Use of Imagery Practice for Improving a Motor Skill

1995 ◽  
Vol 12 (3) ◽  
pp. 217-227 ◽  
Author(s):  
Paul R. Surburg ◽  
David L. Porretta ◽  
Vins Sutlive
Keyword(s):  
Mental Retardation ◽  
Motor Skill ◽  
Motor Performance ◽  
Motor Task ◽  
Mild Mental Retardation ◽  
Physical Practice ◽  
Cognitive Demands ◽  
Cognitive Loading ◽  
Secondary Purpose

The purpose of this study was to examine the role of imagery practice as supplementary practice in the performance of a throwing task. A secondary purpose was to ascertain if different cognitive demands of a motor task affected the use of this supplementary practice. Forty adolescents with mild mental retardation were randomly assigned to the following groups: low cognitive loading-physical practice, low cognitive loading-imagery and physical practice, high cognitive loading-physical practice, high cognitive loading-imagery and physical practice. Subjects engaged in seven practice sessions during which performance scores of a throwing task were recorded. Groups supplemented with imagery practice were superior in performance to nonimagery groups. A higher cognitive loading of the task did not enhance the use of this type of supplementary practice more than a lower loading. The results of this study reflect the efficacy of imagery practice as a means to improve motor performance of students with mild mental retardation.

Recommendations for Developmental Monitoring: The Role of Surveillance

PEDIATRICS ◽  
1990 ◽  
Vol 85 (6) ◽  
pp. 1127-1128
Author(s):  
ROBERT D. CUNNINGHAM
Keyword(s):  
Mental Retardation ◽  
Acute Illness ◽  
Overwhelming Majority ◽  
Mild Mental Retardation ◽  
Cognitive Demands ◽  
The Past ◽  
Well Child Visit ◽  
Child Visit

To the Editor.— Dr Dworkin raises many good points in his review, "British and American Recommendations for Developmental Monitoring: The Role of Surveillance." However, I am skeptical that the concept of "surveillance" is actually different from what physicians have practiced in the past. Dr Dworkin acknowledges "that mild mental retardation is not typically identified until the child is confronted with the cognitive demands of school...," especially when physicians rely on subjective impressions. With the concept of "surveillance," "eyeball" estimates will continue to be made of a child's development; and with each well-child visit and frequently each acute illness visit being of relatively brief duration, I strongly suspect that the overwhelming majority of mildly retarded children will continue to elude detection.

Imagery and Physical Practice in the Acquisition of Gross Motor Timing of Coincidence by Adolescents with Mild Mental Retardation

1995 ◽  
Vol 80 (3_suppl) ◽  
pp. 1171-1183 ◽  
Author(s):  
David L. Porretta ◽  
Paul R. Surburg
Keyword(s):  
Mental Retardation ◽  
Motor Performance ◽  
Motor Timing ◽  
Mild Mental Retardation ◽  
Group Affiliation ◽  
Physical Practice ◽  
Gross Motor ◽  
Practice Group ◽  
Performance Variability ◽  
Imagery Group

The purpose of this study was to examine the effect of imagery practice in conjunction with physical practice on the performance of anticipating a coincidence (striking) by adolescents with mild mental retardation. 32 adolescents were randomly assigned to either a physical practice plus imagery practice group or a physical practice only group. Subjects in the physical practice plus imagery practice group were asked to image the task before physically performing it, while subjects in the physical practice only group did not image the task. Subjects performed 20 trials per day for five consecutive sessions (days). The physical practice plus imagery group performed with significantly greater accuracy and less variability than subjects in the physical practice only group, and subjects regardless of group affiliation were able to reduce error and variability over the study. These results support the use of imagery practice in conjunction with physical practice when performing a relevant anticipation of coincidence (striking) task as well as an aid in reducing performance variability. Based on the increased amount of cognitive-symbolic elements in the striking task as opposed to tasks used in previous studies, evidence is presented for support of the notion that imagery facilitates motor performance to the extent that cognitive-symbolic elements are present.

