AEP Measure of Motor Performance and Learning Flashcards
learning vs. performance
-performance characteristics
outcome of executing a motor task
directly observable or measurable
temporary in nature
fluctuates in accord with variables that do not affect learning
learning vs. performance
-learning characteristics
not directly observable
inferred from performance
results from practice
relatively permanent change in capacity to perform a given skill
if performance is variable, how can we infer that learning has occurred
persistent improvement increased consistency stability of performance -stable even with disruptions or changes in external or internal conditions adaptability reduction of attentional demand
how can the clinician facilitate maximal learning in patients
identify key features of a skill
prioritize the performance characteristics most necessary to function in the given environment
measure the key performance characteristics that indicate the level of mastery and progress
types of performance measures
outcome measures
production measures
outcome measures
- what are they
- what do they not give us
indicate the result of performing a motor skill
do not give information about movements of the head, limbs, or body
outcome measures examples
time to complete a task
# of trials to completion
consistency of errors
maginitude of error in performing a movement
production measures
- what are they
- benefits
measured characteristics of the movement that produced the outcome
benefit: can provide information about
- muscular activity
- limb interaction before/during/after a skill
- nervous system function
performance production measures
biomechanical measures
- kinematics –> movement
- -displacement, velocity, acceleration, joint angle/limb position
- kinetics –> forces
- -joint torque, GRFs
examples of biomechanical measures
electromyography brain activity -fMRI -EEG -positron emission tomography (PET) -rCBF
error measurement
- what is it
- purpose
evaluation of patient performance relative to the goals of task mastery
-crucial to document progress toward and achievement of goals in the medical record
error measurement can reveal patterns of change in performance to customize interventions
types of error measurement
absolute error
constant error
variable error
absolute error
-what is it
average difference between the measured value and the criterion value over a given number of trials
criterion score minus actual score (absolute value)
constant error
-what is it
average error over a given number of trials
based on both magnitude and direction
provides a measure of response bias, i.e. a particular type of error
variable error
-what is it
measure of consistency of responses, not the amount of error
calculated as the standard deviation of error around an individual’s average performance
review: key features of performance that allow us to infer that relatively permanent learning has occurred
persistent improvement increased consistency stability of performance adaptability reduction of attentional demand
assessments of learning - 2 methods
retention
transfer
retention
- measures…
- reflects…
measures persistence or relative permanence of performance improvement
-assessment of performance of the same skill under the same conditions over time
-skill is retested after a period of no practice with no feedback
reflects the strength of the motor memory representation created during the learning process
transfer
- measures…
- purpose
measures the adaptability of a skill under different conditions
-novel context (physical environment or feedback changes)
-novel skill variations (fast vs slow, different object manipulation)
gives information about the extent to which a learner may perform in a different situation
-reflects the flexibility of a motor memory
-important when skill learned must be performed across a variety of conditions
