جستجوی مقالات مرتبط با کلیدواژه « نورون های آینه ای » در نشریات گروه « روانشناسی »

The purpose of this study was to determine the effects of audio-visual modeling on mu rhythm suppression in basketball lay-up shot.

For this purpose, 13 physical education students of Shahid Rajaee Teacher Training University participated voluntarily in this study. Order of presenting visual and auditory stimuli was counter-balanced among participants. Participants were randomly divided into two groups: the first group, observed the visual stimulus model first, then received the auditory stimulus, and the second group received the visual stimulus after the auditory stimulus and eventually presented the audio-visual stimuli. Brain waves were recorded by EEG in three conditions, presenting visual and auditory and audio-visual stimuli and were transformed to quantitative data by Neuro-guide Software.

Results of two-way repeated measures ANOVA in a 3 (condition) × 3(brain area) design revealed that main effect of the brain area was significant, results of Bonferroni post hoc test for brain area main effect showed that the mu rhythm was significantly more suppressed in Cz compared to C3 brain area (P=0.014). In addition, the results also showed that the mu rhythm in CZ was significantly more suppressed than C3 in both visual (P=0.025) and audio-visual (P=0.014) stimuli conditions, however, there were no significant differences between the mu rhythm Suppression in auditory condition among three brain areas.

Finally, results confirmed that the integrity of the audio-visual stimuli causes further in mu rhythm suppression and mirror neurons activation.

Although educational neuroscience is a valuable source of information for education, some of the concepts and information published and advertised as educational applications of neuroscience are not valid information. Any educational concept or strategy in this field should be evaluated in order to determine its scientific validity and educational relevance. Focusing on the concept of mirror neurons, the present study aims to introduce a framework for evaluating information in the field of educational neuroscience,

 The current research on mirror neurons is reviewed in order to identify the position of this concept on the continuum of information in educational neuroscience.

In order to separate valid information from invalid information in the field of educational neuroscience, the concepts can be drawn on a continuum, on one side of which is established information and on the other side are myths. There are also some concepts that are called intelligent speculations that may join the category of neuromyths or become established information in the near future. The concept of mirror neurons is one that has attracted the attention of neuroscientists and educators alike in the past decades. The review of studies on mirror neurons shows that this concept should be included in the category of intelligent speculations, because there is still controversy about the validity of the research results related to the mirror system.

The concept of mirror neurons is an intelligent speculation that requires further exploration and investigation, and therefore educators should be careful in concluding educational applications from the literature of mirror neurons.

Regarding the problems of people with ADHD and attention deficit hyperactivity disorder and its importance in the quality of social relationships, the present study was conducted to investigate the effect of neurofeedback therapy on improvement of eye emotion recognition.

For this purpose, 24 adults including 12 males and 12 females between the ages of 19 to 25 years were selected and divided into experimental and control groups. The subjects were evaluated by an adult ADHD test and interview, and provided that no other symptoms of mental disorders were measured by the SCL-90 test. All subjects were recorded electroencephalographically and all responded to eye emotion recognition test. The experimental group also participated in 15 sessions of neurofeedback treatment and then both groups were re-evaluated.

The results showed that the experimental group performed better than the control group after the neurofeedback sessions and the difference between them was significant.

According to the findings of this study, it can be concluded that individuals' performance in emotion recognition is not limited to classical mirror neurons and emotional processing takes place in areas beyond what is known as mirror neurons.

The aim of the present study was to investigate the effect of self-modeling, skilled model and novice model on the activity of mirror neurons.

The current research was a semi-experimental study with an intergroup design. Twenty-one male students (mean age: 19.16 years) in three experimental conditions: 1. self-modeling, 2. skilled model observation, and 3. novice model observation attended in the study. The task of interest was a golf putting task. After providing pre-training considerations, instructions, and initial training in putting skill with emphasis on important stages and tips, the volunteers performed 10 golf putts and their performance was used for providing video tapes for display during recording of brain electrical waves. The second stage was to record the brain electrical waves by observing three types of models. In this recording, 10 10-second videos of golf putting were watched. The operation was repeated three times in the form of counterbalance: within-participant order; 1. by viewing their performance filmed in the previous stage, 2. by viewing skilled model performances (skilled golfer) and 3. by viewing novice model performances (beginning golfers in putting task). To measure the mu rhythm suppression, ratios of the mu rhythm power during the observed conditions relative to the power over the baseline condition at C3, C4 and CZ scalp locations were used.

