ECSS Paris 2023: CP-SH11
Introduction Herold et al. (2018) [1] distinguished between two types of simultaneous motor-cognitive training: additional (dual-task [DT]) and incorporated (synergistic [SYN]). In DT, cognitive and physical task objectives differ, whereas in SYN, they align, potentially reducing workload required. As outlined in cognitive load theory, when information is complementary, attention division is unnecessary, leading to lower perceived workload (principle of contiguity). Consequently, in SYN condition, unlike in the DT condition, task execution may be facilitated and the subjective workload perceived as lower. Nevertheless, both training appear to be equivalent in terms of brain plasticity. This study compared the perceived and objective cognitive workload in SYN and DT cognitive-motor training in healthy adults. Method A total of 19 participants (M=26,89) completed six exercises: 3 DT exercises and 3 SYN exercises. Each targeted a specific executive function (EF). The 6 items of the NASA-Task Load Index [2] (NASA-TLX) were completed at the end of the 6 exercises. The objective performance data collected included the number of items processed, the percentage of correct responses, and the number of errors. Cognitive load and participant performance in each exercise were compared using a one-way analysis of variance (ANOVA). The "training" factor included both DT and SYN training, while the "EF" factor covered working memory (WM), flexibility, and inhibition. Results Preliminary results do not indicate the influence of the training modality on objective performance measures or subjective workload assessments. However, the trained cognitive function appears to be a key determinant of the perceived workload during cognitive-motor training. Discussion Despite the absence of statistically significant differences between the two cognitive-motor training modalities, a trend can still be observed. The mean scores on the NASA-TLX suggest a slight advantage of SYN training for the "mental demand" and "performance" items. With respect to physical demand, the added value of synergy appears to be counterbalanced by task automation in the DT condition. Concerning EF, WM exercises were perceived as more cognitively demanding, likely due to time constraints and their crucial role in workload management. Inhibition exercises were perceived as less demanding, irrespective of the training modality. It is also possible that these exercises were easier than WM exercises. 1. Herold, F., Hamacher, D., Schega, L., & Müller, N. G. (2018). Thinking While Moving or Moving While Thinking – Concepts of Motor-Cognitive Training for Cognitive Performance Enhancement. Frontiers in Aging Neuroscience, 10, 228. https://doi.org/10.3389/fnagi.2018.00228 2. Hart, S. G., & Staveland, L. E. (1988). Development of nasa-tlx (Task load index) : Results of empirical and theoretical research. Advances in Psychology (52), pp. 139‐183. Elsevier. https://doi.org/10.1016/S0166-4115(08)62386-9
Read CV Coline Chartier Université dAngersECSS Paris 2023: CP-SH11
Objectives The objective of the study is to examine the progression of self-control abilities in young athletes who were identified as talents in primary schools and subsequently enrolled in 7th grade at an elite sports school. The studys findings will inform the implementation of measures to enhance support for these students, with the objective of mitigating the risk of motivation loss and subsequent dropout (Granz et al., 2019; Schröder & Knisel, 2024). The study will also draw comparisons between the performance of these young athletes and that of athletes already enrolled in upper secondary school. Methods Fifty students aged between 10 and 18 years old (mean age: 15.33, SD= 3.39) took part in the study, which was based on the SSI-K3 (Kuhl & Fuhrmann, 2004). Participants were recruited from an elite sports school in Berlin and divided into two groups. Thirty-five students had been enrolled in the sports school for several years and were in their final year (mean age: 17.74, SD= 0.85). The second group (N= 15, mean age: 10.67, SD= 0.72) consists of pupils who were still attending primary school at time t1 and are in 7th grade at the elite sports school at time t2. A longitudinal study of self-control skills will therefore also be carried out for the second group, whereby the results will also be compared with the results of the older pupils as part of a cross-sectional study in order to be able to draw conclusions here too. Results The SSI-K3 demonstrates good validity (α= .78), thus confirming the results previously reported by Kuhl & Fuhrmann (2004, α= .73-.90). The findings of the present study indicate that there are some differences in the self-competences. Specifically, there were notable differences in the area of self-access, which decreased significantly in the younger athletes (mean t1=1.94, mean t2=1.63, p=.039, d= 0.53). A cross-sectional comparison showed significant differences in the area of self-regulation (p= .008, d= .79) between the groups of older students (mean= 1.54, SD= .58) and the results of the younger athletes (mean= 1.96, SD= .38). Conclusion The findings indicate that close supervision is necessary to ensure optimal long-term support for athletes. The observed decline in self-access skills from t1 to t2 is attributed to the new and varied demands of an elite sports school, which reduce opportunities for in-depth self-awareness. The significant differences in self-regulation skills suggest that the resources available for recovery in competitive sports training are not yet fully understood. A high level of self-regulation skills has been shown to be indicative of increased performance in competitive sports (Wilson et al., 2021; Young et al., 2023). One proposed solution is to develop a concept that enables athletes to optimally reconcile the stresses of school with those of sport.
Read CV Sebastian SchröderECSS Paris 2023: CP-SH11
Introduction Cognitive effort refers to mental resources allocated to tasks requiring sustained attention, concentration, and active information processing. It is essential for complex functions such as problem-solving, decision-making, memory updating, and attentional control. Engaging in cognitively demanding tasks for extended periods can be mentally exhausting, as it places significant demands on executive functions and may lead to mental fatigue. The more complex, unpredictable, or unfamiliar a task is, the greater the cognitive effort needed to maintain performance. In mental fatigue research, cognitive effort plays a central role, as prolonged engagement in demanding tasks is linked to declining performance and impaired cognitive control. However, the underlying neural mechanisms remain poorly understood. This study examines how sustained cognitive effort affects behavioral and neurophysiological responses, focusing on event-related potentials (ERPs) and subjective perceptions of motivation, fatigue, boredom, and drowsiness. Methods Seventy participants completed a 30-minute Dual 2-back (D2B) task consisting of 1,100 trials, requiring visual and visuospatial working memory updating. In each trial, a geometric figure appeared at the center, with a dot randomly positioned around it (8 possible positions). Either the figure or the dot was randomly colored red. If the dot was red, participants indicated whether its position matched that of trial n-2; if the figure was red, they determined whether it was the same as in trial n-2. Responses (Yes/No) were made using two buttons. EEG activity was recorded from 64 channels to analyze event-related potentials (ERPs) and examine mental fatigue in relation to behavioral data and self-reported cognitive states. Results The behavioral and EEG data recorded over 30 minutes were segmented into four periods of 7.5 minutes each. Analysis of reaction times (RT) for correct responses revealed a significant decrease for "No" responses, while remaining stable for "Yes" responses throughout the task. Additionally, the error rate remained stable for "No" responses but significantly increased for "Yes" responses. Furthermore, d-prime, an index of discrimination between trials n and n-2, decreased over the course of the task. Finally, analysis of event-related potentials (ERPs) showed a significant decrease in the amplitude of the P300 component. This decrease was not correlated with any behavioral or subjective data. Discussion This study highlights the impact of prolonged cognitive effort on performance and neural activity. A decrease in d-prime and an increase in errors for "Yes" responses suggest a decline in stimulus discrimination. The reduction in P300 amplitude reflects diminished attentional and working memory resources. However, this decrease was not correlated with behavioral or subjective measures. This result tends to put into perspective the role of motivation in explaining the decline in performance.
Read CV Abdelrhani BENRAISSECSS Paris 2023: CP-SH11