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While performing a visuo-motor task under incrementally-varied levels of difficulty, individuals were probed with a variety of novel, task-irrelevant, auditory stimuli. To determine the effect of task load on cerebral-cortical processing of these stimuli, event-related potentials were recorded while participants performed the task. We found that N1, P2, P3(More)
Excessive increases in task difficulty typically result in marked attenuation of cognitive-motor performance. The psychomotor efficiency hypothesis suggests that poor performance is mediated by non-essential neural activity and cerebral cortical networking (inefficient cortical dynamics). This phenomenon may underlie the inverse relationship between(More)
We examined whether the utility of a recently developed auditory probe technique for indexing cognitive workload was dependent on the stimulus properties of the probes. EEG was recorded while participants played a videogame under various levels of cognitive workload. At each level of workload, participants were probed with one of four different types of(More)
This experiment investigated the relationship between motivation, engagement, and learning in a video game task. Previous studies have shown increased autonomy during practice leads to superior retention of motor skills, but it is not clear why this benefit occurs. Some studies suggest this benefit arises from increased motivation during practice; others(More)
Skilled individuals demonstrate a spatially localized or relatively lower response in brain activity characterized as neural efficiency when performing within their domain of expertise. Elite athletes are experts in their chosen sport and thus must be not only adept in the motor domain but must be resilient to performing under the stress of high-level(More)
It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and(More)
Recent research has revealed that having learners study and practice a motor skill with the expectation of having to teach it enhances motor learning. However, the mechanisms underlying this effect remain unknown. We attempted to replicate this effect and elucidate the mechanisms underlying it. Thus, participants studied golf putting instructions and(More)
BACKGROUND Video games and virtual environments continue to be the subject of research in health sciences for their capacity to augment practice through user engagement. Creating game mechanics that increase user engagement may have indirect benefits on learning (ie, engaged learners are likely to practice more) and may also have direct benefits on learning(More)
From a neurobiological and motivational perspective, the feedback-related negativity (FRN) and reward positivity (RewP) event-related potential (ERP) components should increase with reward magnitude (reward associated with valence (success/failure) feedback). To test this hypothesis, we recorded participants' electroencephalograms while presenting them with(More)