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Motor Control > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Motor control involves the interaction between what 3 major factors?

A
  1. individual
  2. task
  3. environment
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2
Q

What are the individual constraints?

A
  • How does an individual perceive the environment?
  • What are the cognitive processes taking place?
  • What actions take place to perform the task?
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3
Q

Cognition

A

attention, motivation, emotion; decision making

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4
Q

Perception

A

sensory/perceptual information; integration of sensory impressions into meaningful information

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5
Q

Action

A

movement within context of specific activity; motor output from CNS to muscles to execute coordinated, functional movement

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6
Q

What are the task constraints?

A
  • What is the nature of the task being performed?
  • What are the functional demands of the task?
  • Understand task attributes (ie sequencing)
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7
Q

What are the environment constraints?

A
  • regulatory features: aspects of environment that directly shape movement
  • non-regulatory features: factors that may affect performance but movement does not conform to them
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8
Q

Reflex Theory of Motor Control

A

developed by Sherrington in 1906

states that movement results from stimulus-response sequence of events; sensory stimulus is required to initiate sequence; complex movements involve pairing of several reflexes to produce movement; recovery results from ability to inhibit abnormal movements/synergies and facilitate normal movement

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9
Q

What are the clinical implications of the reflex theory of motor control?

A

use sensory input to stimulate desired behavior

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10
Q

Reflex Theory Limitations

A
  • spontaneous and voluntary movements?
  • what if there is no sensory stimulus?
  • what about rapid movements?
  • can a single stimulus result in different responses?
  • production of novel (non-reflexive) movements?
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11
Q

Hierarchical Theory of Motor Control

A

developed by Hughlings Jackson

emphasizes a top-down organizational control; higher level = higher association areas; middle level = motor cortex; lower level = spinal cord; reflexes not sole determinant of motor control

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12
Q

Limitations of Hierarchical Theory

A
  • does not explain reflexes present in normal adults
  • does not explain movements that do not need constant planning
  • does not explain reactive control
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13
Q

Clinical Implications of Hierarchical Theory

A
  • inhibit reflexes

- facilitate normal movement

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14
Q

Motor Programming Theory of Motor Control

A

a memory-based construct that controls coordinated movements; a memory representation that stores information needed to perform an action (stored motor program)

Flexible - activated by central process or by sensory stimulus

Movement can occur in absence of sensory input and with increased speed of information processing; motor programs may involve open-loop or closed-loop systems

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15
Q

Limitations of Motor Programming Theory

A
  • not the sole determinant of action
  • does not replace need for sensory input
  • musculoskeletal and environmental variables still affect movement
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16
Q

Clinical Implications of Motor Programming Theory

A
  • explains abnormal movement that is not reflexive in nature

- functional task specific training rather than muscle specific training in isolation

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17
Q

Dynamic Systems Theory of Motor Control

A

developed by Bernstein

examines how the individual, environment, and task determine the movement; considers the mechanical system in which the neural system controls; movement is dependent on internal and external forces (variability is a necessary condition of optimal function)

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18
Q

Limitations of Dynamic Systems Theory

A

diminishes the role of the nervous system

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19
Q

Clinical Implications of Dynamic Systems Theory

A
  • importance of functional tasks
  • vary conditions
  • modify environmental context
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20
Q

What are the four systems responsible for motor control?

A
  • local spinal cord and brainstem circuits
  • descending control pathways
  • cerebellum
  • basal ganglia
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21
Q

Motor Performance

A

execution of a skill at a specific time and in a specific location

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22
Q

Motor Learning

A

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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23
Q

Performance Characteristics of Skill Learning

A
  • improvement over a period of time
  • consistency: performance becomes more consistent
  • stability: the influence of perturbation on performance
  • persistence: improved performance capability lasts over increasing time periods
  • adaptability: improved performance is adaptable to a variety of performance context characteristics
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24
Q

Retention tests measure:

