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Year 3 > KNPE 261 weeks 1-4 > Flashcards

KNPE 261 weeks 1-4 Flashcards

1
Q

factors affecting movement

A

person, environment and task

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2
Q

principles of motor control and learning are applied to:

A

-coaching/teaching
-rehab
-surgical skills
-ergonomics
-robotics

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3
Q

george berkley astated in the New Theory of Vision:

A

a being with perfect sight but no touch could not develop the ability to percieve 3 dimensions

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4
Q

Woodworth systematic classification of movement

A

movement has 2 phases: ballistic and online control

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5
Q

Thorndike Law of Effect

A

responses rewarded are repeated and responses not rewarded are not repeated

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6
Q

Hull 1943

A

fatigue as a result of practive is the mechanism underlying learning…. NOT TRUE

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7
Q

Motor learning definition

A

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

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8
Q

Motor control definition

A

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

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9
Q

which of the following experimental approaches would most likely conform to thorndike’s view of motor learning
a)pavlovs classical conditioning
b) startle-response
c) zimbardos prison experiments
d) freuds case studies
e) none

A

e) none of the above

**it would be operant conditioning

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10
Q

what performance measures are most predictive of player success?

A

consistency or variability

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11
Q

Define a motor skill

A

task with specific goal, performed voluntarily, requiring body and/or limb movement, needs to be learned

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12
Q

are all movements motor skills

A

no. ex. reflexes

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13
Q

components of a motor skill

A
  1. Perceiving relevant environmental features (defining goal positions and outcomes)
  2. Deciding what to do and the timing of the action (planning and programming how to achieve goal)
  3. Producing muscular activity required to generate the movement goal (sending and adjusting commands)
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14
Q

why is it important to categorize motor skills

A
  1. To be able to understand research literature (communicate findings and learn new tecniques)
  2. Motor behaviours are complex (certain rules/models may only apply to a subset of tasks)

**results dont often match literature

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15
Q

Classification of skills

A

discrete vs continuous
open vs closed
fine vs gross

**these are a continuum

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16
Q

discrete skill

A

clear start and end

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17
Q

example discrete skill

A

shooting a BB or kicking a ball

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18
Q

serial movement

A

set of discrete movements strung together

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19
Q

example of serial movement

A

gymnastics routine

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20
Q

continuous movement

A

no clear start and end, repetitive

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21
Q

example continuous movement

A

running, swimming, steering car

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22
Q

opens skills vs closed skills

A

open skills are unpredictable whereas closed skills are predictable

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23
Q

example open skill

A

catching a butterfly or wrestling

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24
Q

example closed skill

A

bowling, brushing teeth, writing

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25
Q

Open skills

A

-unpredictable
-adaptability

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26
Q

Closed skills

A

-precise and consistent via practice planning and programming movements

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27
Q

Fine motor skills

A

involve small muscle groups

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28
Q

gross motor skills

A

involve large muscle groups

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29
Q

considerations when measuring motor performance

A

objectivity, reliability
& validity

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30
Q

why is measuring motor performance important

A

critical for evaluations and help us gauge the amount of learning

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31
Q

objectivity

A

the likelihood that 2 individuals/tools would be able to come up with the same measure of performance

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32
Q

reliability

A

interaction between the tools used to measure

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33
Q

validity

A

how do measurements translate from a closed/controlled setting to an open/real world setting

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34
Q

on a single trial how could we calculate how far an arrow is from a target

A

constant error

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35
Q

Mean Constant error

A

average error in the response

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36
Q

Constant error

A

-the amount and direction of bias away from the target

-useful for providing feedback about tendency or bias

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37
Q

limitations of constant error

A

errors can cancel out, if they are in opposite directions as the + or - indicated direction of bias

  • to overcome this, take more trials
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38
Q

Assesing consistency of a shot

A

variable error (does not take into account WHERE the target is)

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39
Q

Variable error

A
  • the difference between performance score and the persons own mean
    -reflects consistency (variability)
    -not concerned with target position
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40
Q

Constant error is a measure of

A

accuracy

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41
Q

variable error is a measure of

A

precision/ consistency

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42
Q

what to look for in a player

A

low variable error, this means they are consistent and precise may just have to shift aim

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43
Q

Overall error

A

-measure of root mean square error (RMSE)
-sum of squared differences between the achieved position and the goal position
-similar to VE but with reference to target position

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44
Q

skills can be classified depending on their

A

-progression from start to end (discrete vs continuous)
-predictability of environment (open vs closed)
-size of musculature used (fine vs gross)

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45
Q

motor performance can be assessed by computing

A
  1. CE - measuring bias
  2. VE - measuring consistency
  3. TE - measuring consistency around a target
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46
Q

when the constant error is close to zero, what is the relationship between total variability and variable error?

