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Task-Specific Effects of tDCS-Induced Cortical Excitability Changes on Cognitive and Motor Sequence Set Shifting Performance

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  • Jorge Leite
  • Sandra Carvalho
  • Felipe Fregni
  • Óscar F Gonçalves

Abstract

In this study, we tested the effects of transcranial Direct Current Stimulation (tDCS) on two set shifting tasks. Set shifting ability is defined as the capacity to switch between mental sets or actions and requires the activation of a distributed neural network. Thirty healthy subjects (fifteen per site) received anodal, cathodal and sham stimulation of the dorsolateral prefrontal cortex (DLPFC) or the primary motor cortex (M1). We measured set shifting in both cognitive and motor tasks. The results show that both anodal and cathodal single session tDCS can modulate cognitive and motor tasks. However, an interaction was found between task and type of stimulation as anodal tDCS of DLPFC and M1 was found to increase performance in the cognitive task, while cathodal tDCS of DLPFC and M1 had the opposite effect on the motor task. Additionally, tDCS effects seem to be most evident on the speed of changing sets, rather than on reducing the number of errors or increasing the efficacy of irrelevant set filtering.

Suggested Citation

  • Jorge Leite & Sandra Carvalho & Felipe Fregni & Óscar F Gonçalves, 2011. "Task-Specific Effects of tDCS-Induced Cortical Excitability Changes on Cognitive and Motor Sequence Set Shifting Performance," PLOS ONE, Public Library of Science, vol. 6(9), pages 1-9, September.
    • Handle: RePEc:plo:pone00:0024140
    DOI: 10.1371/journal.pone.0024140
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    Cited by:

    1. Zhu Zhiqiang & Wang Wei & Tang Yunqi & Liu Yu, 2023. "Effects of Bilateral Extracephalic Transcranial Direct Current Stimulation on Lower Limb Kinetics in Countermovement Jumps," IJERPH, MDPI, vol. 20(3), pages 1-16, January.
    2. Alexander C Conley & Jodie Marquez & Mark W Parsons & W Ross Fulham & Andrew Heathcote & Frini Karayanidis, 2015. "Anodal tDCS over the Motor Cortex on Prepared and Unprepared Responses in Young Adults," PLOS ONE, Public Library of Science, vol. 10(5), pages 1-14, May.

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