1315 estella ma_motorlearning
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The document summarizes research being conducted by a team investigating the application of implicit motor learning principles to speech motor learning. The team aims to inform clinical practice by evaluating how principles of implicit learning from sports can be applied to speech rehabilitation. Two studies found that analogy instructions were more effective than explicit instructions for teaching speech motor skills, and were still effective under stress. Future work includes more studies, developing international collaborations, and applying findings to clinical populations.
![The “speech motor learning” team ,[object Object],[object Object],Tara Whitehill SHS Estella Ma SHS Andus Wong Post-doctoral fellow Andy Tse Ph.D. candidate](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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1315 estella ma_motorlearning
- 1. University Forum (May 24, 2011) Strategic Research Theme – Sciences of Learning Estella Ma ( Division of Speech and Hearing Sciences) Rich Masters ( Institute of Human Performance) Tara Whitehill (Division of Speech and Hearing Sciences) Faculty of Education The University of Hong Kong Application of implicit motor learning principles to speech motor learning
- 4. A typical definition of implicit learning… “ a person typically learns about the structure of a fairly complex stimulus environment without necessarily intending to do so , in such a way that the resulting knowledge is difficult to express.” Berry & Dienes (1993, p.2) Background – Implicit learning
- 5. Feedback manipulations Dual Task paradigm Analogy learning Errorless learning Subliminal learning Feedback manipulations Implicit Motor Learning Paradigm Masters, 1992 Hardy, Mullen, Jones, 1996; Maxwell, Masters, & Eves, 2000 Maxwell, Masters, Kerr, & Weedon, 2001; Poolton, Masters, Maxwell, 2007 Masters, Maxwell, Eves, 2009 Masters, 2011 Masters, & Maxwell, 2004; Maxwell et al., 2003 Masters, 2000; Liao & Masters, 2004; Poolton, Masters, & Maxwell, 2006 Background – Implicit motor learning paradigms
- 6. “ a similarity between like features of two things, on which a comparison may be based ” Dictionary.com An analogy is …… e.g., the analogy between the heart and a pump
- 10. The use of analogy in speech motor performance Tse, A. C.-Y., Masters, R., Whitehill, T., & Ma, E. P.-M. (in press). International Journal of Speech-Language Pathology .
- 12. Methodology Step I – Focus group for culturally appropriate analogies of monotone, normal and excessive intonation. Step II – 40 participants completed a speech task following either analogy or explicit instructions.
- 15. Step I – Focus group for culturally appropriate analogies of monotone, normal and excessive intonation Step II – 40 participants completed a speech task following either analogy or explicit instructions. Study 2 – Examine the effectiveness of analogy instruction under stressful conditions.
- 16. Study Two The effectiveness of analogy instructions under stressful conditions Tse, A. C.Y., Masters, R.S.W., Whitehill, T., & Ma, E.P.-M (2010). The potential application of analogy learning in speech rehabilitation. Poster presentation at the 3rd HKASMSS Student Conference on Sport Medicine, Rehabilitation and Exercise Science, Hong Kong. Best Paper Award !!
- 17. Results of Study Two p <0.008 Sig. decrease in pitch variation after instruction for both groups Sig. increase in pitch variation for Explicit Group
- 24. Conference papers 5) Wong, A. W.-K., Whitehill, T., Ma, E. P.-M., & Masters, R. (accepted). Effects of practice schedules on speech motor learning. Poster submitted to the 6th International Conference on Speech Motor Control. Groningen, Nijmegen, June 8-11, 2011. 4) Tse, A. C.-Y., Masters, R.S.W., Whitehill, T., & Ma, E.P.-M (2010). The potential application of analogy learning in speech rehabilitation. Poster presentation at the 3rd HKASMSS Student Conference on Sport Medicine, Rehabilitation and Exercise Science, The Chinese University of Hong Kong, Hong Kong. (Best paper award).
Editor's Notes
- Mention about Andy and Andus are supported by the Sciences of Learning.
