Kaipa Ramesh, Mariam Kaipa Roha
a Department of Communication Sciences and Disorders , Oklahoma State University , Stillwater , OK 74078 , USA.
b Department of Psychology , Oklahoma State University , Stillwater , OK 74078 , USA.
J Mot Behav. 2018 Nov-Dec;50(6):599-613. doi: 10.1080/00222895.2017.1383226. Epub 2017 Oct 19.
The role of principles of motor learning (PMLs) in speech has received much attention in the past decade. Oral motor learning, however, has not received similar consideration. This study evaluated the role of three practice conditions in an oral motor tracking task.
Forty-five healthy adult participants were randomly and equally assigned to one of three practice conditions (constant, blocked, and random) and participated in an electromyography-based task. The study consisted of four sessions, at one session a day for four consecutive days. The first three days sessions included a practice phase, with immediate visual feedback, and an immediate retention phase, without visual feedback. The fourth session did not include practice, but only delayed retention testing, lasting 10-15 minutes, without visual feedback.
Random group participants performed better than participants in constant and blocked practice conditions on all the four days. Constant group participants demonstrated superior learning over blocked group participants only on day 4.
Findings indicate that random practice facilitates oral motor learning, which is in line with limb/speech motor learning literature. Future research should systematically investigate the outcomes of random practice as a function of different oral and speech-based tasks.
在过去十年中，运动学习原则（PMLs）在言语方面的作用受到了广泛关注。然而，口腔运动学习尚未得到类似的关注。本研究评估了三种练习条件在口腔运动追踪任务中的作用。
45名健康成年参与者被随机且平均分配到三种练习条件（固定、分组和随机）之一，并参与一项基于肌电图的任务。该研究包括四个阶段，连续四天每天进行一个阶段。前三天的阶段包括一个有即时视觉反馈的练习阶段和一个无视觉反馈的即时保持阶段。第四天的阶段不包括练习，仅进行延迟保持测试，持续10 - 15分钟，无视觉反馈。
在所有四天中，随机组参与者的表现均优于固定练习组和分组练习组的参与者。固定组参与者仅在第4天表现出比分组组参与者更好的学习效果。
研究结果表明，随机练习有助于口腔运动学习，这与肢体/言语运动学习文献一致。未来的研究应系统地研究随机练习作为不同口腔和言语任务函数的结果。
