatt (Author) / Ross, Heather (Thesis director) / LaBelle, Jeffrey (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This paper explores the use of different classroom management styles by teachers engaged in a study. The study was focused on testing an educational computer program called The Doctor's Cure in s southwester school district with ready access to computers. The Doctor's Cure uses interactive storytelling and transformational play to teach seventh graders how to write persuasively. The definitions of student centered and teacher centered management styles used in this paper are drawn from Garret (2008) which suggests that teachers are not entirely one management style or the other, but a mix of the two. This paper closely examines three teachers, two with teacher centered styles and one with a student centered style in order to see which style was most effective in promoting the learning of persuasive writing skills. The findings tentatively indicate that teacher centered management styles yield larger gains in learning compared to more student centered styles.
ContributorsAyala, Joel Nicholas (Author) / Hayes, Elisabeth (Thesis director) / Siyahhan, Sinem (Committee member) / Holmes, Jeff (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2013-05
Description
Older adults tend to learn at a lesser extent and slower rate than younger individuals. This is especially problematic for older adults at risk to injury or neurological disease who require therapy to learn and relearn motor skills. There is evidence that the reticulospinal system is critical to motor learning and that deficits in the reticulospinal system may be responsible, at least in part, for learning deficits in older adults. Specifically, delays in the reticulospinal system (measured via the startle reflex) are related to poor motor learning and retention in older adults. However, the mechanism underlying these delays in the reticulospinal system is currently unknown.
Along with aging, sleep deprivation is correlated with learning deficits. Research has shown that a lack of sleep negatively impacts motor skill learning and consolidation. Since there is a link between sleep and learning, as well as learning and the reticulospinal system, these observations raise the question: does sleep deprivation underlie reticulospinal delays? We hypothesized that sleep deprivation was correlated to a slower startle response, indicating a delayed reticulospinal system. Our objectives were to observe the impact of sleep deprivation on 1) the startle response (characterized by muscle onset latency and percentage of startle responses elicited) and 2) functional performance (to determine whether subjects were sufficiently sleep deprived).
21 young adults participated in two experimental sessions: one control session (8-10 hour time in bed opportunity for at least 3 nights prior) and one sleep deprivation session (0 hour time in bed opportunity for one night prior). The same protocol was conducted during each session. First, subjects were randomly exposed to 15 loud, startling acoustic stimuli of 120 dB. Electromyography (EMG) data measured muscle activity from the left and right sternocleidomastoid (LSCM and RSCM), biceps brachii, and triceps brachii. To assess functional performance, cognitive, balance, and motor tests were also administered. The EMG data were analyzed in MATLAB. A generalized linear mixed model was performed on LSCM and RSCM onset latencies. Paired t-tests were performed on the percentage of startle responses elicited and functional performance metrics. A p-value of less than 0.05 indicated significance.
Thirteen out of 21 participants displayed at least one startle response during their control and sleep deprived sessions and were further analyzed. No differences were found in onset latency (RSCM: control = 75.87 ± 21.94ms, sleep deprived = 82.06 ± 27.47ms; LSCM: control = 79.53 ± 17.85ms, sleep deprived = 78.48 ± 20.75ms) and percentage of startle responses elicited (control = 84.10 ± 15.53%; sleep deprived = 83.59 ± 18.58%) between the two sessions. However, significant differences were observed in reaction time, TUG with Dual time, and average balance time with the right leg up. Our data did not support our hypothesis; no significant differences were seen between subjects’ startle responses during the control and sleep deprived sessions. However, sleep deprivation was indicated with declines were observed in functional performance. Therefore, we concluded that sleep deprivation may not affect the startle response and underlie delays in the reticulospinal system.
Along with aging, sleep deprivation is correlated with learning deficits. Research has shown that a lack of sleep negatively impacts motor skill learning and consolidation. Since there is a link between sleep and learning, as well as learning and the reticulospinal system, these observations raise the question: does sleep deprivation underlie reticulospinal delays? We hypothesized that sleep deprivation was correlated to a slower startle response, indicating a delayed reticulospinal system. Our objectives were to observe the impact of sleep deprivation on 1) the startle response (characterized by muscle onset latency and percentage of startle responses elicited) and 2) functional performance (to determine whether subjects were sufficiently sleep deprived).
