Motor learning in post stroke subjects: the effects of practice conditions on the temporal synchronization

Abstract AIMS The aim of this study was to investigate the effects of practice schedule on the motor learning of a synchronization timing task in post-stroke subjects. Subjects and METHODS Seventeen post-stroke individuals were assigned to the experimental group and for the control group were selected seventeen healthy individuals. At the acquisition phase, all participants performed 30 trials of a coincident timing task. Nine individuals from each group practiced constantly and eight from each group practiced randomly, with speed changes in the task. Subsequent phases included: 1) immediate transfer test and 2) long term transfer test after 3 days. Data were analyzed in relation to absolute, variable, and constant errors to assess the performance concerning accuracy, consistence, and direction of responses, respectively. RESULTS All groups increased their accuracy through the practice and were able to adapt it in different speeds. The stroke subjects were more variable in their motor responses. There was no effect of the practice schedule on motor learning, regardless the presence or absence of the neurologic damage. CONCLUSION Post stroke individuals were able to learn a synchronizing task and the capacity of adapt their performance after speed perturbation was preserved. There was no effect of the practice schedule on motor learning.

# 摘要
## 研究目的
本研究旨在探究练习安排对卒中后（post-stroke）受试者同步计时任务（synchronization timing task）运动学习（motor learning）的影响。

## 对象与方法
纳入17名卒中后受试者作为实验组，另选取17名健康个体作为对照组。在习得阶段（acquisition phase），所有参与者均完成30次巧合计时任务（coincident timing task）练习。两组各有9名受试者采用恒定练习模式，每组剩余8名受试者采用随机练习模式，练习过程中任务速度存在动态变化。后续测试阶段包括：1）即刻迁移测试（immediate transfer test）；2）3天后的长期迁移测试（long term transfer test）。研究分别通过绝对误差（absolute error）、可变误差（variable error）与恒定误差（constant error）对数据进行分析，以评估受试者反应的准确性、一致性与反应方向。

## 研究结果
所有组别在练习过程中均提升了任务准确性，并能够适配不同的任务速度。卒中后受试者的运动反应变异性显著更高。无论是否存在神经损伤（neurologic damage），练习安排对运动学习均无显著影响。

## 研究结论
卒中后受试者能够习得同步计时任务，且在遭遇速度扰动后仍保留了调整自身表现的能力。练习安排对运动学习无显著影响。