편측 뇌손상 환자에서 시각적 정보에 의한 운동 순서의 내잠 학습에 대한 분석

Implicit Motor Sequence Learning During Serial Reaction Time Tasks Induced by Visual Feedback in Patients With Stroke

Theoretical framework of motor learning is used to enhance perceptual motor skill in physical therapy intervention, which can be subdivided into two main types-explicit and implicit. The purpose of this study was to examine whether stroke patients with unilateral brain damage learn implicitly a motor skill using the arm ipsilateral to the damaged hemisphere. Speculation then followed as to theformation of therapeutic plans and instructions provided to patients with stroke. 20 patients with stroke and 20 normal participants were recruited. All the subjects practiced serial reaction time tasks for 30 minutes a day and retention tests on the following day. The tasks and tests involved pressing the corresponding buttons to 4 colored circles presented on a computer screen as quickly and accurately as possible. Patients with stroke responded more slowly than controls. However, both groups showed decreased reaction time in the experimental and retention periods. Also, there was no significant difference between both groups regarding explicit knowledge of consecutive order. Therefore, patients with stoke had the ability to learn implicitly a perceptual motor skill. Prescriptive instruction using implicit and explicit feedback may be beneficial for motor skill learning in physical therapy intervention for patients with brain damage.