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Motor Learning Final > CH 8- COORDINATION > Flashcards

CH 8- COORDINATION Flashcards

1
Q

**

coordination

A

involves the constraints that exist among multiple moving effectors such that variables being coordinated obey allegiance to a simple function

-meaning there are muscles/effectors that are activated to do a particular effect + there are issues that can exist between those different effectors
-when those issues arise, we have an uncoordinated situation
-using different limbs concurrently

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1
Q

interference

A

temporal structure of actions being coordinated

-interference occurs when there are problems with muscles/effectors being coordinated

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2
Q

daily activities are also called ____

A

acts of daily living (ADLs)

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3
Q

daily activities (ADLs) without interference

A

-using a knife + fork
-playing piano
-walking + chewing gum
-throwing + kicking

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4
Q

what do ADLs without interference suggest

A

suggest the existence of interlimb coordination processes that facilitate biologically important skills but impede arbitrary ones

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5
Q

example of biologically important skills

A

I need to eat every day so I will learn to use cutlery

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6
Q

example of arbitrary skills

A

I don’t always tap the rhythms of nursery rhymes with my 2 hands so I probably won’t be coordinated unless I practice

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7
Q

Peters, 1977

A

-looked at 100 subjects + considered whether they could recite a nursery rhyme (using neck muscles) at same time as tapping their hands to a different rhythm
-ALL subjects were unsuccessful
-interference occurred; because they were unsuccessful, they were unable to demonstrate coordination

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8
Q

Summers + colleagues, 1993

A

-asked subjects to tap different rhythms on each hand
-polyrhythm
-bimanual setup
-subjects were unable to do these movements without interference

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9
Q

**

discrete

A

-definite start + end
-often performed quickly
-important in preplanning + body movement organization

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10
Q

**

continuous

A

-fairly arbitrary start + end; depend on context
-pre-movement planning is less important
-more time to receive feedback + detect errors (+ correct them)

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11
Q

coordination in discrete tasks

A

-one of the key attributes to coordination in aiming/reaching/grasping tasks is using saccades (because of the tight connection between head + eye movement)
-saccades allow person to quickly identify stimulus

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12
Q

coordination in discrete tasks- vestibular-ocular reflex (VOR)

A

-there are opposing motions of the eyes + head that helps us with this ability to coordinate our eyes + head
-a rotation of the head is detected, which triggers an inhibitory signal to the eye muscles on one side + an excitatory signal to the muscles on the other side; the result is a compensatory movement of the eyes

-the eyes compensate for the head moving
-stabilizes visual image on the retina
-IPSP: inhibitory postsynaptic potential
-EPSP: excitatory postsynaptic potential

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13
Q

coordination in continuous tasks

A

Experiment A:
-moving a second limb along with another that is already moving has pros + cons, depending on task
* (1) writing name on chalkboard with nondominant hand at usual speed but backward (mirror image)

-coupling of hands, even though nondominant is more uncontrolled than dominant, characteristic pattern emerges
* (2) same but concurrent with dominant handwriting normally (opposite directions)

Experiment B:
-the tendency to couple limb movements depends on the tasks + effectors involved
* (1) draw clockwise circles on floor with right foot then draw the number 6 in the air with right hand at the same time
* (2) try again, then use left hand to make the circles
* (3) do all 3 actions in the counterclockwise direction

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14
Q

Saeb, Weber, + Triesch, 2011

A

-had monkeys looking straight ahead (both eyes + head straight ahead); subjects suddenly experienced an unexpected target in periphery of their visual field
-there was a different timeline for eyes, head, + gaze to get to stimulus
-eyes win by getting to position first; eyes quickly orient to unexpected target, then stabilizes
-gaze (the fovea) is quick to follow; retains vision where you are actually paying attention to + continuous to look at the object
-head takes the longest to get to stimulus

-besides these different timelines, this shows that eyes + head have very opposing timing; they are coordinated but by opposite timing
-eyes have reacted so quickly that head must work to catch up; by the time the head gets to that position, the eyes have already left

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15
Q

**

reaching + grasping movements

A

-reach + grasp actions are coordinated in time + space
-maximize efficiency in terms of economy of effort + time
-there is a file (GMP) for reaching + grasping movements; these files coordinate the relative timing between eyes, head, + hand
-unimanual movement

16
Q

reaching + grasping movements- parameters we give to GMP to modify case by case

A

-overall movement duration
-movement size

17
Q

**

temporal planning

A

reaching + grasping components:
-transport: move hand to general vicinity of target space
-grip-formation: prepares hand to capture object; influenced by intention of what will be done with object
-aperture: widening or narrowing of grip
-grip formation is modified based on object identified in front of me

18
Q

aperture

A

widening or narrowing of grip

19
Q

Jeannerod, 1981, 1984

A

-study found that reaching + grasping tasks have 2 parts to them: transport + grip
-first acceleration, then deceleration
-when grip was the widest (max grip = 75% overall movement ), then make grip smaller as you actually grab the object
-time of peak grip aperture coincided with point of peak deceleration of risk at 75% overall movement

20
Q

**

spatial planning

A

-spatial variability increases if same movement distances are completed in progressively shorter times
-rapid reaching tasks or at comfortable speed with/without vision
* with vision: aperture widened with reduced duration
* without vision: aperture widened further
-subjects compensate for anticipated increased spatial variability in limb transport by increasing grip size, thus maintaining constant success rate by adjusting tolerance for spatial error as needed

21
Q

Yamanishi, Kawato, + Suzuki, 1980

A

-subjects concurrently doing tasks with both hands (bimanually) with visual metronomes on either L/R side, which gave tempo either in phase (in symmetry) or out of phase (anti-phase/asymmetry)
-subjects tapped L/R fingers in time with L/R visual metronomes that clicked at various offsets
-when beats of metronome were at 0 or 360 (in phase) subjects did best- least amount of error + least deviation
* anti-phase beats occur at 180
-in-phase + anti-phase patterns are performed with greater accuracy + more stability than any other phase relation

22
Q

directional preference

A

when we have a pattern/way we contract our muscles that we prefer over another; dominant pattern of movement
-when both limbs move in same direction
-stronger coordination modes occur for movements in same direction
-different coordination modes are not dependent on specific muscle groups used
-the spatial orientation of the actions are significant

23
Q

interlimb pairings
homologous

A

same limb pairs
ex: L + R arms, L + R legs

24
Q

interlimb pairings
ipsilateral

A

same side limb pairs
ex: L leg + arm, R leg + arm

25
Q

interlimb pairings
contralateral

A

diagonal limb pairs
ex: L leg + R arm, L arm + R leg

26
Q

Kelso + Jeka, 1992

A

-studied phase variability for interlimb pairings:
-limbs move either in same or opposite directions
-limbs moving in same direction demonstrate more stable patterns than limbs moving in opposite directions
-only true for upper + lower limb combinations, which were more stable for contralateral pairs than ipsilateral pairs

27
Q

**

social coordination

A

the actions of 2+ people are choreographed with a specific objective of creating something together that could not be achieved individually
-ex: ballet duet or synchronized dive

-predetermined scripts describe a play in football or a dance, but require considerable practice before acceptable coordination is achieved between athletes, actors, dancers, + musicians
-plans for action that describe the order + timing of events must be invariant with the parameters substituted as needed
-visual information, spoken conversation, + group synchronicity may be influential

28
Q

Muller study

A

-visual speed manipulation influences gait
-used an endless hallway virtual reality simulation to evaluate the role of vision on gait transitions (going from walking to running + running to walking)
-when visual feedback matched the treadmill- feedback was normal for the subject + they matched this in their transition time
-when visual feedback was slower than the treadmill- resulted in sensation that gait was slower than actual + made subject feel like they were walking slower, impacted gait transition
-when visual feedback was faster than the treadmill- resulted in walking quicker, took longer to transition into running

29
Q

summary

moving parts must be ____

A

organized

30
Q

summary

aiming movements involve coordination of ____, ____, + ____

A

eyes, head, + hands

31
Q

summary

reaching + grasping represents what type of movement

A

discrete

32
Q

____ tasks have an influence on Fitts’ paradigm, pending ID

A

bimanual

33
Q

____, cyclical actions can be impacted by coodination

A

continuous

34
Q

phase transitions may occur due to ____

A

destabilization of a pattern

35
Q

Pre-movement planning is more important for discrete/continuous

A

Discrete

36
Q

Continuous or discrete is quicker

A

Discrete

Motor Learning Final (13 decks)

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