Department of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran.
Res Dev Disabil. 2010 Jan-Feb;31(1):212-7. doi: 10.1016/j.ridd.2009.09.002. Epub 2009 Oct 27.
The purpose of this study was to investigate the effect of frequency of knowledge of results (KR) on the learning of dart in individuals with cerebral palsy type I. Twenty-four individuals with cerebral palsy (CP) between the ages of 5 and 17 were chosen for this study. They were put into 3 homogenous groups according to their records after 20 throws and practiced for 8 sessions. The first group (0% KR) received no KR for any trials, the second group (50% KR) received KR for half of their trials (50%), and the third group (100% KR) received KR for all their trials (100%). The acquisition test was run immediately after the last session and the retention test was run 3 days later. Paired sample t-test and one-way ANOVA were used to analyze the data from the acquisition and retention tests. According to the results of this study, those with cerebral palsy have the ability of acquiring and retaining a new motor skill under the condition of feedback provision. Interestingly it was found that too much feedback interferes with learning of tasks in individuals with CP as in the average population. This finding shows that rules regarding feedback also apply to people afflicted with CP.
本研究旨在探讨不同的知识反馈频率（KR）对Ⅰ型脑瘫个体学习投镖的影响。本研究共选取了 24 名 5 至 17 岁的脑瘫患者。根据他们在前 20 次投掷后的记录，将他们分为 3 个同质组，每组进行 8 次练习。第一组（0%KR）在所有试验中都不给予任何 KR，第二组（50%KR）在一半的试验中给予 KR（50%），第三组（100%KR）在所有试验中都给予 KR（100%）。在最后一次练习后立即进行获得性测试，3 天后进行保持性测试。采用配对样本 t 检验和单因素方差分析对获得性和保持性测试的数据进行分析。根据本研究的结果，脑瘫患者在提供反馈的条件下具有获得和保持新运动技能的能力。有趣的是，研究发现，过多的反馈会干扰 CP 个体对任务的学习，这与一般人群的情况相同。这一发现表明，有关反馈的规则也适用于患有脑瘫的人群。
