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Motor Learning Midterm > Chapter 2- Methodology for Studying Motor Performance > Flashcards

Chapter 2- Methodology for Studying Motor Performance Flashcards

1
Q

**

classifications of motor skills

A

-discrete
-serial
-closed
-open

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2
Q

why is it important to classify motor skills

A

for communication within the field of motor learning

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3
Q

motor behavior depends on ___

A

the type of skill being performed

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4
Q

can a motor behavior be more than 1 type of skill

A

yes

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5
Q

**

discrete

A

-has a recognizable beginning + end
-goal-directed

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6
Q

example of discrete skills

A

throwing, striking a match, shifting gears

-dart throwing: goal is to hit the center hole to get max points
-kicking a ball: goal is to kick ball into net
-striking a match: goal is to light stick on fire
-shifting gears: goal is to go from park to first gear

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7
Q

**

serial

A

-discrete actions strung together
-neither discrete nor continuous

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8
Q

examples of serial skills

A

-playing piano
-assembly-line tasks
-gymnastics routine

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9
Q

**

continuous

A

-has no recognizable beinning + end
-behavior continues until movement is arbitrarily stopped

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10
Q

examples of continuous skills

A

-swimming
-steering a car
-tracking
-running

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11
Q

**

closed

A

-environment predictable
-consistent environment
-performer can effectively plan entire movement
-target is displayed for entirety of the task

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12
Q

examples of closed skills

A

-bowling
-brushing teeth
-writing

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13
Q

**

open

A

-environment unpredictable
-constantly changing environment
-performer cannot effectively plan entire movement

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14
Q

examples of open skills

A

-returning a punt
-catching a butterfly
-wrestling

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15
Q

in between open + closed skills

A

environment semipredictable

-steering a car
-fielding a bouncing ball
-carrying a pan of water

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16
Q

**

3 important considerations for movement

A

-ojectivity
-reliability
-validity

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17
Q

**

objectivity

A

-public verification- verified by professionals in the field
-2 observers evaluating same performance arrive at same/similar measurement
-sensitivity of measuring device- objective movements in lab setting

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18
Q

example of objectivity

A

clearing the high jump bar indicates the capability of the athlete to jump at least that much

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19
Q

**

reliability

A

extent to which the measurement is repeatable under similar conditions

-reliability can also be evaluating correlations between variables (variable A to variable B); measure of stability of a test under different applications
-more trials = more stability of performance = improved reliability

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20
Q

what 3 things can lack of reliability result from

A

-random technological error (stretch of tape)
-intra-subject variability (attention, fatigue)
-changes in environment (lab studies tend to be more artificial than natural- this minimizes variability of environment)

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21
Q

**

validity

A

extent to which a test measures what the researcher intends to measure

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22
Q

construct validity

A

the extent to which the measures taken actually reflect the underlying construct of interest

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23
Q

Muybridge

A

-attempted to look at aerial phases of horses; used 12 cameras to prove that all 4 hooves of the horse left the ground at the same time
-contributed to motion pictures

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24
Q

**

kinematics

A

describes movements of limbs/entire bodies during movement; looks at angles of joints + time relationship between these (location, velocity, acceleration)

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25
Q

location (in kinematics)

A

-limbs during movement
-cinematography to record based on landmarks of body
-use location of limb in space to quantify variables

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26
Q

velocity (in kinematics)

A

-slope/derivative of position curve at each moment
-rate of change in position
-maximum velocity + time of occurrence

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27
Q

acceleration (in kinematics)

A

-slope/inclination of velocity curve at each moment
-rate of change in velocity

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28
Q

**

electromyography (EMG)

A

measures electrical activity of muscles (in mV)

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29
Q

various ways to measure EMG

A

-pairs of electrodes placed on surface of a muscle -> do contractions -> get outputs recorded through different devices on a computer screen

-high density electrodes: a pad of electrodes swabbed over the muscle
(lots of recording sites)

-there are also recording sites/electrodes we can put under the skin, over the muscle, or even into the muscle to measure EMG

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30
Q

which muscle shows positive deflections in EMG

A

agonist

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31
Q

which muscle shows negative deflections in EMG

A

antagonist

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32
Q

**

raw EMG

A

the EMG we get straight from the recording

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33
Q

**

rectified EMG

A

gets rid of negative deflections to make it all positive

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34
Q

**

linear envelope

A

envelope over the tops of waves for EMG

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35
Q

integrated EMG (I-EMG)

