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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
Q

Transfer tests measure

A

adaptability

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26
Q

What are the two reasons why performance can misrepresent learning?

A
  1. practice may involve a performance variable that artificially inflates or depresses performance
  2. practice may involve performance plateaus
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27
Q

Fitts and Posner Three Stage Model

A
  1. Cognitive stage
  2. Associative stage
  3. Autonomous stage
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28
Q

Cognitive Stage

A

beginner focuses on solving cognitively-oriented problems

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29
Q

Associative Stage

A

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

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30
Q

Autonomous Stage

A

final stage where performance of the skill is “automatic”

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31
Q

Gentile’s Two Stage Model

A
  1. Initial stage

2. Later stage

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32
Q

Initial Stage

A

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

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33
Q

Later Stage

A

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
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34
Q

Closed skill

A

fixation of movement pattern

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35
Q

Open skill

A

diversification of movement pattern

36
Q

Why does positive transfer occur?

A
  • similarities between two skills or two performance contexts
  • similarities in cognitive processing demands of two skills
37
Q

How should demonstration be used?

A

demonstration should precede practice and instructor should continue to demonstrate during practice as frequently as necessary

38
Q

What factors should be considered when giving verbal instructions and cues?

A
  • 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
Q

Task-intrinsic feedback

A

sensory information that is naturally available when performing a skill

40
Q

Augmented feedback

A

performance related information that is added to task-intrinsic feedback

41
Q

Massed Practice

A

longer and fewer practice sessions; very short or no interval between trials

42
Q

Distributed Practice

A

shorter and more practice sessions; between trial rest intervals are longer than massed practice length

43
Q

___________ schedules are more effective for continuous motor skills

A

distributed

44
Q

______ schedules are more effective for discrete motor skills

A

massed

45
Q

If the skill is low in complexity and high in organization, practice of the _____ _____ is best

A

whole skill

46
Q

If the skill is high in complexity and low in organization, practice using ____ _______ is best

A

part practice

47
Q

What are three strategies for practicing part of a skill?

A
  1. fractionization
  2. segmentation
  3. simplification
48
Q

What are the task classifications?

A
  • functional
  • critical attribute: discrete vs. continuous
  • base of support: stability vs. mobility
  • manipulation
  • movement variability
49
Q

The cerebellum is important for:

A
  • balance
  • complex movement patterns
  • eye hand coordination
  • predicts the movement of the world around us and adjusts accordingly
50
Q

What are the three loops/circuits of the basal ganglia?

A
  • motor
  • cognitive/associative
  • limbic
51
Q

How much do infants walk each day when learning to walk?

A

46 football fields/day

52
Q

What is a contemporary lifespan approach not?

A
  • normal curve
  • lock-stepped
  • invariant
53
Q

Neuromaturational Theory

A

development follows a set, invariant sequence, and is tightly tied to CNS development; motor development is cephalocaudal and proximal to distal

54
Q

Behavioral Theory

A

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
Q

Dynamic Systems Theory

A

movement emerges based on internal milieu, external environment, and task; movement is not directed by one system, but by many dynamic, interacting systems

56
Q

Neuronal Group Selection Theory

A

infant motor development includes periods of increased and decreased variability due to CNS changes; cortical and subcortical systems dynamically organize into variable systems

57
Q

Motor Control

A

control and organization of processes underlying motor behavior; occurs in milliseconds

58
Q

Motor Learning

A

acquisition of skill thru practice and experience; occurs in hours, days, weeks

59
Q

Motor Development

A

age-related processes of change in motor behavior; occurs in months, years, decades

60
Q

Functional movement emerges out of interactions between the __________, the ____, and the ___________

A

individual; task; environment

61
Q

Motor development is:

A
  • proximal to distal
  • dynamic (dynamic systems theory)
  • not parallel or linear
62
Q

What are the approaches to studying development?

A
  • age-related
  • functional activity related
  • functional activity sequence related
63
Q

Embryology

A

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
Q

Head Control

A

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
Q

Rolling

A
  • log-rolling pattern: first to emerge

- segmental pattern: 9 mos

66
Q

Sitting

A

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
Q

Sitting Timeline

A
  • 5-6 mos: supports self in sitting
  • 3.8-9.2 mos: sits alone
  • 6-11 mos: transitions between sitting and quadruped
68
Q

What is the muscle synergy in terms of sitting?

A

neck flexors, rectus abdominis, rectus femoris

69
Q

Creeping and Crawling

A
  • 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
Q

Getting Upright

A
  • 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
Q

Possible Rate Limiting Factors in Getting Upright

A
  • 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
Q

Postural Control in Upright

A
  • 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
Q

Standing/Walking

A
  • 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
Q

How many times did 12 to 14 year old novice walkers fall?

A

17 falls/hour; traveled 7.7 football fields/hour

75
Q

Stair Climbing

A
  • 8-14 mos: up on hands, knees, feet
  • 15-16 mos: walking up holding on
  • 15-23 mos: creeps backwards down stairs
76
Q

Running

A
  • 18-20 mos: runs stiffly eyes on ground

- 29-30 mos: runs 30 ft in 60 seconds

77
Q

Jumping/Hopping

A
  • 2 years: down from bottom step

- 3 years: clears floor both feet

78
Q

What is the relationship between anticipatory and reactive control?

A

parallel development

79
Q

Developmental Delay

A

suggests development is typical, but proceeding at slower pace than same-age peers

80
Q

Developmental Disorder or Dysfunctional

A

problem not just in timing of acquisition; quality often implicated (increased effort, decreased repertoire, decreased freedom of movement, decreased coordination)

81
Q

Gait Observations in Children

A
  • knee position in midstance
  • initial foot contact
  • foot contact at midstance
  • timing of heel rise
  • hindfoot of midstance
  • base of support
82
Q

Attitudinal Reflexes

A

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
Q

Head Righting

A

anterior, posterior, lateral, medial-lateral

84
Q

Balance and postural control synergies are:

A

cephalocaudal

85
Q

Motor Indications of Atypical Development at 1 month

A

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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