The differentiated effect of the task complexity on retention and transfer of stroke survivors

Abstract

The aim of this study was to investigate the effects of task complexity on the motor learning of by stroke survivors. Participants (N = 24) performed 150 trials of a simple or complex balance task during three acquisition days. Level of complexity was determined by the number of sequential movements. Outcomes were recorded on pretest, posttest, retention and transfer test. Data were analyzed by considering measures of performance score and movement time. Results showed that only the low complexity group improved the performance from the pretest to posttest and maintained it in the retention test. Performance worsened in both groups from retention to transfer test. The main conclusions were: (i) complex task did not allow learning; (ii) stroke survivors were able to learn a simple task in terms of retention, but not of transfer.