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Be Clear, an intensive treatment for non-progressive dysarthria
Published in Margaret Walshe, Nick Miller, Clinical Cases in Dysarthria, 2021
Stacie Park, Deborah Theodoros, Emma Finch, Elizabeth Cardell
During the ‘practice’ phase of each session, the treating clinician provided MP with knowledge of results (KR) feedback as to whether his speech output was considered clear or unclear. Providing KR feedback during treatment may enhance the retention of trained speech skills and further promote the adoption of an external attentional focus on clear speech (Ballard et al. 2012). To assist MP in developing his ability to self-monitor the clarity of his speech signal, his speech was audio recorded during the session and played back intermittently. MP then rated his speech clarity on a scale of 1 (unclear: speech completely unintelligible) to 10 (clear: all sounds articulated clearly).
Teaching motor skills
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
Feedback is one of the most potent variables affecting motor skill acquisition and retention. When one performs a motor skill, two types of performance-related information are available to the learner. The first is intrinsic feedback, in which the individual is able to acquire information about his/her motor performance through various sensory modalities. The sensory information allows us to make corrections on the intended movement and allow us to complete the task. The second type of feedback is extrinsic (external) augmented feedback and is often categorized as either knowledge of performance (KP) or knowledge of results (KR). Knowledge of performance is information provided to a performer indicating quality or patterning of the movement, and it often includes information on the processes and movements that helped to achieve the outcome. Knowledge of results is defined as augmented information provided to a performer about goal attainment. The use of feedback information can help the child learn the correct pattern and make corrections or reduce errors during performance. The impact of KR on motor learning has been well studied, and some implications are described below.
The role and function of feedback
Published in Andrea Utley, Motor Control, Learning and Development, 2018
Perhaps the first important distinction that needs to be made concerning augmented feedback is the difference between knowledge of results (KR) and knowledge of performance (KP) (Table 12.1). Knowledge of results (KR) is supplementary information that is given to the performer after completion of the movement and describes the outcome of the movement in terms of the movement goal. For example, the teacher may tell the student in hockey practice, ‘the shot was one meter wide at the left post’. Here the teacher has given the student information about the performance outcome. However, KR is only helpful when it provides information performers are not able to obtain on their own; for example, if they are not skilled enough to use intrinsic feedback or they cannot see the result of their performance.
The Imbalance in Th17 and Treg Cells in Polycystic Ovarian Syndrome Patients with Autoimmune Thyroiditis
Published in Immunological Investigations, 2022
Ming Ma, Mengsi Wang, Fang Xu, Songli Hao
Androgens seem to play a protective role in autoimmune diseases, and this effect may be associated with promotion of the Th1 response and activation of CD8+ cells by androgens (Quintero et al. 2012). However, the protective effect of androgens on the immune system in women with PCOS may not be sufficient to prevent the occurrence of autoimmune diseases. Here, our results showed that testosterone, the main circulating androgen in the human body, could inhibit Th17 cell differentiation in the context of PCOS-AIT. Compared with that in PCOS-AIT patients, the Th17/Treg imbalance favoring Th17 cells was alleviated in PCOS-HT patients. In CD4+ T cells derived from PCOS-AIT patients, testosterone alleviated the Th17/Treg cell imbalance by inhibiting Th17 cell differentiation and promoting Treg cell differentiation. To our knowledge, these results are innovations in this field. Consistent with our results, a previous study by Kanda et al. reported that androgens suppressed the activities of Th17 cells and induced the activities of Treg cells in atopic dermatitis (Kanda et al. 2019).
Mental practice is associated with learning the relative timing dimension of a task
Published in Journal of Motor Behavior, 2020
Tércio Apolinário-Souza, Barbara de Paula Ferreira, João Roberto Ventura de Oliveira, Nathálya Gardênia de Holanda Marinho Nogueira, Joana Andrade Ramalho Pinto, Guilherme Menezes Lage
Another example is knowledge of results (KR). The literature has shown that frequent KR causes less stable acquisition performance because frequent KR prompts the performance to correct even minor response errors that may arise from inherent variability in the motor system (Lai & Shea, 1998; Wulf, 1992). For example, 50% of the relative frequency of KR to provide more response stability than 100% of KR (Lai & Shea, 1998). In addition, KR bandwidth manipulation, in which quantitative KR is provided only when errors exceed some predetermined bandwidth and qualitative KR is provided when errors are within the bandwidth (correct), has been shown to promote response stability (Lai & Shea, 1999). In general, reduced KR (frequency or bandwidth) promotes response stability (Sherwood, 1988) and this stability favors the learning of the relative timing dimension (Lai & Shea, 1998, 1999).
Augmented visual feedback-aided interventions for motor rehabilitation in Parkinson’s disease: a systematic review
Published in Disability and Rehabilitation, 2019
Elaine Kearney, Sanjana Shellikeri, Rosemary Martino, Yana Yunusova
Most RCTs also implemented gamification of feedback and provided knowledge of performance information in real-time and on 100% of practice trials. Gamification of feedback resulted in a higher proportion of enhanced benefits, compared to studies with non-gamified feedback. A trend for greater benefits was also observed for studies providing knowledge of performance information, relative to a single study that provided knowledge of results. Real-time feedback, either alone or combined with terminal feedback, led to a greater proportion of enhanced benefits, compared to providing only terminal or delayed feedback. Additionally, studies implementing 100% feedback frequency showed a larger percentage of measures with enhanced benefits than a study with a reduced feedback schedule.