Condition: Stroke Hemorrhagic · Stroke, Ischemic · Cognitive Impairment · Sponsor: McGill University
Stroke leads to lasting problems in using the upper limb (UL) for everyday life activities. While rehabilitation programs depend on motor learning, UL recovery is less than ideal. Implicit learning is thought to lead to better outcomes than explicit learning. Cognitive factors (e.g., memory, attention, perception), essential to implicit motor learning, are often impaired in people with stroke. The objective of this study is to investigate the role of cognitive deficits on implicit motor learning in people with stroke. The investigators hypothesize that 1) subjects with stroke will achieve better motor learning when training with additional intrinsic feedback compared to those who train without additional intrinsic feedback, and 2) individuals with stroke who have cognitive deficits will have impairments in their ability to use feedback to learn a motor skill compared to individuals with stroke who do not have cognitive deficits. A recent feedback modality, called error augmentation (EA), can be used to enhance motor learning by providing subjects with magnified motor errors that the nervous system can use to adapt performance. The investigators will use a custom-made training program that includes EA feedback in a virtual reality (VR) environment in which the range of the UL movement is related to the patient's specific deficit in the production of active elbow extension. An avatar depiction of the arm will include a 15 deg elbow flexion error to encourage subjects to increa…
This description comes directly from the study's public registry record.
Mindy Levin, PhD, PT · (450) 688-9550 · mindy.levin@mcgill.ca
Caroline Rajda, BSc · (450) 688-9550 · caroline.rajda@mail.mcgill.ca
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| Jewish Rehabilitation Hospital | Laval, Quebec, Canada | Recruiting |
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Source record: clinicaltrials.gov/study/NCT05268861