Efficacy of SMR-band frequency Induction on fine motor skills

سال انتشار: 1399
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 32

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شناسه ملی سند علمی:

ICCS08_250

تاریخ نمایه سازی: 8 تیر 1405

چکیده مقاله:

Background and Aim: Transcranial alternating current stimulation (tACS) is a non-invasive brain stimulation method. Methods for this purpose, ۳۰ healthy young adults were selected and randomly divided into experimental and sham groups. Participants received either ۲۰ minutes of SMR-band frequency-tACS (۱۳ Hz) or sham stimulation for ۱۰ days (۵ sessions per week for ۲ weeks) over Fz and Pz regions (according to international ۱۰-۲۰ system). Fine motor skills were assessed pre and post-intervention period using Purdue pegboard test. Results: The present study investigated the effect of SMR-band frequency on fine motor skills. Conclusion: statistically significant differences were found between two groups on the Purdue Pegboard performance. In fact, the experiment group showed significantly better performance in all conditions (right hand, left hand, both hands, right+left+both hands and assembly) compared with sham group. The fine motor skills significantly improved following SMR-TACS stimulation. Taken together, our results suggest that these findings suggest that SMR-tACS may serve as a tool for motor skill improvement.

کلیدواژه ها:

SMR band frequency ، Transcranial Alternating Current Stimulation (tACS) ، Fine: Motor Skills ، Purdue Pegboard

نویسندگان

Fatemeh Abdolhossein zadeh roveshti

Department of psychology, Faculty of education and psychology, Azarbaijan shahid madani university, Tabriz, Iran

Fateme Abdolhossein zadeh roveshti

Department of psychology, Faculty of education and psychology, Azarbaijan shahid madani university, Tabriz, Iran

Ladan Vaghef

Department of psychology, Faculty of education and psychology, Azarbaijan shahid madani university, Tabriz, Iran

Hasan Bafandeh

Department of psychology, Faculty of education and psychology, Azarbaijan shahid madani university, Tabriz, Iran

Behrouz Ghorban Zadeh

Department of psychology, Faculty of education and psychology, Azarbaijan shahid madani university, Tabriz, Iran