Matching Items (15)
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- All Subjects: Falls
- All Subjects: Learning
- Creators: Harrington Bioengineering Program
- Member of: Theses and Dissertations
- Status: Published
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
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
Falls are known to be a common occurrence and a costly one as well, as they are the second leading cause of unintentional deaths and millions of other injuries worldwide. Falls often occur due to an increase in trunk flexion angle, so this experiment aims to reduce the trunk flexion received while stepping over an obstacle. To achieve this a soft actuator was attached to the trunk and pressure was sent as subjects walked and stepped over an obstacle presented on a treadmill. The pressure is meant to stiffen the back which should in theory reduce the trunk flexion angle and lower the chances of falling. In this experiment, two groups were tested: three participants from a control group (healthy young adults) and three participants from an experimental group (healthy elderly adults). Since elderly adults have the highest fall risk due to overall lack of stability, they are the experimental group and the focus for this experiment. The results from the study showed that elderly adults had a beneficial effect with the soft actuator as there was a noticeable difference in trunk flexion when the device was attached. The experiment also supported prior research that stated that trunk flexion was greater in elderly adults than younger adults. Despite the positive results, further studies should be done to prove that the soft devices influence lowering trunk flexion angle as well as to see if the device has any noticeable effect on younger adults.
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05
ContributorsFisher, Caleb (Author) / Lee, Hyunglae (Thesis director) / Olivas, Alyssa (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2023-05