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Motor Development > Exam #2 > Flashcards

Exam #2 Flashcards

0
Q

Generalized Motor Program (GMP)

A
  • theory
  • movements can be varied along certain dimensions
    ex) slow/fast, louder/softer
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1
Q

Motor Program

A

prestructured set of movement commands that defines and shapes the movement

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2
Q

Open Loop Control

A

Input, Executive, Effector, Output

  • no feedback or comparator
  • no modifications while in progress
  • inflexible
  • most effective in stable environments
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3
Q

Open Loop Example

A

-traffic light continues to go even if an accident takes place

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4
Q

Motor Program determines

A
  • which muscles to contract
  • in what order
  • when
  • for how long
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5
Q

Practice helps build motor programs that are:

A
  • more stable
  • more precise
  • longer-operating
  • combo of those
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6
Q

Practice stored in

A

long term memory. must be retrieved and prepared for initiation during response programming

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7
Q

Most tasks are:

A

a mix of open and closed loop system

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8
Q

Reaction Time is longer with:

A
  • more info to process
  • more limbs must be coordinated
  • duration of movements becomes longer
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9
Q

Startle Reaction

A

unexpected event causes a severe reaction

-accompanied by contraction of face/neck and protective movements of upper limbs

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10
Q

Startle Reaction motor program

A
  • executive prepares motor program in advance
  • signal released by executive is hastened
  • executor may be bypassed altogether
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11
Q

Roles of Open Loop (muscles)

A

determine:

  • forcefulness
  • duration
  • which ones contract
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12
Q

Roles of Open Loop

A
  • organize degrees of freedom of muscles and joints
  • initiate postural adjustments for support of action
  • modulate reflexive pathways to ensure movement goal is met
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13
Q

Anticipatory Adjustments

A

motor system compensates before the movement is made

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14
Q

Generalized Motor Program Theory

A
  • stored pattern
  • stored program is adjusted at time of movement execution
  • allows action to be changed slightly to meet environmental demands
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15
Q

invariant features of motor program

A

make a pattern appear the same time after time

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16
Q

surface features of a motor program

A

aspects that allow change in a movement

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17
Q

GMP Movement Production

A
  • stimulus id phase
  • response selection phase
  • GMP retrieved from long term memory
  • movement programming stage (motor program is prepared)
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18
Q

movement parameters

A
  • speed of movement
  • amplitude
  • limb used
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19
Q

invariant features of a GMP

A
  • relative timing (rhythm) (timing preserved)

- classes of movements (“throwing”)

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20
Q

GMP Parameters

A
  • movement time
  • movement amplitude
  • effectors (movement can be modulated by using a different limb to produce same action)
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21
Q

Fitt’s Law

A

movement time is consistent whenever the ratio of the movement amplitude to target width remains constant

  • MT increases as ratio of A to W increases
  • long movements+wide targets = short movements + narrow targets
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22
Q

haste makes waste?

A

accuracy decreases as speed increases

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23
Q

speed accuracy trade off

A

people tend to give up speed in order to trade speed for accuracy

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24
Q

slower movements are more accurate

A
  • more time to detect errors and make corrections

- MT increases when # of corrections needed increases

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25
Q

Linear speed accuracy trade off

A

if movement distance increases, MT can be decreased and accuracy can be maintained during rapid tasks

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26
Q

sources of error in rapid movements

A

-force is inconsistent over successive trials
ex- hitting a nail with hammer
-as MT decreases, forces exerted must increase
-contraction force increases = more variability
-movement inaccuracy increases as MT decreases

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27
Q

exceptions to speed accuracy trade off

A
  • very forceful movements are consistent spatially
  • force variability levels off as force approaches max

-temporal accuracy (decrease MT = decrease error)

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28
Q

Bimanual Aiming tasks

A
  • MT and kinematics for both limbs are determined by a joint command
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29
Q

Continuous Bimanual Tasks

A

controlling continuous movement of two limbs, each with its own spatial or temporal goal
ex) rubbing head while patting tummy

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30
Q

differential method

A

-differences between and among people

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31
Q

ability

A

a fundamental characteristic of different individuals that tends to underlie particular skills
-largely inherited and unmodifiable by practice

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32
Q

individual differences

A
  • stable & enduring
  • measurable characteristic
  • or in terms of performance
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33
Q

skill

A
  • proficiency at a particular task
  • can be modified by practice
  • countless in number
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34
Q

ability sets limits for performance

A
  • body type

- personality

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35
Q

General Motor Ability Hypothesis

A
  • single inherited motor ability is assumed
  • underlies all movements
  • “all around athlete” good at all motor tasks
36
Q

Henry’s Specificity Hypothesis

A

If person does well on motor task A, they will do well on motor task B
-assumed strong general motor ability

37
Q

Correlations among various skills

A
  • unless tasks are very similar, no correlation success during skills
  • there are many abilities vs single general motor ability
38
Q

Types of Motor Ability

A
  • reaction time
  • response orientation(quick choices among a # of alternative moves)
  • speed of movement
  • finger dexterity
  • manual dexterity
  • response integration
  • physical fitness
39
Q

Superability

A
  • may be a very weak general factor underlying most movement skills
  • gives slight advantage
40
Q

criterion skill

A

ultimate skill in which person is interested

-how to find someone with the “right” abilities for a particular sport

41
Q

advantages of prediction

A
  • novices can be directed
  • reduce training time
  • training more focused
42
Q

Fleishman & Hempel Study

A
  • pushing switches in response to lights (RT)
  • discrimination RT is fairly large contributor to performance, increases from 20% to 40%
  • become less reliant on abilities
  • performance depended on different abilites at the start of practice (spatial relations) than at the end (rate of arm movement)
43
Q

