Document Type : Original research study
Author
Asistant Professor of Kharazmi Univercity
Abstract
The purpose of this study was to investigate the effects of different mood on implicit motor learning in a homogeneous people with low trait anxiety. The sample consisted of 75 male student volunteers from the University of Kharazmi with low trait anxiety that were randomly divided into three groups of positive, negative and neutral mood. In first, all subjects were introduced to positive, negative and neutral conditions by the International Affective Pictures System and after that they practiced the standard mirror-tracing apparatus task within a block of 10 trials. The retention test included 4 trials from the same task. The results revealed that performance time and error rate of positive mood group in retention phase was better than two groups (P>0.05). This research confirmed the moderating role of emotion in implicit motor learning and was found Individuals with low trait anxiety gain more benefits from positive mood in learning conditions.
Keywords
- Abdoli, B. (2005). Comparison effect of implicit and explicit learning in serial reaction time.Abdoli,Behrooz. Dessertation Ph.D. University of Tehran.
- Bokums R M, Jr C M. M., Neiva J F. O. (2012). Self-Controlled Feedback and Trait Anxiety in Motor Skill Acquisition. Psychology.3(5), 406-409
- Braverman, J. (2006). The effect of mood on detection of covariation. Personality and Social Psychology Bulletin, 31(11), 1487-1497.
- Bruno Verschuere, G. C., Ernst Koster. (2007). Cross Cultural Validation of the IAPS. Ghent, Belgium: Ghent University.
- Cahill L, Gorski L, Le K., (2003) Enhanced human memory consolidation with post-learning stress: Interaction with the degree of arousal at encoding. Learn Mem; 10: 270–274.
- Cahill, L., McGaugh, J. L. (1999). Mechanisms of emotional arousal and lasting declarative memory. Trends in Neuroscience: 21, 294–299.
- Calvo, M. G., Alamo, L., & Ramos, P. M. (1990). Test anxiety, motor performance and learning: Attentional and somatic interference. Personality and Individual Differences, 11, 29-38.
- Chauveau, F., Tronche, C., Pie´rard, C., Liscia, P., Drouet, I., Coutan, M., Be´racoche´a. D., (2010) Rapid Stress-Induced Corticosterone Rise in the Hippocampus Reverses Serial Memory Retrieval Pattern. Hippicampos. 20:196–207.
- Curtiss, K. V. (2002). The effects of depression and anxiety on memory performance.. Archives of Clinical Neuropsychology, 17, 57-67.
10. Davids K, M. C. (1990). The role of tacit knowledge in human skill performance. Journal of human movement studies, 19(6), 273-288.
11. Forgas, J. P., Ciarocchi, J. (2002). On managing moods: Evidence for the role of homeostatic cognitive strategies in affect regulation. Personality and Social Psychology Bulletin, 28: 336-345.
- 12. Gotlib, I. H. J., J. (2010). Cognition and depression: Current status and future directions.. Annual Review of Clinical Psychology,, 6, 285-312.
13. Javadi, A. H., Walsh, V., Lewis, P. A. (2010). Offline consolidation of procedural skill learning is enhanced by negative emotional content. Experimental Brain Research. DOI 10.1007/s00221-010-2497-7
14. Jones, E. M. (2011). Effects of Mood on Learning in the Serial Reaction Time Task. The University of Bergen.
15. Joormann, G. K. Y. (2004). Attentional biases for negative interpersonal stimuli in clinical depression. Journal of Abnormal Psychology, 113, 127-135.
16. Junchen Shang, Q. F., Zoltan Dienes, Can Shao, Xiaolan Fu. (2013). Negative Affect Reduces Performance in Implicit Sequence Learning. PLoS ONE, 8(1).
17. Kaufman, S. B. D., C. G. Gray, J. R. Jiménez, L. Brown, J. & Mackintosh, N. (2010). Implicit learning as an ability. Cognition, 116, 321-340.
18. Lang, P. J., Bradley, M. M., & Cuthbert, B. N. (2001). International Affective Picture System (IAPS): Affective ratings and instruction manual. Technical Report A-6. Gainesville, Florida: University of Florida
19. Lasaitis C., R. L. R., Orlando Francisco Amodeo Bueno. (2008). Brazilian norms for the International Affective Picture System (IAPS). J Bras Psiquiatr, 57(4), 270-275.
20. Liu WH, C.-T. J. (2009). Fieldependence-independence and physical activity engagement among middle school students. Journal of Physical Education and sport Pedagogy, 14(2), 125-136.
21. McGaugh JL. (2005). Emotional arousal and enhanced amygdala activity: New evidence for the old perseveration-consolidation hypothesis. Learn. Mem. 12: 77-79.
22. Murray NP, Janelle CM, (2002). Anxiety and Performance: A Visual Search Examination of the Processing Efficiency Theory. Journal Of Sport & Exercise Psychology 25: 171-187
- 23. Norman, E. P., M. C. & Duff. (2006). Fringe consciousness in sequence learning: The influence of individual differences. Consciousness and Cognition, 15, 723-760.
24. Pretz, J. E. Totz, K. S. & Kaufman, S. B. (2010). The effects of mood, cognitive style, and cognitive ability on implicit learning. Learning and Individual Differences, 20, 215-219.
25. Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology,, 118, 219-235.
26. Reber, A. S. (1992). An evolutionary context for the cognitive unconscious. Philosophical Psychology, 5(1), 33-52.
27. Reber, A. S. W., F. F. & Hernstadt, R. (1991). Implicit and explicit learning: Individual differences and IQ. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 888-896.
28. Richard, D. (2003). Seven sins in the study of emotion: Correctives from affective neuroscience. Brain and Cogn, 52(1), 129-132.
29. Rusting, C. L. (1999). Interactive Effects of Personality and Mood on Emotion-congruent Memory and Hudgment. Personality and Social Psychology, 77, 1073-1086.
30. Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and per-formance: A situation-based learning approach. Champaign, Human Kinetics.
31. Spielberger, C. D. (1972). Anxiety: Current trends in theory and re-search. Oxford, England: Academic Press.
32. Spielberger CD, Gorsuch R, Lushene R, Vagg, Jacobs G., (1983) State-Trait Anxiety Inventory, Revised—Professional Manual. Consulting Psychologists Press, Palo Alto, CA.
33. Steidl, S., Mohi-uddin, S., Razik, Fathima., Anderson, A. K. (2011). Emotion Enhanced Retention of Cognitive Skill Learning. Emotion, 11(1), 12–19.
34. Weinberg, R. S., & Gould, D. (2011). Foundations of sport and exercise psychology. Champaign, Human Kinetics.
35. Wulf G, H. B. M., Prinz W. (1998). Instruction for motor learning. Differntial effects of internal versus external focus of attention. Journal of Motor Behavior, 30(2), 169-179.
)