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Motor Learning kin377 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

The Neuromotor System

A

Components of the central nervous system (CNS) and peripheral nervous system (PNS) involved in the control of coordinated movement

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2
Q

Neuron

A

= Nerve cell
Basic component of the nervous system
Range in size from 4 to 100 microns

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3
Q

Cell body

A

Contains the nucleus

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4
Q

Dendrites

A

Extensions from cell body – range from 1 to thousands per neuron

Receive information from other cells

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5
Q

Axon

A

Extension from cell body – one per neuron with branches (known as collaterals)
Sends information from neuron

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6
Q

Three Types of Neurons

A
  1. Sensory Neurons or “afferent” neurons
  2. Motor Neurons or “efferent” neurons
    Interneurons
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7
Q

Sensory Neurons or “afferent” neurons

A

afferent or toward the brain-( least numerous

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8
Q

Motor Neurons or “efferent” neurons

Interneurons

A

efferent or away from brain

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9
Q

Interneurons

A

( most numerous)
efferent
**Function as connections between:
-Axons from the brain and synapse on motor neurons
- Axons from sensory nerves and the spinal nerves ascending to the brain

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10
Q

Two components of CNS

A

Brain and spinal cord

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11
Q

4 structural components of the brain most directly involved in the control of voluntary movement

A
  1. Cerebrum
  2. Diencephalon
  3. Cerebellum
  4. Brainstem
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12
Q

Forebrain

A

cerebrum and diencephalon

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13
Q

Frontal lobe

A

voluntary movement, reasoning

  • primary motor cortex
  • premotor area

not fully developed till 20 years old

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14
Q

primary motor cortex

A

movement initiation and sends message to skeletal muscle

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15
Q

premotor area

A

organizes movement PRIOR to initiation

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16
Q

Supplementary motor area

A

Control SEQUENTIAL movements

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17
Q

Parietal Lobe

A

perception of sensory info

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18
Q

Occipital lobe

A

visual perception

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19
Q

Temporal lobe

A

memory, abstract thought, hearing

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20
Q

Basal ganglia

A

Deep in cerebrum; involved with smoothness of movement

deficits: Parkinson’s disease & cerebral palsy

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21
Q

Diencephalon

A

Thalamus

  • Hypthalmus
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22
Q

Thalmus

A

relay station, attention and mood

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23
Q

Hypothalamus

A

regulation of homeostasis (hunger, thirst)

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24
Q

Cerebellum (left and right hemispheres)

A

Execution of smooth, coordinated movement

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25
Q

Comparator

A

error detection and correction

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26
Q

Brainstem

A

Body functions such as swallowing, chewing, breathing

Life support system

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27
Q

Limbic system

A

emotions and visceral behaviors

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28
Q

Motor unit

A

the alpha motor neuron and all of the muscle fibers it innervates

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29
Q

theory

A

Describe a CLASS OF ACTIONS, make predictions about results of future observations

30
Q

Coordination

A

Regardless of level of skill
Pattering of head, body and limb movements at any specific point in time
Relative to patterning of environmental objects and events

31
Q

Closed Loop

A

has feedback(afferent information)

  • instructions only sufficient to initiate movement
32
Q

open-loop

A
  • no feedback

- instructions contain all info needed to carry out movement

33
Q

Motor Program-Based Theory

A

Schmidt’s Schema Theory

34
Q

Motor program

A

memory-based construct controlling coordinated movement

35
Q

Generalized motor program (GMP)

A 
mechanism responsible for coordination
controls a class of similar actions with common invariant features
After the GMP is retrieved, movement specific parameters are added
36
Q

Dynamic Pattern Theory

A
  • Emphasizes the role of information in the environment, and dynamic properties of
    the body and limbs
  • Describes why changes in behavior can be abrupt, non-linear, in response to
    linear increases of a specific variable (such as speed)
  • self-organization, which is the emergence of a specific stable pattern of behavior due to certain conditions
37
Q

Attractors

A

stable behavioral steady states

38
Q

Coordinative structures or muscle synergies

A

functionally specific collections of
muscles and joints that work together; these can develop naturally OR
through practice