A

total variability and variable error will be similar or equal (if CE=0)

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47
Q

Absolute Error

A

-absolute deviation between the performers movements and the target
(no direction, a miss of 3 units even if they are in opposite directions)

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48
Q

Absolute constant error

A

-just removes the sign of constant error

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49
Q

when would absolute constant error be useful

A

eliminates bias when summarizing the whole group

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50
Q

measuring performance in a continuous task

A

-compute the difference between performed trajectory and target trajectory
-RMSE (measuring deviation over a sampling variable, usually time)

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51
Q

Muybridge (1887, 1979)

A

examined different phases of movements in humans and horses

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52
Q

motor control and learning is often concerned with

A

errors and performance (examining endpoint variables and strageties)

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53
Q
A
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54
Q

movements can be characterized by looking at

A

kinematics (concerend with motion)

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55
Q

Kinematic markers that are used to describe movements

A

-position information (where limb is in space)
-velocity information (rate of change of position)
-Acceleration (rate of change of velocity)

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56
Q

Temporal and temporal-kinematic variables used to describe movement

A

reaction time, movement time, time to/after kinematic markers

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57
Q

why are kinematics useful

A

-give researcher/coach detailedinformation about current performance and improvements in actions
-can provide detailed, understandable feedback

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58
Q

kinematisc in the brain

A

neuronal recording studies have found that neuronal firing patterns in motor related areas in the brain predict the kinematics of movements (posterior pariteal cortex and motor cortex)

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59
Q

Temporal Characteristics

A

Reaction time

-RT was used for as a proxy for cognitive function

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60
Q

what is Reaction Time

A

a measure of the time from arrival of a stimulus to the beginning of the response (stimulus is unanticipated)

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61
Q

How can we control for anticipation

A

vary the time that the stimulus is presented to make it more unpredictable OR “go” and “no go” tasks

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62
Q

2 components of reaction time

A

pre motor & motor

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63
Q

pre-motor RT

A

no muscle activity but stimulus has been presented

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64
Q

motor RT

A

muscle activity but no overt movement - start producing force

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65
Q

movement time

A

time interval from initiation of the response to the completion of the movement

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66
Q

response time

A

RT + MT

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67
Q

different processes studied using RT and MT

A

-processes to initiate a movement
-processes to complete a movement
-different processes may underlie correcting a movement as well

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68
Q

movement measuring devices

A

-KINARM
-marked motion capture
-markerless capture

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69
Q

correlations

A

measure both direction and strength of a relationship

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70
Q

Correlation coefficent (R)

A

number indicates: relationship fro -1 to +1

sign indicates: direction

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71
Q

regression

A

allows to predict one variable from another

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72
Q

indirect way of measuring capability in a motor task

A

dual cognitive task because attention is a limited source, the less attention a task takes, the more the performer has mastered it

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73
Q

Dual task training

A

little evidence that this causes underlying changes

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74
Q

RMSE

A

difference between ideal and optimal trajectories (movement paths)

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75
Q

Is there any real scientific basis for these new cognitive-motor performance sports training devices?

A

new higher quality research suggests there could be…. but not necessarily for sport performance

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76
Q

When would you use absolute error?

A

accuracy without bias

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77
Q

when would you use constant error?

A

accuracy when there is conflicting bias (sample w subset of ppl w opposite magnitudes)

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78
Q

when would you use RMSE

A

continuous movements, sampling over a variable

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79
Q

what are the two components of rxn time

A

premotor and motor

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80
Q

Hoe can we measure task performance and gain insight into expertise?

A

dual cognitive task performance

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81
Q

which errors have a linear relationship with total variability

A

VE and CE

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82
Q

effect size 0.10

A

small

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83
Q

effect size 0.30

A

medium

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84
Q

effect size 0.50

A

large

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85
Q

chronometric approach

A

measure timings between input and output to infer how much processing happened between

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86
Q

RT is related to

A

amount of processing of a stimulus or task

other factors affecting RT: fatigue or drugs

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87
Q

correlation between rxn time and processing

A

positive: as one increases so does the other

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88
Q

simple Reaction Time

A

a task involving reacting to ONE stimulus with 1 response
*correlated with age

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89
Q

what are simple RT tasks affected by

A

fatigue, attention, sensory modality of the cue (visual, hearing, feel)

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90
Q

parallel processing

A

overlapping processes - 2 or more stages occurring at once

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91
Q

Serial Processing

A

processing in sequential order

92
Q

does human information processing occur in serial or parallel

A

-some steps can occur in parallel under certain conditions
-some steps must occur in sequence in certain conditions

93
Q

Stimulus indetification

A

first, individual must perceieve the stimulus, involving stimulus detection then identification, then sensed and processed until it contacts memory

94
Q

Sensation vs perception

A

sensation involved activation of sensory receptors, perception involved interpreting snesations

95
Q

Sensation

A

-activating sensory receptors
-sensory receptors have a minimum amout of stimulation required to detect a stimulus
-can be affected by attention at both the behavioural and neural level

96
Q

Perception

A

-involced interpreting sensations
-involves combination and integration of numerous sources of information to form a percept
-we move from sensation to perception

97
Q

stimulus detection is affected by

A

clarity and intensity & prediction

98
Q

Response selection

A

-after stimulus is detected, actor must decide what response to initiate

99
Q

stimulus-response alternatives

A

explains relationship between RT and number of response alternatives ex. choice RT

100
Q

Choice RT

A

a RT task where participant is presented more than one possible stimulus and the required response is dependent on that stimulus

101
Q

Hicks Law

A

-the time it takes to make a response is related to the number of stimulus response alternatives
-Choice RT increases nearly constant amount when S-R slternatives are doubled (log-linear relationship)

102
Q

BITS of information

A

Log2(N) = 1 bit

the amount of information required to reduce the uncertainty by half

** least amount of binary decisions

103
Q

in hicks law, what is the y intercept experimentally?

A

rxn time when x=0, therefore 0 bits of information, 1 stimulus present with 1 response (SIMPLE RT)

104
Q

in hicks law, what is the slope experimentally?

A

amount of rxn time added when you add a stimulus

105
Q

practical applications of hicks law

A

prevents anticipation

106
Q

Go/No-go tasks

A

reacting to 1 stimulus and not reacting to another

107
Q

Donders subtractive method:

A

Simple RT: Response programming

Choice RT: Stimulus identification, response selection, response programming

Go/No-go: stimulus identification, response programing

108
Q

other factors affecting response selection

A

features of S-R relationship:

-stimulus-response compatibiltity (mapping of the response to the action, spatially)

109
Q

Simon Effect

A

-irrelevant spatial features have effects on RT
-found by comparing responses of spatially compatible trials vs incompatible trials

110
Q

The joint-simon effect

A

co-representing actions

-when two people perform a simon-task, they perform similar to when performing a two-choice task

111
Q

Simon task

A

participants responded to auditory cues played in either left or right ear. Had to press right when “right” or left when “left” was said.

112
Q

Joint simon task

A

two people performing simon task but with pointer and mouse

113
Q

results from joint simon task

A

results from two-choice and joint go/nogo are identical

-even though the choices are the same for joint go/nogo and individual go/nogo, the results differ and show joint the same as two choice

114
Q

Sebanz 2003

A

-participants responded faster in compatible than non compatible
-when performing task with another person, participants also showed faster responses in compatible
-in individual go/nogo there were no differences between compatible and incompatible

115
Q

2 parts os stimulus identification

A

sensation and perception

116
Q

response selction affected by:

A

-number of S-R alternatives (hicks law)
-stimulus-response compatibility
-actions of others

117
Q

simple RT number of stimuli choices

A

1

118
Q

Simple Rt number of response choices

A

1

119
Q

Go no go number of stimuli choices

A

2

120
Q

go no go number of response choices

A

1

121
Q

choice rt number of stimulus choices

A

2

122
Q

choice rt number of response choices

A

2

123
Q

go no go - simple RT =

A

stimulus identification

124
Q

Choice RT - go no go =

A

response selection

125
Q

Response Programming

A

transformation/translation of the action concept into the muscular actions that will achieve the goal

**the final set of processes that allow the individual to communicate w the environment

126
Q

what occurs during response programming?

