Studies related to movement

Neural Correlates of Walking Initiation

Western Interdiscliplinary Research Building (WIRB) and Parkwood Institute (PI)

Walking is a daily activity requiring intricate coordination and sensory processing. In the real world, we need to adapt our walking to different conditions. For example, we may walk on soft unstable surfaces, or rough surfaces. We may start walking forward, or diagonally. This study aims to investigate brain activation patterns that occur in response to different complexities and under different sensory conditions. Additionally, we would like to compare these activation patterns with walking’s characterstics. To do this, we hope to investigate your brain’s electrical activity and the changes in its blood circulation as you plan and perform different walking tasks. The walking tasks will range from simple (e.g., walking forward) to more complex (e.g., walking diagonally). Different sensory conditions will be involved, such as walking on a special surface like turf, and gentle electrical impulses delivered to the feet. In summary, this study investigates brain activation patterns during walking under varying conditions, emphasizing sensory information and motor planning complexity.

Neurofeedback Study

Parkwood Institute (PI)

Stroke is a leading cause of disability worldwide. Imagining movement has shown promise for movement rehabilitation after stroke. Neurofeedback with functional Near Infrared Spectroscopy (fNIRS) may improve the quality of imagery, thereby improving functional outcomes. The proposed study aims to determine whether fNIRS can be used as a neurofeedback tool in stroke survivors.

Both male and female

19+ years old

Healthy Volunteers &
volunteers with stroke history

Movement, performance, and ADHD

Althouse Faculty of Education Building (FEB)

ADHD (Attention Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder that affects the daily lives of many children. An environment where this disorder displays itself more than others is in the classroom. A perspective that is starting to gain some traction is the use of physical activity to help improve classroom learning. We are conducting a study to identify how movement during learning impacts performance and brain activity in children with and without ADHD.

Both male and female

8 years old to 12 years old

Children with ADHD &
children without ADHD