Effects of different visual presentation methods on movement procedure learning

抄録

[Purpose] There is no established learning methods for movement procedures for activities of daily living. Patients with higher brain dysfunction and other disorders encounter challenges with movement procedures. Therefore, as a basic study on the memorization methods for movement procedures, we examined the differences between the effects of two memorization methods on healthy participants. [Participants and Methods] Forty student participants were asked to memorize and recall 10 movement elements. The control condition comprised all presented movements; whereas the intervention method comprised two movement elements (one block) each. The number of sets wherein all 10 movements were recalled and the number of consecutive recalls per set after 7 days were compared between the two conditions. [Results] The intervention method engendered significantly fewer sets that were recalled and significantly more consecutive recalls. [Conclusion] It is suggested that the method of presenting the movement procedure in smaller pieces is a more effective memory method than presenting the entire procedure.