Cognitive and Cerebellum disorders Flashcards
feedback
allows motor responses to be adapted or modified according to the demands
of the environment (reactive responses)
feedforward
prepares the system in advance of movement (anticipatory or proactive
responses)
augmented feedback
externally provided feedback
knowledge of results (KR)
outcome of movement
Confirms patient’s own assessment, unable to tell on their own, provides moti-
vation, encourages trial and error
knowledge of performance
specific details regarding movement characteristics
➤ Example: “You should bend your knees more as you walk”
➤ Preferred over time
prescriptive KP
Prescriptive: identifies error and tells patient what to do to correct it
Descriptive: describes error that was made
➤ Early in learning → focus on correct aspects of performance (KR)
➤ Later in learning → focus on errors as they become consistent (KP)
● Mnemonic
➤ KR: Michael Scott misses a basketball shot
Remember: KR relates to the overall movement
➤ KP: Michael Scott did not bend his knees
Remember: KP relates to technical details of the movement
Feedback schedules include
band width
KR delay
Post KR interval
error detection
KR delay
time between completion of movement and KR feedback
➤ Wait about 3 seconds; any longer is not beneficial
post KR interval
time between when KR feedback is given and beginning of the
next trial
➤ Time for the patient to mentally practice how they will perform the next trial
errors detection
more beneficial
➤ Cognitive phase: focus of feedback is on correct aspects
➤ Associative and autonomic phases: focus of feedback is on errors
error bandwidth
➤ For beginners → large
➤ For advanced learners → small
concurrent vs terminal feedback
terminal is preferred
➤ Concurrent feedback: feedback that is provided during the task
➤ Terminal feedback: feedback that is provided at the end of the task (once the task
has been completed)
➤ Feedback given after every trial improves performance
➤ Variable feedback improves learning and retention
task intrinsic feedback
● Sensory information normally acquired during performance of a task
Visual feedback
Visual: used during the cognitive phase (easier for patient to understand this type
of feedback)
proprioceptive feedback
Proprioceptive feedback entails physical interactions with the environment, which
allows the patient to build a sense of awareness for where the body is in space
without the use of vision
➤ More difficult for patients to understand this type of feedback, so it is often used
as a progression during training
➤ Used during the associative phase
spatial summation
multiple techniques
temporal summation
repeated application of the same technique
constant
same environment; static motor skill
● Not required to make rapid modifications
● Better for patients with cognitive deficits
variable
different environments; required to make rapid modifications
● Preferred → better retention
➤ Performing task from a variety of chairs at a variety of speeds and with minimal
feedback is ideal for motor learning
➤ Want to allow errors to occur
Increased errors → increased learning
regulatory conditions
● Characteristics in the environment that directly influence the movement or task
● Critical for performing task
● Examples
➤ For a patient to walk, they need quadriceps muscle strength
➤ The height of a chair influences a patient’s ability to perform a sit-to-stand
transfer
nonregulatory conditions
● Characteristics in the environment that do not directly influence the movement or task
● Examples: color of ball, background noise
