| Summary: | 碩士 === 長庚大學 === 物理治療學系 === 105 === Background and Purpose: Error monitoring and making adjustment play important roles in motor skill learning. Error-related negativity (ERN) has been identified as an error monitoring activity which initiate the post-error adjustment focusing on prolonging reaction time after error commission in choice reaction time task. However, error-related activity and post-error adjustment regarding movement error during learning a self-paced motor skill have not been explored properly. Therefore, the aims of this study were to detect error-related activity (ErrA) and associated post-error adjustment in learning a self-paced motor skill. In addition, relationship between ErrA and post-error adjustment were examined. Methods: Subjects were recruited by sample of convenience who learned a self-paced motor skill across two stages of learning while the brain activities were captured by electroencephalogram system. Two-way repeated measure ANOVA was used to compare ErrA between error and correct trials during stages of learning. Post-error adjustment was evaluated by comparing the movement time, amplitude and onset time of Bereitschaftspotential (BP) between post-error and post-correct trials during stages of learning. The correlations between ErrA amplitude in error trials and post-error adjustment were also investigated. The significant level for all statistical procedures were set at α = 0.05. Results: Data obtained from 15 healthy adults (10 males and 5 females; mean age: 23.07±1.71 y/o) showed that the absolute error (p=0.000) and ErrA amplitude (p=0.030) of error trials were significant different from correct trials. The correlation analyses showed high (r=0.827; p=0.000) and moderate (r=0.606; p=0.017) positive correlations between ErrA amplitude in error trials and BP amplitude in post-error trials in both stages of learning. Nontheless, a moderate negative correlation (r=-0.523; p=0.046) was found between ErrA amplitude in error trials and BP onset time in post-error trials in late stage of learning. However, other results did not reach significance from current analysis. Conclusion: The result showed that the ErrA regarding movement error could be detected during learning a self-paced motor skill. Furthermore, increasing BP amplitude and onset time in post-error trials were signified by larger ErrA amplitude in error trials which may serve as main strategies to prevent an error in self-paced movement. However, this study suffered from small sample size and difficulty of the motor task may be too hard to observe the effect of learning in error monitoring.
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