The Influence of Social Contexts on Motor and Cognitive Performance: Performing Alone, in Front of Others, or Coacting With Others

Group settings can help or hinder performances. We conducted two studies in a sporting context. Participants performed alone and in groups in which the other participants served as spectators or as coactors. In Study 1, 33 CrossFit athletes performed a timed fine motor task (stacking cups) and a gross motor task (planks). Plank performance increased in front of spectators and in the coacting condition as compared with the alone condition, whereas stacking performances were not affected by the social context. Study 2 assessed a working memory task (three-back) and a timed obstacle course requiring primarily motor speed. Subjects were 42 sports students. Spectators led to performance deteriorations in the complex cognitive task but to improved performances in the simple motor task, supporting the predictions formulated by Strauss. Future research should investigate whether the effects are mediated by the perception of one’s own performance compared with the group or by personality traits.

Sex Differences in Maintaining the Requested Handgrip Force Enhanced by Auditory or Visual Feedback

Thus far, the differences in effect of auditory or visual feedback in motor learning have presented results derived from mixed groups and sex differences have not been considered. However, perception and processing of auditory stimuli and performance of visual motor tasks appear to be sex-related. The purpose of this study was to investigate the learning of the simple motor task of maintaining a requested handgrip force in separate male and female groups. A total of 31 volunteers (15 males, 16 females) were randomly assigned to one of four experimental groups with defined sex and training conditions (audio or visual feedback). Participants performed training sessions over a period of six days, for which auditory or visual feedback was provided, and the effectiveness of both types of signals was compared. The evident learning effect was found in all groups, and the main effect of sex was significant among visual groups in favor of the males (p < 0.05). On the other hand, the main effect of feedback conditions was found to be significant among females, beneficially in the case of auditory displays (p < 0.05). The results lead to the conclusion that an equal number of males and females in mixed experimental groups may be supportive to obtain reliable results. Moreover, in motor-learning studies conducted on females only, a design including auditory feedback would be more suitable.

Children Demonstrate Selfishness in the Presence of Their Personified Objects

The audience effect causes people to change their behavior in the presence of another person. It can lead to better motor performance and greater generosity. Both human entities and invisible characters can induce this effect in young children and adults. In this study, we examined whether children’s imaginary companions can induce this effect. Accordingly, 49 children, aged 4 to 6 years, who had personified objects were subjected to a simple motor task (dropping marbles as fast as possible within 2 minutes) and moral task (deciding how many stickers to take from anonymous children) across three conditions: alone, in the presence of a human adult, and personified object, respectively. Performance on the simple motor task did not differ across conditions. However, children took more stickers in the presence of their personified objects than in the human conditions. These results are discussed in relation to children’s recognition of their personified objects.

Electroencephalographic modulations during an open- or closed-eyes motor task

There is fundamental knowledge that during the resting state cerebral activity recorded by electroencephalography (EEG) is strongly modulated by the eyes-closed condition compared to the eyes-open condition, especially in the occipital lobe. However, little research has demonstrated the influence of the eyes-closed condition on the motor cortex, particularly during a self-paced movement. This prompted the question: How does the motor cortex activity change between the eyes-closed and eyes-open conditions? To answer this question, we recorded EEG signals from 15 voluntary healthy subjects who performed a simple motor task (i.e., a voluntary isometric flexion of the right-hand index) under two conditions: eyes-closed and eyes-open. Our results confirmed strong modulation in the mu rhythm (7–13 Hz) with a large event-related desynchronisation. However, no significant differences have been observed in the beta band (15–30 Hz). Furthermore, evidence suggests that the eyes-closed condition influences the behaviour of subjects. This study gives us greater insight into the motor cortex and could also be useful in the brain-computer interface (BCI) domain.