The Effect of Tactile Training on Sustained Attention in Young Adults

Abstract

Sustained attention is crucial for higher-order cognition and real-world activities. The idea that tactile training improves sustained attention is appealing and has clinical significance. The aim of this study was to explore whether tactile training could improve visual sustained attention. Using 128-channel electroencephalography (EEG), we found that participants with tactile training outperformed non-trainees in the accuracy and calculation efficiency measured by the Math task. Furthermore, trainees demonstrated significantly decreased omission error measured by the sustained attention to response task (SART). We also found that the improvements in behavioral performance were associated with parietal P300 amplitude enhancements. EEG source imaging analyses revealed stronger brain activation among the trainees in the prefrontal and sensorimotor regions at P300. These results suggest that the tactile training can improve sustained attention in young adults, and the improved sustained attention following training may be due to more effective attentional resources allocation. Our findings also indicate the use of a noninvasive tactile training paradigm to improve cognitive functions (e.g., sustained attention) in young adults, potentially leading to new training and rehabilitative protocols.

Keywords: EEG source imaging; sustained attention improvements; sustained attention to response task (SART); tactile training.

Figure 1

Study paradigm. The entire study paradigm lasted for 7 days including (1) pre-test session: The Math task and the sustained attention to response task (SART) assessments with electroencephalography (EEG) recordings, (2) the tactile training session, and (3) post-test session: The Math task and SART assessments with EEG recordings. From Day 2 to Day 6, participants in the experimental group wore earplugs and an eye mask during the tactile training. On Day 1 and Day 7, participants in the experimental group performed the Math task and SART assessments with EEG recordings. Participants in the control group only underwent the Math task assessment and EEG recordings on Day 1 and Day 7.

Figure 2

The sustained attention to response task (SART). (a) The SART paradigm. For the real-time probe, one of the three questions was presented randomly and waited for the participant to response; (b) the target (digit 3) and nontargets (1, 2, 4–9) in the SART block. Participants were required to respond by key press to digit 3 while ignoring all other digits. (c) The target (1, 2, 4–9) and nontargets (digit 3) in the Control block. Participants were required to respond by key press to all digits (1, 2, 4–9) except digit 3.

Figure 3

Improvements in sustained attention. (a,b) Shows improvements in overall accuracy (ACC) and calculation efficiency following training measured by the Math task. (c,d) Shows reductions in the omission error ratio following training in the SART block and Control block measured by SART. * p < 0.05, ** p < 0.01, and n.s. denotes not significant. Error bars are the standard error of the mean (s.e.m.).

Figure 4

Changes in the event-related potentials (ERPs) at Pz channel following training. (a) N200 and P300 components were shown in both target and nontarget conditions. Time in milliseconds, and amplitude in μV. (b) Shows changes in P300 amplitude for the target stimuli following training. P300 amplitude was significantly increased following the tactile training (p = 0.03), whereas there was an equivocal effect for the N200 amplitude between the pre-test and post-test sessions (p = 0.07). The time period of P300 was 280–448 ms, and the time period of N200 was 100–280 ms. * p < 0.05, ** p < 0.01, and n.s. denotes not significant. Error bars are the standard error of the mean (s.e.m.).

Figure 5

Changes in brain activation during P300 time periods following training. (a,b) Shows that the tactile training significantly increased the brain activation in the prefrontal and sensorimotor regions during the P300 time periods (280–448 ms). Degree of activation in pA.m, ranging from 0 to 4000.