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Motor Learning > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Motor Learning

A

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

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2
Q

Richard Schimdt

A

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

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3
Q

Winstein

A

Specificity of training

  • wt shift and PT groups
  • both improvement, wt shift group improved wt shift but did not show greater improvement in ambulation
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4
Q

Winstein and Schmidt

A 
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%)
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5
Q

Fitts and Posner

A

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

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6
Q

Cognitive Phase

A
  • conscious processing and verbalizing (try to understand)=

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

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7
Q

Associative Phase

A
  • basic fundamentals learned (develop motor program)
    • performance less variable, fewer errors
    • able to correct self - refining skill
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8
Q

autonomous phase

A
  • motor learning achieved
    • skill automatic
    • performance less variable, stable, very few errors
    • errors detected easily and corrected
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9
Q

Krossman

A

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

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10
Q

Closed vs Open motor skill

A 
closed = environmental factors are stationary
open = environmental features are moving (people, support services)
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11
Q

consistency

A

can do it repeatedly

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12
Q

Karni

A

finger movements

no transfer training

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13
Q

Locke and Bryan

A

goal setting

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

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

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14
Q

Bernstein

A

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

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15
Q

McCracken and Stelmach

A

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

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16
Q

Goode and Magill

A

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

17
Q

Hanlon

A

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

18
Q

Week et al

A

Prothetic stimulator
(motor learning post stroke)

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

19
Q

Dean

A

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

20
Q

Maring

A

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

21
Q

measure performance and learning

A

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

22
Q

Visual demo/model

A

learning by viewing

work of premotor cortex

23
Q

Knowledge of Results Feedback

A 
info about the outcome of movement in terms of movement goal
4 types
reduced frequency
summary
faded
bandwidth
24
Q

Summary feedback(KR)

A

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

25
Q

Faded feedback (KR)

A

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

26
Q

Bandwidth feedback (KR)

A

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

27
Q

Knowledge of Performance Feedback

A

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

28
Q

+ effect of feedback

A

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

29
Q
  • effects of feedack
A

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

30
Q

contextual interference

A

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

31
Q

Transfer of training

A

dean

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

32
Q

part task and adaptive training

A

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

33
Q

Mental Practice

A

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

34
Q

mental practice studies

A
  1. Maring - throw at cup, cont memorize poem, exp mentally think *learned faster and performed better
  2. Sidaway - DF, cntr no practice, physical best, mentaluseful 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
35
Q

Variable vs constant study

A

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

36
Q

Random vs Block studies

A
  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)
37
Q

Specificity Studies

A
  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
38
Q

Summary feedback study

A

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

Motor Learning (1 decks)

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