39
Q

Perception-action coupling

A

spatial and temporal coordination of vision with movement of hands or feet to achieve a goal
(hand-eye coordination)

40
Q

Attention

A

characteristics associated with consciousness, awareness, cognitive effort

41
Q

Arousal

A

general state of excitability

42
Q

Enduring dispositions

A

things that naturally attract our attention or distract us

43
Q

Momentary intentions

A

specific self-directed intentions or result of instructions

that direct one’s attention to a certain aspect of activity at that moment

44
Q

Dual-task procedure

A

common experimental procedure used in research to determine the amount of attention required to perform an action, and what attention issues limit motor skill learning, but not the focus of attention.

45
Q

Attentional or attention focus

A

directing attention to specific regulatory features in the performance environmen

46
Q

Action effect hypothesis

A

actions are best planned by their intended effects or outcomes, not by focus on the movement itself

47
Q

Automaticity

A

performing a skill or activity without requiring attention resources or capacity

48
Q

visual selective attention

A
  • Most commonly studied area of selective attention

- directing visual attention to environmental information

49
Q

visual search

A

the performer looks for this information

50
Q

Issue of eye movements and visual attention

A

study of eye movements UNDERESTTIMATES
what the person is visually attending to, as it does not take peripheral vision into
account

51
Q

Feature integration theory

A

during visual search, we group stimuli according to unique features such as color or shape, and select cues while ignoring others

52
Q

Processes that are affected by visual search

A
  • action selection
  • constraining of selected action
  • timing of action initiation
  • ENABLES PERSON TO PREPARE/ANTICIPATE ACTION REQUIRED
53
Q

Training visual search strategies LACK of benefit to generalized training because?

A

need to learn specific strategies for one’s activity, which is learned through
experience of that activity

54
Q

Working memory

A

temporary workspace; stores retrieve info

55
Q

long term memory systems

A

Procedural
Semantic
Episodic

56
Q

Procedural

A

HOW to do something (may not be able to verbally describe)

In motor terms – only acquired through physical practice, like tying shoes

57
Q

Semantic

A

general knowledge about the world, concepts like “dog”

58
Q

Episodic

A

personal events, mentally travel back in time

59
Q

Declarative knowledge

A

“what to do”, can verbalize

60
Q

Procedural knowledge

A

“how to do”, difficult to verbalize

61
Q

Explicit memory tests

A

assess what a person can consciously remember

62
Q

Recall test

A

fill in the blanks (Name the bones of the hand)

63
Q

Recognition test

A

multiple choice

64
Q

Implicit memory tests

A

information you can utilize but cannot identify

  • For motor skills, can perform but not verbally describe
  • Cannot use recall and recognition tests for this type of memory
65
Q

Proactive interference

A

activity occurring PRIOR to presentation of information that negatively affects remembering

66
Q

Retroactive interference

A

interfering activity occurs AFTER presentation of information during the retention interval

67
Q

When does Retroactive interference result in poorer performance

A

1) If activity is similar to what needs to be remembered

2) If it exceeds a certain amount

68
Q

Movement characteristics related to memory performance

A
  1. Location and distance
    • End-point location remembered better than movement distance
  2. Meaningfulnes of movement
    - Movement is remembered better if it is related to something known than to
    abstraction; can create verbal labels such as clockface for direction
69
Q

Four reasons why use of metaphoric imagery and verbal labels aid learning:

A

1) reduce complexity of VERBAL INSTRUCTIONS (not complexity of the skill)
2) change an abstract array of movements to a more MEANINGFUL FORM
3) direct performer’s attention to MOVEMENT OUTCOMES (not the specificmovements)
4) speed up the movement PLANNING PROCESS (not the cognitive process for
learning the movement)

70
Q

Intentional memory

A

know in advance that you want to remember this information; leads to better remembering

71
Q

Incidental memory

A

memory of information that you did NOT know in advance you wanted to recall

72
Q

Encoding specificity principle

A

memory test performance is directly related to amount of similarity between practice and test contexts

Motor Learning kin377 (3 decks)

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