Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Test 4 for XSCI 3054 > FINAL EXAM > Flashcards

FINAL EXAM Flashcards

1
Q

Non-invasive brain stimulation technique to modulate cortical
excitability, enhance motor learning, and improve motor function.

A

TDCS (Transcranial Direct Current Stimulation)

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

TDCS includes direct current to the scalp for 3 to 20 minutes through surface electrodes (anode and cathode) with the goal of increasing (________ stimulation) or decreasing (_________stimulation) cortical excitability.

A

anodal; cathodal

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

The increases in cortical excitability are thought to be the underlying factor leading to gains in performance.

A

The increased cortical excitability elicited by (tDCS) RESEMBLES the cortical excitability often OBSERVED following PRACTICE of a motor task, which has been interpreted as use-dependent plasticity in the primary motor cortex.

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

The most commonly studied and effective electrode montage involves……..

A

placing the anode over the primary motor cortex (M1) and the cathode over the opposite eyebrow (supraorbital region; SO).

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

This electrode arrangement usually elicits increases in M1 excitability on the order of 20-30% and increases in motor performance of about 10% with ONE 10–30-minute tDCS application.

A

M1-SO montage

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

Time course for tDCS Effects:

A

13 mins anodal tDCS at 1mA increased cortical excitability for 9 minutes

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

Rationale for use and tDCS Effects:

A

Short-term effects due to alterations in membrane potential. Increased motor cortex excitability underlies performance enhancement.

Long-term effects due to changes in synaptic strengthening, protein synthesis, receptor function, and other mechanisms.

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

Improvements in motor function are usually about 10% for a single session in
young and old adults.

Remember this occurs more efficiently in SIMPLE TASKS

More impaired people/populations (stroke, Parkinsons Disease) usually benefit more.

A

TDCS effectiveness

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

Current tDCS research limitations

A

Most of the optimal acute stimulation parameters are unknown in all populations and long-term studies in most of them are lacking.

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

Why study NIBS in motor disorders?

A

in the last decade, a number of studies have shown that NIBS (non-invasive brain stimulation) can modulate cortical excitability and improve motor function in a variety of groups such as healthy subjects, older adults, stroke, Parkinson’s disease (PD), and several others.

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

the system of memory that is perhaps the most familiar.

Is the memory system that has a conscious component, and it includes the memories of FACTS and EVENTS.

A fact like “Paris is the capitol of France”, or an event like a prior vacation to Paris

A

The declarative memory system (Explicit):

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

includes the type of memory systems that don’t have a conscious component, but nevertheless are extremely important. They include memories for SKILLS and HABITS (riding a bike, driving a car, playing tennis, golf or the piano.

a phenomenon called priming, simple forms of associative learning (classical conditioning/Pavlov), and finally simple forms of nonassociative learning such as habituation and sensitization.

A

Non declarative memory/implicit memory:

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

Differentiate between declarative and non declarative

A

Declarative memory is knowing what; nondeclarative memory is knowing how.

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

Classical Conditioning in a Pavlovian Conditioning Task

A

Rabbits and cat experiments have shown that they can maintain this behavior after removal of hippocampus, thalamus, or cortex

However, this learning doesn’t occur of there are lesions or removal of the lateral cerebellum, dentate, or interpositus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

H.M. study (anterograde amnesia)

A

After the operation H.M.’s ability to form any new memories for facts and events was severely impaired; he had great difficulty learning any new vocabulary words; he could not remember what happened the day before.

While he could form new memories for skills and habits, he did not know that he had the skills! He had no awareness of the memory; he couldn’t declare that he had it.

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

Anterorgade amnesia

A

inability to form new memories.

HM study clearly indicated that the hippocampus was critical for memory formation (anterograde amnesia).

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

Retrograde amnesia

A

refers to loss of old memories.

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

consolidation

A

The process by which an initially labile memory is transformed into a more enduring form

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

Know functions of brain structures:

A

The Basal ganglia is where you store new skills and habits. Amygdala is important for emotional responses. Skeletal musculature occurs in the cerebellum.

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

Mechanisms of memory

A

Learning involves changes in the strength of synaptic connections between neurons. What has changed is that the strength of a previously existing connection is modified.

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

like the memory for a telephone number that last several minutes.

A

Short-term memories

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

the memories that last days, weeks or a lifetime.

A

Long-term memories

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

major differences between long and short term memory are…..

A

Long-term memories involve changes in protein synthesis and gene regulation, whereas short- term memories do not.