- There are different learning implicit motor learning paradigms including dual task paradigm, errorless learning, feedback manipulations and subliminal learning. At this presentation, we would like to take analogy learning as an example to illustrate the benefits of implicit motor learning.
- To illustrate how analogy learning is easy. Let me show you the analogy between the heart and a pump. If you ask a child to explain how a heart works. It may not be an easy task for most children.
- BUT with the analogy of a pump, that would make it very simple and straight forward to explain how a heart works. Studies in the sports literature has demonstrated that analogy learning is highly effective in the way that it is:- - Easy to learn - The learner’s performance is robust under stress - Learners using analogy learning can multi-tasking after training.
- In summary, colleagues from SHS are expertise in speech treatment and their work relates to speech motor learning. Their work are internationally recognized for their work in the field of speech (re)learning, in the context of speech and voice disorders. Colleagues from the IHP such as Rich and others are psychologists who are expertise in psychology of motor learning. Their work on sport learning and expert performance has been recognized internationally. So, there are similarities, to certain extent overlapping in the expertise areas between the two groups. This provides a very good foundation for collaboration, and we acknowledge the SRT has provided a platform to facilitate such collaboration to happy. It seems natural to see the link between SHS and IHP and we begin to wonder: Whether and how the principles of general (non-speech) motor learning can be applied to speech motor learning.
- The findings from this line of research have both practical and theoretical implications. Practically, the findings would inform clinicians an intervention program that can optimize clients’ learning of speech and voice production. More importantly, the findings have theoretical implications. The research evaluate the universality of motor learning theories. [The mechanism underlying human motor learning has long been an interesting and important issue to many researchers. A considerable number of theories and principles of motor skill acquisition have been proposed and verified in the past. However, previous studies on motor learning focused almost exclusively on limb motor skill acquisition, research on speech motor learning is relatively scarce.]
- Despite the short period since formation of the SRT, our group has developed a number of exciting projects and fulfill the objectives of the Sciences of Learning theme. There are many exciting projects that we would like to share in this talk, but due to the time constrains, we will highlight one of them. The findings will be published in the IJSLP.
- Great. Then maybe add one bullet point on theoretical implications (analogy learning already well-established for motor learning/sport – this is ?first study to demonstrate the efficacy of this approach for speech learning….)
- So, from study one, the results show that analogy learning is easy to learn. We then carried out a follow-up study to ascertain another characteristics of analogy learning – robustness under stress and see whether this can be generalized to speech production. the potential efficacy of analogy instructions for intonation, we are now preparing a second experimental study to examine the effectiveness of analogy instruction under stressful conditions.
- This slides show the results of study two. The results are very exciting and impressive. X-axis is the mean standard deviation of fundamental frequency. Y-axis represents different phases across time – baseline conversational task, presenting the analogy instruction or explicit instructions, after presenting the instructions, and during the stress intervention phase. At the stress intervention phase, participants were asked to prepare a monologue for 5 minutes in front of an unfamiliar examiner in an unfamiliar environment.
- We are all very excited about this NEW line of research. In the future, We will continue our program of research to children, clinical pathological population such as Parkinson’s Disease, cerebral palsy. We would also look into other implicit learning paradigm. GRF, HHRSF, to further our research to clinical applications We also plan to have international exchanges. For example, postgraduate students participate in exchange with the University of Queensland. This kind of exchange is important to learn new techniques, and to generate new collaboration related to the programme research that we have developed. Could mention: GRF application, “programmatic research”, undergraduate dissertation studies, ?international exchanges (UQ)
- We “met” at the first “Town Hall” meeting The SRT has enabled us to transfer the scientific principles across disciplinary boundaries and therefore potentially have societal ad Hong Kong relevance. We are able to pilot our ideas, our data and begin to develop a specific track record and work within a program of research.
- The SRT has enabled us to transfer the scientific principles across disciplinary boundaries and therefore potentially have societal ad Hong Kong relevance. We are able to pilot our ideas, our data and begin to develop a specific track record and work within a program of research.
- Good. Font of first one looks different. For second one, say “to be presented at”, rather than “submitted to”