Mind and body: Psychophysiological profiles of instructional and motivational self-talk

A longitudinal study of the effect of visuomotor learning on functional brain connectivity

Neural adaptation in the frontoparietal and motor cortex-sensorimotor circuits is crucial for acquiring visuomotor skills. However, the specific nature of highly dynamic neural connectivity in these circuits during the acquisition of visuomotor skills remains unclear. To achieve a more comprehensive understanding of the relationship between acquisition of visuomotor skills and neural connectivity, we used electroencephalographic coherence to capture highly dynamic nature of neural connectivity. We recruited 60 male novices who were randomly assigned to either the experimental group (EG) or the control group (CG). Participants in EG were asked to engage in repeated putting practice, but CG did not engage in golf practice. In addition, we analyzed the connectivity by using 8-13 Hz imaginary inter-site phase coherence in the frontoparietal networks (Fz-P3 and Fz-P4) and the motor cortex-sensorimotor networks (Cz-C3 and Cz-C4) during a golf putting task. To gain a deeper understanding of the dynamic nature of learning trajectories, we compared data at three time points: baseline (T1), 50% improvement from baseline (T2), and 100% improvement from baseline (T3). The results primarily focused on EG, an inverted U-shaped coherence curve was observed in the connectivity of the left motor cortex-sensorimotor circuit, whereas an increase in the connectivity of the right frontoparietal circuit from T2 to T3 was revealed. These results imply that the dynamics of cortico-cortical communication, particularly involving the left motor cortex-sensorimotor and frontal-left parietal circuits. In addition, our findings partially support Hikosaka et al.'s model and provide additional insight into the specific role of these circuits in visuomotor learning.

Instructing somebody else to act: motor co-representations in the instructor

Instructions enable humans to perform novel tasks quickly. This is achieved by creating and activating the instruction representation for upcoming tasks, which can then modulate ongoing task behaviour in an almost 'reflexive' manner, an effect called instruction-based reflexivity. While most research has focused on understanding how verbal instructions are represented within the 'instructed' (i.e. the person receiving instructions), here we focus on how the instructor's (i.e. the person giving instructions) behaviour is affected through instructing. In a series of three experiments and one pooled analysis, we extended the classical instruction-based reflexivity paradigm to a novel social variant in which the instructions are given by an instructor (rather than visual computer-generated instructions). We found an instruction-based reflexivity effect for the instructor, that is, the instructor's task performance was better on congruent compared to incongruent trials (i.e. Experiments 1 and 2, pooled analysis). This suggests that the instructor represents the instructions of the instructed in an action-oriented format. However, this did not depend on the specific task of the instructed (i.e. Experiment 1), nor is it exclusively social (i.e. Experiment 3).

Inner speech as language process and cognitive tool

Many people report a form of internal language known as inner speech (IS). This review examines recent growth of research interest in the phenomenon, which has broadly supported a theoretical model in which IS is a functional language process that can confer benefits for cognition in a range of domains. A key insight to have emerged in recent years is that IS is an embodied experience characterized by varied subjective qualities, which can be usefully modeled in artificial systems and whose neural signals have the potential to be decoded through advancing brain-computer interface technologies. Challenges for future research include understanding individual differences in IS and mapping form to function across IS subtypes.

The effect of motivational and instructional self-talk on attentional control under noise distraction

Inhibition is the key factor of attentional control (AC). Basketball players are typically exposed to noise from the audience or opposing teams while competing. These distractions disrupt the attentional systems, ultimately compromise the athletes' inhibition ability and directly affect their performance on the court. Hence, effective AC strategies are crucial. Two studies were demonstrated to investigate the effects of noise distractions on attentional control and the moderating effect of self-talk. In Study 1, 36 participants undertook the Stroop task, showing an increased error rate with noise distraction. Thirty-nine national second-level basketball players participated in Study 2, where they engaged in the Antisaccade task under both quiet and noise-distraction conditions, employing different self-talk strategies. Results showed that instructional self-talk reduced the antisaccade error rate in quiet conditions, while motivational self-talk increased the error rate under noise distractions. These findings suggests that noise distraction reduces AC. In competition scenarios, basketball players are required to appropriately implement self-talk strategies to improve AC and prevent potential counterproductive effects.

Type of self-talk matters: Its effects on perceived exertion, cardiorespiratory, and cortisol responses during an iso-metabolic endurance exercise

Self-talk is an effective mental training technique that has been shown to facilitate or debilitate an athlete's performance, depending on its valence. Although the effects of self-talk have been supported by observing change in sport performance, little is known about how self-talk can induce physiological changes. Specifically, it is important to understand if the type of self-talk (positive, neutral, or negative) and can influence stress-related parameters, such as perceived exertion, cardiorespiratory, and cortisol responses. The study's objective was therefore to investigate the top-down effect of positive and negative self-talk compared to a dissociative activity during an iso-metabolic running exercise on autonomic regulation of cardiorespiratory function. Twenty-nine well-trained male runners [38 ± 13 years, 177 ± 7 cm and 73 ± 7 kg] volunteered to participate in a randomized-group design study that included a negative self-talk (NST), a positive self-talk, and a dissociative group (DG). First, participants underwent an incremental running test on a treadmill to determine the maximal oxygen uptake (V̇O_2max ). Next, participants received a mental training session on self-talk and created three positive and three negative self-talk statements. Finally, participants underwent a 60-min steady-state running exercise on a treadmill at 70% of V̇O_2max , during which they were cued at 20-, 35-, and 50-min with their personal self-created positive or negative self-talk statements while the DG listened to a documentary. Cardiorespiratory parameters and rate of perceived exertion (RPE) were recorded throughout the 60-min endurance exercise. In addition, salivary cortisol samples were obtained at waking and after treatment. Although oxygen uptake, carbon dioxide production, RPE, and heart rate significantly changed overtime during the 60-min steady-state running exercise, no significant main treatment effect was found. However, RPE scores, minute ventilation, breathing frequency, and salivary cortisol were significantly higher in the NST group compared to the two other groups. These data suggest that NST [emotion-induced stress, as reflected by elevated cortisol] altered the breathing frequency response. In conclusion, manipulating self-talk alters hormonal response patterns, modulates cardiorespiratory function, and influences perceived exertion.

Internal focus instruction increases psychological stress with conscious motor processing and deteriorates motor performance in dart throwing

Internal focus attention strategies have been found to diminish motor performance. This study attempted to elucidate this finding using the constrained action hypothesis and the theory of reinvestment through exploring their underlying mechanisms. Sixty-one young participants completed a self-paced "dart throwing" motor task to examine the effects of internal focus instruction, compared with no focus instruction, on conscious motor processing (reinvestment), psychological stress, and motor performance. Participants threw darts with standardized internal focus and no focus instructions given before each trial block of dart throwing. Motor performance was indicated by the throw accuracy and throw time. Stress was measured using a galvanic skin response probe. An insight into real-time conscious motor processing (reinvestment) was provided by the electroencephalography coherence between T3 and Fz locations on the scalp. Results indicated that internal focus instruction could cause participants to have lower throw accuracy (p = 0.008), longer throw time (p = 0.001), higher stress (p = 0.001) and higher real-time conscious motor processing (reinvestment) (p = 0.001) than no focus instruction. The significant results imply that internal focus instruction should be avoided in the self-paced motor task learning due to its detrimental effects.