Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

KNPE261 > FINAL EXAM > Flashcards

FINAL EXAM Flashcards

1
Q

Motor learning

A

Set of processes associated with practice or experience that leads to a relatively permanent change in the capability for movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Motor control

A

An area of study dealing with the understanding of the neural, physical and behavioural aspects of movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Motor skill

A

Task with a specific goal, performed voluntarily, requiring body and/or limb movements and needs to be learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Components of a motor skill

A
  1. Perceiving relevant environmental features
  2. Deciding what to do and timing of action
  3. Producing muscular activity required to generate movement goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Discrete skill

A

Defined start and end
ex. free throw, penalty kick

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Serial movement

A

Discrete actions performed in sequence
ex. gymnastics routine, playing piano

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Continuous

A

No recognizable start or end
ex. running, swimming, steering car

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Open skills

A

Unpredictable environment
ex. Returning a punt in football, wrestling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Closed skills

A

Predictable environment
ex. archery, darts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Success for an open skill

A

Adaptability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Success for a closed skill

A

Preparation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Fine motor skill

A

Small muscle groups
ex. writing, sewing, surgery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Gross motor skill

A

Large muscle groups
ex. dancing, tennis serve, soccer kick

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Considerations for measuring motor performance

A
  1. Objectivity
  2. Reliability
  3. Validity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Objectivity

A

How likely is it for 2 individuals to have the same error when assessing a motor skill?
ex. a measuring tape is more sensitive than a high bar
- Measuring tape is more objective than a judge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Reliability

A

How likely are we to obtain the same measurement doing it twice?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Validity

A

How well does you measure relate to what you want to achieve?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Mean constant error

A

Average error in the response
*Bias and accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Variable error

A

Consistency of trials
Measures precision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Total variability

A

Measure of overall error (RMSE)
Bias and variability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is happening if VE=TE

A

Participants close to target

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Absolute error

A

Absolute deviation btwn performers movement and the target
- direction doesnt matter
- accurary without bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Absolute constant error

A

Used when direction isnt needed and when comparing groups with diff biases
- accuracy with conflicting biases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Reaction time

A

Measure of time from the arrival of a stimulus to the beginning of a response when stimulus is unanticipated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Components of reaction time
1. Pre motor RT 2. Motor RT
26
Pre motor RT
Time it takes for brain to send signal, no muscle activity
27
Motor RT
Onset of muscle activity, still no movement
28
Movement time
Time interval from initation of the response to the completion of the movement
29
Response time
RT+MT
30
Correlation
Measures direction and strength of a relationship
31
Regression
Allows us to predict one variable from another
32
Dual cognitive task
An indirect way of measuring capability in a motor task - performing two tasks at once ex. juggling and counting back from 100 by 7
33
Why is attention a limited capacity resource?
The less attention a task requires, the more the performer at mastered it (expertise)
34
The stages of human information processing
1. Stimulus identification 2. Response selection 3. Response programming *all together equal RT
35
Parallel processing
Overlapping processes; stages occur together
36
Serial processing
Processing in sequential steps
37
Pattern recognition in soccer (Hunter et al.)
More soccer experience= better at predicting penalty kick ** better at predicting fast, side foot kick
38
Simple reaction time
Task that involves reacting to one stimulus
39
What is simple reaction time affected by?
Fatigue, attention, cue sensory modality
40
Hicks law
Time it takes to make a response is related to the number of stimulus response alternatives (more SR alternatives = slower RT)
41
Choice reaction time
A reaction time task where participant is presented with more than one possible stimulus and the required response is dependent on that stimulus
42
Log linear relationship
Choice RT= a + b (Log2(N))
43
Log2(N)
A bit of information; amount of info required to reduce uncertainty by half
44
Simple RT task
1 stimulus, 1 response (response programming)
45
Go/No go tasks
2 stimulus choices, 1 response choice (stimulus identification, response selection and response programming)
46
Choice RT task
2 stimuli choices, 2 response choices (stimulus identification, response programming)
47
Donder's subtractive model
(Go-No go) - (simple RT)= stimulus identification (Choice RT) - (Go-no go)= response selection
48
Simon effect
Irrelevant spatial features have effects on RT - layout of environment can affect response to diff cues
49
Joint simon effect
When two people perform the simon task they perform similar when performing a two-choice task - faster RT in compatible conditions
50
Henry and Rogers 1960
As movement complexity increases, so does RT (slower) Planning of more complex actions takes more time
51
Considerations for movement complexities
1. Accuracy requirement (size of goal) 2. Movement compounds (how many individual movements) 3. Movement duration (time beginning to end)
52
Klap and Erwin 1992
RT increases when response duration increase Movement complexity affects RT even before selection has been made
53
Batista and Newsome 2000
We plan a point by point trajectory Neural activation patterns in motor areas represent spatial goals in a visual reference frame There was a partial shift in neural response w fake arm both felt and unseen and the false arm
54
Motor programs
A prestructured set of movement commands that defines the essential details of a skilled action w minimal or no involvement of sensory feedback
55
Wadman 1979
A typical elbow extension has a triphasic burst pattern Activity of triceps (agonist), the biceps (antagonist) then triceps and again (agonist) When movement was blocked, this firing pattern still occured Said that sequence of muscle contractions was programmed in advance
56
Criticism of motor programs
1. Storage problem 2. DoF problem 3. Novelty problem
57
Storage problem
If every movement has a distinct motor program, we would need more space to store them all
58
Degrees of freedom problem
There are two many dof to control and choose from
59
Novelty problem
If every movement has a motor program, how do I learn new movements?
60
What skills do motor program researchers use?
Simple, discrete, closed
61
Anticipation
Removal or reduction of response selection stage - temporal (when) - spatial (what)
62
Ways to create anticipation
Change timing of countdown (varying foreperiod) Change presented stimulus or location of presentation
63
Rosenbaum 1980
Used pre cueing technique to determine which info is useful for facilitating response programming Precueing any of the variables led to reduction in RT, highest reduction being the arm (R or L), then extent, then direction
64
Startle response
Used to study anticipation Giving a person and unexpected stimulus Triggers a prepared movement at short latency Subcortical trigger for prepared movements
65
Carlsen 2004
Startle increases RT and leaks a response Works best with one response prepared
66
Closed loop control
Use of sensory feedback to modify motor commands
67
Components of a closed loop system
1. Input: system receives instructions 2. Reference mechanism: goal is defined 3. Executive level: relay instructions 4. Effector level: enacts instructions 5. Feedback: produced by sensors in environment
68
Examples of closed loop systems
Thermostat and electric kettle
69
Rods
Large, low light, detects motion On/off response
70
Cones
Peak shape ,detect fine detail, colour Graded response (increased light =increases activation)
71
Dorsal stream
Visual info to parietal areas Vision for action stream Full visual field Damage= optic ataxia
72
Ventral stream
Visual info to temporal lobe Vision for perception stream Central vision Damage= visual agnosia
73
Muller illusion and Ebbinghaus- Tichner illusion
Evidence for ventral and dorsal streams
74
Gunslinger effect
Person who draws gun second fires before person who draws gun first but is less accurate
75
Roberts et al 2017
Replicated gunslinger effect showing shorter time to peak acceleration for reacted movements Ventral stream used for limb target control and dorsal stream used for planning

KNPE261 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions