这项工作是支持的，由NIBIB（EB007954）和杰拉尔丁华纳慈善捐赠的一部分。

下面描述的协议有一个视力训练程序，它是在所有的UC运动员进行基线测试的一部分的组件。一些组件进行了研究，研究试验，并在这些情况下，协议批准了UC机构审查委员会和科目签署知情同意书的陈述。 1.光板视觉训练这大约需要8分钟才能完成本次培训。 <ol><li> *一个程序8-11 <ol><li>直接受站在约18英寸远离光板，并有受力争达到灯火通明的外圈。移动对象靠近或远离，如果需要，以达到所有的灯。此外，移动光板上下使用电源开关的一侧，使拍摄对象处于眼平在电路板上的屏幕。 让主体立场的准备位置，以便能够打灯。有主题握住他/她的手到胸部水平定位的手在环的中心。 </li><li>指示受试者对撞用双手尽可能快的灯和停用尽可能多的在一分钟。每个灯将保持照明，直到命中。 注意：当主体成功击中一个光有它们可以在除了关灯听到嘟嘟声。 </li><li>有临床医生选择*的程序，并有受击（停用）尽可能多的灯光尽可能在一分钟。随着经验的积累主题将成为舒适的菜单系统，并能够从医生开始*一个没有援助，如果需要的话。 </li><li>记录每分钟的命中件数为每个会话连同一分钟测试期间的平均反应时间在为命中秒追踪进展。 </li></ol></li><li>反应测试计划11 注：反应测试程序包括六个不同的测试，三层为右击吨手和三个用于左手。 <ol><li>指示标的选择反应测试和命中开始。该灯测试1R（右手）将依次亮起三次，以显示这灯，他们将被击中的主题。一旦灯被完成闪烁顺序，将有一个光将点亮第一测试的权利。四个水平灯中心环的左侧被用于测试1R和四到中心的右侧被用于测试1L。 </li><li>指示须按住点燃光权（右手）挡在面前，在灯光的行是在演示过程中点燃了中间。有主题举行左手背后他/她的背部。 </li><li>有主题扫描点亮期间示范序列四横灯。其中的四个指示灯将亮起，随机在五秒钟内。水平行中的每个光之间的距离是14英寸。有主体移动右手从初始光到反应轻尽快和停用它（ 图1A - C）。 </li><li>一旦完成主体命中一个预先确定的数量，一般为5次，指示他/她按绿色光灯的内圈的底部。这将显示该灯为下一个测试将所涉及的主题。当准备好后，受试者按住点燃光在左侧，保持背后的右边，并遵循上述程序。指出的主题在这些测试无视底部绿灯，因为它是从使用一个测试改变到另一种，但不是一个指示灯被击中。 注：测试1R和1L涉及线性随机目标开关。测试2R和2L再次随机的，未知的目标，这将出现在沿线的八个不同的飞机之一的弧线。它是用于测试2R和2L灯的中间环。测试3R和3L是一个简单的光选择使用灯光的T-范围左右。 </li><li>记录平均反应时间为每个试验外加的总体反应时间。 </li></ol></li><li>震荡1-3项目（由笔者JFC开发新的程序）。 注：三个程序被设计为按顺序执行。学习效果被认为是在正常个体。然而，在震荡患者的学习效果是没有看到，被认为是诊断为脑震荡。这些程序被用于测试，不训练。对于脑震荡测试Dynavision * A和Dynavision反应测试可以用于基线评估。三个震荡测试也用于脑震荡评估，但通常不是由受试者提前完成。这三个测试震荡被设计为多任务处理和执行功能测试，受试者7以前没有见过的。 <ol><li>进行震荡1程序，仅使用中间苏氨酸一分钟的测试ee值同心环。测试是类似于*的测试，除了受试者具有个位数（随机数1到9）闪烁可编程屏上一秒八秒的时间间隔。让拍摄对象读取数字闪现在屏幕上大声测试仪，同时还创下了有灯光的按钮。所得分数是每分钟命中件数和未接来电的报告（如有的话）。 </li><li>进行震荡2方案，这是在屏幕的个位数的闪存类似脑震荡1。指导受试者呼出的第一个数字，同时还创下按钮，记住它，然后当第二个数字闪烁，加在一起的第一和第二号，调出数字的总和。受试者继续打按钮同时呼吁和对添加数字。 </li><li>进行震荡3方案，这是类似于震荡2与一个额外的任务;的按钮中的20％是绿色的。主题是责成击中按钮和成对类似于1.3.2的说明添加数字。除了这些任务，指导受打绿色按钮，也叫出来的绿色环保。因此，有两个讲任务，呼吁环保，同时呼吁在对添加数字。这同时击中按钮的颜色都被全部完成。 </li></ol></li></ol> 2. Brock的字符串6,10,12 <ol><li>握住布洛克串的一端上的受验者的鼻子的前端，而另一端被连接到一个固定点。固定点可以是水平，升高的或相对于鼻点的高度下降。中性是直行（水平）。向上或向下的角度不应该是在任一方向上超过45度。最初的字符串被保持在水平位置，然后通常仰角从10°进展到25°〜45°以上的时间帧，其中任务是具有挑战性的，但仍舒适。风趣^ h有些人谁拥有突出的鼻子或眼睛眉毛有可能是需要遵守的解剖限制。 </li><li>空间上串的长度至少为12英寸的距离开始从鼻子约10英寸的五个彩色珠子。指示受试者对备用音响xation和从一胎圈焦点移到下一个而（在单个点处形成的图像的）记录每个眼球和收敛感觉的视觉输入。的测量没有记录，因为这是作为一个练习，而不是测试。 <ol><li>根据当事人的需要而变化的间距。需求可以基于运动或任务。例如，打击运动，如拳击可能需要更多的珠子不到3英尺的距离，而场运动，如足球和足球可能需要大约10英尺（ 图2A - C）珠。 </li></ol></li><li>另外，使用一个任务，其中的字符串是六英尺在一端打结。很多人都从他们的鼻子达到自己的f的尖4英尺ingers。最远的珠子被放置在极端到达食指。受试者接触珠用他的食指和它返回到腿的侧面，交替的左，右手。 </li><li>或者，使用棒用胶带的球的颜色上的布洛克串。空间磁带3英寸分开。当进行运动，指示受试者对匹配在棒球的颜色带的颜色，呼叫每个颜色，因为他匹配球到磁带上。 </li></ol> 3. EYEPORT培训13 <ol><li>对于训练1，地点交替的红色和蓝色的线性灯在水平位置，并指示受试者对坐24至30英寸的系统。有主题按下回车键，听到蜂鸣声10，然后按照灯带他/她的眼睛。当运动结束的主题将听到蜂鸣声，然后应关闭他/她的眼睛和休息，直到下一个练习。 </li><li>对于培训2，PLACË线性灯在垂直位置，重复步骤练习1。 </li><li>对于培训3，旋转灯线性向左侧从垂直位置，重复步骤练习1.转动通过360°做过阶段。常见阶段是20度的时间，条件是具有舒适的主题。 </li><li>对于训练4，旋转线性灯从垂直位置向右侧，并重复步骤练习1。 </li><li>对于培训5，重新定位线性灯，以便系统涉及主体的鼻子的末端。指示须遵循近灯和远远至近。 注意：每次运动前都要到下一个后指导的主题休息。的测量没有记录，因为这是作为一个练习，而不是测试。 </li></ol> 4.宽松的脚蹼<ol><li>让受磨损他/她的习惯性处方。完成所有的训练双眼。的f的功率使用理柏透镜被改变，以优化的训练效果。所使用的两个大国应该是具有挑战性的，但不是繁琐的重点对象上的鳍状肢交替。 </li><li>指示须持有10×10扫视图表14英寸的平面奇观。 </li><li>指示主题阅读从左至右，而移动的鳍状肢上下反复。蛙鞋移动后才主题可重点关注并阅读扫视卡。 </li><li>测试一分钟或直至第100字符为止。 </li><li>算并记录读取在一分钟的字符数或注意它需要读100的时间。 </li></ol> 5速示器注：本次培训采用的是PowerPoint演示文稿由作者Ĵ克拉克设计。 <ol><li>有主题观看演示定时，使一个或两个基于flash后提出的问题的信息的特定位音符。通常几个主题Ç上同时投影速示训练的工作。 </li><li>由于脑子里闪过图片有数字和字母或随机分布在整个画面，让主体注意数字/字母。此外，问其他问题，例如从照片的玩家数量，球队正在播放等。 </li><li>使速示训练逐步更复杂，通过使闪光时间短和/或将要获得的信息更复杂。 （ 图3A和B）。正确的回答问题的比例可以记录。 </li></ol> 6.针孔眼镜或眼镜频闪与节距和追赶<ol><li>给受试者群体，大致2〜六个科目，有1或2个球，针孔眼镜（ 图4A）或闪光灯眼镜（ 图4B），并建议把球（S）左右，每节大约2-5分钟。 （ 图4C和&lt;STRONG&gt; 4D）两到三次，每周的会议可以执行。 </li><li>如果频闪眼镜和眼镜针孔可用，有科目旋转闪光灯和针孔眼镜每隔一两分钟。频闪闪光玻璃启动速度，以较快的速度，并放缓使工作更具挑战性。当前选通眼镜有8个速度这样典型的起始速度是1或2，且被减速到速度4至6。 </li><li>通过在整个会议的音调和捕捞任务进度通过改变闪光灯的闪光的速度或缩小的针孔眼镜的视野。 </li><li>此外，还要通过让受试者转离他们的合作伙伴，并有转身追赶的间距和catch程序更加复杂。的测量没有记录，因为这是作为一个练习，而不是测试。 </li></ol> 7.眼跳运动训练6,10,14 <ol><li>位置的被检8英尺距眼跳的图表和中心之间的两个扫视图表，其从中心线大约8英尺的位置。在此之前开始锻炼，确保主体具有全方位眼部运动才能看到的扫视图表上的所有字母。调整从图表的距离相应地获得图表满怀憧憬。 注意：改变距离为动态组件添加到调节系统，因此受试者被要求至8英尺远站，而不是用于光板训练18英寸是很重要的。有视力训练计划，在那里，只使用一台电脑和电脑屏幕和不运动的调节系统。因此，在不同任务所进行的长度。每个扫视图表建在纸上的8.5×11英寸的片材。每个图表都有10个字母中每垂直线上的36点的字体与图表10的垂直线（ 图5）。 </li><li>指示主题阅读图表每个一分钟，保持他/她的头仍然只有移动他/她的眼睛。向受试者对读出的第一图表上的第一行中的第一个字母，然后交替到第二图表来读取第一行的第一个字母。这样就完成了一个循环。 </li><li>指示主题阅读左图其次为左右图表的第二个字母的第二个字母。这样就完成了一个循环。图表和字母跨线水平进步之间交替。由于受试者完成两个图表的第一线，指导他们移动到下一行， 等等 ，一分钟。记录周期中一分钟完成的数量。 </li><li>将图在视线水平和距离他们6英尺分开。这个演习的进展，包括使用不稳定的表面和图表的不同位置，以增强眼睛的速度和视觉焦点。 </li></ol> 8.近远培训6,10,14 <ol><li>利用两个图表为这项工作 -一个大的图表和一个较小的一个。使用眼跳图表大图。构造在一张3.5×2.5英寸的片材，其中有10个字母中每垂直线12点的字体与图表10的垂直线的小图表。 </li><li>修复图表远在视线水平的主题定位10英尺从图表。让主体持有近图表，用一只手大约4-6英寸的鼻子。这允许受看到在靠近图看，远图表（ 图6A）。 </li><li>指示的主题，以保持他的头还在，只移动双眼。向受试者阅读对远图表的第一行的第一个字母，然后交替到近图表来读取第一行的第一个字母。此完成一个循环（ 图6B和6C）。 </li><li>有受扫描眼睛看远图表随后不久图表的第二个字母的第二个字母。这样就完成了另一循环。 </li><li>指示受图表和文字跨行进展水平之间交替。作为两个图表的第一线建成后，有主体移动到下一行，直到时间结束的一分钟的会议。记录周期中一分钟完成的数量。 </li><li>指示的主题，以确保双眼交替从图表图表时成为焦点，在不久的目标，以及远的目标。 </li></ol> 9.立体视觉<ol><li>广场上的主题偏光眼镜，并询问是否“立体声飞翔的翅膀似乎站在了他们，并在三个方面？” </li><li>指导受试者观察立体飞在14英寸从他们的鼻子的距离。如果反应是积极的，指导科目“伸手点用钢笔立体声飞的右机翼翼尖，并持有该位置”（ 图7A）。 </li><li>记录的距离之间的照片和压紧的带毫米标尺（ 图7B）的中心。 注：数字越高，单位为毫米，当上了立体测得飞15指示更好的立体感。根据我们的经验，我们已发现，85毫米似乎是从照片到夹送3的中心的距离的上限。 </li></ol>

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W., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Estimation+of+the+stereoscopic+threshold+utilizing+perceived+depth.">Estimation of the stereoscopic threshold utilizing perceived depth.</a> Ophthal Physiol Opt. 4 (3), 245-250 (1984).</li><li>Bigsby, K., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+postural+control+manipulation+on+visuomotor+training+performance:+comparative+data+in+healthy+athletes.">Effects of postural control manipulation on visuomotor training performance: comparative data in healthy athletes.</a> Int J Sports Phys Ther. 9 (4), 436-446 (2014).</li><li>Wells, A. J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Reliability+of+the+Dynavision+D2+for+Assessing+Reaction+Time+Performance.">Reliability of the Dynavision D2 for Assessing Reaction Time Performance.</a> J Sports Sci and Med. 13, 145-150 (2014).</li><li>Guskiewicz, K. M., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=National+Athletic+Trainers&#8217;+Association+Position+Statement:+Management+of+Sport-Related+Concussion.">National Athletic Trainers&#8217; Association Position Statement: Management of Sport-Related Concussion.</a> J Athletic Training. 39 (3), 280-297 (2004).</li><li>Kuhn, A. W., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Supervision+and+computerized+neurocognitive+baseline+test+performance+in+high+school+athletes:+an+initial+investigation.">Supervision and computerized neurocognitive baseline test performance in high school athletes: an initial investigation.</a> J Athl Train. 49 (6), 800-805 (2014).</li><li>Reed, N., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+multi-modal+approach+to+assessing+recovery+in+youth+athletes+following+concussion.">A multi-modal approach to assessing recovery in youth athletes following concussion.</a> J Vis Exp. (91), 51892 (2014).</li><li>Fleisig, G. S., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Kinetic+comparison+among+the+fastball,+curveball,+change-up,+and+slider+in+collegiate+baseball+pitchers.">Kinetic comparison among the fastball, curveball, change-up, and slider in collegiate baseball pitchers.</a> Am J Sports Med. 34 (3), 423-430 (2006).</li><li>Gray, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=How+do+batters+use+visual,+auditory,+and+tactile+information+about+the+success+of+a+baseball+swing.">How do batters use visual, auditory, and tactile information about the success of a baseball swing.</a> Res Q Exerc Sport. 80 (3), 491-501 (2009).</li><li>Kato, T., Fukuda, T. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Visual+search+strategies+of+baseball+batters:+eye+movements+during+the+preparatory+phase+of+batting.">Visual search strategies of baseball batters: eye movements during the preparatory phase of batting.</a> Mot Skills. 94 (2), 380-386 (2002).</li><li>Howard, I. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Perceiving in Depth. , 978-970 (2012).</li></ol>

The authors have nothing to disclose.
The Dynavision D2 may be a tool that clinical practitioners can use to provide added information concerning neurologic health of the athlete with a concussion10,22,23,27. The device does not make the diagnosis but assists the clinician in making a clinical decision by providing objective measures of the performance parameters for that patient or athlete.

视力训练，当作为一个团队运动广泛开展，相对于球员谁不接受视力训练7减小这些球员脑震荡的发生。视力训练生成可定量地监测以评估训练的成功，并可以启动为震荡预防运动医学干预的一部分功能和性能的变化。功能的改变是改变在测量时，用于在视力训练记录例如更快的反应时间。我们的目标是在性能，改变诸如改进的性能变化时卡扣掉球被提高。 提供的视?...

视力训练，包括使用光板视觉系统，已经得到普及，以改善运动性能1,2的手段。光板系统通常用于康复脑损伤后2,3和运动性能增强作为视觉训练方案1,4,5的一部分。视力训练也被用来作为预防伤害6的手段。 辛辛那提大学（UC）运动医学科已经用一个光板视觉工具震荡的管理，诊断，回打决策，伤害预防和运动员的康复和性能增强3,5,7。每个运动员都有在赛季初收集基线测量，并使用这些值的震荡管理计划的一部分，专门针对运动员的脑震荡后评估和治疗。其中一个工具的优势之一是OBJE莫如数据收集：单位时间内的点击数，每一击，每击平均反应时间，多任务演练和时间输出观测进步的视野之内的位置。 加州大学运动医学团队使用了* A和反应试验的震荡基线评估的一部分。另外三个，专门建造的，程序也可用于脑震荡诊断。这些被称为震荡1，震荡2和震荡3 3震荡测试并不需要包括季前赛基准测试中，因为复杂的各自不同的级别允许每个测试结果，以作为其他集合中的一个引用。 当程序补充额外的视觉训练方法运动员得到了全面的培训和临床医生获得在震荡的情况下，丰富的基线数据。几个额外的视觉训练方法完成的综合方案：布洛克的字符串，EYEPORT培训，宽松的脚蹼，速示器，针孔眼镜或眼镜频闪用沥青和捕捉，扫视眼球运动训练，远近培训。本文介绍视力训练方法与无轻载系统，规范的数据为关于使用视力训练协议为脑震荡管理计划的一部分，科大学1足球运动员，并期望和协议基准结果。

<table border="0" cellpadding="0" cellspacing="0">
	<tbody>
		<tr>
			<td>Name of Material/ Equipment</td>
			<td>Company</td>
			<td>Catalog Number</td>
			<td>Comments/Description</td>
		</tr>
		<tr>
			<td>Dynavision D2</td>
			<td>Dynavision International</td>
			<td></td>
			<td><a href="http://dynavisioninternational.com/shop.html">External Link</a></td>
		</tr>
		<tr>
			<td>EYEPORT Vision Training System</td>
			<td>Exercise Your Eyes, Dove Canyon, CA</td>
			<td></td>
			<td><a href="http://www.promolife.com/cart/eyeport-vision-training-system">External Link</a></td>
		</tr>
		<tr>
			<td>accommodative flippers</td>
			<td>Various manufacturers</td>
			<td></td>
			<td><a href="http://www.amconlabs.com/product.asp?pid=4511&amp;categoryname=&amp;prodCatFrom=206">External Link</a></td>
		</tr>
		<tr>
			<td>pinhole glasses</td>
			<td>Various manufacturers</td>
			<td></td>
			<td><a href="http://www.amazon.com/SaveGoodBuy-Exercise-Eyesight-Improving-Glasses/dp/B0090BXVVK/ref=sr_1_1?ie=UTF8&amp;qid=1409165383&amp;sr=8-1&amp;keywords=pinholes+glasses">External Link</a></td>
		</tr>
		<tr>
			<td>strobe glasses - Nike Sparq</td>
			<td>Nike&#160;</td>
			<td></td>
			<td><a href="http://palmensports.com/order-the-nike-sparq-vapor-strobes-eyewear/">External Link </a></td>
		</tr>
	</tbody>
</table>

vision training methods for sports concussion mitigation and management

越来越多的证据支持使用视力训练，包括光板培训工具，如脑震荡基线和神经诊断工具，并可能作为支持性组件震荡预防策略。本文的重点是提供详细的方法选择视力训练工具和报告规范的数据进行比较时，视觉训练是体育管理程序的一部分。整体方案包括标准视力的训练方法，包括速示器，布洛克的字符串，频闪眼镜，以及专门的光板训练算法。立体测量为监测视力训练影响的一种手段。此外，报告对视力的训练方法定量结果，以及与进步的分数基线和后期测试* A和反应测试测量。大学生运动员不断改善六个星期的训练在他们的立体视觉，* A和反应测试成绩后。当愿景训练开始作为一个团队运动广，震荡下跌的球员谁参加培训相比，球员谁不接受视力训练的发病率。视力训练产生功能和性能的变化是，监测时，可以用来评估视力训练的成功，并可以启动为震荡预防运动医疗干预的一部分。

棒球，足球和志愿受试者都参加了视力训练计划。所有受试者已经大学年龄段的男性或女性，18- 26岁之间的年龄。 足球平均*分数为101 UC足球运动员，他们执行的是74.2±10.3命中每分钟（HPM），平均反应时间测试为他们的第一次表演是0.34±0.03秒（N = 79的第一次，注意不是所有玩家105有机会完成反应测试）。 六十三名球员暴露于多岁光?...

Watch this Scientific Journal Video about Vision Training Methods for Sports Concussion Mitigation and Management at JoVE.com

Vision Training Methods for Sports Concussion Mitigation and Management

This paper describes a protocol to conduct, quantitatively monitor, and assess the success of vision training initiated as part of a sports medical management program including intervention for concussion prevention and performance enhancement.

视觉训练方法体育震荡缓解与管理

There is emerging evidence supporting the use vision training, including light board training tools, as a concussion baseline and neuro-diagnostic tool ...

vision-training-methods-for-sports-concussion-mitigation

Research

JoVE Journal

Behavior

17.3K 次观看.  University of Cincinnati. This paper describes a protocol to conduct, quantitatively monitor, and assess the success of vision training initiated as part of a sports medical management program including intervention for concussion prevention and performance enhancement.

视频: Vision Training Methods for Sports Concussion Mitigation and Management

Methods to Test Visual Attention Online

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative data samples than can typically be collected on college campuses. However, before such methods can be widely adopted, a number of technological challenges must be overcome &#8211; in particular in experiments where tight control over stimulus properties is necessary. Here we present methods for collecting performance data on two tests of visual attention. Both tests require control over the visual angle of the stimuli (which in turn requires knowledge of the viewing distance, monitor size, screen resolution, etc.) and the timing of the stimuli (as the tests involve either briefly flashed stimuli or stimuli that move at specific rates). Data collected on these tests from over 1,700 online participants were consistent with data collected in laboratory-based versions of the exact same tests. These results suggest that with proper care, timing/stimulus size dependent tasks can be deployed in web-based settings.

To replicate laboratory settings, online data collection methods for visual tasks require tight control over stimulus presentation. We outline methods for the use of a web application to collect performance data on two tests of visual attention.

方法在线测试视觉注意

Online data collection methods have particular appeal to behavioral scientists because they offer the promise of much larger and much more representative ...

科研

行为学

Combined Shuttle-Box Training with Electrophysiological Cortex Recording and Stimulation as a Tool to Study Perception and Learning

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the necessary equipment is now available by several commercial companies. This protocol provides a detailed description of a two-way shuttle-box avoidance learning paradigm in rodents (here Mongolian gerbils; Meriones unguiculatus) in combination with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical electrophysiological in vivo recordings. The detailed protocol is applicable to study multiple aspects of learning behavior and perception in different rodent species.
Site-specific ICMS of auditory cortical circuits as conditioned stimuli here is used as a tool to test the perceptual relevance of specific afferent, efferent and intracortical connections. Distinct activation patterns can be evoked by using different stimulation electrode arrays for local, layer-dependent ICMS or distant ICMS sites. Utilizing behavioral signal detection analysis it can be determined which stimulation strategy is most effective for eliciting a behaviorally detectable and salient signal. Further, parallel multichannel-recordings using different electrode designs (surface electrodes, depth electrodes, etc.) allow for investigating neuronal observables over the time course of such learning processes. It will be discussed how changes of the behavioral design can increase the cognitive complexity (e.g. detection, discrimination, reversal learning).

Shuttle-box avoidance learning is well-established in behavioral neuroscience. This protocol describes how shuttle-box learning in rodents can be combined with site-specific electrical intracortical microstimulation (ICMS) and simultaneous chronical in vivo recordings as a tool to study multiple aspects of learning and perception.

联合穿梭盒子训练与电的Cortex记录和刺激作为一种工具来研究感知和学习

Shuttle-box avoidance learning is a well-established method in behavioral neuroscience and experimental setups were traditionally custom-made; the ...

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations supportive behavior of other people as well as positive social relationships can act as powerful resources to cope with stress. In order to study the interplay between these variables, this protocol describes two effective experimental manipulations of social relationships and supportive behavior in the laboratory. In the present article, these two manipulations are implemented in the Trier Social Stress Test (TSST)&#8212;a standard stress induction paradigm in which participants are subjected to a simulated job interview. More precisely, we propose (a) a manipulation of the relationship between different protagonists in the TSST by making a shared social identity salient and (b) a manipulation of the behavior of the TSST-selection committee, which acts either supportively or unsupportively. These two experimental manipulations are designed in a modular fashion and can be applied independently of each other but can also be combined. Moreover, these two manipulations can also be integrated into other stress protocols and into other standardized social interactions such as trust games, negotiation tasks, or other group tasks.

Previous research on the social dimension of stress has focused on two important variables: social identity and social support. This protocol introduces an effective experimental manipulation of these two social variables and describes their implementation in a standard stress induction paradigm (Trier Social Stress Test).

应力的社会问题：社会支持和社会认同的特里尔社会的实验操作压力测试

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations ...

Implantation and Recording of Wireless Electroretinogram and Visual Evoked Potential in Conscious Rats

The full-field electroretinogram (ERG) and visual evoked potential (VEP) are useful tools to assess retinal and visual pathway integrity in both laboratory and clinical settings. Currently, preclinical ERG and VEP measurements are performed with anesthesia to ensure stable electrode placements. However, the very presence of anesthesia has been shown to contaminate normal physiological responses. To overcome these anesthesia confounds, we develop a novel platform to assay ERG and VEP in conscious rats. Electrodes are surgically implanted sub-conjunctivally on the eye to assay the ERG and epidurally over the visual cortex to measure the VEP. A range of amplitude and sensitivity/timing parameters are assayed for both the ERG and VEP at increasing luminous energies. The ERG and VEP signals are shown to be stable and repeatable for at least 4 weeks post surgical implantation. This ability to record ERG and VEP signals without anesthesia confounds in the preclinical setting should provide superior translation to clinical data.

We show surgical implantation and Recording procedures to measure visual electrophysiological signals from the eye (electroretinogram) and brain (visual evoked potential) in conscious rats, which is more analogous to the human condition where recordings are conducted without anesthesia confounds.

植入和无线电图记录和视觉诱发电位清醒大鼠

The full-field electroretinogram (ERG) and visual evoked potential (VEP) are useful tools to assess retinal and visual pathway integrity in both ...

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous research determined a profound impact of gentle handling protocols on the well-being of laboratory mice. By introducing clicker training to the keeping of mice, not only do we promote the amicable treatment of mice, but we also enable them to experience cognitive enrichment. Clicker training is a form of positive reinforcement training using a conditioned secondary reinforcer, the "click" sound of a clicker, which serves as a time bridge between the strengthened behavior and an upcoming reward. The effective implementation of the clicker training protocol with a cohort of 12 BALB/c inbred mice of each sex proved to be uncomplicated. The mice learned rather quickly when challenged with tasks of the clicker training protocol, and almost all trained mice overcame the challenges they were given (100% of female mice and 83% of male mice). This study has identified that clicker training for mice strongly correlates with reduced fear in the mice during human-mice interactions, as shown by reduced anxiety-related behaviors (e.g., defecation, vocalization, and urination) and fewer depression-like behaviors (e.g., floating). By developing a reliable protocol that can be easily integrated into the daily routine of the keeping of laboratory mice, the lifetime experience of welfare in the mice can be improved substantially.

The development of new refinement strategies for laboratory mice is a challenging task that contributes towards fulfilling the 3R principle. This protocol introduces clicker training as a cognitive enrichment program for laboratory mice.

引进响片训练为实验室老鼠认知富集

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous ...

Using Gold-standard Gait Analysis Methods to Assess Experience Effects on Lower-limb Mechanics During Moderate High-heeled Jogging and Running

A limited number of studies have explored lower-limb biomechanics during high-heeled jogging and running, and most studies have failed to clarify the wearing experience of subjects. This protocol describes the differences in lower-limb kinematics and ground reaction force (GRF) between experienced wearers (EW) and inexperienced wearers (IEW) during moderate high-heeled jogging and running. A three-dimensional (3D) motion analysis system with a configured force platform was used to synchronously capture lower-limb joint movements and GRF. 36 young females volunteered to participate in this study and were asked about high-heeled shoe-wearing experience, including frequency, duration, heel types, and heel heights. Eleven who had the experience of 3 to 6 cm heels for a minimum of three days per week (6 h per day) for at least two years and eleven who wore high heels less than twice per month participated. Subjects performed jogging and running at comfortable low and high speeds, respectively, with the right foot completely stepping onto a force platform when passing by along a 10 m walkway. EW and IEW adopted different biomechanical adaptations while jogging and running. IEW exhibited a generally larger range of joint movement, while EW showed a dramatically larger loading rate of GRF during running. Hence, further studies on the lower-limb biomechanics of high-heeled gait should strictly control the wearing experience of the subjects.

This study investigated lower-limb kinematics and ground reaction force (GRF) during moderate high-heeled jogging and running. Subjects were divided into groups of experienced wearers and inexperienced wearers. A three-dimensional motion analysis system with a configured force platform captured lower-limb joint movements and GRF.

运用金本位步态分析法评估下肢慢跑和跑步时的低肢力学经验效应

A limited number of studies have explored lower-limb biomechanics during high-heeled jogging and running, and most studies have failed to clarify the ...

A Community-based Stress Management Program: Using Wearable Devices to Assess Whole Body Physiological Responses in Non-laboratory Settings

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches for emotional regulation and optimizing compensatory reserve mechanisms. This protocol is designed to not only teach mind-body awareness but also to provide feedback utilizing physiological data and survey results. The primary findings of this study showed that heart coherence and alpha variables were significantly correlated after four weeks of the breath-based meditation stress protocol. Meditation and rhythmic breathing produced significant increases in alpha brain activity. These brain physiological responses conformed to the Pleth Variability Index (PVI) changes, suggesting the ability of the human body to enter into a meditative state and effectively manage stress. When assessed after four weeks of daily practicing the techniques employed in the stress management protocol, based on the Five Facet Mindfulness Questionnaire, subjects improved in applying mindfulness skills. The overall mindfulness score, Pleth variability index (PVI), and perfusion index (PI) increased after the 4-week intervention period. Results from electroencephalography (brain waves) were consistent with a meditative state during the post-study follow-up session. This provides evidence that wearable devices are feasible for data collection during a breath-based stress management intervention. This protocol can be easily and efficiently implemented into any study design in which physiological data are desired in a non-laboratory-based setting.

Stress is an unavoidable and persistent component of life and holistic approaches for its management are being considered. A standardized methodology was created to demonstrate the feasibility of a breath-based stress management protocol that can be used with commercially available portable technology.

基于社区的压力管理计划: 在非实验室环境中使用可穿戴设备评估全身生理反应

A pragmatic breath-based intervention to benefit human performance and stress management is timely and valuable to individuals seeking holistic approaches ...

A Vibrotactile Feedback Device for Seated Balance Assessment and Training

Postural perturbations, motion tracking, and sensory feedback are modern techniques used to challenge, assess, and train upright sitting, respectively. The goal of the developed protocol is to construct and operate a sitting platform that can be passively destabilized while an inertial measurement unit quantifies its motion and vibrating elements deliver tactile feedback to the user. Interchangeable seat attachments alter the stability level of the device to safely challenge sitting balance. A built-in microcontroller allows fine-tuning of the feedback parameters to augment sensory function. Posturographic measures, typical of balance assessment protocols, summarize the motion signals acquired during timed balance trials. No dynamic sitting protocol to date provides variable challenge, quantification, and sensory feedback free of laboratory constraints. Our results demonstrate that non-disabled users of the device exhibit significant changes in posturographic measures when balance difficulty is altered or vibrational feedback provided. The portable, versatile device has potential applications in rehabilitation (following skeletal, muscular, or neurological injury), training (for sports or spatial awareness), entertainment (via virtual or augmented reality), and research (of sitting-related disorders).

A sitting platform has been developed and assembled that passively destabilizes sitting posture in humans. During the user&#39;s stabilizing task, an inertial measurement unit records the device&#39;s motion, and vibrating elements deliver performance-based feedback to the seat. The portable, versatile device may be used in rehabilitation, assessment, and training paradigms.

一种用于座位平衡评估和训练的振动反馈装置

Postural perturbations, motion tracking, and sensory feedback are modern techniques used to challenge, assess, and train upright sitting, respectively. ...

Biomechanical Analysis Methods to Assess Professional Badminton Players' Lunge Performance

Under the condition of simulating a badminton court in the laboratory, this study used the injury mechanism model to analyze the maximal right lunge movements of eight professional badminton players and eight amateur players. The purpose of this protocol is to study the differences in kinematics and joint moment of the right knee and ankle. A motion capture system and force plate were used to capture data of the joint movements of the lower extremity and the vertical ground reaction force (vGRF). Sixteen young men who did not have any sports injuries in the past 6 months took part in the study. The subjects performed a maximal right lunge from the start position with their right foot, stepping on and fully contacting with the force plate, hit the shuttlecock with an underhand stroke to the designated position in the backcourt, and then returned to the start/end position. All subjects wore the same badminton shoes to avoid a difference in impact from different badminton shoes. The amateur players showed a greater range of ankle movement and reverse joint moment on the frontal plane, and a larger internal joint rotation moment on the horizontal plane. The professional badminton players exhibited greater knee moment on the sagittal and frontal planes. Therefore, these factors should be considered in the development of the training program to reduce the risk of sports injuries in knee and ankle joints. This study simulates the real badminton court and calibrates the range of activities of each movement of the subjects so that the subjects complete the experimental action in a natural state with high quality. A limitation of this study is that it does not combine joint load and muscle activity. Another limitation is that the sample size is small and should be expanded in future studies. This research method can be applied to the lower limb biomechanical research of other footwork in the badminton project.

Biomechanical Analysis Methods to Assess Professional Badminton Players&#039; Lunge Performance

Here, we present a protocol to evaluate the differences in injury mechanisms between professional and amateur players when performing a badminton maximal right lunge movement by analyzing lower limb kinematics.

生物力学分析方法,以评估职业羽毛球运动员的隆起表现

Under the condition of simulating a badminton court in the laboratory, this study used the injury mechanism model to analyze the maximal right lunge ...

Impact of High-intensity Interval Exercise and Moderate-Intensity Continuous Exercise on the Cardiac Troponin T Level at an Early Stage of Training

An elevation in cardiac troponin T (cTnT), as a highly specific biomarker of cardiomyocyte damage, after moderate-intensity continuous exercise (MCE) has been described. The exercise-induced cTnT response distorts the diagnostic role of the cTnT assay. Although high-intensity interval exercise (HIE) is growing in popularity and concerns remain about its safety, available data related to cTnT release after HIE is limited, which hampers the use of HIE as a health intervention. Here, we present three representative HIE protocols [traditional HIE (repeated 4 min cycling at 90% V&#775;O2max interspersed with 3 min rest, 200 kJ/session); sprint interval exercise (SIE, repeated 1 min cycling at 120% V&#775;O2max interspersed with 1.5 min rest, 200 kJ/session); and repeated sprint exercise (RSE, 40 x 6 s all-out sprints interspersed with 9 s rest)] and one representative MCE protocol (continuous cycling exercise at an intensity of 60% V&#775;O2max, 200 kJ/session). Forty-seven sedentary, overweight young women were randomly assigned to one of four groups (HIE, SIE, RSE, and MCE). Six bouts of respective exercise were performed by every single group, with each being 48 h apart. Meanwhile, for four groups, the duration of the entire testing period was identical, being 10 days. Before and after the first and final exercise bouts, an assessment was conducted of cTnT. The current study provides a frame of reference giving a clear picture of how a specific exercise session affects the circulating cTnT concentration at the early stage of training. The information may assist with clinical interpretations of post-exercise cTnT elevation and guide the prescription of exercise, especially for HIE.

Here, we present protocols of high-intensity interval and moderate-intensity continuous exercise to observe the response of circulating cardiac troponin T (cTnT) concentration to acute exercise over 10 days. The information may assist with clinical interpretations of post-exercise cTnT elevation and guide the prescription of exercise.

高强度间歇锻炼和中强度连续运动对心脏肌钙蛋白T级在训练早期阶段的影响

An elevation in cardiac troponin T (cTnT), as a highly specific biomarker of cardiomyocyte damage, after moderate-intensity continuous exercise (MCE) has ...