Motor Development and Learning
Fereshte Hemmatizad; Mehdi RafeiBoroujeni; Hamid Salehi
Abstract
Introduction: The aim of the present research was to determine the effect of task complexity on the bilateral transfer in older adults.
Methods:Thirty healthy elderly men and women with the average age of 68/5±7/40 years were selected by convenience sampling method. Participants perform the Purdue ...
Read More
Introduction: The aim of the present research was to determine the effect of task complexity on the bilateral transfer in older adults.
Methods:Thirty healthy elderly men and women with the average age of 68/5±7/40 years were selected by convenience sampling method. Participants perform the Purdue pegboard test, O’Connor dexterity test and the mirror Purdue pegboard test with their dominant and non-dominant hands in pretest. Then, they practiced one of the tasks 6 times by dominant hand and then they participated in posttest and retention test of task. After one week, they started to practice next task and each of the participant attempted a test randomly so that the sequential and learning effect would be eliminated. In posttest and retention test the task was done by both dominant and non-dominant hands. The percentage of progress were calculated by normalization of the time to complete each task during practice compared to the time to complete the task in pretest. The one-way analysis of variance and the Pearson correlation coefficient (P ≤ 0/05)were used for statistical analysis
Results: There were significant differences between progress rate of Purdue pegboard test and mirror Purdue pegboard test and between O’Connor dexterity test and Purdue pegboard test. The amount of time training was a factor associated with bilateral transfer for Purdue pegboard test. Significant correlation was found between the progression rate of Purdue pegboard test and mirror Purdue pegboard test in nondominant hand.
Conclusion:It is likely that compensatory mechanisms have been utilized to maintain performance despite ageing.
Hamid Salehi; Mahboubeh Mehrvarz; Mehdi Rafaei
Abstract
The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group ...
Read More
The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group began the acquisition phase at a distance of 2 m from the target. Then, they practiced the task at a distance of 3 m, 4 m and finally 5 m from the target. Far-to-near group began the practice phase at the distance of 5 m and then moved to 4 m, 3 m and 2 m respectively. Delayed single-task and dual-task tests were administered at a distance of 3.50 m from the target. During the acquisition phase, the ratio of errors made by the near-to-far (errorless) group was found to be significantly less than the far-to-near (errorful) group. No significant intergroup difference was found in the single-task test. The results also revealed that the errorless group performed the task with less errors than the errorful group in the dual-task condition. It was generally concluded that less errors during practicing a motor skill can facilitate the use of implicit motor learning processes in children.