21 young adults participated in two experimental sessions: one control session (8-10 hour time in bed opportunity for at least 3 nights prior) and one sleep deprivation session (0 hour time in bed opportunity for one night prior). The same protocol was conducted during each session. First, subjects were randomly exposed to 15 loud, startling acoustic stimuli of 120 dB. Electromyography (EMG) data measured muscle activity from the left and right sternocleidomastoid (LSCM and RSCM), biceps brachii, and triceps brachii. To assess functional performance, cognitive, balance, and motor tests were also administered. The EMG data were analyzed in MATLAB. A generalized linear mixed model was performed on LSCM and RSCM onset latencies. Paired t-tests were performed on the percentage of startle responses elicited and functional performance metrics. A p-value of less than 0.05 indicated significance.
Thirteen out of 21 participants displayed at least one startle response during their control and sleep deprived sessions and were further analyzed. No differences were found in onset latency (RSCM: control = 75.87 ± 21.94ms, sleep deprived = 82.06 ± 27.47ms; LSCM: control = 79.53 ± 17.85ms, sleep deprived = 78.48 ± 20.75ms) and percentage of startle responses elicited (control = 84.10 ± 15.53%; sleep deprived = 83.59 ± 18.58%) between the two sessions. However, significant differences were observed in reaction time, TUG with Dual time, and average balance time with the right leg up. Our data did not support our hypothesis; no significant differences were seen between subjects’ startle responses during the control and sleep deprived sessions. However, sleep deprivation was indicated with declines were observed in functional performance. Therefore, we concluded that sleep deprivation may not affect the startle response and underlie delays in the reticulospinal system.
ContributorsGopalakrishnan, Smita (Author) / Honeycutt, Claire (Thesis director) / Petrov, Megan (Committee member) / Harrington Bioengineering Program (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Motor skill acquisition, the process by which individuals practice and consolidate
movement to become faster, more accurate and efficient, declines with age. Initial skill acquisition is dominated by cortical structures; however as learning proceeds, literature from
rodents and songbirds suggests that there is a transition away from cortical execution. Recent
evidence indicates that the reticulospinal system plays an important role in integration and
retention of learned motor skills. The brainstem has known age-rated deficits including cell
shrinkage & death. Given the role of the reticulospinal system in skill acquisition and older
adult’s poor capacity to learn, it begs the question: are delays in the reticulospinal system
associated with older adult’s poor capacity to learn?
Our objective was to evaluate if delays in the reticulospinal system (measured via the
startle reflex) and corticospinal system (measured via Transcranial Magnetic Stimulation (TMS) are correlated to impairment of motor learning in older adults. We found that individuals with fast startle responses resembling those of younger adults show the most improvement and retention while individuals with delayed startle responses show the least. We also found that there was no relationship between MEP latencies and improvement and retention. Moreover, linear regression analysis indicated that startle onset latency exists within a continuum of learning outcomes suggesting that startle onset latency may be a sensitive measure to predict learning deficits in older adults. As there exists no method to determine an individual’s relative learning capacity, these results open the possibility of startle, which is an easy and inexpensive behavioral measure and can be used to determine learning deficits in older adults to facilitate better dosing during rehabilitation therapy.
movement to become faster, more accurate and efficient, declines with age. Initial skill acquisition is dominated by cortical structures; however as learning proceeds, literature from
rodents and songbirds suggests that there is a transition away from cortical execution. Recent
evidence indicates that the reticulospinal system plays an important role in integration and
retention of learned motor skills. The brainstem has known age-rated deficits including cell
shrinkage & death. Given the role of the reticulospinal system in skill acquisition and older
adult’s poor capacity to learn, it begs the question: are delays in the reticulospinal system
associated with older adult’s poor capacity to learn?
