Study of Explicit Knowledge Effects on Implicit Motor Learning in Older Adults

Authors

  • Abdollahi, Iraj University of Social Welfare & Rehabilitation Sciences, Tehran, Iran.
Abstract:

Objective: The motor skill performance and learning in older adults are of a great importance. The primary purpose of this study was to determine whether older adult’s explicit knowledge effect on implicit learning and motor performance and which are typical for rehabilitation and skills acquired in older adults. Materials & Methods: In this comparative study a serial reaction time task by using software was applied for studying implicit and explicit motor learning in 15 older adults received intentional and 15 older adults received incidental instruction in a randomly chosen. In this task 4 squares with different colors appeared on the monitor and subjects were asked to press its defined key immediately after observing it. In the first day subjects practiced 8 motor blocks (4 patterned blocks, then 2 random blocks and finally 2 patterned blocks). Two next day subjects practiced a retention test consisted of 2 patterned blocks. Implicit group were not provided with any explanation about the sequence of squares and explicit group receive explanation about the sequence of squares and blocks. All subjects were right handed and no history of neurologic disease or musculoskeletal dysfunction. Date was analyzed by Independent T test and ANOVA. Results: The results indicated that Block time differences of second block with eight and tenth blocks (two next days) were significant and similar in both groups. Final stage of Task (7-10 blocks) was significant slower in explicit than implicit groups that show significant higher learning in implicit groups but no difference in performance improvement with explicit groups (P<0.001). Conclusion: High motor learning (defined as stable decrease of block times) in implicit older adults group shows explicit knowledge was enabled negative effects on implicit learning, although implicit and explicit groups wasn’t significant difference performance.

Upgrade to premium to download articles

Sign up to access the full text

Already have an account?login

similar resources

Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners

Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisit...

full text

Motor Learning and Movement Performance: Older versus Younger Adults

Introduction: Motor skills play an important role during life span, and older adults need to learn or relearn these skills. The purpose of this study was to investigate how aging affects induction of improved movement performance by motor training. Methods: Serial Reaction Time Test (SRTT) was used to assess movement performance during 8 blocks of motor training. Participants were tested i...

full text

The Effect of Knowledge of Result Feedback Timing on Speech Motor Learning in Healthy Adults

Objectives: The current study mainly aimed at studying the effect of Knowledge of Result (KR) feedback timing and result-estimation opportunity before receiving delayed KR on learning a new speech motor skill in monolingual healthy adults.  Methods: Thirty-nine Persian healthy adults were randomly divided into three groups. Each group received immediate KR, delayed KR (after eight seconds), or...

full text

the effect of explicit versus implicit error correction on writing of iranian intermediate efl learners

در این پایان نامه دو روش اصلاح اشتباهات نوشتاری زبان آموزان بزرگسال ایرانی در سطح متوسط مورد بررسی قرار می گیرد. در روش اول (explicit) اشتباهات بطور مستقیم و در روش دوم (implicit) اشتباهات بصورت غیر مستقیم اصلاح می شود. برای انجام این تحقیق از دو گروه 15 نفری استفاده شده است. به زبان آموزان در هر جلسه یک موضوع انشا داده شده است. این کار در 15 هفته (15 جلسه) تکرار شده است. مقایسه نتایج این آزمون...

My Resources

Save resource for easier access later

Save to my library Already added to my library

{@ msg_add @}


Journal title

volume 13  issue 2

pages  56- 63

publication date 2012-07

By following a journal you will be notified via email when a new issue of this journal is published.

Keywords

No Keywords

Hosted on Doprax cloud platform doprax.com

copyright © 2015-2023