Effects of Long-duration Microgravity and Gravitational Transitions on Fine Motor Skills.

OBJECTIVE: Assess the effects of long-duration microgravity and gravitational transitions on fine motor skills using a tablet-based test battery of four fine motor tasks: Pointing, Dragging, Shape Tracing, and Pinch-Rotate. BACKGROUND: While there have been some studies on fine motor skills in microgravity, few have measured the fine motor skills that are core components of interaction with computer-based devices, and none have measured performance systematically, to include preflight, inflight, and postflight space mission time periods. METHODS: Seven astronauts completed the Fine Motor Skills test battery 30-40 times before, during, and up to 30 days after standard duration International Space Station missions, while a matching set of seven ground-based control participants also completed the battery over a comparable period of time. Response time and accuracy were the primary outcome measures. RESULTS: Relative to controls, astronauts experienced fine motor skill decrements at gravitational transitions (first week on orbit, and first month post landing). No decrements were found inflight after the first week of adaptation. CONCLUSION: Gravitational transitions appear to negatively impact fine motor skills needed to operate small controls with accuracy, such as those on touchscreen interfaces. This raises concerns for future long-duration crewmembers who will land on a planetary surface and need to perform critical tasks accurately, such as configuring spacesuits, powering up a habitat, or teleoperating rovers. APPLICATION: Results from this study highlight the need for confirmatory research, and the possible need for countermeasure development. The Fine Motor Skills test battery may have application outside of NASA as a fine motor skills diagnostic screening, rehabilitation, or readiness-to-perform tool.

Designing better graphs by including distributional information and integrating words, numbers, and images.

Statistical graphs are commonly used in scientific publications. Unfortunately, graphs in psychology journals rarely portray distributional information beyond central tendency, and few graphs portray inferential statistics. Moreover, those that do portray inferential information generally do not portray it in a way that is useful for interpreting the data. The authors present several recommendations for improving graphs including the following: (a) bar charts of means with or without standard errors should be supplanted by graphs containing distributional information, (b) good design should be used to allow more information to be included in a graph without obscuring trends in the data, and (c) figures should include both graphic images and inferential statistics presented in words and numbers.