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首页> 外文期刊>Journal of prosthetics and orthotics: JPO >The Role of Variability in Practice Structure when Learning to Use an Upper-Extremity Prosthesis
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The Role of Variability in Practice Structure when Learning to Use an Upper-Extremity Prosthesis

机译：当学习使用上肢假体时，变异性在实践结构中的作用

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摘要

This study contrasted two different practice schedules for learning to use a prosthetic simulator that mimicked an upper-extremity prosthesis with a voluntary-close terminal device. The purpose was to determine an efficient practice schedule for learning to perform prehension skills that could be employed by people learning to use an actual prosthesis after amputation. Forty-eight participants were randomly distributed into two groups for skill acquisition training: those who practiced three different prehension tasks with the simulator in a random practice order or those who practiced the three tasks with the simulator under a blocked practice order. During acquisition, the groups practiced the three tasks on two consecutive days. On the third day, two different tests of learning were administered: a retention test on the tasks practiced in acquisition and an intertask transfer test on three tasks similar to those practiced in acquisition. Both the random and blocked groups showed significant improvements in initiation time and movement time to perform each task across the 2 days of acquisition. Thus, structured practice, regardless of degree of "randomness" inherent in the schedule, promoted functional use of the prosthesis. Both practice schedules were equally effective for promoting skill retention; however, in intertask transfer, the random acquisition group demonstrated significantly greater proficiency in performing the new tasks than the blocked acquisition group. Persons learning to use an upper-extremity prosthesis may be better able to transfer skill to new prehension tasks by practicing under random practice conditions.
机译：这项研究对比了两种不同的学习计划，以学习使用假肢模拟器和自动闭合终端设备模仿上肢假肢的情况。目的是确定一个有效的练习时间表，以便学习执行肢解技巧，供截肢后学习使用实际假肢的人使用。四十八名参与者被随机分为两组，以进行技能培训：以随机练习顺序在模拟器上练习三个不同的领悟任务的人，或以受限练习顺序在模拟器上练习三个任务的人。在获取过程中，各小组连续两天练习了三个任务。第三天，进行了两种不同的学习测试：对获取中练习的任务进行了保留测试，并对与获取中练习的任务类似的三个任务进行了任务间转移测试。随机组和封闭组在开始采集的时间和移动时间上均表现出显着的改善，可以在采集的两天内完成每个任务。因此，结构化的实践，无论时间表中固有的“随机性”程度如何，都促进了假体的功能使用。两种练习时间表对于促进技能保留都同样有效。但是，在任务间转移中，随机获取组比被阻止的获取组表现出了更高的执行新任务的能力。通过在随机练习条件下练习，学习使用上肢假肢的人可能会更好地将技能转移到新的抓握任务上。

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