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motor development > Final > Flashcards

Final Flashcards

1
Q

Specificity of Learning

A
  • what you learn depends on what you practice

- ex) practicing soccer in all weather, noisy fans, etc

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2
Q

“home-field advantage”

A
  • sensory feedback is specific to certain types or locations of practice
  • later performance is more successful when same sensory info is available
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3
Q

Learning requires…?

A
  • changes in movement patterns in hopes that the performance becomes better
  • necessary to experiment with new movements
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4
Q

To separate conflicting practice goals, provide both…

A

practice and test sessions

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5
Q

during practice sessions…?

A
  • avoid repeating
  • try different styles
  • eliminate inappropriate patterns
  • performance quality is not critical
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6
Q

during test sessions…?

A
  • after several minutes of practice

- perform as well as possible using best movement pattern

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7
Q

learners compiling their own tests is helpful because…

A
  • can assess own progress

- is motivating and educational

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8
Q

perceptual skills: research shows experts…?

A

tend to seek out more specific and narrowly focused info much earlier in the action than non-experts

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9
Q

Benefits of Practice: Attention

A
  • performance suffers when overall demand exceeds the available attentional capacity
  • reduced attention is demanded by tasks that have been well learned
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10
Q

Reduced Effector Competition

A
  • trying to do two different things at the same time causes interference
  • ex: patting head and rubbing tummy
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11
Q

Motor Program Building

A
  • ex: gear shift; starts as several steps controlled by different motor programs
  • practice causes it to become a single motor program
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12
Q

Benefits of Practice: Error Detection

A
  • can point out errors and suggest corrections

- learner learns to detect and analyze errors: self-sufficiency

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13
Q

Fitts’ Stage One

A
  • identify goal
  • verbal/cognitive abilities
  • good sense of environment
  • sequencing previously learned movements
  • gains in proficiency are rapid and large
  • self talk (high attention demands)
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14
Q

Fitts’ Stage Two:Fixation

A
  • more effective movement patterns
  • motor program is built (for quick movements)
  • movement produced feedback (slow movements)
  • performance improves steadily
  • inconsistency from trial to trial (trying new moves)
  • closed skills become more stereotypic
  • open skills become more adaptable
  • reduce energy costs
  • less self-talk
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15
Q

Fitts’ Stage Three: Autonomous Stage

A
  • expert level
  • high perceptual anticipation
  • quick processing of environment
  • programs longer movement patterns
  • decreased load on attention
  • no self talk
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16
Q

Fitts’ Stages

A
  • heavy emphasis on perceptual-motor learning

- heavy emphasis on how cognitive processes invested in motor performance change with practice

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17
Q

Bernstein’s Stages

A

-identifies stages of learning from a combined motor control and bio mechanical perspective

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18
Q

Bernstein’s Stage One

A
  • reduce degrees of freedom:
  • reduce movement of unessential body parts
  • focus on degrees of freedom that provide max control of basic aspects of action
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19
Q

Bernstein’s Stage Two

A
  • release degrees of freedom

- release is useful for power or speed

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20
Q

Bernstein’s Stage Three

A
  • exploit passive dynamics
  • gravity, momentum
  • movement becomes maximally skilled
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21
Q

Limitations of Fitts’ and Berstein’s Stages

A
  • neither describes learning as discrete, linear stages
  • progression is not categorical
  • Fitts considered performance change to be regressive and progressive
  • some may never acheive Fitts final stage
  • some skills contradict bernstein stage 2
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22
Q

Absence of practice

A
  • detrimental to performance

- forget motor skills after not practicing

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23
Q

long term retention depends on…?

A
  • nature of task
  • discrete tasks: forgotten quickly
  • continuous tasks: retained well
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24
Q

warm-up decrement

A
  • physiological factor brought on by time away from the task
  • eliminated when performer performs a few trials
  • important for tasks where the performer must perform very well on first attempt
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25
Q

Warm-Up Decrement: Set

A
  • collection of psychological activites
  • focus, postural adjustments.. etc
  • reminding the body what the motion should feel like: taking a few practice swings etc
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26
Q

Skill Transfer

A
  • gain or loss in ability to perform one task as a result of practice or experience in another task
  • “generalization”
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27
Q

Motor Transfer as learning progresses

A
  • transfer is best applied when learner is just beginning

- as learner becomes more skilled transfer should drop

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28
Q

is Motor Transfer big or small?

A
  • small

- transfer that does appear is low-positive

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29
Q

Can you transfer basic abilities?

A

No

-it is better to practice the eventual goal skills rather than quickness or balance etc

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30
Q

Is breaking discrete skills into smaller tasks beneficial?

A

No,

-can cause more harm than good, disrupting essential features of the action

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31
Q

Quick actions are controlled by open or closed loop?

A

open, decisions are programmed in advance

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32
Q

Progressive Part Practice

A
  • practicing pieces of movement

- beneficial if elements of movement are difficult to sequence and many in number

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33
Q

Through the 1980’s, it was thought that the brain consisted of…?