A

-sensorimotor transformations
-events could be related to memory
-involved preparation of relevant motor structures

127
Q

Henry and Rogers (2003)

A

-research on response programming
-compared reaction time for 3 movements (life finger, life finger reach to ball, life finger hit ball press button then reach ball again)
-discovered: more complex movements are, the more time it takes for same initial movement

128
Q

movement complexities

A

-Accuracy requirement; size of goal
-movement components; how many individual movements
-Movement duration; time from beginning to end

129
Q

what happens when there is a long pause between individual movements

A

RT did not increase

130
Q

Knapp and Erwin

A

-told participants response duration and calculated rxn time
-increased duration requirement means increased rxn time

131
Q

Programming a trajectory

A

-proponents of sensory-coding theories of motor behaviour argue that we plan a point-to-point visual trajectory
-based on idea that neural activation patterns in motor areas represent spatial goals in a visual reference frame

132
Q

Batista & Newsome: evidence for trajectory programming

A

hypothesis: brain maps representation where arm is in space

Found: neural response was highest when arm matched goal position

133
Q

Motor Programming theory:

A

a prestructured set of movement commands that defines the essential details of a skilled action with minimal or no involvement of sensory feedback

**during response programming, the motor program to achieve the action is specified

134
Q

Evidence of motor programming (wadman)

A

agonist & antagonist muscles have opposite timing, meaning programmed entire movement prior to the movement happening

135
Q

Criticism of motor programs

A

storage problem, and degrees of freedom problem

136
Q

Storage problem

A

imagine if every movement was a distinct motor program - it would require much more space to store them all, we would not have enough capacity

137
Q

Degrees of freedom problem

A

there are too many degrees of freedom to control (to many moving parts)

138
Q

Berntsteins Dynamical Systems Theory

A

Stereotypes similarities of movement patterns are not represented in motor programs but emerge naturally due to complex mechanics

139
Q

what does dynamical systems theory solve

A

degrees of freedom problem; explains expertise and freezing the right DoFs

140
Q

what field does motor programming originate from?

A

cognitive psychology

141
Q

what field does dynamical systems originate from?

A

engineering, biomechanics, & rehab

142
Q

can responses be prepared in advance

A

yes

143
Q

Ways to reduce anticipation

A

multiple types of stimuli, diff time between stimulus, reduce clarity & intensity

144
Q

anticipation means

A

removal/reduction of response selection stage

145
Q

type sof anticipation

A

temporal: when
spatial: what&where

146
Q

Rosenbaum

A

used precuing technique to determine which information is more useful for facilitating response programming (narrowing choices)

ex.

Arm (Lor R)
Extent (close or far)
Direction (up or down)

147
Q

what was found from precuing variables

A

-precusing ANY of the variables (arm, extent or direction) led to a decreased RT

most RT reduction: ARM

Least RT reduction: direction

148
Q

how to study anticipation

A

startle respose via triggering prepared movement at short latency

*act as subcortical trigger

149
Q

what is response programming affected by

A

complexity, duration, & speed accuracy tradeoffs

150
Q

what does movement complexity do to processing time

A

increase it

151
Q

When is a startle experiment to test anticipation not effective

A

with 2 response alternatives startle has no effect, startle works better when 1 stimulus with 1 response

152
Q

Sensation

A

-activation of sensory receptors
-specialized sensory organs are activated by stimulus

153
Q

Perception

A

-interception of sensory signals
-combination and integration of sensory (afferent) information from multiple sources

154
Q

Other important senses (in addition to our 5 main)

A

-Balance (equilibrioception)
-body position (proprioception)
-temperature (thermoception)
-pain sence (nociception)

155
Q

what sense is being debated about

A

hydroceptors: do humans have wetness receptors

156
Q

Sensory Infomration is used for

A

movement planning (feedforward) and movement control (feedback)

