The effects of personality type and stress on muscle activity during simulated work tasks

The Effects of Personality Type and Stress on Muscle Activity during Simulated Work Tasks

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193120304701012 ◽

2003 ◽

Vol 47 (10) ◽

pp. 1159-1163

Author(s):

Naomi F. Glasscock ◽

Gary A. Mirka ◽

Carolyn M. Sommerich ◽

Katherine W. Klein

Keyword(s):

Muscle Activity ◽

Personality Type ◽

Work Tasks

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Congruence of Holland Personality Type and Marital Satisfaction

Measurement and Evaluation in Counseling and Development ◽

10.1080/07481756.1985.12022798 ◽

1985 ◽

Vol 18 (3) ◽

pp. 100-107 ◽

Cited By ~ 4

Author(s):

Monroe A. Bruch ◽

Thomas Skovholt

Keyword(s):

Marital Satisfaction ◽

Personality Type

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Myoelectric Activity Differences in Three Learning Sessions

Journal of Psychophysiology ◽

10.1027//0269-8803.16.2.92 ◽

2002 ◽

Vol 16 (2) ◽

pp. 92-96

Author(s):

Tiina Ritvanen ◽

Reijo Koskelo ◽

Osmo H„nninen

Keyword(s):

High School Students ◽

Muscle Activity ◽

Muscle Tension ◽

Emg Activity ◽

Traditional Learning ◽

Myoelectric Activity ◽

School Students ◽

Language Laboratory ◽

Upper Trapezius ◽

Muscle Groups

Abstract This study follows muscle activity in three different learning sessions (computer, language laboratory, and normal classroom) while students were studying foreign languages. Myoelectric activity was measured in 21 high school students (10 girls, 11 boys, age range 17-20 years) by surface electromyography (sEMG) from the upper trapezius and frontalis muscles during three 45-min sessions. Root mean square (RMS) average from both investigated muscles was calculated. The EMG activity was highest in both muscle groups in the computer-aided session and lowest in the language laboratory. The girls had higher EMG activity in both investigated muscle groups in all three learning situations. The measured blood pressure was highest at the beginning of the sessions, decreased within 10 min, but increased again toward the end of the sessions. Our results indicate that the use of a computer as a teaching-aid evokes more constant muscle activity than the traditional learning situations. Since muscle tension can have adverse health consequences, more research is needed to determine optimal classroom conditions, especially when technical aids are used in teaching.

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