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

the biological process by which synaptic transmission is transiently enhanced, usually because of an increase in synaptic vesicle release probability

A

Short term potentiation (STP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

believed to be involved in many examples of declarative memory. It is present in the hippocampus, which is known to be involved in declarative memories.

A

Long term potentiation (LTP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Know that changes in gene progression do not occur all at once

A

there are different phases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Fitts and Posner 3 stage model:

A

Cognitive stage (working memory): beginner focuses on solving cognitively oriented problems related to what to do and how to do it.

Associative stage (procedural processes): person has learned to associate environmental info w/require movements to achieve the goal of the skill.

Aka refining stage: person focuses on performing the skill successfully and being more consistent from one attempt to the next

Autonomous stage: final stage where performance of the skill is “automatic” or habitual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Gentile two-stage model:

A

unique features of Gentile’s “later stages”

Closed skills (predictable and static environment). Require fixation of movement coordination patterns

Ex: free throw line

Open skills (dynamic and changing environment): require diversification of the basic movement pattern.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Importance of Performer and Performance Characteristics at each learning stage

A

Benefits of considering these characteristics are: they explain why different strategies are needed for people in different learning stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

A performer characteristic that does not change across the stages of learning is…

A

Learning is specific to the sources of sensory information available during practice.

31
Q

Influence of previous experience on learning a new skill and performing a skill in a new context

A

Transfer of Learning

32
Q

results from similarity of the cognitive processes required by the 2 skills or 2 performance situations

A

Positive transfer

33
Q

environmental context characteristics of two performance situations are similar, but the movement characteristics are different

Negative transfer effects are temporary in nature and typically influence skill learning only in the early learning stage.

Why does this occur?

Perception action coupling can become problematic when the familiar perceptual situation requires a movement that is different from that was learned. (tennis-badminton)

A

Negative Transfer

34
Q

transfer of learning between two limbs

The amount of bilateral transfer from the preferred to the non-preferred limb is greater than form the non-preferred to the preferred limb

Interhemispheric transfer: Evidence from research shows that EMG activity occurs for the contralateral limbs (the two arms), a lesser amount occurs for the ipsilateral limbs (arm and leg on the same side), and the least amount occurs for the diagonal limbs

A

Bilateral transfer

35
Q

Bilateral training for upper extremity prosthetics

A

The training engages patients in the use of a prosthetic simulator with the intact limb. The bilateral transfer groups showed a greater amount of performance improvement on the posttest with the nonpracticed arm, which demonstrated bilateral transfer from the practiced to the nonpracticed arm

36
Q

Task intrinsic feedback

A

sensory information that is naturally available when performing a skill

37
Q

performance related information that is added to task-intrinsic feedback.

TYPICALLY COMES FROM AN EXTERNAL SOURCE

Two roles:

Facilitates achievement of the action goal of the skill.

Motivates the learner to continue striving toward a goal.

Includes manual guidance and biofeedback.

A

Augmented feedback:

38
Q

Externally presented information about the outcome of an attempt to perform a skill.

A

Knowledge of Results (KR)

39
Q

Gives information about the movement characteristics that led to a performance outcome.

A

Knowledge of performance (KP).

40
Q

Augmented feedback provided while a person is performing a skill.

Concurrent augmented feedback can:

Have a negative effect on learning.

Enhance skill learning.

The result is that the augmented feedback becomes an integral part of what is learned, and therefore necessary for future performance which means when it is not available, performance is worse than when it is available.

A

Concurrent Augmented Feedback

41
Q

Provided after a person has completed the performance of a skill

A

Terminal Augmented Feedback

42
Q

The optimal frequency for giving augmented feedback is……

A

NOT 100%

43
Q

refers to the variety of movement and context characteristics a person experiences while practicing a skill

A

Practice Variability

44
Q

The memory and performance disruption that results
from performing variations of a skill within the context of practice.

The contextual interference affect occurs when a high amount of contextual interference results in better learning

A

Contextual Interference

45
Q

Overestimation of learning occurs for the________

A

blocked practice schedule bc performance during practice causes learners to misjudge the amount they are actually learning.

46
Q

Contextual Interference Research

A

Research shows considerable support for the contextual interference effect but also shows that it does not apply to all motor skill learning situations.

  • When participants in studies have been children, the highest amounts of contextual interference typically do not enhance learning, practice schedules that produce lower amounts of contextual interference tend to produce better learning.
47
Q

Lower levels of contextual interference:

A

Optimal for novices

Better for skills of high difficulty

48
Q

Higher levels of contextual interference

A

Optimal for skills with lowest levels of difficulty.
Less optimal for skills with highest levels of difficulty.
More effective for more skilled individuals.