Two-way within-subject analysis of variance (ANOVA) showed that the mu rhythm suppression was significantly different among experimental conditions. The results of paired comparisons also indicated that in, self-modeling, suppression of mu rhythm was significantly higher than the other two conditions.

Some of the findings indicate that due to the discrepancy between the ability to perform movement with the observed model execution, the activity of the mirror neurons was lower in the skilled and novice models. The cause of greater mirror neurons activity in self-modeling conditions was also discussed in terms of the Bandura’s cognidoi. org/10.30699/icss.21.2.132 tive-social theory and model-observer similarity.

The purpose of this study was to determine the effects of video and live observation on activation of mirror neurons in football keep- up skill. Metod:Twenty-four students (mean age: 17.66  0.816 years) who have taken part in Olympiads competition, voluntarily participated ad yoked into live and video observation. Participants’ brain waves were recorded by EEG in open eye resting and observing live and video observation conditions. Mu rhythm Suppression, as the mirror neuron activation, was calculated as a ratio of the alpha absolute power during observation of video and live models relative to the alpha absolute power in the baseline condition (rest) Results showed that there were no significant differences in mu rhythm suppression between live and video observation groups in C3, Cz and C4 brain areas. In addition, absolute alpha power was suppressed significantly in observation conditions compared to rest. Regarding the activation of mirror neurons in both live and video observation, our result suggested that in the case of limitation in the use of the live model, video model can be used in soccer keep- up skill.

Aim: The objective is to examine the association between mirror neurons activity and electrical activity of muscles in social-comparative video feedback of young females’ golf putting.
18 non-athletic females from University, are randomly assigned to 3 groups namely, positive, negative and real social-comparative video feedback. In the first day, golf putting is taught and 6 trials of golf putt are considered as pre-test. The second day includes 60 putts with 5-minute rest between trials and receiving relevant video feedback for each group and after each set of trial which constitute the acquisition session. The third day consists of 6 trials collectively considered as retention test. Using the two EEG and EMG sensors, the information are recorded in three baseline, execution and observation conditions. In the last trial of acquisition period, the levels of electrical activity of muscle and brain are recorded in baseline condition, condition of observing feedback films and concurrent with putting. For analysis, Pearson correlation coefficient is used to examine the association between level of electrical activity of brain and biceps brachial muscle (
Result & The results suggest that there is a significantly positive association between electrical activity of muscle and mirror neurons during execution

Introduction and aim: Mental imagery is an important skill that athletes should always be applied; especially during competition, with high confidence, using it in order to relieve stress and improving performance. The aim of this study was to investigate the role of mirror neuron on different speeds of mental imagery on basketball dribbling performance.
The research method was semi-empirical manner conducted through a pretest-posttest design. The subjects included 30 female students (average age 22± 1.12) selected through a purposive sampling method and categorized in three groups of rapid-speed, equal-speed, and low-speed imagery. Following the basketball dribble function in pretests, the subjects were involved in imagery for a period of four consecutive days, and were subsequently tested for the real dribble function in the posttests. They were also subjected electroencephalographic assessment during imagery, focusing primarily on the reaction of the mirror neurons within the process. The findings were then analyzed using the intragroup analysis of variance.
The results demonstrated an improved dribble function in all groups (p≤0.05). However, investigation of the effect size indicated a significant improvement in the groups with slow-speed and equal-speed imagery compared to those receiving high-speed imagery. Mu rhythm suppression in areas C4 and Cz were observed in all groups (p≤0.05). C3 area active just in slow-speed group.
Mental imagery cause required movements encoding for performing skill in the brain by activating mirror neurons. In brain, this movement encoding leads to facilitate motor skills.