TY - JOUR
T1 - Does standing alter reaction times and event related potentials compared to sitting in young adults? A counterbalanced, crossover trial
AU - Bhat, Mayur
AU - Dehury, Keshab
AU - Chandrasekaran, Baskaran
AU - Palanisamy, Hari Prakash
AU - Arumugam, Ashokan
N1 - Funding Information:
The authors wish to thank Dr Fiddy Davis for his continued support and motivation for this research project.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - The present study investigated the effects of attending lectures in sitting and standing postures on executive function of young adults. In this randomized, counterbalanced, crossover trial on 15 adults (19.2 ± 2.4 years), selective attention and executive control (response inhibition) were measured through reaction times and event related potentials (ERPs using electroencephalography [EEG]) associated with congruent and incongruent stimuli presented during a modified Eriksen flanker task. The reaction times and latencies of ERPs for the modified Eriksen flanker task among the interventions (sitting/standing), conditions (congruent/incongruent) and EEG electrodes were analyzed using analyses of variance. Attending a lecture in a standing posture was found to improve executive function (response inhibition) measured with reaction times (for incongruent stimuli) and ERPs (P3 [cognitive potential] amplitude at Pz and Cz electrodes; irrespective of congruent/incongruent stimuli) compared to that of the sitting posture. Standing might improve executive function compared to sitting among young adults in a simulated lecture environment.
AB - The present study investigated the effects of attending lectures in sitting and standing postures on executive function of young adults. In this randomized, counterbalanced, crossover trial on 15 adults (19.2 ± 2.4 years), selective attention and executive control (response inhibition) were measured through reaction times and event related potentials (ERPs using electroencephalography [EEG]) associated with congruent and incongruent stimuli presented during a modified Eriksen flanker task. The reaction times and latencies of ERPs for the modified Eriksen flanker task among the interventions (sitting/standing), conditions (congruent/incongruent) and EEG electrodes were analyzed using analyses of variance. Attending a lecture in a standing posture was found to improve executive function (response inhibition) measured with reaction times (for incongruent stimuli) and ERPs (P3 [cognitive potential] amplitude at Pz and Cz electrodes; irrespective of congruent/incongruent stimuli) compared to that of the sitting posture. Standing might improve executive function compared to sitting among young adults in a simulated lecture environment.
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U2 - 10.1080/1463922X.2022.2033877
DO - 10.1080/1463922X.2022.2033877
M3 - Article
AN - SCOPUS:85124086433
VL - 23
SP - 663
EP - 686
JO - Theoretical Issues in Ergonomics Science
JF - Theoretical Issues in Ergonomics Science
SN - 1463-922X
IS - 6
ER -