Cognitive Demands Influence Upper Extremity Motor Performance During Recovery From Acute Stroke

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000011992
Author(s):  
David J Lin ◽  
Kimberly S Erler ◽  
Samuel B Snider ◽  
Anna K Bonkhoff ◽  
Julie A DiCarlo ◽  
...  
Keyword(s):  
Acute Stroke ◽  
Grip Strength ◽  
Upper Extremity ◽  
Cognitive Dysfunction ◽  
Motor Performance ◽  
Motor Task ◽  
Upper Extremities ◽  
Cognitive Demands ◽  
Strength Performance ◽  
Lesion Symptom Mapping

Objective:To test the hypothesis that cognitive demands influence motor performance during recovery from acute stroke, we tested acute stroke patients on two motor tasks with different cognitive demands and related task performance to cognitive impairment and neuroanatomic injury.Methods:We assessed the contralesional and ipsilesional upper extremities of a cohort of 50 patients with weakness after unilateral acute ischemic stroke at three timepoints with two tasks: the Box & Blocks Test, a task with greater cognitive demand, and Grip Strength, a simple and ballistic motor task. We compared performance on the two tasks, related motor performance to cognitive dysfunction, and used voxel-based lesion symptom mapping to determine neuroanatomical sites associated with motor performance.Results:Consistent across contralesional and ipsilesional upper extremities and most pronounced immediately post-stroke, Box & Blocks scores were significantly more impaired than Grip Strength scores. The presence of cognitive dysfunction significantly explained up to 33% of variance in Box & Blocks performance but was not associated with Grip Strength performance. While Grip Strength performance was associated with injury largely restricted to sensorimotor regions, Box & Blocks performance was associated with broad injury outside sensorimotor structures, particularly the dorsal anterior insula, a region known to be important for complex cognitive function.Conclusions:Altogether, these results suggest that cognitive demands influence upper extremity motor performance during recovery from acute stroke. Our findings emphasize the integrated nature of motor and cognitive systems and suggest that it is critical to consider cognitive demands during motor testing and neurorehabilitation after stroke.

A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category

1996 ◽  
Vol 62 (4) ◽  
pp. 356-371 ◽  
Author(s):  
Donald L. MacMillan ◽  
Gary N. Siperstein ◽  
Frank M. Gresham
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Diagnostic Category ◽  
Specific Learning Disabilities ◽  
Mild Mental Retardation ◽  
Cognitive Demands ◽  
Relative Difficulty ◽  
Descriptive Term ◽  
Educational Treatment ◽  
Specific Learning

This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.

Mental Practice and Knowledge of Results in the Learning of a Perceptual Motor Skill

1982 ◽  
Vol 4 (1) ◽  
pp. 52-63 ◽  
Author(s):  
Steven G. Zecker
Keyword(s):  
Motor Skill ◽  
Mental Practice ◽  
Skill Learning ◽  
Physical Practice ◽  
Knowledge Of Results ◽  
Massed Practice ◽  
Improved Performance ◽  
Improved Learning ◽  
And Control

Although mental practice has often been demonstrated to result in improved learning of a motor skill, theoretical accounts of the reasons for this improvement are lacking. The present experiment examined the role of knowledge of results (KR) in motor skill learning, because KR is believed to be crucial to such learning, yet is lacking during mental practice. Subjects in four conditions (mental practice, physical practice, physical practice without KR, and control), tossed beanbags at a target. Results showed that of the four conditions, mental practice showed the largest performance increment, whereas physical practice showed a decrement attributed to massed practice without adequate rest periods. Results suggest that (a) knowledge of results is not always essential for improved performance; (b) mental practice is most beneficial following sufficient experience with the task; and (c) mental practice may be best suited for a massed practice learning situation.

