Weir-Mayta Phil, Spencer Kristie A, Bierer Steven M, Daliri Ayoub, Ondish Peter, France Ashley, Hutchison Erika, Sears Caitlin
California State University Fullerton, Department of Communication Sciences and Disorders, 800 N. State College Blvd. Suite 420, Fullerton, CA 92831.
University of Washington, Dept. of Speech & Hearing Sciences, 1417 NE 42nd St. Seattle, WA 98105.
Int J Aging Res. 2019;2(2). doi: 10.28933/ijoar-2019-03-2006.
The principles of motor learning (PML) emerged from studies of limb motor skills in healthy, young adults. The applicability of these principles to speech motor learning, and to older adults, is uncertain.
The purpose of this study was to examine one PML, feedback frequency, and its effect on retention and generalization of a novel speech and comparable tracing task.
Sixty older adults completed a speech motor learning task requiring the production of a novel phrase at speaking rates 2 times and 3 times slower than habitual rate. Participants also completed a limb motor learning task requiring the tracing of a sine wave 2x and 3x slower than habitual rate. Participants were randomly assigned to receive feedback every trial, every 5th trial, or every 10th trial. Mean absolute error was measured to examine immediate generalization, delayed generalization, and 2-day retention.
Results suggested that feedback frequency did not have an effect on the retention and generalization of the speech or manual task, supporting the small but growing literature highlighting the constraints of generalizing the PML to other modalities and populations.
运动学习原则（PML）源于对健康年轻成年人肢体运动技能的研究。这些原则在言语运动学习以及老年人中的适用性尚不确定。
本研究旨在考察一种运动学习原则——反馈频率，及其对一项新颖言语任务和类似追踪任务的保持及泛化的影响。
60名老年人完成一项言语运动学习任务，要求以比习惯语速慢2倍和3倍的速度说出一个新颖的短语。参与者还完成了一项肢体运动学习任务，要求以比习惯速度慢2倍和3倍的速度追踪一个正弦波。参与者被随机分配为每次试验、每5次试验或每10次试验接受一次反馈。测量平均绝对误差以考察即时泛化、延迟泛化和2天保持情况。
结果表明，反馈频率对言语或手动任务的保持和泛化没有影响，这支持了虽少但不断增加的文献，这些文献强调了将运动学习原则推广到其他模式和人群的局限性。
