KNPE 261 weeks 5-8 Flashcards

1
Q

A system is open loop when it

A

doe snot take feedback into account

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2
Q

efference copy

A

copy of motor command that allows for the prediction of the action outcome and the sensory consequences

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3
Q

Why cant we tickle ourselves

A

we predict sensory consequence via efference copy

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4
Q

invariant features GMPs contain

A

-relative timing
-relative force
-relative sequence of events

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5
Q

parapeters GMPs accept

A

-overall duration
-overall force
-effector used

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6
Q

How does concept of GMP address storage and novelty problems?

A

storage: reduce amount of programs by half… general motor program but adjust/specify for certain parameters

Novelty: movement is not truly new, you adapt other programs to complete a “new” movement

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7
Q

relationship between speed and accuracy

A
  • fast movements are less accurate
    -accurate movements are slower
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8
Q

Fitts’ Law Experiment details

A

-tap b/x 2 targets as rapidly as possible maintaining 95% accuracy

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9
Q

Main outpus in fitts law

A

movement time

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10
Q

variables in fitt’s law

A

movement amplitude and target width

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11
Q

Fitts Paradigm

A

Index of difficulty= log (2(amplitude)/width)

when you increase ID, you increase movement time

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12
Q

Fitts Equation

A

movement time = a + b x ID

a= y int
b= slope

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13
Q

Units of ID

A

bits of information

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14
Q

if movement amplitude is doubled, what happend to ID

A

increases by 1 (harder)

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15
Q

if width is doubled what happens to ID

A

decreases by 1 (easier)

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16
Q

How would you get an ID of 0

A

no amplitude; the 2 targets are touching

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17
Q

Graphing FItt’s Data

A

+ve linear data

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18
Q

can you have the same ID with different amplitudes and widths

A

yes

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19
Q

FItts Law holds for

A

-children
-lower limb movements
-under magnification
-imagined movements
-percieved movements

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20
Q

fitts law is based on

A

visual feedback

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21
Q

open loop movements examined by Schmidt et al

A

-participants performed movements to thin target line
-width did not change but time required to make movement did

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22
Q

goal of open loop movements experiment by schmidt et al

A

determine “spread” about target as a function of D and T

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23
Q

schmidt formula for open loop movements

A

effective width = a+b (D/T)

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24
Q

Schmidts Law

A

as time increases, effective width increases

as speed increases, effective width increases

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25
Q

Breaking Fitts Law violation

A

when contextual target cues were present

-last target faster when all possibilities were shown; preparing for worst case scenario

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26
Q

where do violations of fitts law occur

A

all last targets when all posibilities shown

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27
Q

what did glazebrook et al find

A

fiits movement violations were not planning for worst case scenario but controlling via feedback, efficent movement corrections as seen tat most change happens in the middle not the beginning, indicating corrections not planning

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28
Q

glazebrook et al experiment

A

-performed movements to target location (first, middle or last in an array)
-measured movement variability across trajectory as an indicator of planning (differences earlier would indicate planning, differences later indicate control)
-differences emerged later meaning violation based on movement correction NOT planning

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29
Q

Do we plan for worst case scenario

A

no, we adapt efficently

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30
Q

what causes speed-accuracy tradeoffs?

A

Impulse variability theory

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31
Q

Impulse Vriability theory

A

-the variability in the duration of a group of contractions is related to the mean duration
-the variability in force produced increases as a function of the force produced

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32
Q

Implulse variability and speed accuracy tradeoffs

A

variability increases to about 65% but then decreases at higher levels of force output

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33
Q

How do we test impulse variability and speed accuracy tradeoffs

A

aim to target but add resistance OR tell them to do it in less time to increase force

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34
Q

Schmidt and Sherwood

A

-applied load
-when load was greater then 60% of participant max, variability decreased
-least variable at fastest

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35
Q

movement time in a reciprocal movement in linearly related to

A

movement amplitude and target width

36
Q

Recap violaition of fitts law

A

movements to last target is faster than movements to second last target

37
Q

definition of motor learning

A

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

38
Q

what is a process

A

set of events that lead to a product or state of change

39
Q

what process are we interested in in motor learning

A

retrieving a motor program from memory

40
Q

motor learning processes are

A

assumed; we think some events have occured for there to b learning as a result of practice

41
Q

Practice

A

purposeful repetition of a skill or behaviour

42
Q

Experience

A

the fact or state of having been affected by or gained knowledge through direct observation or participation

43
Q

Motor Learning is

A

relatively permanent

44
Q

define relatively permanent

A

change of state is not readily reversible

**any change that is readily reversible is not related to learning

45
Q

How do you know if you have learned something

A

some underlying change that is stable, learning should have some lasting effect

46
Q

Product of learning

A

ability to move skillfully in a particular situation

47
Q

goal of motor learning

A

strengthen the quality of internal state such that the capability of the skill will be altered

48
Q

goal as researcher of motor learning

A

understand nature of these internal states

49
Q

Capability for movement

A

-stresses the role of the internal states that leads to the skilled behaviour
-factors can affect movement outcome but have little impact on internal states

50
Q

Learning

A

-not directly observable
-highly complex phenomena
-we often have to infer changes based off behaviour

51
Q

complexity of assessing neural basis of learning

A

difficult if changes in neural and physiological activity is correlated with learning or changes in behaviour

52
Q

Donald and Hebbs, Hebbian processes

A

neurons that fire together, wire together

53
Q

Neural networks (geoffrey Hinton)

A

-most neurons recieve input from other neurons
-these inputs are weighted
-neurons can adapt weights (how much they contribute)

54
Q

Activation in networks can be observed by looking at

A

-Outputs: electrical activity
-Energy consumption - bloodflow

55
Q

Functional connectivity analysis

A

-Examine the time-series of FMRI data (change sin BF) in different brain regions
-correlate the time-series between different regions of interest
-examine strength of relationships

56
Q

McGregor and Gribble Functional connectivity and motor learning

A

have shown functional connectivity can predict motor learning

57
Q

McGregor and Gribble 2017

A

-measured participants connectivity prior to observational learning protocol
-found participants who had higher levels of connectivity in sensorimotor regions perform better in learning

58
Q

Adaptation

A

the iterative process of adjusting ones movement to new demands

59
Q

Motor adaptation

A

the trial to trial modification based on error feedback

60
Q

characteristics of motor adaptation

A

-movement retains identity
-change occurs with repetition or practice and is gradual over minutes
-person must de-adapt over behaviour

61
Q

how do you know if someone has de-adapted

A

they show an aftereffect

62
Q

Forcefield adaptation paradigm

A

-initial increase in error when exposed to forcefield
-adapt to forcefield and plateau
-in post adaptation phase, error in opposite direction

63
Q

Prism Adaptation

A

adapt to visual distortion then deadapt and show a little error but not as much error as you did before adapted

64
Q

measuring motor learning

A

Typical experiment: participant exposed to task (acquisition), performance plotted as a function of trials, examine consistency

65
Q

4 types of performance curves

A
  1. Linear curve
  2. Negatively accelerated curve
  3. positively accelerated curve
  4. Sigmoid curve
66
Q

common curves for motor skill learning

A

positively accelerated and sigmoid

67
Q

Factors affecting performance

A

-between participants variability
-within-person variability
-ceiling effects
-floor effects

68
Q

Between participants variability

A

-performance curves usually represent grouped data so individual differences get washed out

69
Q

within-person variability

A

-performance of individual varies trial to trial
-average curve may not do a good job of catching individual variations

70
Q

ceiling effects

A

limits at top of scale

71
Q

floor effects

A

limits at bottom of scale

72
Q

ceiling and floor effects

A

changes in performance levels become intensive (harder to quantify) to changes in learning

ex.
-it is easier to improve score at mid-level
-reducing scores in golf is easier when strokes are high

73
Q

performance curve considerations

A

how acquisition is measured can affect the interpretation of performance curve (ex. must be within 30% vs 5% of target diameter to be “ on target”)

74
Q

How would we want to compare virtual reality (new method) training to physical practice (old method) in learning a surgical skill?

A

have 2 groups, one exposed to new method and one exposed to old

75
Q

how do we separate the transient effects seen in acquisiton from that of “real learning”

A

use 24 hour retention interval

76
Q

retnention tests

A

testing particiant on the same task after a time interval
*longer retention interval, the more transient effects are reduced

77
Q

Transfer tests

A

involve new variations of the practiced task

-new speed/conditions
-similar but not same task

78
Q

how to examine results of retention/transfer tests

A

look at if retention and transfer has improved or declined compared to acquisition, as retention and transfer indicates learning the most

79
Q

Learning with robotic guidance

A

robot increased performance in acquisition but then when taken away, it showed decreased learning

80
Q

how can we modify exams to make them truly assess learning?

A

1) longer time between being introduced to content and taking exam
2) Application questions, not reciting

81
Q

Motor adaptation leads to

A

transient effects on movement capability (observed during acquisition)

82
Q

Best way to evaluate learning

A

retention and transfer

83
Q

what type of change is learning

A

a relatively permanent change

84
Q

what type of change is adaptation

A

transient

85
Q

What variable does not consider

A

variable error

86
Q
A