Article

Motor learning is enhanced with practice and feedback. This cohort control
study investigated the effect of different relative feedback frequencies during
skill acquisition in children with cerebral palsy (CP) and children with typical
development. METHOD: Nineteen children with spastic hemiplegic CP (nine males, 10
females; mean age 11 y 7 mo; range 8-16 y) and 20 children with typical
development (12 males, eight females; mean age 10 y 8 mo; range 8-14 y) were
assigned to 100% or reduced (62%) feedback subgroups as they practised 200 trials
of a discrete arm movement with specific spatiotemporal parameters. Children with
CP used their less involved hand. Learning was inferred by delayed (24 h)
retention and reacquisition tests. RESULTS: All children improved in accuracy and
consistency. Children with typical development demonstrated significantly greater
accuracy than children with CP during acquisition (p=0.001), retention (p=0.031),
and reacquisition (p=0.001), and greater consistency during retention (p=0.038).
The typically developing group who received 100% feedback performed with
significantly less error than the 62% feedback group during acquisition
(p=0.001), and with greater retention (p=0.017). No statistically significant
difference was found between feedback subgroups of children with CP, although the
100% feedback group consistently demonstrated less error. INTERPRETATION:
Children with CP use feedback in a manner similar to children with typical
development when learning new skills with their less involved hand, but
demonstrate less accuracy and consistency.
CI - (c) 2014 Mac Keith Press.

Langue : ANGLAIS