Motor Learning Theory

A

set of ideas used to explain the acquisition and modification of movements
-several theories

44
Q

Motor Learning

A

process of acquiring the capability for skilled action

  • results from experience or practice
  • inferred based on behavior, not measured directly
  • produces permanent behavior changes
45
Q

learned behavior

A
  • evident on a retention test

- skill can be generalized

46
Q

most effective practice conditions lead to

A

accurate performance in a novel version/scenario/setting

47
Q

goals of practice and training

A

long-term retention
generalizability
task learning resistant to altered contexts

48
Q

Intrinsic feedback

A
  • info gathered through an individuals available senses
  • occurs as the person is performing the movement skill
  • compared to a learned reference of correctness
49
Q

extrinsic feedback

A
  • provided verbally to the learner (by another)
  • supplements intrinsic feedback
  • can be provided as knowledge of results or of performance
50
Q

Knowledge of Results

A
  • postaction info feedback
  • about the movement outcome
  • provides error and modifications
  • helps keep the learner alert and motivated
51
Q

Knowledge of Performance

A
  • post-action info about the correctness of movement pattern

- directed towards improving the movement pattern

52
Q

Strongest influence on motor learning

A

practice

53
Q

massed practice

A
  • continuous practice with no rest periods

- or practice sessions during which the practice time is longer than the rest period between practices

54
Q

distributed practice

A
  • interspersed practice
  • more time spent resting between practice sessions
  • enhances performance and learning more than massed practice (for continuous tasks)
55
Q

whole-task practice

A

-practicing the entire activity

56
Q

part-task practice

A
  • practicing components of the activity
  • unless the component parts are subskills of each other or natural components of the task, part practice is not as beneficial as whole practice
57
Q

mental practice

A

performing or running through the activity in one’s mind without physical practice

  • can’t replace physical practice but can help with tasks requiring accuracy
  • triggers neural circuits underlying previously learned physical movement sequences
58
Q

constant practice

A

practicing the same movement task in the same way for every trial
-no variations in task conditions

59
Q

varying practice

A
  • altering the conditions of the task across practice trials
  • more effective than constant practice
60
Q

schedule of practice

A
  • how different tasks practiced together are grouped or ordered in a session
  • multitask practice
61
Q

Contextual Interference Effect

blocked practice

A
  • learner learns better during the practice session

- less retention/memory for the skills later

62
Q

Contextual Interference Effect

random practice

A
  • more controlled/strategic cognitive processing
  • more opportunities for changing the action plan
  • may perform poorly during practice but
  • more cognitive efforts = more memory and generalization
63
Q

most successful learning

A

variety of tasks in a nonsystematic way

64
Q

physical guidance is

A

no more effective than allowing a learner to engage in unguided practice

65
Q

organized movement patterns

A

movement synergies or coordinative structures

66
Q

children with movement difficulties

A
  • may not solve problems in a typical way
  • extrinsic sources of feedback that focus a child’s attention on specific aspects of the task and sensory cues may be important
  • little research
67
Q

optimal feedback control

A
  • accurate prediction of consequences of motor demands
  • combine predictions with sensory feedback to form judgment
  • use estimate to adjust the gains of sensorimotor feedback loop
68
Q

skilled athletes

A
  • performance continues to improve with task-relevant practice over indefinitely
  • rate of improvement declines over time
69
Q

factors important for skill learning in sport

A
  • explicit awareness
  • attention
  • motivation
  • reward in adaptation
70
Q

importance of coaches

A
  • directs the trials and errors
  • reduce space that needs to be explored
  • assists in choosing the optimal long-term strategy
71
Q

neurocognitive skill development;

increased perceptual skill is associated with…?

A
  • map expansion
  • alteration in temporal response of neurons
  • improved attention at subconscious level
72
Q

automaticity

A
  • not necessarily indicative of high proficiency

- false ceiling

73
Q

motivation may improve motor performance through

A
  • general arousing or energizing effect

- goal specific component

74
Q

results of practice

A
  • gain in underlying capability for skilled performance

- then improved capability leads to improved performance

75
Q

performance does not equal

A

learning

76
Q

motor learning

A

set of processes associated with practice or experience leading to relatively permanent gains in the capability for skilled performance

77
Q

learning results from

A

practice and experience

78
Q

observing learning

A
  • not direct; must observe products of learning
  • CNS alterations occur during practice
  • products of learning can be measured via changes in skill
79
Q

changes in learning occur in

A
  • decision-making processes

- movement control processes

80
Q

learning requires permanent changes

A

-temporary effects can change performance

81
Q

measuring motor learning

A

performance curves= average performance of large # of people practicing a task

  • large changes occur early in practice and level out later on
  • dont indicate progress in permanent capability
  • all subjects do not improve at the same rate
82
Q

transfer designs

A
  • used to determine whether effects are permanent or temporary
  • retention test is given
  • paddles on hands for swimming to keep fingers together, then take paddles off and see if fingers stay together
83
Q

break down skills not as effective for

A

rapid skills (tennis serve)

84
Q

specific transfer

A
  • limited range of variations

- bball free throw

85
Q

generalized transfer

A
  • learning goal is relatively similar to the training task
    ex) jump shot in bball
  • develop general capabilities for a wide variety of skills
86
Q

visualization

A
  • mental imagery
  • imagining action without physical practice
  • shown to improve performance
  • not as good as physical practice but better than none at all
87
Q

how visualization works

A
  • imagining allows physiological creation of neural patterns in your brain, as if you performed the action
  • trains the mind to create neural patterns
88
Q

mental imagery impacts

A
  • motor control
  • attention
  • perception
  • planning memory

Motor Development (3 decks)

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