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Research Reports |
PS Pohl, PT, PhD, is Associate Professor, Department of Physical Therapy, University of Florida, Gainesville, FL 32610 (USA) (ppohl{at}hp.ufl.edu).
JM McDowd, PhD, is Associate Professor, Department of Occupational Therapy Education, University of Kansas Medical Center, Kansas City, Kan
DL Filion, PhD, is Assistant Professor, Department of Psychology, University of Missouri-Kansas City, Kansas City, Mo
LG Richards, OTR, PhD, is Assistant Instructor, Department of Occupational Therapy Education, and Associate Scientist, Center on Aging, University of Kansas Medical Center
W Stiers, PhD, is Clinical Associate Professor, Department of Rehabilitation Medicine, University of Kansas Medical Center
Address all correspondence to Dr Pohl
Background and Purpose. A motor skill can be learned implicitly, without awareness of what is being learned. The purpose of this study was to examine the ability of adults who had unilateral stroke to learn implicitly a perceptual-motor task. Subjects. Subjects were 47 people who were poststroke and 36 control subjects. Methods. Participants performed sequences of hand movements in response to target lights in 2 conditions: a patterned sequence and a random sequence. Participants were not given explicit knowledge of the presence of the 2 conditions. Those who had stroke performed with the upper-extremity ipsilateral to the lesion. Results. Subjects who had stroke performed more slowly than control subjects. For both groups, times decreased with practice of the patterned sequence, increased with introduction of the random sequence, and decreased again with reintroduction of the patterned sequence. Group differences persisted in a retention test given the next day of the patterned sequence, and both groups showed decreased times over the course of the retention test. Discussion and Conclusion. People with stroke are able to learn a perceptual-motor task even without explicit instructions regarding the patterned sequence embedded in the task.
Key Words: Cerebrovascular accident • Performance • Rehabilitation
This article has been cited by other articles:
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  L. A Boyd, E. D Vidoni, and C. F Siengsukon Multidimensional Motor Sequence Learning Is Impaired in Older But Not Younger or Middle-Aged Adults Physical Therapy, March 1, 2008; 88(3): 351 - 362. [Abstract] [Full Text] [PDF]
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 L. A. Boyd, B. M. Quaney, P. S. Pohl, and C. J. Winstein Learning Implicitly: Effects of Task and Severity After Stroke Neurorehabil Neural Repair, October 1, 2007; 21(5): 444 - 454. [PDF]
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 P S Pohl, J M McDowd, D Filion, L G Richards, and W Stiers Implicit learning of a motor skill after mild and moderate stroke Clinical Rehabilitation, March 1, 2006; 20(3): 246 - 253. [Abstract] [PDF]
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A. J Orrell, F. F Eves, and R. S. Masters Motor Learning of a Dynamic Balancing Task After Stroke: Implicit Implications for Stroke Rehabilitation Physical Therapy, March 1, 2006; 86(3): 369 - 380. [Abstract] [Full Text] [PDF]
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 L. A. Boyd and C. J. Winstein Providing Explicit Information Disrupts Implicit Motor Learning After Basal Ganglia Stroke Learn. Mem., July 1, 2004; 11(4): 388 - 396. [Abstract] [Full Text] [PDF]
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L. A Boyd and C. J Winstein Impact of Explicit Information on Implicit Motor-Sequence Learning Following Middle Cerebral Artery Stroke Physical Therapy, November 1, 2003; 83(11): 976 - 989. [Abstract] [Full Text] [PDF]
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 J. M. McDowd, D. L. Filion, P. S. Pohl, L. G. Richards, and W. Stiers Attentional Abilities and Functional Outcomes Following Stroke J. Gerontol. B. Psychol. Sci. Soc. Sci., January 1, 2003; 58(1): P45 - 53. [Abstract] [Full Text] [PDF]
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