157
Q

the use of sensory feedback to modify motor commands is referred to as

A

closed-loop control

158
Q

Closed loop control

A
  1. recieves input
  2. goal defined via reference mechanism
  3. executive level relays instructions to achieve goal
  4. effector level enats instructions that are relayed (produces output)
  5. sensors produce feedback
  6. feedback compared to goal
159
Q

examples of closed loop control

A

cruise control or an electric kettle

160
Q

visual sensation begins at

A

the eye; light from object is refracted and focused onto retina

161
Q

Photoreceptors

A

light sensitive cells line the back of the retina

162
Q

teo main types of photoreceptors

A

rods and cones

163
Q

rods

A

motion detection, peripheral, react to shadows&motion

164
Q

cones

A

central, fine detail

165
Q

Firing rate of rods

A

binary response, fire then decrease firing rate, # of rods increases away from center of eye

166
Q

Firing Rate of cones

A

graded response, provide different degrees, most abundant at center of eye

167
Q

Visual System

A

visual info travels through optic n. and various subcortical structures to the lateral geniculate nucleus (in thalamus) then it is relayed to primary visual cortex

168
Q

primary visual cortex

A

where visual features such as stimulus direction, speed and object orientation

169
Q

from the primary visual cortex, where can information travel

A

one of two visual streams: dorsal or ventral

170
Q

Dorsal stream

A

where visual information travels to the parietal areas
-aka vision for action stream
-inputs form full visual field
-involved w vision to perform action

171
Q

Ventral Stream

A

where visual information travels to temporal lobe
-aka vision for perecption stream
-inputs from the LGN mainly from central vision

172
Q

Where does evidence for two visual streams come from

A

perception-action dissociation experiments

173
Q

what does it mean if a participant can tell orientation but cannot guide hand to object (impaired action intact perception)

A

optic ataxia; stroke affecting more parietal (dorsal) and less temporal lobe

174
Q

visual agonosia

A

stroke patient could act to put something through opening but could not perceive to match it up without doing action
**stroke is afffecting more temporal (ventral) less parietal

175
Q

3 examples of evidence of dorsal and ventral streams

A

Muller-Lyer illusion, Shepard Tables
& Ebbinghaus-Tichner illusion

176
Q

perception scales to illusions but what does not

A

grip aperature (action)

177
Q

Parts of displacement trajectory

A

peak acceleration, peak velocity, peak deceleration, movement termination

178
Q

Peak velocity

A

anything after this tells you a lot about the movement control

179
Q

Gunslinger Effect

A

Person reacting to drawn gun often ends up surviving not the one who initiates the action

180
Q

what did the displacement trajectory experiment show

A

more displacement a peak deceleration indicates using vidual feedback to adjust at the end of the movement

181
Q

Roberts et al., 2017

A

-replicated gunslinger effect showing shorter time to peak acceleration for REACTED movements (compared to initiated)
-results suggest ventral stream may be used for limb control and dorsal for planning
-target influenced distance travelled to peak deceleration indicating influence later in movement

182
Q

vision and balance

A

vision does not effect balance
-visual system indicated where head and eyes are in space

183
Q

optic flow

A

when we move our head, the angle the light rays hit the retina changes
-the environment flows past us as head and body move
-gives info of our position and position of objects

184
Q

mvoing room experiment

A

-as walls move we lose balance
-highly dependent on vision for body orientation

185
Q

rate of change of size of retinal image

A

can indicate whether the object is coming toward or away from you and estimate time to contact (tau)

186
Q

time to contact

A

directly porportional to the: size of image divided by rate of change of image
*true regardless of distance, size or velocity

187
Q

Proprioception includes

A

-vestibular system
-sensory organs in the muscles/joints
-cutaneous receptors

188
Q

Vestibular system

A

-important for balance and orientation
-located in inner ear
-otolith organs provide info about orientation w respect to gravity
-semicircular canals sense directions (horizontal, saggital and frontal)

189
Q

otolith organs

A

utricle and saccule (sense linear accelerations)

190
Q

how do semicircular canals work to sense ROTATIONS

A

-thick fluid canals displace hair cells (mechanoreceptors)