Recommendations for Developmental Monitoring: The Role of Surveillance

PEDIATRICS ◽  
1990 ◽  
Vol 85 (6) ◽  
pp. 1128-1129
Author(s):  
PAUL H. DWORKIN
Keyword(s):  
Mental Retardation ◽  
Early Identification ◽  
Mild Mental Retardation ◽  
Developmental Status ◽  
Developmental Surveillance ◽  
Development History ◽  
Parental Concerns

In Reply.— Dr Cunningham raises several important issues regarding developmental surveillance in general and, more specifically, the early identification of children with mild mental retardation. Dr Cunningham equates surveillance with "eyeball" estimates of development. Although I agree (and acknowledge in my review) that subjective impressions of children's developmental status are often inaccurate, the process of developmental surveillance is actually far more sophisticated. It includes eliciting and attending to parental concerns, making accurate and informative longitudinal observations of children, and obtaining a relevant development history.

NEUROBIOLOGICAL CAUSES OF MILD MENTAL RETARDATION: THE ROLE OF ADENOSINE DEAMINASE POLYMORPHISM

2006 ◽  
Vol 37 (S 1) ◽  
Author(s):  
C Arpino ◽  
P Saccucci ◽  
A Volzone ◽  
C Lalli ◽  
R Rizzo ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Adenosine Deaminase ◽  
Mild Mental Retardation

Neural and Behavioral Outcomes Differ Following Equivalent Bouts of Motor Imagery or Physical Practice

2020 ◽  
Vol 32 (8) ◽  
pp. 1590-1606 ◽  
Author(s):  
Sarah N. Kraeutner ◽  
Alexandra Stratas ◽  
Jennifer L. McArthur ◽  
Carl A. Helmick ◽  
David A. Westwood ◽  
...  
Keyword(s):  
Motor Imagery ◽  
Motor Skill ◽  
Brain Activity ◽  
Behavioral Outcomes ◽  
Motor Task ◽  
Brain Activation ◽  
Motor Program ◽  
Physical Practice ◽  
Complex Motor ◽  
And Performance

Despite its reported effectiveness for the acquisition of motor skills, we know little about how motor imagery (MI)-based brain activation and performance evolves when MI (the imagined performance of a motor task) is used to learn a complex motor skill compared to physical practice (PP). The current study examined changes in MI-related brain activity and performance driven by an equivalent bout of MI- or PP-based training. Participants engaged in 5 days of either MI or PP of a dart-throwing task. Brain activity (via fMRI) and performance-related outcomes were obtained using a pre/post/retention design. Relative to PP, MI-based training did not drive robust changes in brain activation and was inferior for realizing improvements in performance: Greater activation in regions critical to refining the motor program was observed in the PP versus MI group posttraining, and relative to those driven via PP, MI led only to marginal improvements in performance. Findings indicate that the modality of practice (i.e., MI vs. PP) used to learn a complex motor skill manifests as differences in both resultant patterns of brain activity and performance. Ultimately, by directly comparing brain activity and behavioral outcomes after equivalent training through MI versus PP, this work provides unique knowledge regarding the neural mechanisms underlying learning through MI.

scholarly journals Gross Motor Skill Children with Mild Mental Retardation

2020 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
M Haris Satria ◽  
Khoirul Andrianto
Keyword(s):  
Mental Retardation ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Mild Mental Retardation ◽  
Gross Motor ◽  
Test Items ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Gross Motor Skill

This study aims to determine the level of gross motor skills of children with mild mental retardation in SD SLB C Karya Ibu Palembang. The type of research in this thesis is qualitative research with quantitative descriptive research methods. The sample in this study were mild mental retardation children from grade I to VI at SD SLB C Karya Ibu Palembang. Instrument test used Test of Gross Motor Development (TGMD) consists of 12 test items, namely run, gallop, hop, leap, horizontal jump, slide, striking stationary ball, stationary dribble, catch, kick, overhand throw and underhand roll The results of measuring the motor skills of students at SD SLB C Karya Ibu Palembang, namely "ASP" got the category below average, "BNP" got the average category, "BSA" got the bad category, "DAS" got the bad category, "DIG" got the category below average, "FRI" got a below average category, "IAN" got a bad category, "KAN" got a bad category, "LEN" got a below average category, and "MAN" got a below average category. The conclusion in this study is that the level of gross motor skill of children with mild mental retardation in Elementary School Extraordinary School Karya Ibu belongs to the category below average.

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