CH 9- MOTOR LEARNING CONCEPTS + RESEARCH METHODS Flashcards
____ is the foundation for us to exist + survive
learning
____ + ____ have a fundamental impact on our ability to survive
experiences + practices
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4 distinct characteristics of motor learning
-learning is a process of acquiring the capability for producing skilled actions
-learning occurs as a direct result of practice/experience
-learning cannot be observed directly
-learning is assumed to produce relatively permanent changes in the capability for skilled behavior
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motor learning
a set of processes associated with practice or experience leading to relatively permanent changes in the capability for skilled movement
synthesizing motor learning definition
- motor learning is a set of processes
-process: set of events/occurrences that lead to some particular product, state, or change when taken together
-aka, transforming what we visually acquire to provide meaning when reading text
-aka, motor learning: focuses on processes to retrieve a motor program from memory
-aka, physiology: processes that result in muscle hypertrophy
synthesizing motor learning definition
2.learning produces an acquired capability for skilled movement
-processes involved in learning generates/results in a product/internal state
-state is increased capability for moving skillfully in a given situation (aka I need practice + become better at that thing)
-practice is to increase strength/quality of the internal state, so capability for skill is maximized in the future
-beyond just maturation or physiological training
synthesizing motor learning definition
3.motor learning is not directly observable
-the processes that underlie changes in capability are complex
-changes in the CNS: functional connectivity between sensorimotor processing areas in brain or changes in patterning of muscular action
-infer their existence based on behavioral changes
synthesizing motor learning definition
4.motor learning is relatively permanent
-lasting situation with practice + learning of an activity
-learning changes the learner in a relatively permanent way
-skills may improve with the right mood or drug administration
* disappearance of skill, wearing off of enhancement -> temporary
* thus, these aren’t changes in behavior due to motor learning
-analogy: motor learning is permanent just how grilling a steak is
* cooling water -> ice (solid state); reverse with heat -> liquid
* grilling a steak for 10 minutes -> non-reversible situation when cooled
motor adaptation
-trial-to-trial modification of a movement based on error feedback in which criteria are met
*these are context dependent + very specific to the environment
motor adaptation
- the movement retains its identify of being a specific action but changes in terms of one or more parameters
ex: walking on ice -> I get feedback that says “when you walk + put your step here + there, you are off balance” -> I will learn + adapt my behavior to not forget how to walk but I simply walk more cautiously than normal, maybe with shorter strides
motor adaptation
2.the change occurs with repetition or practice of the behavior + is gradual over minutes to hours
ex: I need a few trials when walking on ice -> I don’t immediately start walking on the ice + know that it is slippery; it takes a few trials to know it will impact my walk in some way
motor adaptation
3.once adapted, the performer doesn’t exhibit the prior behavior. Rather, the after-effects are revealed. De-adaptation in the same gradual, continuous manner result in return to the initial state
ex: after adapting, I will be very cautious -> however, we now experience de-adaptation in the same gradual way when we get back on normal ground -> I must realize I am no longer on ice + change my walk back to normal
motor learning/adaptation is transient, while motor learning/adaptation is relatively permanent
-motor adaptation is transient
-motor learning is relatively permanent
motor learning/adaptation allows for flexible control that enables transience but predictable changes in task demands
-aka, I can modify how I am moving + responding to environment
motor adaptation
in rehabilitation, what do we use
we have flexible scenarios that allow for patients to modify their movements however they may need in order to be successful in a task
-ex: split-belt treadmills: subject has a treadmill with different speeds for each foot; they must adapt their feet to walk more symmetrical
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performance curves
-practice a motor task; performance is graphed as a function of the trials completed
-when measurement of performance is error, there is usually a decrease with practice
Fleishman + Rich, 1963
-subjects must do a 2-hand coordination task, where they follow a moving target through movements of the 2 crank angles they had access to (1 crank was moving forward/backward the other was moving L/R); time on target was recorded for 20 subjects + recorded for blocks on four 1-minute trials
-moving from L to R, there was clear trend where subjects improved with practice; the more practice the subjects has the better they got, improvement was rapid at first then leveled off
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measuring performance
skilled performance (NOT the capability to move skillfully) is usually plotted as a function of trials vs. performance
-we say performance/learning curve reflects the internal state or amount of habit
-performance curves reflect both momentary changes in performance + relatively permanent consequences of practice
-there is between + within participant variability
o Insensitivity between individual differences may arise; interpret with caution
-ex: the graph on the slide (shown below)…
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ceiling + floor effects
limitations in score at the top or bottom of the scale
-rate of progress toward a ceiling/floor is often arbitrary + depends on measurement methods
example of ceiling + floor effects
subjects are trying to type a word on a keyboard really fast + have previously learned how to use a keyboard
-in 1st trial or 2 subjects might be really slow to type, but will get faster as they practice + won’t have much room to improve; they will get to their 100% capability pretty quickly when it is only a simple task
-this is a ceiling effect because we will see improvements almost right away; they might also have floor effects, where they will hit a baseline really quickly
2 instances where ceiling/floor effects occur
-simple tasks- learn + maximize within a few trials/attempts
-particular types of complex tasks- so well practiced/automatic
Bahrick, Fitts, + Briggs, 1957
-25 men were on a continuous tracking task for 10 90-second practice trials
-the patterns of movement were recorded + analyzed in 3 ways (each way varied by width of track with 5%, 15%, or 30% width of approval)
-important to be transparent with the % leniency used for scoring
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implications + limitations of study design
-how do independent variables impact learning? (maximize, impair, or no effect?)
-development of useful theories of learning + practical applications in teachings
-how do we go about deciding whether a given variable influences learning or not? (ex: comparing a new method to a traditional, older method)
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retention tests
tests involving the same task as practice
-evaluate the extent of skill retained over a retention interval