A

many specialized modules that were hardwired from birth to perform different jobs
-brain’s modules do not do their jobs in isolation

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34
Q

The Plastic Brain

A
  • brain’s wiring is malleable throughout lifetime
  • connections are constantly being made and updated
  • brain can reorganize after damage to move functions to undamaged areas
  • restricting certain senses causes brain to adapt
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35
Q

2 causes of Stroke (Cerebral Vascular Accident)

A
  • ischemia

- hemmorrage

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36
Q

Ischemia

A

blockage of a cerebral vessel

-most common (80% of strokes)

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37
Q

Hemmorrage

A

rupture of a cerebral blood vessel

-blood released out of vascular space, which cuts off pathways and leads to pressure injuries

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38
Q

Stroke Management Acute Care

A
  • side and cause of stroke
  • preventing progression
  • preventing secondary medical complications
  • treating acute neurological symptoms
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39
Q

t-PA

A
  • tissue plasminogen activator
  • protein that helps breakdown clots
  • must be given within 3-6 hours of onset of symptoms
  • 1 in 3 have resolved/improved symptoms
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40
Q

Gains in function after stroke attributed to…?

A

-spontaneous recovery in brain
-response to interventions that influence neural mechanisms and adaptations
(difficult to distinguish between the two)

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41
Q

Neurological Impairments of Stroke

A
  • hemiparesis/hemiplegia: mild weakness to complete paralysis of side of body opposite of CVA
  • most do not regain full movement or function of upper extremity
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42
Q

Common impairments of stroke

A
  • aphasia
  • incontinence
  • apraxia
  • depression
  • cognitive deficits
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43
Q

major factors influencing stroke recovery

A

-coexisting disease influences: diabetes, heart disease, obesity

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44
Q

time frame for stroke recovery

A

-most rapid in 1-3 months up to a year

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45
Q

a person with hemiplegia typically has….?

A
  • decreased trunk control
  • poor bilateral integration
  • impaired automatic postural control
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46
Q

poor trunk control can lead to…?

A
  • risk of falls
  • decreased visual feedback
  • decreased limb movement
  • less tolerance for sitting and standing
  • swallowing impairment
47
Q

common complications of hemiparesis

A
  • adhesions
  • tendinitis
  • bursitis
48
Q

shoulder subluxation

A
  • malalignment of glenohumoral joint

- secondary to spasticity or weakness

49
Q

homonymous hemianopsia

A
  • most common stroke visual disturbance

- visual defect effecting half of the visual field in both eyes

50
Q

unilateral neglect

A

failure to notice or respond to stimuli on one side of visual space

51
Q

neglect is almost always associated with damage to which side of brain?

A

-right hemisphere, parietal lobe lesions

52
Q

learned nonuse

A

person notices negative consequences of efforts to use the affected limb

  • reinforced by successful compensatory use of unaffected limb
  • constraint induced movement therapy
53
Q

coordinated movement progression for stroke treatment

A
  • unilateral activities of affected limb
  • bilateral simultaneous activities
  • bilateral alternating activities
54
Q

which effects of stroke are most difficult to rehabilitate?

A

motor planning deficits

-emphasis on compensatory skills rather than remediation

55
Q

Traumatic Brain Injury (TBI)

A

insult to the brain, not degenerative or congenital, caused by an external physical force

56
Q

Who is most likely to sustain a TBI?

A

males aged 16-35

-second most likely: those over 75

57
Q

most common cause of TBI?

A

Motor vehicle accident

  • drivers aged 15-19
  • second most common cause: falls
58
Q

Positioning after TBI

A
  • pelvis first and most important

- upright positioning helps facilitate brain arousal

59
Q

TBI early therapy

A

gross motor activities first

  • minimize demands on weakened cognitive capacities
  • period of relatively rapid improvement
60
Q

Spinal Cord Injury (SCI)

A

-rare
-10,000 people per year in US
-most common in males 16-30
Male to female ratio: 4:1

61
Q

most common cause of SCI?

A

MVA

62
Q

Spinal shock immediately after injury

A
  • reflexes below level of injury are not present
  • hours or weeks
  • after it subsides, reflexes return and become hyperactive
63
Q

quadriplegia

A
  • damage to cervical segments of spinal cord

- impairment in arms, legs, pelvic organs

64
Q

paraplegia

A

damage to thoracic, lumbar, or sacral segments of cord

-arm function usually spared

65
Q

complete injury

A

no sensation or movement below site of injury

66
Q

incomplete injury

A

some sensation or control of movement below site of injury

67
Q

Sensory/Motor recovery in SCI

A
  • most return in post 6 months

- rate of recovery is minimal after one year

68
Q

SCI impairments

A
  • respiration
  • sudden increase/decrease in BP
  • pressure ulcers
  • bowel/bladder dysfunction
  • pain
  • fatigue
  • spasticity
69
Q