A

permanence

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25
Transfer tests measure
adaptability
26
What are the two reasons why performance can misrepresent learning?
1. practice may involve a performance variable that artificially inflates or depresses performance 2. practice may involve performance plateaus
27
Fitts and Posner Three Stage Model
1. Cognitive stage 2. Associative stage 3. Autonomous stage
28
Cognitive Stage
beginner focuses on solving cognitively-oriented problems
29
Associative Stage
person has learned to associate cues from the environment with required movements; works to refine performance to be more consistent
30
Autonomous Stage
final stage where performance of the skill is "automatic"
31
Gentile's Two Stage Model
1. Initial stage | 2. Later stage
32
Initial Stage
learner works to achieve movement coordination pattern to enable some degree of success achieving action goal AND learn to discriminate between regulatory and non-regulatory conditions in environmental context
33
Later Stage
involves learner acquiring three characteristics: 1. adapting movement pattern acquired in initial stage to demands of any performance situation 2. increase consistency of action goal achievement 3. perform with an economy of effort
34
Closed skill
fixation of movement pattern
35
Open skill
diversification of movement pattern
36
Why does positive transfer occur?
- similarities between two skills or two performance contexts - similarities in cognitive processing demands of two skills
37
How should demonstration be used?
demonstration should precede practice and instructor should continue to demonstrate during practice as frequently as necessary
38
What factors should be considered when giving verbal instructions and cues?
- amount of verbal instructions should consider attention and working memory limits - focus instructions on movement outcomes - focus attention on invariant environmental context regulatory conditions - give verbal instructions that influence goal achievement strategies
39
Task-intrinsic feedback
sensory information that is naturally available when performing a skill
40
Augmented feedback
performance related information that is added to task-intrinsic feedback
41
Massed Practice
longer and fewer practice sessions; very short or no interval between trials
42
Distributed Practice
shorter and more practice sessions; between trial rest intervals are longer than massed practice length
43
___________ schedules are more effective for continuous motor skills
distributed
44
______ schedules are more effective for discrete motor skills
massed
45
If the skill is low in complexity and high in organization, practice of the _____ _____ is best
whole skill
46
If the skill is high in complexity and low in organization, practice using ____ _______ is best
part practice
47
What are three strategies for practicing part of a skill?
1. fractionization 2. segmentation 3. simplification
48
What are the task classifications?
- functional - critical attribute: discrete vs. continuous - base of support: stability vs. mobility - manipulation - movement variability
49
The cerebellum is important for:
- balance - complex movement patterns - eye hand coordination - predicts the movement of the world around us and adjusts accordingly
50
What are the three loops/circuits of the basal ganglia?
- motor - cognitive/associative - limbic
51
How much do infants walk each day when learning to walk?
46 football fields/day
52
What is a contemporary lifespan approach not?
- normal curve - lock-stepped - invariant
53
Neuromaturational Theory
development follows a set, invariant sequence, and is tightly tied to CNS development; motor development is cephalocaudal and proximal to distal
54
Behavioral Theory
behavior is shaped by environment; stimulus, response, and environmental consequence constitutes a contingency of behavior; consequences of behavior influence future occurrences of the behavior
55
Dynamic Systems Theory
movement emerges based on internal milieu, external environment, and task; movement is not directed by one system, but by many dynamic, interacting systems
56
Neuronal Group Selection Theory
infant motor development includes periods of increased and decreased variability due to CNS changes; cortical and subcortical systems dynamically organize into variable systems
57
Motor Control
control and organization of processes underlying motor behavior; occurs in milliseconds
58
Motor Learning
