Contextual Interference Effects during Skill Acquisition and Transfer in Down’s Syndrome Adolescents

Edwards, Jacqueline M.; Elliott, Digby; Lee, Timothy D.

doi:10.1123/apaq.3.3.250

Cited by 42 publications

(24 citation statements)

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“…This finding indicates that visual instruction facilitated in greater skill performance than verbal instruction. This concurs with the findings of previous research in the visual and verbal-motor domain, stipulating that individuals with Down syndrome tend to exhibit performance advantages under visual instruction when compared to verbal instruction (Edwards, Elliott and Lee, 1986;Frith and Frith, Clair and Elliott, 1995;Maraj et al 2002). Likewise, individuals with Down syndrome have demonstrated difficulty in performing tasks involving the perception, organisation and production of verbal material (Maraj et al, 2002).…”

Section: Discussionsupporting

confidence: 80%

“…In the motor domain, relating to visual and verbal-motor development, persons with Down syndrome have demonstrated relative proficiency on skills involving the visual demonstration of movement (Edwards, Elliott and Lee, 1986;Frith and Frith, 1974;Le Clair and Elliott, 1995;Maraj et al, 2002). Several studies Welsh and Elliott, 2001) have shown that adults with Down syndrome exhibit more errors performing single manual oral gestures to a verbal command (e.g., "place your finger on your nose") than following the visual demonstration of a task.…”

mentioning

confidence: 99%

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Gross motor skill acquisition in adolescents with Down syndrome

Meegan¹,

Maraj²,

Weeks³

et al. 2006

Downs Syndr. Res. Pract.

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-The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with Down syndrome (6 males, 3 females) performed 3 gross motor skills. Both visual and verbal instructional guidance was given to the participants over a 4-day period. Twenty-four hours later, the participants were video recorded as they produced the movements (used as baseline measures). On Day 6, they were randomly assigned into verbal and visual groups and required to reproduce the skills while the experimenter provided either visual demonstration or verbal instructions depending on the group. Based on skill performance scores, participants in the verbal-motor performance group demonstrated a lower level of proficiency and an increased number of performance errors when compared to participants in the visual-motor performance group. Moreover, while the visual group demonstrated an increase in performance levels compared to baseline measures, the opposite effect was seen for the verbal group.

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Section: Discussionsupporting

confidence: 80%

mentioning

confidence: 99%

Gross motor skill acquisition in adolescents with Down syndrome

Meegan¹,

Maraj²,

Weeks³

et al. 2006

Downs Syndr. Res. Pract.

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show abstract

“…(1979) original findings with various participant populations (e.g., Edwards, Elliott, & Lee, 1986;Knock, Ballard, Robin, & Schmidt, 2000;Porretta, 1988) as well as different motor tasks (e.g., Hall, Domingues, & Cavazos, 1994;Wright, 1991;Wright, Li, & Whitacre, 1992). Less time, however, has been spent unraveling the underlying cause(s) of this phenomenon.…”

mentioning

confidence: 95%

Programming and Reprogramming Sequence Timing Following High and Low Contextual Interference Practice

Wright

Magnuson

Black

2005

Research Quarterly for Exercise and Sport

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Individuals practiced two unique discrete sequence production tasks that differed in their relative time profile in either a blocked or random practice schedule. Each participant was subsequently administered a "precuing" protocol to examine the cost of initially compiling or modifying the plan for an upcoming movement's relative timing. The findings indicated that, in general, random practice facilitated the programming of the required movement timing, and this was accomplished while exhibiting greater accuracy in movement production. Participants exposed to random practice exhibited the greatest motor programming benefit, when a modification to an already prepared movement timing profile was required. When movement timing was only partially constructed prior to the imperative signal, the individuals who were trained in blocked and random practice formats accrued a similar cost to complete the programming process. These data provide additional support for the recent claim of Immink & Wright (2001) that at least some of the benefit from experience in a random as opposed to blocked training context can be localized to superior development and implementation of the motor programming process before executing the movement.

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“…49 Despite randomising subjects into either blocked or random practice, results are weakened by the small sample size and that no consideration was given to skill retention.…”

Section: Random or Blocked Practicementioning

confidence: 96%

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

Plummer¹

2003

Physical Therapy Reviews

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The influx in research to improve the evidence base and clinical effectiveness of existing practices has facilitated the emergence of new potential techniques. Constraint-induced therapy (CIT) is one such approach, used mostly widely in stroke rehabilitation. It focuses on the massed, random practice of functional tasks with the less able extremity, while the other is restrained. The evidence supporting the application of this technique is increasingly favourable, despite continued debate surrounding the optimal application. What remains scantly analysed are the underlying principles of CIT, to elucidate if massed, random practice of activities of daily living (ADLs) are the most suitable conditions to enhance learning. This paper helps to consolidate theoretically the advances made by existing clinical material. Although inhibiting initial performance, both massed and random practice provide greater learning potential. While further research is required, especially with these principles combined, this review concludes that CIT is based on the best available motor learning evidence, albeit the research has notable limitations.

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Contextual Interference Effects during Skill Acquisition and Transfer in Down’s Syndrome Adolescents

Cited by 42 publications

References 0 publications

Gross motor skill acquisition in adolescents with Down syndrome

Gross motor skill acquisition in adolescents with Down syndrome

Programming and Reprogramming Sequence Timing Following High and Low Contextual Interference Practice

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

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