Orrell Alison J, Eves Frank F, Masters Rich S W
Department of Health Sciences, University of York, Heslington, York YO10 5DD, UK.
Phys Ther. 2006 Mar;86(3):369-80.
After a stroke, people often attempt to consciously control their motor actions, which, paradoxically, disrupts optimal performance. A learning strategy that minimizes the accrual of explicit knowledge may circumvent attempts to consciously control motor actions, thereby resulting in better performance. The purpose of this study was to examine the implicit learning of a dynamic balancing task after stroke by use of 1 of 2 motor learning strategies: learning without errors and discovery learning.
Ten adults with stroke and 12 older adults practiced a dynamic balancing task on a stabilometer under single-task (balance only) and concurrent-task conditions. Root-mean-square error (in degrees) from horizontal was used to measure balance performance.
The balance performance of the discovery (explicit) learners after stroke was impaired by the imposition of a concurrent cognitive task load. In contrast, the performance of the errorless (implicit) learners (stroke and control groups) and the discovery learning control group was not impaired.
The provision of explicit information during rehabilitation may be detrimental to the learning/relearning and execution of motor skills in some people with stroke. The application of implicit motor learning techniques in the rehabilitation setting may be beneficial.
中风后，人们常常试图有意识地控制自己的运动行为，但矛盾的是，这会干扰最佳表现。一种将显性知识积累降至最低的学习策略可能会规避有意识控制运动行为的尝试，从而带来更好的表现。本研究的目的是通过使用两种运动学习策略之一，即无错误学习和发现学习，来检验中风后动态平衡任务的内隐学习情况。
10名中风成年人和12名老年人在稳定仪上进行单任务（仅平衡）和并发任务条件下的动态平衡任务练习。使用相对于水平方向的均方根误差（以度为单位）来测量平衡表现。
中风后发现（显性）学习者的平衡表现因并发认知任务负荷的施加而受损。相比之下，无错误（内隐）学习者（中风组和对照组）以及发现学习对照组的表现未受损害。
在康复过程中提供显性信息可能对一些中风患者的运动技能学习/再学习及执行有害。在内隐运动学习技术应用于康复环境中可能是有益处的。
