Exam 2 Flashcards
Motor Learning
set of processes associated with practice or experiences
difference between performance and learning
Schmidt
Richard Schimdt
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
Winstein
Specificity of training
- wt shift and PT groups
- both improvement, wt shift group improved wt shift but did not show greater improvement in ambulation
Winstein and Schmidt
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%)
Fitts and Posner
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
Cognitive Phase
- 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
Krossman
Cigar rolling
took certain time to improve and reach peak
continue to improve but much slower rate
Closed vs Open motor skill
closed = environmental factors are stationary open = environmental features are moving (people, support services)
consistency
can do it repeatedly
Karni
finger movements
no transfer training
Locke and Bryan
goal setting
- norm goal
- obtainable goal
- unobtainable goal
- no goal
goal groups performed better, unobtainable goal learned faster and performed better
Bernstein
must actively think/process in order to learn
will not learn by repeat motor problem, must actively think!
problem solving, goal setting
McCracken and Stelmach
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
Goode and Magill
blocked vs random practice
practiced 324 trials of serves
blocked (not variable/same serve) = better performance during practice
random = better performance retention
Hanlon
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
Week et al
Prothetic stimulator
(motor learning post stroke)
both groups improved movement time and ability to learn
random group performed better at retention/transfer
greater generalizability
Dean
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
Maring
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
measure performance and learning
performance curve
retention test
daily notes - evaluate performance
functional outcomes - evaluate learning and retention
generalizability of task - same task in different atmospheres
Visual demo/model
learning by viewing
work of premotor cortex
Knowledge of Results Feedback
info about the outcome of movement in terms of movement goal 4 types reduced frequency summary faded bandwidth
Summary feedback(KR)
not good for performance
good for learning and retention compared to immediate feedback
feedback given at end
Faded feedback (KR)
give more in beginning and deceasing it
better for learning
reduces dependency effect of frequency feedback (reduce dependence on PT)
Bandwidth feedback (KR)
feedback given only when performance is outside an acceptable range
enhances movement consistency
Knowledge of Performance Feedback
info given about the characteristic of the movement pattern after
“you did not flex your hip enough”
videotape review
+ effect of feedback
guides learner away from error and toward correct pattern
tells learner what went wrong and how to correct
motivate
- effects of feedack
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
contextual interference
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
Transfer of training
dean
specificity of practice - more closely 2 tasks are the better the transfer
part task and adaptive training
winstein
part task - practice a component of whole task
adaptive - start with less difficult version of task and gradually change to more difficult
Mental Practice
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
mental practice studies
- Maring - throw at cup, cont memorize poem, exp mentally think *learned faster and performed better
- Sidaway - DF, cntr no practice, physical best, mentaluseful addition.
- Tunney - older healthy people quad cane. cntrl, exp - mental practice *better retention
- Tamir - PD. phys, phys and imagery *better retention and outcome measures
Variable vs constant study
McCracken and Stelmach
-arm knock barrier
constant *better during performance
variable *better transfer and generalizability
Random vs Block studies
- Goode and Magill - serving; block (same serve) better performance during practice, random(diff serves) better retention
- Hanlon (poststroke) - reach with arm and and place; block*performed better during performance, random (additonal 3 tasks) *better retention/transfer, generalizability
- Week (poststroke) - prothestic; random*better retention and generalizability
- Winstein & schmidt - PD; block better results!! (opposite of others)
Specificity Studies
- Dean - sitting balance transfer to ambulation. cntrl, exp varied *improved what they practiced - no transfer to ambulation
- winstein - cntr PT, exp pt and wt shift. all improved on task trained. no greater improvement in ambulation
Summary feedback study
winstein and schmidt
manipulate wand with curve KP vs KR
learning results similar
**rentention to those with less feedback did better!*
