Self-controlled feedback enhances learning in adults with Down syndrome

Brazilian Journal of Physical Therapy

Suzete Chiviacowsky²  Gabriele Wulf¹  Camila Machado²  Nels Rydberg¹ 

[1] ,Universidade Federal de Pelotas School of Physical Education Pelotas RS ,Brazil

关键词: physical therapy;    motor learning;    autonomy;    intellectual disability;    linear positioning;    fisioterapia;    aprendizagem motora;    autonomia;    incapacidade intelectual;    posicionamento linear;   

DOI  :  10.1590/S1413-35552012005000019

来源: SciELO

【 摘 要 】

BACKGROUND: One factor that has consistently been shown to enhance learning in typical participants is self-controlled practice. OBJECTIVES: The purpose of the present study was to examine whether the learning benefits of self-controlled feedback found previously in non-disabled adults would also be found in adults with Down syndrome. METHODS: Participants with Down syndrome practiced a linear positioning task. In the self-control group, learners were provided with feedback about the movement outcome at their request. Each participant in the yoked group received the same feedback schedule as their counterpart in the self-control group. RESULTS: Learning was assessed by a retention test, consisting of 10 trials without feedback, one day later. The self-control group demonstrated more effective learning of the task than the yoked group. CONCLUSION: Self-controlled feedback enhanced motor learning in participants with Down syndrome.

【 授权许可】

CC BY   
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