心理学
运动学习
听力学
刺激(心理学)
认知心理学
背景(考古学)
失用症
培训转移
发展心理学
神经科学
医学
失语症
古生物学
生物
作者
Shannon N. Austermann Hula,Donald A. Robin,Edwin Maas,Kirrie J. Ballard,Richard A. Schmidt
出处
期刊:Journal of Speech Language and Hearing Research
[American Speech-Language-Hearing Association]
日期:2008-10-01
卷期号:51 (5): 1088-1113
被引量:81
标识
DOI:10.1044/1092-4388(2008/06-0042)
摘要
Purpose Two studies examined speech skill learning in persons with apraxia of speech (AOS). Motor-learning research shows that delaying or reducing the frequency of feedback promotes retention and transfer of skills. By contrast, immediate or frequent feedback promotes temporary performance enhancement but interferes with retention and transfer. These principles were tested in the context of a common treatment for AOS. Method Two studies ( N = 4, N = 2) employed single-subject treatment designs to examine acquisition and retention of speech skills in adults with AOS under different feedback conditions. Results Reduced-frequency or delayed feedback enhanced learning in 3 participants with AOS. Feedback manipulation was not an influential variable in 3 other cases in which stimulus-complexity effects may have masked treatment effects. Conclusions These findings demonstrate that individuals with AOS can benefit from structured intervention. They provide qualified support for reduction and delay of feedback, although interaction with other factors such as stimulus complexity or task difficulty needs further exploration. This study adds to the growing body of literature investigating the use of principles of motor learning in treating AOS and provides impetus for consideration of pre-treatment variables that affect outcome in treatment studies.
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