acquisition of skill thru practice and experience; occurs in hours, days, weeks
59
Motor Development
age-related processes of change in motor behavior; occurs in months, years, decades
60
Functional movement emerges out of interactions between the __________, the ____, and the ___________
individual; task; environment
61
Motor development is:
- proximal to distal - dynamic (dynamic systems theory) - not parallel or linear
62
What are the approaches to studying development?
- age-related - functional activity related - functional activity sequence related
63
Embryology
1st half gestation prenatal position changes up to 20 times/hour; by 10 weeks hand-to-face; arm movement followed by leg movement; distal to proximal development of the extremities
64
Head Control
poor antigravity control at birth; by 8-10 weeks EMG patterns consistent (indicates better organization); sensory contribution allows for clearing airway, orienting to stimulus by 60 hrs of age, preference to right, stimulus
65
Rolling
- log-rolling pattern: first to emerge | - segmental pattern: 9 mos
66
Sitting
Stage 1: infant falls over and can not recover balance Stage 2: infant attempts to imitate balance, but loses balance (forward or backward) Stage 3: stays upright, "wobbly" leans forward Stage 4: controlled sitting balance
67
Sitting Timeline
- 5-6 mos: supports self in sitting - 3.8-9.2 mos: sits alone - 6-11 mos: transitions between sitting and quadruped
68
What is the muscle synergy in terms of sitting?
neck flexors, rectus abdominis, rectus femoris
69
Creeping and Crawling
- 7 mos: belly crawl, push to quadruped - 7-10 mos: reciprocal creeping - 5-2-13.5 mos (average = 8.5) for creeping - 10-12 mos: creeps well negotiating objects
70
Getting Upright
- standing with assistance at 7.6 mos - standing alone at 11 mos - walking alone at 12.1 mos - after 15-17 mos, considered delayed
71
Possible Rate Limiting Factors in Getting Upright
- sufficient strength to support body weight in static and dynamic conditions - synergies emerge to control degrees of freedom - environmental issues such as: size of the diaper, parents not allowing the infant to fall, surface, shoes, etc. - consistent balance strategies not use actively - time course varies for each system involved in emergent walking
72
Postural Control in Upright
- 1.5-3 years: well-organized response to perturbations - 4-6 years: responses slower and greater variability, probably due to disproportionate growth - 7-10 years: responses similar adult in regards to latency, variability, temporal coordination
73
Standing/Walking
- 5.9 to 13.7 mos walks with assistance/cruising - 6.9 to 16.9 mos stands alone - 8.2 to 17.6 mos walking alone
74
How many times did 12 to 14 year old novice walkers fall?
17 falls/hour; traveled 7.7 football fields/hour
75
Stair Climbing
- 8-14 mos: up on hands, knees, feet - 15-16 mos: walking up holding on - 15-23 mos: creeps backwards down stairs
76
Running
- 18-20 mos: runs stiffly eyes on ground | - 29-30 mos: runs 30 ft in 60 seconds
77
Jumping/Hopping
- 2 years: down from bottom step | - 3 years: clears floor both feet
78
What is the relationship between anticipatory and reactive control?
parallel development
79
Developmental Delay
suggests development is typical, but proceeding at slower pace than same-age peers
80
Developmental Disorder or Dysfunctional
problem not just in timing of acquisition; quality often implicated (increased effort, decreased repertoire, decreased freedom of movement, decreased coordination)
81
Gait Observations in Children
- knee position in midstance - initial foot contact - foot contact at midstance - timing of heel rise - hindfoot of midstance - base of support
82
Attitudinal Reflexes
most often implicated in atypical development - Asymmetrical Tonic Neck Reflex (ATNR, Fencer's Position): occiput turns, opposite arm extends; obligatory = atypical - Symmetrical Tonic Neck Reflex (STNR): extend head, arms extend, hips flex; vice versa (bunny hopping - Tonic Labyrinthine Reflex (TLR): extreme flexion in prone, extreme extension in supine
83
Head Righting
anterior, posterior, lateral, medial-lateral
84
Balance and postural control synergies are:
cephalocaudal
85
Motor Indications of Atypical Development at 1 month
impaired age-appropriate activities, such as feeding problems; lack of leg movement; being stuck in head, neck, and trunk hyperextension; extremely floppy

Motor Control (3 decks)

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