SCI treatment

A
  • medical stability
  • environmental controls
  • limb joint ROM
  • hand splinting
  • maintain tenodesis grasp
70
Q

quadriplegia treatment

A
  • some require breathing device
  • mouth sticks help
  • teach patients to direct own care
  • mostly upper extremity work
71
Q

paraplegia treatment

A
  • most independent in self maintenance
  • moderate assistance
  • some trunk control
  • some can walk
72
Q

Repetition

A
  • not necessarily practice
  • only successful to a degree
  • must activate important components of info processing
73
Q

important aspects of practice

A
  • motivation for learning
  • instructions
  • demonstrations
  • mental practice
74
Q

intrinsic motivation determined by…

A

autonomy
competence
social acceptance

75
Q

augmented feedback

A

feedback from external source

-positive augmented feedback can boost motor learning, even if it isn’t true

76
Q

explanation of instructions is most helpful in terms of…

A

biomechanical or physical bases

-ex: transfer of momentum or action-reaction forces

77
Q

more effective to instruct attention to…

A

result rather than aspects of the movement

78
Q

how often to practice

A

distributing practice sessions are more effective than concentrating long practice sessions

79
Q

massed practice

A

little rest between trials

  • reduces recovery from fatigue
  • performance degrades
  • interferes with learning
80
Q

distributed practice

A

much more rest, even as much rest as long as the practice period

81
Q

rest periods for discrete tasks

A

-difficult to make rest periods short enough to affect performance

82
Q

rest periods for continuous practice

A
  • fatigue-like states have more time to build up between trials
  • decreasing rest between trials has larger effects
83
Q

practice distribution effects

A
  • longer rest periods have positive effects on both performance and learning
  • rest periods have a cost: considered “lost time”
84
Q

schema theory

A

learner acquires a set of schemas that relate to the surface features of a motor task to the parameter values necessary to produce the actions

85
Q

variable practice is better or worse than constant practice?

A

better

  • enhances generalizability
  • enhances development of schemas
86
Q

blocked practice more effective than random during…

A

acquisition

87
Q

random practice is more effective than blocked practice…

A

for retention tests

88
Q

elaboration hypothesis

A

random practice trials make tasks more meaningful

89
Q

forgetting hypothesis

A

“forgetting” facilitates learning

90
Q

feedback

A

info provided during the movement

91
Q

inherent feedback

A

info provided as a natural consequence of making an action

-you can perceive this info directly, without special methods

92
Q

augmented feedback (extrinsic)

A
  • feedback from outside source

- supplements inherent info

93
Q

knowledge of results

A
  • redundant with inherent info
  • important when learners can’t detect their own errors
  • learning doesn’t occur is there is no feedback
94
Q

performance and learning is enhanced when the learner’s attention is …

A

external

95
Q

guidance hypothesis

A

the learner can become dependent on feedback instead of using internally generated processes to keep the movement on target

96
Q

too much feedback

A
  • info processing & memory is limited
  • too much is not useful
  • focus feedback on what error is mot fundamental
97
Q

precision of feedback

A

quantitative feedback is most helpful

98
Q

faded feedback

A
  • lots of feedback in early practice

- instructor gradually reduces feedback frequency as skill gets better

99
Q

bandwidth feedback

A

decision to provide a learner with feedback is based on the acceptability level of the performance
-no feedback given is the performance falls within an acceptable level

100
Q

summary feedback

A

feedback is withheld for series of trials

  • summarized for the entire series is summarized for the learner
  • more effective than “every-trial” feedback
  • optimal number of trials
101
Q

average feedback

A
  • variant feedback of summary feedback
  • receive average scores
  • slightly more effective than summary feedback
102
Q

when to give feedback

A

while movement is ongoing, especially for long durations of movements

103
Q

concurrent feedback

A
  • delivered during the ongoing movement
  • increases practice performance
  • poor retention test performance
104
Q

physical guidance during practice

A
  • learner can rely too strongly on it

- learner doesn’t have the opportunity to feel and correct errors

105
Q

instantaneous feedback

A
  • feedback given immediately after a movement is finished
  • can be detrimental to learning
  • may block the learner from processing the inherent feedback
106
Q

focus of hippotherapy

A

gait training, balance, postural control, strengthening, and range of motion

107
Q

therapy dogs

A
  • provide comfort

- temperament

108
Q

service dogs

A

working dogs that help people with specific disabilities

109
Q

importance of play

A
  • intelligent animals deprived of play do not develop into normal adults
  • have learning issues, poor social skills, aggressive
110
Q

animals engage in the most play when…

A

educational demands are highest

-play is not a diversion from more productive processes

111
Q

animals only play when they are not…

A

stressed

-animals won’t play unless they feel safe

112
Q

play is more exploratory and open ended than work

A
  • encourages novel movements which increases neural activity

- more ways to move = more ways to learn

113
Q

play has a more global effect on the brain than work

A

-play activates brain derived neurotrophic factor which stimulates nerve growth

motor development (3 decks)

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