Snapp-Childs Winona, Fath Aaron J, Bingham Geoffrey P
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, 47405, USA.
Exp Brain Res. 2018 Oct;236(10):2589-2601. doi: 10.1007/s00221-018-5319-y. Epub 2018 Jun 27.
Previously we developed a method that supports active movement generation to allow practice with improvement of good compliance control in tracing and drawing. We showed that the method allowed children with motor impairments to improve at a 3D tracing task to become as proficient as typically developing children and that the training improved 2D figure copying. In this study, we expanded the training protocol to include a wider variety of ages (5-10-year-olds) and we made the figures traced in training the same as in figure copying, but varied the scale of training and copying figures to assess the generality of learning. Forty-eight children were assigned to groups trained using large or small figures. All were tested before training with a tracing task and a copying task. Then, the children trained over five sessions in the tracing task with either small or large figures. Finally, the tracing and copying tasks were tested again following training. A mean speed measure was used to control for path length variations in the timed task. Performance on both tasks at both baseline and posttest varied as a function of the size of the figure and age. In addition, tracing performance also varied with the level of support. In particular, speeds were higher with more support, larger figures and older children. After training, performance improved. Speeds increased. In tracing, performance improved more for large figures traced by children who trained on large figures. In copying, however, performance only improved significantly for children who had trained on small figures and it improved equally for large and small figures. In conclusion, training by tracing smaller figures yielded better learning that was not, however, specific to the scale of drawn figures. Small figures exhibit greater mean curvature. We infer that it yielded better general improvement.
此前，我们开发了一种支持主动运动生成的方法，以允许在追踪和绘图中进行练习，同时改善良好的顺应性控制。我们表明，该方法能让有运动障碍的儿童在3D追踪任务中取得进步，达到与发育正常的儿童一样熟练的程度，并且这种训练改善了2D图形临摹。在本研究中，我们扩展了训练方案，纳入了更广泛的年龄范围（5至10岁），并且使训练中追踪的图形与图形临摹中的相同，但改变了训练和临摹图形的比例，以评估学习的普遍性。48名儿童被分配到使用大图形或小图形进行训练的组中。所有人在训练前都接受了追踪任务和临摹任务的测试。然后，儿童们在追踪任务中用小图形或大图形进行了五节训练课。最后，在训练后再次对追踪和临摹任务进行测试。使用平均速度测量来控制计时任务中的路径长度变化。基线和测试后的两项任务的表现均随图形大小和年龄而变化。此外，追踪表现也随支持水平而变化。特别是，支持越多、图形越大且儿童年龄越大，速度越高。训练后，表现有所改善。速度提高了。在追踪中，对于用大图形训练的儿童所追踪的大图形，表现改善得更多。然而，在临摹中，只有用小图形训练的儿童的表现有显著改善，并且大小图形的改善程度相同。总之，通过追踪较小图形进行训练产生了更好的学习效果，然而，这并非特定于所绘制图形的比例。小图形表现出更大的平均曲率。我们推断这产生了更好的总体改善。
