Allami Nadia, Paulignan Yves, Brovelli Andrea, Boussaoud Driss
Institut des Sciences Cognitives L2C2, CNRS/Université de Lyon UMR5230, 67 bd pinel, 69675, Bron Cedex, France.
Exp Brain Res. 2008 Jan;184(1):105-13. doi: 10.1007/s00221-007-1086-x. Epub 2007 Sep 12.
Sports psychology suggests that mental rehearsal facilitates physical practice in athletes and clinical rehabilitation attempts to use mental rehearsal to restore motor function in hemiplegic patients. Our aim was to examine whether mental rehearsal is equivalent to physical learning, and to determine the optimal proportions of real execution and rehearsal. Subjects were asked to grasp an object and insert it into an adapted slot. One group (G0) practiced the task only by physical execution (240 trials); three groups imagined performing the task in different rates of trials (25%, G25; 50%, G50; 75%, G75), and physically executed movements for the remaining trials; a fourth, control group imagined a visual rotation task in 75% of the trials and then performed the same motor task as the others groups. Movement time (MT) was compared for the first and last physical trials, together with other key trials, across groups. All groups learned, suggesting that mental rehearsal is equivalent to physical motor learning. More importantly, when subjects rehearsed the task for large numbers of trials (G50 and G75), the MT of the first executed trial was significantly shorter than the first executed trial in the physical group (G0), indicating that mental practice is better than no practice at all. Comparison of the first executed trial in G25, G50 and G75 with the corresponding trials in G0 (61, 121 and 181 trials), showed equivalence between mental and physical practice. At the end of training, the performance was much better with high rates of mental practice (G50/G75) compared to physical practice alone (G0), especially when the task was difficult. These findings confirm that mental rehearsal can be beneficial for motor learning and suggest that imagery might be used to supplement or partly replace physical practice in clinical rehabilitation.
运动心理学表明，心理演练有助于运动员的身体训练，而临床康复则尝试运用心理演练来恢复偏瘫患者的运动功能。我们的目的是检验心理演练是否等同于身体训练，并确定实际执行和演练的最佳比例。研究对象被要求抓取一个物体并将其插入一个适配的插槽中。一组（G0）仅通过身体执行来练习该任务（240次试验）；三组分别以不同的试验比例（25%，G25；50%，G50；75%，G75）想象执行该任务，其余试验则进行身体动作执行；第四组为对照组，在75%的试验中想象一个视觉旋转任务，然后执行与其他组相同的运动任务。比较了各小组在第一次和最后一次身体试验以及其他关键试验中的运动时间（MT）。所有小组都有所学习，这表明心理演练等同于身体运动学习。更重要的是，当研究对象进行大量试验的任务演练时（G50和G75），第一次执行试验的MT显著短于身体训练组（G0）的第一次执行试验，这表明心理练习比完全不练习要好。将G25、G50和G75组的第一次执行试验与G0组相应试验（61、121和181次试验）进行比较，结果显示心理练习和身体练习效果相当。在训练结束时，与仅进行身体练习（G0）相比，高比例心理练习（G50/G75）的表现要好得多，尤其是在任务困难时。这些发现证实心理演练对运动学习有益，并表明在临床康复中，意象可用于补充或部分替代身体练习。
