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Influence of order of stimulus presentation on speech motor learning: A principled approach to treatment for apraxia of speech

Knock, Taresa R. and Ballard, Kirrie J. and Robin, Donald A. and Schmidt, Richard A.
Influence of order of stimulus presentation on speech motor learning: A principled approach to treatment for apraxia of speech. Aphasiology, 14(5-6), 2000, pages 653-668.

Abstract

The present study was designed to examine whether applying principles of motor learning to a commonly used treatment approach for acquired apraxia of speech (AOS) would enhance relearning of speech production skills. In particular, we examined one main principle, random practice, and compared it to blocked practice. Of importance is the fact that many speech treatments utilize blocked practice, but the literature on motor learning clearly shows that blocked practice facilitates acquisition of target behaviours, but not retention and transfer. The latter two are considered true indices of learning. In two subjects with severe AOS, results showed that random practice facilitated retention whereas blocked practice did not. The present study provides preliminary evidence that these principles may have a similar effect on learning of skilled speech motor acts as they do on learning of limb movements. The results reported here are encouraging and provide justification and focus for further investigation.

EPrint Type:Journal (Paginated)
Keywords:CONTEXTUAL INTERFERENCE; SKILL ACQUISITION; SCHEMA THEORY; KNOWLEDGE; FEEDBACK; RETENTION; APHASIA
Subjects:UNSPECIFIED
ID Code:1174
Conference:Clinical Aphasiology Conference: Clinical Aphasiology Conference (1999 : 29th : Key West, FL : June 1999)
Conference Date:June 1999
Publisher:Taylor & Francis
Publication:Aphasiology
Volume:14
Number:5-6
Pages:653-668
Publication Location:London
ISSN:1464-5041
Alternative Locations:http://taylorandfrancis.metapress.com/openurl.asp?genre=article&issn=0268-7038&volume=14&issue=5&spage=653, http://taylorandfrancis.metapress.com/openurl.asp?genre=article&id=doi:10.1080/026870300401379
Additional Information:Access to Full Text is subject to the Publisher's access restrictions