A

the area under the curve of the rectified EMG signal

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36
Q

what do we use to get EMG signals into each shape

A

filters

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37
Q

**

low pass filter

A

allow low frequencies to pass; gets rid of medium/fast ones

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38
Q

**

high pass filter

A

allow high frequencies to pass; gets rid of medium/slow ones

39
Q

**

band pass filter

A

lets middle frequencies through; gets rid of slow/fast ones

40
Q

**

Faraday cage

A

a formed enclosure made of conductive metal that reduces radio frequencies that interfere

-developed by Michael Faraday
-used in cars to stop cell signals from getting through that could cause car accident

41
Q

**

electrooculography

A

measurement of eye muscle movements

42
Q

**

saccades

A

rapid eye movement

43
Q

**

occlusion methods

A

show how expert the subject is at a skill
-can be spatial or temporal

44
Q

**

spatial occlusion methods

A

masking certain relevant/irrelevant parts of a display

45
Q

**

temporal occlusion methods

A

used to stop a display at critical points during an action

46
Q

**

electroencephalography (EEG)

A

recording of electrical changes that occur in brain as recorded from scalp

47
Q

**

magnetoencephalography (MEG)

A

measures changes in magnetic fields involving brain activities

48
Q

what do MEG + EEG provide

A

precise measures of mental event timing, but aren’t very good at localizing anatomic structures

49
Q

neuroimaging techniques

A

-positron emission tomography (PET)
-single-photon emission computer tomography (SPECT)
-functional magnetic resonant imagine (FMRI)
-mangetic resonance imaging (MRI)
-diffusion tensor imaging (DTI)
-computerized axial tomography (CAT/CT scan)

50
Q

**

positron emission tomography (PET)

A

-more detailed information about localization of brain structure + activity using positron-emitting isotope for clearer imaging
-patient is injected with radio-active substance which emits positrons that collide with tissue + emit

-shows cerebral blood flow/most active areas of brain

51
Q

positron emission tomography (PET) is functional or structural neuroimagine

A

functional

52
Q

**

single-photon emission computer tomography (SPECT)

A

gamma ray-emitting isotope for less clear but cheaper imaging

53
Q

PET or SPECT is clearer? which is more expensive?

A

PET is clearer + more expensive

54
Q

**

functional magnetic resonance imagine (FMRI)

A

-when specific part of brain is active in processing information, neural activity increases + thus oxygenated blood increases
-uses magnetic field + radiofrequency energy

-blood oxygen level dependent (BOLD) signal in 3D; uses different responses of oxygenated/unoxygenated blood to detect changes in blood flow; shows most active areas
-location + volume of active brain regions

55
Q

functional magnetic resonance imaging (FMRI) is functional or structural neuroimaging

A

functional

56
Q

**

magnetic resonance imaging (MRI)

A

-high-resolution structural scan that uses magnetic fields + radiofrequency energy
-hydrogen atoms respond by emitting energy, which is then used to construct an image

57
Q

MRI is functional or structural neuroimagine

A

structural

58
Q

CAT scan or MRI has better resolution

A

MRI

59
Q

what is MRI typically used in combination with

A

FMRI

60
Q

**

diffusion tensor imaging (DTI)

A

characterizes structural integrity + microstructural characteristics of key tracts + pathways

-we can use DTI to trace where the corticospinal tract is, which is useful in studying the relationship between the brain + behavior in pathological conditions that affect the CNS or neuromuscular system

61
Q

**

computerized axial tomography (CAT/CT scan)

A

series of x-ray images of the head which are used to construct an overall image of the brain
-relatively low in resolution
-shows major structural problems like tumors

62
Q

CAT/CT scan is high/low in resolution

A

low

63
Q

CAT/CT scan is functional or structural neuroimagine

A

structural

64
Q

**

transcranial magnetic stimulation (TMS)

A

-not a method to measure but rather STUDY brain function
-brief pulse sent via magnetic coil, temporarily affecting region of brain above where coil is positions
-excitatory/inhibitory
-often combined with FMRI to evaluate effects of stimulation on both behavioral + brain responses

65
Q

**

target scoring

A

the way we describe the outcome of a movement

i.e. did I actually hit my target? was I “x” amount away from my target?

66
Q

**

4 ways target scoring is assessed

A

-error
-time + speed
-movement magnitude
-performance on secondary tasks

67
Q

**

error

target scoring

A

-performances may require the participant to perform an action with maximum accuracy
-performance measures represent the degree to which the target was not achieved- a measure of error

68
Q

**

5 methods for combining scores into measures of error

target scoring

A

-constant error (CE)
-variable error (VE)
-total variability (E)
-absolute error (AE)
-absolute constant error (|CE|)

69
Q

**

constant error (CE)

A

-measures average error in responding
-gives us the amount + direction of derivation relative to the target
-average error bias

-ex: how many inches away from bullseye was I? + in what direction?

