Abstract
Research background and hypothesis. Motor learning is characterized by specific set of changes in performance parameters which occur gradually over a course of learning period.Research aim. The aim of the study was to establish and compare the characteristics of learning speed-accuracy movements of children and adults. Research methods. The research participants were 13 healthy boys, 16 girls, 5 healthy men and 7 women. The research was carried out applying the analyzer of dynamic parameters of human leg and arm movement (DPA-1). We registered maximal and average movement speed, the reaction time and the movement trajectory of the right hand. Research results. We established signifi cant differences (p < 0.05–0.001) in reaction time (RT), average movement speed (Va), maximal movement speed (Vm) and movement trajectory (S) between children and adults. Discussion and conclusions. Motor adaptation in timescales of minutes is supported by two distinct processes: one process when a person learns slowly from errors but has strong retention, and another process is when a person learns rapidly from errors but has poor retention (Ethier et al., 2008). We might only speculate that children used the second strategy more than adults. The time of fast learning in a speed-accuracy task was different between children and adults. The accuracy was most improved by children at the expense of the quickness, while adults improved only the average velocity of their performance. Besides, most of the variability of performance variables changed more signifi cantly in children than in adults.Keywords: motor learning, motor control, age, manual task.
Highlights
The time of fast learning in a speed-accuracy task was different between children and adults
The accuracy was most improved by children at the expense of the quickness, while adults improved only the average velocity of their performance
Two categories of plastic neural changes in the brain have been established with learning motor skills: those that have focused on early rapid changes occurring over minutes (Karni et al, 1995; Shadmehr, Holcomb, 1997; Maquet et al, 2003; Penhune, Doyon, 2005), and on slowly developing changes occurring over days or weeks (Karni et al, 1995; Kleim et al, 2004; Rosenkranz et al, 2007; Ethier et al, 2008). The results of these studies have shown the involvement of specific regions of motor cortex, the cerebellum and basal ganglia depending of the stage of motor learning
Summary
Two categories of plastic neural changes in the brain have been established with learning motor skills: those that have focused on early rapid changes occurring over minutes (Karni et al, 1995; Shadmehr, Holcomb, 1997; Maquet et al, 2003; Penhune, Doyon, 2005), and on slowly developing changes occurring over days or weeks (Karni et al, 1995; Kleim et al, 2004; Rosenkranz et al, 2007; Ethier et al, 2008) The results of these studies have shown the involvement of specific regions of motor cortex, the cerebellum and basal ganglia depending of the stage of motor learning. The main aim of this study was to establish if there are differences in time course of reaction time, average and maximal velocity and trajectory as well as variability of these variables during 5 series of 20 repetitions in speed-accuracy task
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