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Motor Learning kin377 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

motor skills / actions

A

Motor skills require body, head, and/or limb movement to achieve its goal

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2
Q

movements

A

specific limbs or combination of limbs that are components of skills / actions)

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3
Q

One dimension classification systems for movements

A
    • Size of Primary Musculature Required
      - Gross
      - Fine
  2. * Specificity of where the motor skill begins and end
    - Discrete motor skills - specified beginning and end points, usually require a simple movement
    e. g. flipping a light switch
    - Continuous motor skills - arbitrary beginning and end points; usually involve repetitive movements
    e. g. steering a car
  3. stability of enviorment
    - Closed motor skills – – involve a stationary supporting surface, object, and/or other people; performer determines when to begin the action
    e. g. picking up a cup while seated at a table
    - Open motor skill- – involve supporting surface, object, and/or other people in motion; environment features determines when to begin the action
    e. g. catching a thrown ball
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4
Q

Open motor skill

A

– involve supporting surface, object, and/or other people in motion; environment features determines when to begin the action
e.g. catching a thrown ball

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5
Q

Closed motor skills

A

– involve a stationary supporting surface, object, and/or other people; performer determines when to begin the action
e.g. picking up a cup while seated at a table

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6
Q

Discrete motor skills

A

specified beginning and end points, usually require a simple movement
e.g. flipping a light switch

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7
Q

Continuous motor skills

A

arbitrary beginning and end points; usually involve repetitive movements

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8
Q

Gross motor skills

A
  • require the use of large musculature to achieve the goal of the skills
    e. g. walking, jumping
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9
Q

Fine motor skills

A

require control of small muscles to achieve the goal of the skill
e.g. skills involving hand/eye coordination

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10
Q

Taxonomy

A

A classification system organized according to relationships among the component characteristics of what is being classified

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11
Q

Gentile Taxonomy classifications

A
  1. Environmental context

2. Function of the action

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12
Q

Enviormetal context characterisitics

A

***Regulatory conditions
Characteristics of environment that control the movement characteristics of an action
**Intertrial variability
Whether the regulatory conditions are the same or different from one performance attempt to another

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13
Q

Function of the action

Two characteristics

A

1) Body orientation: whether or not the body stays in the same location (stability) or changes location (passive- on the bus – or active – walking)
2) Object manipulation: maintaining or changing the position of an object

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14
Q

Performance

A

Execution of a skill at a specific time and in a specific location
**Observable behavior

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15
Q

Learning

A

Not directly observable
Must be inferred from observable behavior
Definition: A change in the capability to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience

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16
Q

performance variables

A

factors that affect performance but not learning, such as stress, fatigue, etc.)

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17
Q

performance tes

A

assesses how one does in a particular session at a given time

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18
Q

five characteristics of skill learning

A

Improvement (over time)
Consistency (less standard deviation)
Stability (resistant to internal – e.g., stress - and external – e.g., weather perturbation)
Persistence (retention – lasts over increasing periods of time)
Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

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19
Q

Improvement

A

ovrtime

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20
Q

consistency

A

less standard deviation

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21
Q

Stability

A

resistant to internal – e.g., stress - and external – e.g., weather perturbation)

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22
Q

Persistence

A

(retention – lasts over increasing periods of time)

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23
Q

Adaptability

A

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

Adaptability (contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

(contextual variety – adaptable to a variety of performance contexts, sometimes called generalizable)

24
Q

Performance curves

A
  • ** x-axis (time units or trials) and y-axis (units of performance measurement)***
  • Linear
  • Neatively accelerated
  • Positively accelerated
  • Ogive or S- shaped
25
Q

Linear

A

Proportional increases over trials or time

26
Q

Negatively accelerated

A

Early improvement but slows during latter practice

27
Q

Positively accelerated

A

Slight improvement early but substantial improvement during later practice

28
Q

Ogive or S-shaped

A

compination of linear, negative, positive curve

29
Q

four main methods of assessing learning

A

Observing practice performance (performance curves)

  1. Retention
  2. Transfer tests
  3. Coordination dynamics
30
Q

Retention test

A

Tests of a practiced skill that a learner performs following an interval of time after practice has ceased

31
Q

Transfer tests

A

adaptability of performance changes, either in novel (different) contexts or novel skill variations

Performing the practiced skill in a context or situation different from practice, e.g.:
Availability of augmented feedback
Physical environment
Personal characteristics