Our objective was to evaluate if delays in the reticulospinal system (measured via the
startle reflex) and corticospinal system (measured via Transcranial Magnetic Stimulation (TMS) are correlated to impairment of motor learning in older adults. We found that individuals with fast startle responses resembling those of younger adults show the most improvement and retention while individuals with delayed startle responses show the least. We also found that there was no relationship between MEP latencies and improvement and retention. Moreover, linear regression analysis indicated that startle onset latency exists within a continuum of learning outcomes suggesting that startle onset latency may be a sensitive measure to predict learning deficits in older adults. As there exists no method to determine an individual’s relative learning capacity, these results open the possibility of startle, which is an easy and inexpensive behavioral measure and can be used to determine learning deficits in older adults to facilitate better dosing during rehabilitation therapy.
ContributorsRangarajan, Vishvak (Author) / Honeycutt, Claire (Thesis director) / Schaefer, Sydney (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Should choreographing a dance routine be completely subjective or should it include some objective assessment? Dance is a performing art with the purpose of expressing an emotion or idea. In literature, dance is approached from solely the artistic side, using principles of art like movement, pattern, and rhythm. Art and science are often pinned against one another; art is considered subjective while science considered objective. Art tries to express knowledge while science aims to acquire knowledge. However, the two disciplines relate in their effort to understand the world. Although their intended audiences are contrasting, their goals are essentially the same. Considering this relation, my thesis will use both art and science to quantify elements of pom routines to create objective data to be used in the subjective choreography process. My project will look at the collegiate dance world and assess routines that have placed well at UDA College Dance Team National Championships. This research investigates how inclusion of certain elements adds value to the pom routines performed. I will then take what I have analyzed and gathered from extensive research on these successful routines and choreograph my own routine for my college dance team to compete in the 2020 UDA College Dance Team National Championship. With proper preparation and inclusion of the correct elements that were found in other winning routines, the Arizona State University Dance Team will place well and better than last year’s eighth place.
ContributorsHolland, Haylee Aliyah (Author) / Hudson, James G. (Thesis director) / Caryl, Bianca (Committee member) / Harrington Bioengineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Motor skill acquisition, the process by which individuals practice and consolidate movement to become faster, more accurate and efficient, declines with age. Initial skill acquisition is dominated by cortical structures; however as learning proceeds, literature from rodents and songbirds suggests that there is a transition away from cortical execution. Recent evidence indicates that the reticulospinal system plays an important role in integration and retention of learned motor skills. The brainstem has known age-rated deficits including cell shrinkage & death. Given the role of the reticulospinal system in skill acquisition and older adult’s poor capacity to learn, it begs the question: are delays in the reticulospinal system associated with older adult’s poor capacity to learn?
Our objective was to evaluate if delays in the reticulospinal system (measured via the startle reflex) are correlated to impairment of motor learning in older adults. We found that individuals with fast startle responses resembling those of younger adults show the most learning and retention of that learning while individuals with delayed startle responses show the least. Moreover, linear regression analysis indicated that startle onset latency exists within a continuum of learning outcomes suggesting that startle onset latency may be a sensitive measure to predict learning deficits in older adults. As there exists no method to determine an individual’s relative learning capacity, these results open the possibility of startle, which is an easy and inexpensive behavioral measure, being used to predict learning deficits in older adults to facilitate better dosing during rehabilitation therapy.
Our objective was to evaluate if delays in the reticulospinal system (measured via the startle reflex) are correlated to impairment of motor learning in older adults. We found that individuals with fast startle responses resembling those of younger adults show the most learning and retention of that learning while individuals with delayed startle responses show the least. Moreover, linear regression analysis indicated that startle onset latency exists within a continuum of learning outcomes suggesting that startle onset latency may be a sensitive measure to predict learning deficits in older adults. As there exists no method to determine an individual’s relative learning capacity, these results open the possibility of startle, which is an easy and inexpensive behavioral measure, being used to predict learning deficits in older adults to facilitate better dosing during rehabilitation therapy.
ContributorsSchreiber, Joseph James (Author) / Honeycutt, Claire (Thesis director) / Schaefer, Sydney (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
There are 6 methods of persuasion: reciprocity, scarcity, authority, commitment, liking, and social proof. Although these are typically used in economic scenarios, they may be present between professors and their students as well. We surveyed ASU students to find out which methods of persuasion professors may be implementing in their classrooms, and whether or not these were effective in improving student outcomes (performance, memory, etc.).
ContributorsPautz, Daniella (Author) / Honeycutt, Claire (Thesis director) / Krause, Stephen (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2022-05