Influence of visual observational conditions on tongue motor learning.

Abstract

The aim of this study was to investigate the impact of visual observational conditions on performance during a standardized tongue-protrusion training (TPT) task and to evaluate subject-based reports of helpfulness, disturbance, pain, and fatigue, due to the observational conditions on 0-10 numerical rating scales. Forty-eight healthy participants performed a 1-h standard TPT task. Participants were randomly assigned to one of the following three groups with different observational conditions: group 1, model observation (participants watched a prerecorded video showing standard TPT before optimal TPT being performed); group 2, self-observation (participants watched live video feedback of their own TPT performance); and group 3, control group (participants performed the TPT with no conditioning). There was no overall difference between groups but TPT performance increased over time. A significant group×time interaction indicated that the self-observation group performed significantly better than the model-observation group in the last 20 min of TPT. The subject-based reports of video helpfulness showed that the model-observation group rated the prerecorded video as more helpful for TPT performance compared with the other groups but there was no significant difference between groups regarding the level of disturbance, pain, or fatigue. Self-observation of tongue-training facilitated behavioral aspects of tongue motor learning compared with model observation but not compared with control.