ACQ Vol 12 no 1 2010

Maas, E., Robin, D. A., Austermann Hula, S. N., Freedman, S. E., Wulf, G., Ballard, K. J., et al. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology , 17 (3), 277–298. Magill, R. A. (2007). Motor learning and control: Concepts and applications (8th ed.). Boston: McGraw-Hill. Masters, R. S. W. (1992). Knowledge, knerves and know- sensorimotor speech disorders (2nd ed.). New York: Thieme. Meegan, D. V., Aslin, R. N., & Jacobs, R. A. (2000). Motor timing learned without motor training. Nature Neuroscience , 3 (9), 860–862. Ram, N., Riggs, S. M., Skaling, S., Landers, D. M., & McCullagh, P. (2007). A comparison of modelling and imagery in the acquisition and retention of motor skills. Journal of Sports Sciences , 25 (5), 587–597. Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, Il: Human Kinetics. Simberg, S., Sala, E., Tuomainen, J., Sellman, J., & Ronnemaa, A. (2006). The effectiveness of group therapy for students with mild voice disorders: A controlled clinical trial. Journal of Voice , 20 , 97–109. Speyer, R. (2008). Effects of voice therapy: A systematic review. Journal of Voice , 22 (5), 565-580. Swinnen, S. P. (1996). Information feedback for motor skill learning: A review. In H. N. Zelaznik (Ed.), Advances in motor learning and control (pp. 37–66). Champaign, Il: Human Kinetics. Verdolini-Marston, K., & Balota, D. A. (1994). Role of elaborative and perceptual integrative processes in perceptual-motor performance. Journal of Experimental Psychology: Learning, Memory, & Cognition , 20 (3), 739–749. how. British Journal of Psychology , 83 , 343–358. McNeil, M. R. (2009). Clinical management of

Verdolini Abbott, K.. (2008) Lessac-Madsen resonant voice therapy . San Diego, CA: Plural Publishing. Weeks, D. L., & Anderson, L. P. (2000). The interaction of observational learning with overt practice: effects on motor skill learning. Acta Psychologica , 104(2), 259–271. Weinberg, R., Bruya, L., Garland, H., & Jackson, A. (1990). Effect of goal difficulty and positive reinforcement on endurance performance. Journal of Sport and Exercise Psychology , 12, 144–156. Wulf, G., & Prinz, W. (2001). Directing attention to movement effects enhances learning: a review. Psychonomic Bulletin & Review , 8 (4), 648–660. Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin & Review , 9 (2), 185–211. Wulf, G., & Weigelt, C. (1997). Instructions about physical principles in learning a complex motor skill: To tell or not to tell. Research Quarterly for Exercise & Sport , 68 (4), 362–367. Anna McIlwaine is a speech pathologist who completed her Master of Speech Language Pathology in 2009. The research for this paper was completed as part of her honours project supervised by Cate Madill and Tricia McCabe.

Correspondence to: Anna McIlwaine Discipline of Speech Pathology

Faculty of Health Sciences The University of Sydney PO Box 170, Lidcombe NSW 1825, Australia phone: 0422881311 fax: +61 2 9351 9173 email: amci2244@uni.sydney.edu.au

32

ACQ Volume 12, Number 1 2010

ACQ uiring knowledge in speech, language and hearing