49
Q

Longer practice sessions and shorter rest between sessions.

Longer practice trials and shorter rest between trials within each session.

A

Massed practice:

50
Q

Time is distributed across many shorter sessions.

Shorter practice trials and longer rest between trials within each session

A

Distributed practice:

51
Q

Best practice distribution schedule

A

Focus is on the relative amount of time for active practice for a trial and the rest between trials.

Better learning results when people practice skills in more frequent shorter sessions.

52
Q

Massed schedules are more effective than distributed schedules in promoting learning.

A

Discrete skills (observable start and finish).

53
Q

Distributed schedules are more effective in promoting learning than massed schedules.

A

Continuous skills (combination of continuous and discrete skills-series of discrete motor skills).

54
Q

Skill Complexity and organization

A

Before you determine whether to use a whole or part strategy to practice a skill, it is important to first do a task analysis to assess the complexity and organization characteristics of the skill.

Hypothesis by Naylor and Briggs, 1963.

Complexity: Number of parts or components and the degree of information processing that characterize a skill.

More complex tasks have more component parts and place more demands on information processing

Note: “Complexity” is distinct from “difficulty.”

55
Q

The relationships among the component parts of the skill.

Skill has a high level of organization when its component parts are spatially and temporally interdependent.

Example: Basketball jump shot

Low level of organization: When the component parts are relatively independent

Example: Buttoning a shirt

A

Organization:

56
Q

Low/high complexity and organization

A

If the skill is low in complexity and high in organization, practice the whole skill.
If high in complexity and low in organization, practice by using the part method.

57
Q

Discrete skills (observable start and finish).

A

Whole practice likely best.

58
Q

Serial skills (combination of continuous and discrete skills-series of
discrete motor skills).

A

Part practice likely best.

59
Q

Continuous skills (cannot be split up very easily into subroutines).

A

Whole or part practice could work.

60
Q

Fractionization

A

Involves practicing individual limbs first for a skill that involves the asymmetric and simultaneous coordination of the arms or legs.

61
Q

Segmentation (known as progressive part method)

A

Begin practice with first part of skill, then progressively add each part until the skill is practiced as a whole.

62
Q

Simplification.

A

Practice an easier variation of the skill before practicing the skill itself.

63
Q

Mental Practice:

A

the cognitive rehearsal of a physical skill in the absence of overt physical movements ; it can take the form of:

Thinking about the cognitive or procedural aspects of a motor skill.

Engaging in visual or kinesthetic imagery of the performance of a skill or part of a skill.

Study Results consistently show: physical practice is better than mental practice and no practice.

64
Q

EMG recordings show muscle activity during mental practice.

A

Neuromuscular hypothesis

65
Q

Brain activity during imagery is similar to the activity during actual performance.

A

Brain Activity Hypothesis

66
Q

Helps learner answer “what to do” questions that are common during the initial stage of learning.

A

Cognitive hypothesis

67
Q

Know that modeling and observation are used interchangeably with _____________

Know that from observation, the observer perceives the invariant relative motions of the coordinated movement pattern.

A

Demonstration

68
Q

The most important characteristic that determines whether a demonstration will be beneficial is

A

whether the skill being learned requires the acquisition of a new pattern of coordination

69
Q

Neural basis for observational learning:

A

Evidence from fMRI-based research:

Several studies show activation in inferior frontal gyrus during observation.

Observation only activated pre-SMA when the participants were asked to judge the movements’ accuracy and consistency.

Other studies have documented activity in parietal and lateral temporal cortex during observation.

Research shows that beginners can benefit from observing other beginners practice a skill

70
Q

Based on Bandura’s (1986) theory of modeling and social learning.

Observed movements are translated into a symbolic memory code that forms the basis that is used to guide performance

A

Cognitive mediation theory:

71
Q

J. J. Gibson’s (1966, 1979) view of visual perception

The visual system “picks up” from the model salient information that effectively constrains the body and limbs to act in specific ways.

A

Dynamic view of modeling:

72
Q

Which view is correct? No conclusive evidence that one view is more valid than the other.

A

Dynamic vs Cognitive

73
Q

verbal cues should be short, concise phrases that:

A

Direct the performer’s attention to regulatory conditions in the environmental context.

Prompt key movement components of skills.

Test 4 for XSCI 3054 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions