Effects of Different Cognitive-Motor Task Teaching Methods Using Limbs on Cerebral Hemodynamics in the Prefrontal Cortex: A Pilot Study

This study aimed to clarify the effects of different cognitive-motor exercise teaching methods using the limbs on prefrontal oxyhemoglobin, number of errors, and subjective difficulty. We also aimed to elucidate relationships between prefrontal oxyhemoglobin and the number of errors and subjective difficulty in 77 healthy adults. Oxyhemoglobin levels in the group taught in third-person perspective (3PP) were higher than those in the group taught in first-person perspective (1PP), as ascertained by a comparison of cerebral blood flow in the anterior halves. The median number of errors was significantly higher in the 3PP group (3.5) than in the 1PP group (3.0), but the subjective difficulty did not differ significantly between these conditions. A significant positive correlation was observed between oxyhemoglobin and the number of errors, whereas no significant correlation was observed between oxyhemoglobin and subjective difficulty. The 3PP group exhibited more errors and higher prefrontal cortex activity than that of the 1PP group. Consequently, occupational therapists and caregivers should consider these indicators when performing cognitive motor exercises involving the limbs in clinical settings to ensure higher efficacy. Future research should target older adults, and use near-infrared spectroscopy probes to cover the activated parietal and occipital lobes associated with mental rotation tasks.