The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning

Ärsykkeen sydämen sykkeeseen ajastamisella on huomattu olevan yhteyttä sensoriseen havainnointiin ja korkeampaan kognitiiviseen prosessointiin, kun sykevälivaihtelu (HRV)puolestaan on yhdistetty tarkkaavaisuuteen. Tässä tutkimuksessa tarkasteltiin sykevälivaihtelun sekä ärsykkeen sydämen sykkeeseen...

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Bibliografiset tiedot
Päätekijä: Halkola, Hanna
Muut tekijät: Kasvatustieteiden ja psykologian tiedekunta, Faculty of Education and Psychology, Psykologian laitos, Department of Psychology, University of Jyväskylä, Jyväskylän yliopisto
Aineistotyyppi: Pro gradu
Kieli:eng
Julkaistu: 2017
Aiheet:
Linkit: https://jyx.jyu.fi/handle/123456789/56997
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author Halkola, Hanna
author2 Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Psykologian laitos Department of Psychology University of Jyväskylä Jyväskylän yliopisto
author_facet Halkola, Hanna Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Psykologian laitos Department of Psychology University of Jyväskylä Jyväskylän yliopisto Halkola, Hanna Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Psykologian laitos Department of Psychology University of Jyväskylä Jyväskylän yliopisto
author_sort Halkola, Hanna
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description Ärsykkeen sydämen sykkeeseen ajastamisella on huomattu olevan yhteyttä sensoriseen havainnointiin ja korkeampaan kognitiiviseen prosessointiin, kun sykevälivaihtelu (HRV)puolestaan on yhdistetty tarkkaavaisuuteen. Tässä tutkimuksessa tarkasteltiin sykevälivaihtelun sekä ärsykkeen sydämen sykkeeseen ajastamisen yhteyksiä oppimiseen. Koehenkilöt osallistuivat silmäniskuehdollistumiskokeeseen, missä ärsykkeet oli ajastettu joko sydämen sykkeen systoliseen tai diastoliseen vaiheeseen. HRV:n ja EEG:n mittaaminen aloitettiin viisi minuuttia ennen kokeen alkua ja sitä jatkettiin viisi minuuttia kokeen loppumisen jälkeen. Tutkimuksessa tarkasteltiin kuutta HRV-muuttujaa: sykevälin keskiarvo (MRR), peräkkäisten sykevälien keskimääräinen vaihtelu (RMSSD), HRV:n korkea- (HFA) ja matalataajuuden (LFA) voimakkuuden tehollisarvot, korkeataajuksinen (HF peak) ja matalataajuuksinen (LF peak) huippuarvo, sekä korkeataajuuden ja matalataajuuden suhde (HF/LF ratio). MRR vaihteli hyvien ja huonojen oppijoiden välillä. Sykevälin keskiarvo kasvoi kokeen aikana hyvillä oppijoilla, kun puolestaan huonoilla oppijoilla se laski. LFA kasvoi ja LF peak oli suurempi huonoilla oppijoilla. Koehenkilöillä, joille ärsyke annettiin sydämen sykkeen systolisessa vaiheessa, näkyi suurempia N1 amplitudeja. Systolisen ja diastolisen koeryhmän välillä ei kuitenkaan löytynyt eroja oppimisessa. Tulokset viittaisivat siihen, että huonot oppijat menettävät todennäköisemmin kiinnostuksensa annettuun tehtävään. Suuremmat N1 amplitudit systolisessa koeryhmässä voisivat viitata siihen, että vaikka eroja on sensorisen prosessoinnin tasolla, oppimisprosessin monimutkaisuuden vuoksi erot eivät kuitenkaan näy käyttäytymisen tasolla. Lisätutkimuksia tarvitaan selvittämään, vaikuttaako sykevälivaihtelu ja/tai ärsykkeen sykkeeseen ajastaminen oppimiseen monimutkaisimmissa oppimistehtävissä. Heart rate variability (HRV) has been linked to attention, while cardiac timing has been shown to be connected to sensory detection and higher cognitive processes. This study examined the connection between HRV and cardiac timing to learning. Participants took part in single cue trace eye-blink conditioning. The stimuli were timed to the systolic or the diastolic phase of the cardiac cycle. HRV and EEG were recorded for the period of the task and for five minutes before and after. Six HRV variables were analysed: mean RR interval (MRR), root mean square of the successive differences (RMSSD), high frequency absolute power (HFA), low frequency absolute power (LFA), high frequency peak (HF peak), low frequency peak (HF peak) and high frequency/low frequency ratio (HF/LF ratio). Event related potentials (ERPs) were compared between the cardiac time groups and between good and poor learners. Results showed that the change of the MRR differed between good and poor learners. The MRR grew in good learners and declined in poor learners. The LFA increased and the LF peak was bigger in poor learners. There were no differences in learning between the systolic and diastolic groups, but N1 amplitudes were significantly bigger within the systolic group compared to the diastolic group. The results imply that poor learners were more likely to lose interest in the task. Bigger N1 amplitudes in the systolic group could suggest that while on the sensory processing level there were differences, there are too many contributing factors to learning for the cardiac timing to affect it on a behavioural level. Further studies should be done to explore if learning is affected by HRV and/or cardiac timing in more complicated learning tasks.
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spellingShingle Halkola, Hanna The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning heart rate variability HRV cardiac cycle learning trace conditioning Psykologia Psychology 202 syke EEG
title The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
title_full The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
title_fullStr The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
title_full_unstemmed The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
title_short The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
title_sort effects of heart rate variability and cardiac cycle time on learning in trace eye blink conditioning
title_txtP The effects of heart rate variability and cardiac cycle time on learning in trace eye-blink conditioning
topic heart rate variability HRV cardiac cycle learning trace conditioning Psykologia Psychology 202 syke EEG
topic_facet 202 EEG HRV Psychology Psykologia cardiac cycle heart rate variability learning syke trace conditioning
url https://jyx.jyu.fi/handle/123456789/56997 http://www.urn.fi/URN:NBN:fi:jyu-201802051422
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