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Stephen A Coombes

Publications and source records attributed to Stephen A Coombes.

5 recordsLinked to original sources

Emotion and movement: activation of defensive circuitry alters the magnitude of a sustained muscle contraction.

Understanding the emotion-movement relationship is crucial to the development of motor theory and movement rehabilitation recommendations for a wide range of diseases and injuries that involve motor impairment. Behaviorally, when movements are executed following exposure to emotional stimuli, evidence suggests that active defensive circuitry results in faster but more variable voluntary movements. However, each of the existing protocols has involved movement execution following the offset of anxiety or emotion eliciting stimuli. The specific aim of this study, therefore, was to determine whether the continued exposure to emotional stimuli would alter the magnitude and variability of a sustained motor contraction. During the presentation of pleasant, unpleasant, neutral, and blank images, participants (N=45) were instructed to respond to the onset of an auditory stimulus by initiating and then sustaining a maximal bimanual isometric contraction of the wrist and finger extensor muscles against two independent load cells (left/right limb). Corroborating previous evidence and supporting hypothesis 1, findings indicated that exposure to unpleasant images lead to an increase in mean force production. Variability of movement, however, did not vary as a function of affective context. These findings indicate that continued exposure to unpleasant stimuli magnifies the force production of a sustained voluntary movement, without sacrificing the variability of that contraction. Mechanism driven open and closed loop explanations are offered for these phenomena, implications are addressed, and future directions are discussed.

Adolescent↗

Emotion and motor control: movement attributes following affective picture processing.

The authors investigated the impact of emotion on the performance of a square-tracing task after participants (N = 40) were exposed to pleasant (P), unpleasant (U), and neutral (N) pictures. Physiological and self-report measures indexed affective valence and arousal. In Experiment 1, greater error followed exposure to 4 consecutive U images than exposure to 4 consecutive P images. Speed of performance did not vary as a function of valence. In Experiment 2, participants viewed 1 slide per trial within a modified exposure protocol. Speed of performance varied as a function of valence; faster performance followed U relative to P stimuli. Accuracy of performance did not vary between conditions. Corresponding self-report and physiological measures generally corroborated previous evidence. Findings collectively indicated that the length of exposure to affective stimuli mediates speed and accuracy of motor performance; compared with P stimuli, U stimuli led to either increased error (short exposure) or increased speed (multiple exposures). The authors conclude that brief and extended exposures to affective pictures have direct behavioral consequences, and they discuss the implications of that finding.

Adolescent↗

Adults with dyslexia: theta power changes during performance of a sequential motor task.

Performance deficits during cerebellar intensive motor tasks maybe reflected by discrepant theta activity in the cerebral cortex. The present experiment examined the relationship between performance on a novel motor task and theta activity in adults with developmental dyslexia (DD) and an age- and IQ-matched control group (CG). Time-locked tonic and phasic lower and upper theta measures were derived and separate event-related theta band power (ERBP) scores were calculated for each of three experimental trials. The DD made significantly more errors than CG during Trials 1 and 2 of the motor task. Tonic theta did not differ between groups; however, the DD group displayed a significant decrease in ERBP across all trials and sites, specifically in central and parietal regions during Trial 3. No significant behavioral or physiological evidence supported the notion of conscious compensation (CC). Rather, deficient task performance in the DD group was associated with a general inability to recruit sufficient working memory processes.

Adolescent↗

An open-source LabVIEW application toolkit for phasic heart rate analysis in psychophysiological research.

The cardiovascular system has been extensively measured in a variety of research and clinical domains. Despite technological and methodological advances in cardiovascular science, the analysis and evaluation of phasic changes in heart rate persists as a way to assess numerous psychological concomitants. Some researchers, however, have pointed to constraints on data analysis when evaluating cardiac activity indexed by heart rate or heart period. Thus, an off-line application toolkit for heart rate analysis is presented. The program, written with National Instruments' LabVIEW, incorporates a variety of tools for off-line extraction and analysis of heart rate data. Current methods and issues concerning heart rate analysis are highlighted, and how the toolkit provides a flexible environment to ameliorate common problems that typically lead to trial rejection is discussed. Source code for this program may be downloaded from the Psychonomic Society Web archive at www.psychonomic.org/archive/.

Heart Rate↗

Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition.

We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours.

Adolescent↗