University of Jena, Germany.
Laterality. 2011 Mar;16(2):227-39. doi: 10.1080/13576500903549414. Epub 2010 Jun 9.
This study was designed to investigate sequential effects after practice with the dominant and non-dominant hand on the acquisition of a new motor task. A total of 64 middle school children were asked to practise a cent-slide task, which required them to slide coins from one side of a cardboard into a circular target on the opposite side. Four groups practised this task within different practice schedules: (1) participants practised only with their dominant hand (right-only group); (2) participants used only their non-dominant hand (left-only group); (3) participants started to practise the skill with their dominant hand and then switched to their non-dominant hand (right-to-left group); or (4) participants started to practise the skill with their non-dominant hand and then switched to their dominant hand (left-to-right group). The acquisition of the task was facilitated after initial practice with the non-dominant hand. This was reflected in a better retention of the task and a stronger performance under a modified testing situation of the left-to-right group when compared to all other groups. Also, the left-only group showed larger interlimb transfer effects to the untrained hand than the right-only group. It is concluded that the sequence in which the dominant and non-dominant hands are used to practise influences the acquisition of new motor tasks.
本研究旨在探讨在使用优势手和非优势手进行新运动任务的练习后，连续效应的情况。共有 64 名中学生被要求练习一种中心滑币任务，即要求他们将硬币从纸板的一侧滑入另一侧的圆形目标中。四个小组在不同的练习计划中练习了这个任务：（1）参与者仅用优势手（右手组）练习；（2）参与者仅用非优势手（左手组）练习；（3）参与者先用优势手开始练习技能，然后切换到非优势手（右-左组）；或（4）参与者先用非优势手开始练习技能，然后切换到优势手（左-右组）。与其他所有组相比，在最初使用非优势手练习后，任务的掌握更加顺利。这反映在左-右组在修改后的测试情况下，任务的保持更好，表现更强。此外，左手组比右手组对手部的交叉转移效果更大。结论是，使用优势手和非优势手进行练习的顺序会影响新运动任务的掌握。