32
Q

Coordination dynamics

A

transitions in the dynamics of movement coordination

33
Q

performance plateau

A

steady state followed by improvement again)

34
Q

Practice Performance May Misrepresent Learning

A
  1. Practice may involve a performance variable that artificially inflates or depresses performance
  2. Practice may involve performance plateaus
35
Q

Fitts and Posner Three-Stage Model

A

Cognitive : Beginner focuses on solving cognitively-oriented problems

Associative: Person has learned to associate cues from the environment with required movements; works to refine performance to be more consistent

Autonomous: Final stage where performance of the skill is “automatic” (in terms of attention demanded)

36
Q

Gentile’s Two-Stage Model

A

Initial stage

Later Stage

37
Q

Intial stage of Gentiles two stage model

A
  1. Movement coordination pattern to enable some degree of success achieving action goal
  2. Learn to discriminate between regulatory and non-regulatory conditions in environmental context
38
Q

Later Stage of Gentile Two stage model

A
  1. Adapting movement pattern acquired in Initial stage to demands of any performance situation
    2 Increase consistency of action goal achievement
  2. Perform with an economy of effort
39
Q

two environmental contexts the beginner must learn to distinguish

A

refer to characteristics of the performance environment that do or do NOT influence the movement required to do the action

40
Q

Fixation

A

deals with learning closed skills; learner refines movement patterns so they can produce them correctly, consistently, efficiently

41
Q

diversification

A

deals with learning open skills; learner acquires capability to modify movement patterns according to environmental context

42
Q

CHANGES ACROSS STAGES OF LEARNING

A 
1) Changes in the RATE of improvement in various stages of learning
Know the power law of practice
2) Changes in movement coordination and degrees of freedom
3) Changes in altering old patterns
4) Changes in muscle use
5) Changes in energy cost
6) Changes in visual selectivity
7) Changes in conscious attention
8) Changes in error detection
9) Changes in brain activity
43
Q

freezing degrees of freedom

A

the person (beginner) holds some joints rigid while performing the skill

44
Q

one aspect or characteristic that does NOT change across stages

A

Sensory Feedback

45
Q

What defines an expert?

A

Time of practice needed – 10 years minimum
Ways of organizing information – more organized concepts and can inter-relate concepts

Time of practice needed – 10 years minimum
Ways of organizing information – more organized concepts and can inter-relate concepts

Time of practice needed – 10 years minimum
Ways of organizing information – more organized concepts and can inter-relate concepts

Time of practice needed – 10 years minimum
Ways of organizing information – more organized concepts and can inter-relate concepts

Time of practice needed – 10 years minimum
Ways of organizing information – more organized concepts and can inter-relate concepts

46
Q

transfer

A

– positive (beneficial effect of previous experience on learning), negative (negative effect of previous experience on learning), and zero (no effect)

47
Q

negative transfer

A

Considered rare and temporary in motor skill learning

Occurs when new skill or context involves

48
Q

the two theories of why transfer works

A

1) Similarity of skill and content components
(called the identical elements theory)
2) Similarity of processing requirements
(called the transfer-appropriate-processing theory)
Negative effects can be overcome with practice
Important for the practitioner to be aware that it could cause discouragement early in practice

49
Q

Why does negative transfer occur

A

Memory representation or code that is inappropriate for the new skill
Cognitive confusion

50
Q

bilateral transfer

A

Transfer of learning that involves the positive influence of previous experience performing a skill with one limb on learning or performing the same skill with a different limb

51
Q

Why Do Negative Transfer Effects Occur

A
  1. Motor control system required to perform in non-preferred manner for the environmental context
  2. Cognitive confusion
52
Q

Asymmetric transfer

A

Bilateral transfer in which there is a greater amount of transfer from one limb than from the other

53
Q

Symmetric transfer

A

Bilateral transfer in which the amount of transfer is similar from one limb to the other, regardless of which was used first

54
Q

cognitive reason to why biilateral transfer works

A

– knowing what to do to achieve the goal, which is relevant regardless of which limb is doing the action

55
Q

two theories of why bilateral transfer works

A

1) Cognitive – knowing what to do to achieve the goal, which is relevant regardless of which limb is doing the action

2) Motor:
(a) GMP (generalized motor program – muscles as parameter, not invariant) plus dynamic pattern theory – coordination dynamics
(b) transfer in the brain, demonstrated by EMG activity in non-active limbs

Motor Learning kin377 (3 decks)

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