Exam 2

Question 1

Motor Learning

Answer 1

set of processes associated with practice or experiences
difference between performance and learning
Schmidt

Question 2

Richard Schimdt

Answer 2

Motor Learning
Response Schema
-set of rules
-developed by abstracting information from related experiences and combining them into a type of rule
-through this process
-error detection, error correction, refinement

Question 3

Winstein

Answer 3

Specificity of training

• wt shift and PT groups
• both improvement, wt shift group improved wt shift but did not show greater improvement in ambulation

Question 4

Winstein and Schmidt

Answer 4

summary feedback
pt manipulate wand in curve patter
KP vs KR
learning similar results
retention phase great for those with less feedback (50% vs 100%)

Question 5

Fitts and Posner

Answer 5

stage of skill acquisition
-gradual progression, negative acceleration, large practice to develop skill
3 phases
cognitive
-conscious processing and verbalizing (try to understand)=
-large # error, high performance variability(dont know how to improve)
associative phase
-basic fundamentals learned (develop motor program)
-performance less variable, fewer errors
-able to correct self - refining skill
autonomous phase
-motor learning achieved
-skill automatic
-performance less variable, stable, very few errors
-errors detected easily and corrected

Question 6

Cognitive Phase

Answer 6

• conscious processing and verbalizing (try to understand)=

- large # error, high performance variability(dont know how to improve)

Question 7

Associative Phase

Answer 7

• basic fundamentals learned (develop motor program)
  
  • performance less variable, fewer errors
  • able to correct self - refining skill

Question 8

autonomous phase

Answer 8

• motor learning achieved
  
  • skill automatic
  • performance less variable, stable, very few errors
  • errors detected easily and corrected

Question 9

Krossman

Answer 9

Cigar rolling
took certain time to improve and reach peak
continue to improve but much slower rate

Question 10

Closed vs Open motor skill

Answer 10

closed = environmental factors are stationary
open = environmental features are moving (people, support services)

Question 11

consistency

Answer 11

can do it repeatedly

Question 12

Karni

Answer 12

finger movements

no transfer training

Question 13

Locke and Bryan

Answer 13

goal setting

• norm goal
• obtainable goal
• unobtainable goal
• no goal

goal groups performed better, unobtainable goal learned faster and performed better

Question 14

Bernstein

Answer 14

must actively think/process in order to learn
will not learn by repeat motor problem, must actively think!
problem solving, goal setting

Question 15

McCracken and Stelmach

Answer 15

variable vs constant practice:
sbj move arm to knock down barrier 300 trials a day
constant group did better during training
variable group did better at transfer of training
variability allows subjects to learn the task more effectively, facilitates more generalizability

Question 16

Goode and Magill

Answer 16

blocked vs random practice
practiced 324 trials of serves
blocked (not variable/same serve) = better performance during practice
random = better performance retention

Question 17

Hanlon

Answer 17

motor learning post stroke
block group - subjects reached up to get coffee cup and place, random group - also had 3 other tasks as well
random group performed better

Question 18

Week et al

Answer 18

Prothetic stimulator
(motor learning post stroke)

both groups improved movement time and ability to learn
random group performed better at retention/transfer
greater generalizability

Question 19

Dean

Answer 19

Task specific post stroke
train to increase sitting balance…want to see if it transfers to ambulation
experimental group: varied direction/weight/height/speed/rep control group: same reach/rep increase
results - exp group reached further and faster (what they trained for)
*NO improvement in ambulation** task specific

Question 20

Maring

Answer 20

mental practice
throw ball at cup
control group throw and during break memorize poem
exp group throw and mentally practice during break

results - exp group learned faster and did better; more accurate/rate of skill better

Question 21

measure performance and learning

Answer 21

performance curve
retention test
daily notes - evaluate performance
functional outcomes - evaluate learning and retention
generalizability of task - same task in different atmospheres

Question 22

Visual demo/model

Answer 22

learning by viewing

work of premotor cortex

Question 23

Knowledge of Results Feedback

Answer 23

info about the outcome of movement in terms of movement goal
4 types
reduced frequency
summary
faded
bandwidth

Question 24

Summary feedback(KR)

Answer 24

not good for performance
good for learning and retention compared to immediate feedback
feedback given at end

Question 25

Faded feedback (KR)

Answer 25

give more in beginning and deceasing it better for learning reduces dependency effect of frequency feedback (reduce dependence on PT)

Question 26

Bandwidth feedback (KR)

Answer 26

feedback given only when performance is outside an acceptable range enhances movement consistency

Question 27

Knowledge of Performance Feedback

Answer 27

info given about the characteristic of the movement pattern after "you did not flex your hip enough" videotape review

Question 28

+ effect of feedback

Answer 28

guides learner away from error and toward correct pattern tells learner what went wrong and how to correct motivate

Question 29

- effects of feedack

Answer 29

could interfere with learners own error detection capabilities produce maladaptive short term corrections that can prevent learner from developing stable patterns learner did not cognitively solve problem

Question 30

contextual interference

Answer 30

deeper cognition processing seems to degrade initial performance but enhance retention context factors that make task more difficult help learning in long run example: random practice

Question 31

Transfer of training

Answer 31

dean | specificity of practice - more closely 2 tasks are the better the transfer

Question 32

part task and adaptive training

Answer 32

winstein part task - practice a component of whole task adaptive - start with less difficult version of task and gradually change to more difficult

Question 33

Mental Practice

Answer 33

maring think about or imagine action cognitive motor program exected with low gain (muslces arent firing at high enough lebvel to produce contraction) ROLAND - supplementary motor cortex activeated during mental practices; change in blow flow simple = sensory and motor complex = sensory, motor, and supplementary motor cortex mental practicing movement = supplmentary motor cortex only

Question 34

mental practice studies

Answer 34

1. Maring - throw at cup, cont memorize poem, exp mentally think *learned faster and performed better 2. Sidaway - DF, cntr no practice, physical *best, mental*useful addition. 3. Tunney - older healthy people quad cane. cntrl, exp - mental practice *better retention 4. Tamir - PD. phys, phys and imagery *better retention and outcome measures

Question 35

Variable vs constant study

Answer 35

McCracken and Stelmach -arm knock barrier constant *better during performance variable *better transfer and generalizability

Question 36

Random vs Block studies

Answer 36

1. Goode and Magill - serving; block (same serve) better performance during practice, random(diff serves) better retention 2. Hanlon (poststroke) - reach with arm and and place; block*performed better during performance, random (additonal 3 tasks) *better retention/transfer, generalizability 3. Week (poststroke) - prothestic; random*better retention and generalizability 4. Winstein & schmidt - PD; block better results!! (opposite of others)

Question 37

Specificity Studies

Answer 37

1. Dean - sitting balance transfer to ambulation. cntrl, exp varied *improved what they practiced - no transfer to ambulation 2. winstein - cntr PT, exp pt and wt shift. all improved on task trained. no greater improvement in ambulation

Question 38

Summary feedback study

Answer 38

winstein and schmidt manipulate wand with curve KP vs KR learning results similar **rentention to those with less feedback did better!*