Augmented Feedback Flashcards
Types of long term memory
Declarative (explicit learning)
Nondeclarative (implicit learning)
Declarative learning
Facts
Events,
Medial temporal lobe, sensory association cortex, hippocampus
Nondeclarative learning - nonassociative
Habituation, sensitization
Reflex pathway
Nondeclarative learning - associative
Classical and operant conditioning
Amygdala (emotion), cerebellum, deep cerebellar nuclei, skeletal muscles
Nondeclarative learning- procedural
Skills and habits
Striatum and other motor areas
Stages of learning
- Cognitive
- Associative
- Autonomous
Movement - problem of context
Movement must be matched to specific conditions in enviro
Solution - sensory input used to guide movement
Feed forward
Feedback
Feedforward open loop control
Open loop control
Sensory input used to guide movement but not about movement itself
Usually exteroceptive planned in advanced
Used to guide movement while its ongoing
Does not generate corrections, updates the commands to muscles
Feedforward
Faster, requires accurate knowledge in adv.
Need accurate info about enviro
Must be able to anticipate/predict disturbances
Depends on past experiences
Develop accurate models through adaptive feedback
Closed loop control
Feedback
Sensory input provides info about movement, and consequences of movement
Correct errors
Always involves some error correcting mechanism, implies a comparator
Feedback
Slower but accurate
Processing of info takes time
Most effective when corrections are small
Skill acquisition is the shift from reliance on feedback to greater use of feedforward. Learn to predict disturbances in advance
Motor learning
Process of acquiring the capability for producing skilled activities
Occurs as direct result of practice
Cannot be observed. Infer by changes observed
Learning is assumed to produce a relatively permanent change in ability for skilled behavior
Neural plasticity
Neural modifiability.
- continuum from short term changes to long term changes seen as the ability to produce skilled actions through increased synaptic efficiency which eventually leads to structural changes —> underpinning of long term behavior mod
Learning vs performance
Learning is permanent changes, not due to changes in performance
Learning
• Affects performance after the variable removed , Influences performance in a relatively permanent way
Performance
• Variables that have immediate effects on performance, not permanent
Deliberate practice
Activities that have been specifically designed to improve the current level of performance
Cognitive process
Attention is critical to learning
If they are not attending, they are not learning
Goal setting
Motivation
Needs to be specific and difficult
Pick words wisely - people will do what you tell them to do
Blocked practice
Previously constructed plan available in working memory
Do it over and over and over again
Serial practice
Regularly sequenced activities
Random practice
Previously constructed plan must be abandoned
Processing facilitates learning
BEST
Variability of practice - does better
Varied practice schedule
More beneficial when task parameters change
Forcing learner to actively develop problem solving strategies independent of guidance provided by feedback is beneficial for learning
Investment principle
Its beneficial to slow pts down and make them go back a little (ie force use of uninvolved hand)
Takes time and slows people down so a lot don’t like it
Invest the time now for better carryover and benefits later
Other types of practice
Mental
Part task vs whole task
Guidance
Guidance vs KP
Kp = knowledge of performance
Guidance all the way through the task does the best, but over time did worse w retest
Terminal kp did worse at task but did best in retest
Let patients make mistakes
Intrinsic feedback
Kinesthetic Visual Cutaneous Vestibular Auditory feedback
Extrinsic (augmented) feedback
External sources that are supplemental to intrinsic feedback
- verbal or nonverbal
- can be given concurrently, immediately after, or delayed
Visual feedback
Increased neural firing in the sensory specific areas w/in the brain w/ functional MRI
NOT seen w/ auditory feedback
Best feedback
Show don’t tell Anything better than nothing Less is more Delayed is better Random is better
Bandwidth
Wide is better, give them time to make mistakes and correct
Augmented feedback summary
- in early stages of learning, any feedback is beneficial
- feedback given less often is more beneficial
- delayed feedback is more beneficial than immediate
- feedback given randomly is more beneficial than given on a regular schedule
- wide bandwidth is more beneficial than narrow
