Do Principles of Motor Learning Enhance Retention and Transfer of Speech Skills? A Systematic Review
Aphasiology
Bislick, L. P., Weir, P. C., et al. (2012).
Aphasiology, 26(5), 709-728.
This systematic review investigates the effects of the principles of motor learning on speech production in healthy adults and individuals with acquired motor speech disorders (e.g., dysarthria, apraxia).
Not stated
1966-2011
Published, peer-reviewed controlled studies
7
<div>There was limited research regarding the implementation of the principles of motor learning to improve speech production in individuals with acquired apraxia of speech. Specific findings included:</div>
<div>
<ul>
<li>One study demonstrated that a random practice was associated with greater maintenance of trained targets.</li>
<li>Improved generalization to novel stimuli was noted for one of two participants following random practice when compared to blocked practice.</li>
<li>Inconsistent and inconclusive findings were noted regarding the frequency and timing of feedback.</li>
</ul>
<div>Further research is indicated due to an overall paucity of research, heterogeneity between studies, and small sample sizes.</div>
</div>
<p>Only one included study compared the frequency of feedback schedules and its effects on slowed phrase production for individuals with hypokinetic dysarthria associated with Parkinson's disease. Results showed that individuals receiving high-frequency feedback (e.g., feedback after every trial) demonstrated faster rates of acquisition compared to individuals receiving low-frequency feedback (e.g., feedback after every fifth trial). However, low-frequency feedback revealed greater post-test retention rates. Consistent with the principles of motor learning, the findings provide preliminary support for the use of feedback to improve speech production in individuals with hypokinetic dysarthria associated with Parkinson's disease.</p>
