Abstract
BACKGROUND: Prior studies have investigated the influence of principles of motor learning (PMLs) on speech-motor learning. However, the interactive effect of different PMLs on speech-motor learning remains unknown. PURPOSE: This study is aimed at investigating the interaction of 2 PMLs, that is, practice variability and task complexity and their influence on speech-motor learning. METHOD: Forty healthy individuals (aged 18-30 years) were randomly and equally allocated to 2 groups where they had to either practice a simple (simple group) or a complex phrase (complex group). Two levels of practice variability (constant and variable) were considered in training participants in simple and complex groups. Participants practiced 50 practice trials of either complex or simple phrase during the first 2 days. At the end of training on each day, participants produced 10 trials of the phrase they practiced without feedback. On the third day, participants returned for a delayed retention test. The participant utterances on all the 3 days were recorded for later analysis. RESULTS: Data analysis revealed that there was no major effect of practice condition, and there was no interaction of task complexity and practice condition. However, there was an interaction between data collection points and complexity. CONCLUSION: The findings suggest that irrespective of the complexity of the to-be-learned speech task, there is no preponderance of variable over constant practice, which contradicts the findings of the non-speech-motor learning literature.