• We asked you to volunteer for an experiment which records your brain waves during learning to distinguish between one pattern and another projected on a TV screen. We want to know how the brain responds while you are trying to learn because this will increase our understanding of brain mechanisms.
• The procedure lasts about an hour. During it you will have a cap with electrodes placed on your head and you will be asked to sit comfortably in front of a TV screen and press a button according to the type of pattern you see. All these recording techniques are well established and there is no real risk. The learning task is quite difficult and you may feel frustrated at first that you are not getting the right answers. Wearing the cap of electrodes maybe slightly uncomfortable and you will need to wash your hair afterwards to get rid of the electrode paste, which we use.

• The result of the experiment will be pooled with that of other subjects.
• We will not be able to tell you anything special about your learning abilities and the outcome will not be of any particular benefit to yourself.
• The results will eventually be published in basic psychological journals and will help our understanding of the learning process.
• In overall charge of the project is Professor E M Sedgwick, University of Southampton, Department of Clinical Neurological Sciences, Room LF73B, F Level, South Block, Southampton General Hospital, Tremona Road, Southampton. SO16 6YD. Tel: 01703 796617/796951. The research worker directly is Dr. Mohamed Fath El-Bab, contactable at the same address and telephone numbers as given above.

When preference is so strong that you would never try to use the other hand unless absolutely forced to, put ++.

If in any case you are really indifferent put + in both columns.

Some of the activities require both hands. In these cases the part of the task, or object, for which hand preference is wanted is indicated in brackets.

Please try to answer all the questions, and only leave a blank if you have no experience at all of the object of task.

Points scored = Sum of the number of (+) signs for each side.

Calculate the laterality percentage (%) as follow:

The CUSUM starts at zero, declining in the cusum trend indicate success, and an increasing in the cusum trend indicate failure.

This may be express mathematically as: -

The performance of the subject is seldom perfect; it is usual to allow a certain tolerance 10% (0.1) failure rate (red line ). A subject performance with 90% success will generate a horizontal and the line will move above horizontal for a worse performance. Individual increments for the cusum would then be 1.0 - 0.1 = 0.9 for each failure, and 0 - 0.1 = -0.1 for each success, and the same equation for tolerance 20 % (blue line ), and tolerance 30% (pink line ).

For each graph:

Y-axis: represents the performance

X-axis: represents the 200 trials.

Table 5.5.1.1. Shows the performance data comparison for the learners (L) and non-learners (nL) in the first group (Fr). With feedback (F) and without rule (r ).

Table 5.5.1.2. Shows the performance data comparison for the learners (L) in the second group (FR). With feedback (F) and with rule (R)

Table 5.5.1.3. Shows the performance data comparison for the learners (L) and non-learners (nL) in the third group (fr), Without feedback (f) and without rule (r)

Table 5.5.1.4. Shows the performance data comparison for the learners (L) and non-learners (nL) in the fourth group (fR). Without feedback (f) and with rule (R)

For the experiment conditions correct answers and the incorrect answers the results revealed that there were statistically significant differences when compared by the central, right-hand side, left-hand side, and all electrodes locations

Table (5.5.2.1.) shows two ways repeated measures ANOVA test within subject effects of the learners in each group for the central electrodes locations (FPZ, FZ, FCZ, CZ, PZ, POZ, OZ)

Table (5.5.2.2.) shows two ways repeated measures ANOVA test within subject effects of the learners in each group for left-hand side electrodes locations (F3, F7, ATL, C3, T3, T5, TPL, P3, O1,)

Table (5.5.2.3.) shows two ways repeated measures ANOVA test within subject effects for the learners in each group by the right-hand side electrodes locations (F4, F8, ATR, C4, T4, T6, TPR, P4, O2).

Table (5.5.2.4.) shows two ways repeated measures ANOVA test within subject effects of the learners in each group for the all electrodes locations (F3, F4, F7, F8, ATL, ATR, C3, C4, T3, T4, T5, T6, TPL, TPR, P3, P4, O1, O2, FPZ, FZ, FCZ, CZ, PZ, POZ, OZ).

Tables (5.5.2.5, 6, 7, & 8) show the Statistical analysis of the difference between subjects brain activity while performing the task for each quartile (50 trials), (Q1, Q2, Q3, Q4) X Electrodes locations using two ways repeated measures ANOVA revealed a significant differences of brain activity during quartiles X location. Inspection of these results suggests that the bulk of the within quartile learning effect was restricted to the Fr, and FR groups especially during the last quartile.

Analyzing each group separately supported this impression when the effect of learning across the quartiles was analyzed for group FR. Group fr only showed that there was no significant increasing in the brain activity across the quartile. There was significant increasing in the brain activities of Fr, FR and fR groups from Q1 across to Q4. The ERP for the all-individual electrodes were entered into experiment conditions (Q1, Q2, Q3, and Q4) ANOVA: Significant differences emerged between the ERP elicited by learning processes for each quartile. We can infer that any improvement and changes in the brain activity was transferred from previous learning rather than constituting new learning within that quartile.