Long-term skills training is known to induce neuroplastic alterations, but it is still debated whether these changes are always modality-specific or can be supramodal components. To address this issue, we compared finger-targeted somatosensory-evoked and auditory-evoked potentials under both Go (response) and Nogo (response inhibition) conditions between 10 baseball players, who require fine hand/digit skills and response inhibition, to 12 matched track and field (T&F) athletes. Electroencephalograms were obtained at nine cortical electrode positions. Go potentials, Nogo potentials, and Go/Nogo reaction time (Go/Nogo RT) were measured during equiprobable somatosensory and auditory Go/Nogo paradigms. Nogo potentials were obtained by subtracting Go trial from Nogo trial responses. Somatosensory Go P100 latency and Go/Nogo RT were significantly shorter in the baseball group than the T&F group, while auditory Go N100 latency and Go/Nogo RT did not differ between groups. Additionally, somatosensory subtracted Nogo N2 latency was significantly shorter in the baseball group than the T&F group. Furthermore, there were significant positive correlations between somatosensory Go/Nogo RT and both Go P100 latency and subtracted Nogo N2 latency, but no significant correlations among auditory responses. We speculate that long-term skills training induce predominantly modality-specific neuroplastic changes that can improve both execution and response inhibition.

Numerous studies have noted that sex and/or menstrual phase influences cognitive performance (in particular, declarative memory), but the effects on motor learning (ML) and procedural memory/consolidation remain unclear. In order to test the hypothesis that ML differs across menstrual cycle phases, initial ML, overlearning, consolidation, and final performance were assessed in women in the follicular, preovulation and luteal phases. Primary motor cortex (M1) oscillations were assessed neuro-physiologically, and premenstrual syndrome and interoceptive awareness scores were assessed psychologically. We found not only poorer performance gain through initial ML but also lower final performance after overlearning a day and a week later in the luteal group than in the ovulation group. This behavioral difference could be explained by particular premenstrual syndrome symptoms and associated failure of normal M1 excitability in the luteal group. In contrast, the offline effects, i.e., early and late consolidation, did not differ across menstrual cycle phases. These results provide information regarding the best time in which to start learning new sensorimotor skills to achieve expected gains.

Response inhibition plays an essential role in preventing anticipated and unpredictable events in our daily lives. It is divided into proactive inhibition, where subjects postpone responses to an upcoming signal, and reactive inhibition, where subjects stop an impending movement based on the presentation of a signal. Different types of sensory input are involved in both inhibitions; however, differences in proactive and reactive inhibition with differences in sensory modalities remain unclear. This study compared proactive and reactive inhibitions induced by visual, auditory, and somatosensory signals using the choice reaction task (CRT) and stop-signal task (SST). The experiments showed that proactive inhibitions were significantly higher in the auditory and somatosensory modalities than in the visual modality, whereas reactive inhibitions were not. Examining the proactive inhibition-associated neural processing, the auditory and somatosensory modalities showed significant decreases in P3 amplitudes in Go signal-locked event-related potentials (ERPs) in SST relative to those in CRT; this might reflect a decreasing attentional resource on response execution in SST in both modalities. In contrast, we did not find significant differences in the reactive inhibition-associated ERPs. These results suggest that proactive inhibition varies with different sensory modalities, whereas reactive inhibition does not.

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Background Virtual reality (VR) exergaming is a new intervention strategy to help humans engage in physical activity to enhance mood. VR exergaming may improve both mood and executive function by acting on the prefrontal cortex, expanding the potential benefits. However, the impact of VR exergaming on executive function has not been fully investigated, and associated intervention strategies have not yet been established. Objective This study aims to investigate the effects of 10 minutes of VR exergaming on mood and executive function. Methods A total of 12 participants played the exergame “FitXR” under 3 conditions: (1) a VR exergame condition (ie, exercise with a head-mounted display condition [VR-EX]) in which they played using a head-mounted display, (2) playing the exergame in front of a flat display (2D-EX), and (3) a resting condition in which they sat in a chair. The color-word Stroop task (CWST), which assesses executive function; the short form of the Profile of Mood States second edition (POMS2); and the short form of the Two-Dimensional Mood Scale (TDMS), which assess mood, were administered before and after the exercise or rest conditions. Results The VR-EX condition increased the POMS2 vigor activity score (rest and VR-EX: t11=3.69, P=.003) as well as the TDMS arousal (rest vs 2D-EX: t11=5.34, P<.001; rest vs VR-EX: t11=5.99, P<.001; 2D-EX vs VR-EX: t11=3.02, P=.01) and vitality scores (rest vs 2D-EX: t11=3.74, P=.007; rest vs VR-EX: t11=4.84, P=.002; 2D-EX vs VR-EX: t11=3.53, P=.006), suggesting that VR exergaming enhanced mood. Conversely, there was no effect on CWST performance in either the 2D-EX or VR-EX conditions. Interestingly, the VR-EX condition showed a significant positive correlation between changes in CWST arousal and reaction time (r=0.58, P=.046). This suggests that the effect of exergaming on improving executive function may disappear under an excessively increased arousal level in VR exergaming. Conclusions Our findings showed that 10 minutes of VR exergaming enhanced mood but did not affect executive function. This suggests that some VR content may increase cognitive demands, leading to psychological fatigue and cognitive decline as an individual approaches the limits of available attentional capacity. Future research must examine the combination of exercise and VR that enhances both brain function and mood.