191
Q

ways to disrupt vestibular system

A

changing polarity of fluid & giving false sense body is moving

192
Q

why do our eyes stay stable when we move our heads

A

vestibular-ocular reflexes
(when we move our heads in one direction, our eyes slowly move in other direction)

193
Q

nystagmus

A

alternating slow and fast movements

194
Q

how to help overcome dizzy feeling

A

SPOTTING
-focus on visual stable
-turning head after body has undergone motion reduces time spinning
-train to tolerate more spinning via shifting sensory feedback to use more visual sources

195
Q

Muscle Spindles

A

-provides information regarding muscle stretch
-fleshy part of muscle
-in line w muscle fibre
-when muscle is stretched, spindle is stretched
-

196
Q

What are muscle spindles comprised of

A

intrafusal muscle fibers
-innervated by Ia afferent
-firing rate related to length and rate of change in length

197
Q

Muscle spindle connects to

A

alpha motor neurons of muscle
-basis of stretch reflex
more stretch = more firing

198
Q

motor neurons

A

cause contraction

199
Q

inhibitory neuron

A

relaxes extensor muscle

200
Q

Golgi Tendon Organs

A

-located at muscle tendon junction (highly sensitive to active muscle tension)
-each GTO is attached IN SERIES to small groups of muscle fibers
-contribute less to overall position than muscle spindles

201
Q

Joint Receptors

A

-embedded in joint capsule where most stretch occurs)
-neural signals are strongest at end range of joint movement
-less involved in position sense than muscle spindles

202
Q

Importance of proprioception

A

-plays key role in rapid-feedback based responses
-used to plan distances and vision to plan direction
-may be key feedback mechanism

203
Q

what is propriocepive information obtained from

A

vestibular system, joints, tendons and muscles

204
Q

Golgi tendon organs sense muscle

A

tension

205
Q

muscle spindles sense muscle

A

stretch

206
Q

issues with motor programming theory

A

-storage problem
-DoF problem
-Novelty problem

207
Q

sensory information can be used as a

A

feedback mechanism

208
Q

open loop control

A

-executive and effector level
-executive level sends motor program to effectors and effectors carry out the instructions without modification based on feedback

209
Q

a response is open loop when

A

response unfolds without feedback

210
Q

a system is open loop when

A

it does not take feedback into account

211
Q

example open loop system

A

oven

212
Q

where did the concept of feedforward control emerge form

A

eye movements

213
Q

feedforward control involved a signal that

A

-readies the system for the motor command
-readies the system for some input

214
Q

how do we know if the world is moving or our eyes are?

A

reafference: a copy og the motor command that was sent to muscles, is delivered to sensory regions in the brain. and we percieve the world as moving

215
Q

efference copy

A

copy of motor command (sending motor info out of the CNS)

216
Q

Kieran et al 2016

A

-saccade (eye) endpoints adjust to target jumps
-provides some evidence that eye movements could be affected by feedback

217
Q

Efference copy in limbs

A

-prediction of action outcome and sensory consequences of action

218
Q

Error Detection and Efference to test for existence of feedforward control

A

-active versus passive tasks
-participants are better at error estimate when they have efferent information
-predict outcome of their actions

219
Q

why cant we tickle ourselves

A

we are predicting outcome and preparing for action

220
Q

Blackmore et al

A

-as robot movement offset increased, trials were more ticklish
-sensory predictions were less accurate with greater hand-robot offsets
-ability to predict sensory consequences of our actions affects perception

221
Q

Forward models

A

-used to establish predictions about the desired state
-tells sensory system what something should feel like
-establishes reference of correctness to compare based on sensory information

222
Q

computational solution to motor program problems

A

-motor programs are generalized
-resembles a fucntion
therefore, motor program does not change but the input and output do,

223
Q

Generalized motor program invariant features (not changed by user)

A

relative timing: timing of muscle activations relative to others

Relative force: force of muscle activiations relative to others

Sequence of movements: sequence of evens

224
Q

inputs to the GMP

A

-overall duration
-overall fore
-limb (effector) used

*overall patterns do NOT change

225
Q

Analogy for motor programming

A

DJ turn table

-change bass, tone, volume but it will always be done on the turn table

Year 3 (6 decks)

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