70
Q

2 issues of constant error (CE)

A

-the average value can be different/smaller than any of the individual values
-it doesn’t consider the variability of the responses

71
Q

**

variable error (VE)

A

measures the inconsistency/variability in movement outcome

-ex: if all outcomes are consistent in landing at the bottom of the target, they are not necessarily accurate in hitting the bullseye

72
Q

1 issue with variable error (VE)

A

it doesn’t consider the accuracy of the responses

73
Q

**

if given a bullseye with a lot of variability scattered around the target, this is constant error (CE) or variable error (VE)

A

variable error

74
Q

**

if given a bullseye with all the bullets in the same place but far away from the target, this is constant error (CE) or variable error (VE)

A

constant error

75
Q

**

who is better to train- someone with constant error (CE) or variable error (VE)

A

constant error; they just need to make an adjustment to be more accurate

76
Q

**

total variability (E)

A

-root mean square error
-measures overall error
-indicates total amount of spread of the movement around the target
-overall measure of success in achieving the target

77
Q

**

what makes up total variability (E)

A

E = CE + VE

78
Q

1 issue with total variability (E)

A

when CE is different from the target, E will represent the combination of this error in bias plus variability about CE

79
Q

describe the graph for total variability (E)

A

the one shown in class where there was variability above and below the genreal line

80
Q

**

issues with reporting data as total variability (E)

A

-wecould have some issues with how we report this data- average could look really good but in reality there is variability
-SO, we must be transparent in the way we report error

81
Q

**

absolute error (AE)

A

measures the average error in responding (overall accuracy in performance, average absolute deviation) between movement + target

-used by most early researchers (today we use E to present accuracy + variability)

82
Q

1 issue with absolute error (AE)

A

the mathematical properties that can explain the bias + variability of responses to the error aren’t straightforward

83
Q

**

absolute constant error (|CE|)

A

-a transformation of CE
-measures the average error in responding

84
Q

1 issue with absolute constant error (|CE|)

A

the sign is taken away from the average of responses; not for each individual trial

85
Q

**

time and speed

target scoring

A

-assumption: the performer who can accomplish more in a set time/can produce a bgiven amount of action in less time = skillful

-measure of time is reduced with practice but at the cost of quality in movement/accuracy (just because you can do something faster, doesn’t mean better; more prone to make mistakes)

86
Q

2 methods for measuring time + speed

A

-reaction time (RT)
-movement time (MT)

87
Q

**

sum of RT + MT

A

RT + MT = response time

88
Q

**

reaction time

A

a measure of the time from arrival of a sudden, unanticipated signal to the beginning of the response to it

89
Q

how is reaction time useful to research motor skills

A

-measures are components of real life tasks, so high face validity
-measures time for mental events (stimulus processing, decision making, movement programming)

90
Q

**

movement time

A

the interval from the initiation of response to the completion of the movement
-high external validity in practical settings

91
Q

**

movement magnitude

target scoring

A

-magnitude/size of behavior produced (i.e. distance discus is thrown or amount of weight lifted)
-movement magnitude is not just maximal force production- requires precise timing of forceful contractions + accurate coordination of core + participating limbs

92
Q

what experiment references movement magnitude

A

Wulf’s ski setup

93
Q

Wulf’s ski setup

A

-task: subject must thrust their hips/body in different directions very ballistically with fast, explosive force
-measures how far subject can thrust to move their body from 1 location to another on the ski simulator
-if they can thrust hips back + forth- they are successful; doesn’t necessarily mean they are thrusting at max capacity

94
Q

**

performance on secondary tasks

target scoring

A

-no basic methods of measurement will be sensitive to skill differences among individuals, or to differences in skill caused by an independent variable
-sometimes the 2 subjects you are comparing are equally good at doing something; or sometimes the task is too easy where the chances of making a mistake are very low

-we can add different variables to indicate how well someone is at the primary task
-involves tasks for which differences in performance aren’t evident; use statistics/measures of skills during critical events or evaluate secondary tasks that will co-occur with the primary task- to measure the primary task
-mathematics during different conditions of driving
-reaction time tasks to evaluate limited capacity to process information
-physiological measures of effort- pupil diameter, heart rate + variability

Motor Learning Midterm (9 decks)

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