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Year 3 > KNPE 261 weeks 5-8 > Flashcards

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/w 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

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36
Q

Recap violaition of fitts law

A

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

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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

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38
Q

what is a process

A

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

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39
Q

what process are we interested in in motor learning

A

retrieving a motor program from memory

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40
Q

motor learning processes are

A

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

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41
Q

Practice

A

purposeful repetition of a skill or behaviour

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42
Q

Experience

A

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

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43
Q

Motor Learning is

A

relatively permanent

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44
Q

define relatively permanent

A

change of state is not readily reversible

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

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45
Q

How do you know if you have learned something

A

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

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46
Q

Product of learning

A

ability to move skillfully in a particular situation

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47
Q

goal of motor learning

A

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

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48
Q

goal as researcher of motor learning

A

understand nature of these internal states

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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

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50
Q

Learning

A

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

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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

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52
Q

Donald and Hebbs, Hebbian processes

A

neurons that fire together, wire together

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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)

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54
Q

Activation in networks can be observed by looking at

A

-Outputs: electrical activity
-Energy consumption - bloodflow

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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

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56
Q

McGregor and Gribble Functional connectivity and motor learning

A

have shown functional connectivity can predict motor learning

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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

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58
Q

Adaptation

A

the iterative process of adjusting ones movement to new demands

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59
Q

Motor adaptation

A

the trial to trial modification based on error feedback

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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

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61
Q

how do you know if someone has de-adapted

A

they show an aftereffect

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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

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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

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64
Q

measuring motor learning

A

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

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65
Q

4 types of performance curves

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

common curves for motor skill learning

A

positively accelerated and sigmoid

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67
Q

Factors affecting performance

A

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

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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 target

A

variable error

86
Q

Dorsal streams mainly process

A

action

87
Q

Ventral Streams mainly process

A

perception

88
Q

Golgi tendon organs sense muscle

A

tension

89
Q

Muscle spindles sense muscle

A

stretch

90
Q

3 issues with motor programming theory

A

-storage problem
-degrees of freedom
-novelty problem

91
Q

what mechanism can sensory information be used for

A

feedback

92
Q

levels of open loop control

A

executive and effector

executive sends motor program to the effectors and effector carries out the instructions without modification

93
Q

Example open loop feedback

A

Oven, stays at the same temperature whether the food is burnt or not

94
Q

learning is what type of change

A

relatively permanent

95
Q

adaptation is what type of change

A

transient

96
Q

what two types of tests can learning be evaluated using

A

retention and transfer

97
Q

what is a possible issue with examing a new vs old method and how do we address it?

A

testing environment is same for one group but different for another - we can do double transfer test

98
Q

double transfer design

A

in acquisition, both groups do 1 form of skill, in retention and transfer both groups do both forms of skill and assess

99
Q

performance variables

A

influence performance in transient ways
(effect of variable disappears when conditions altered)

-tools that affect performance

100
Q

Learning Variables

A

influences performance in relatively permanent ways
(effect of variable stays when conditions are altered)

-tools that lead to permanent changes

101
Q

ceiling effect

A

for well practiced skills, it is hard to assess if additional practice will result in improvements

102
Q

learning curves indicate

A

skills can be learned using different patterns

103
Q

Overlearning

A

the process of having a person or continue to practice after they have reached performance ceiling

104
Q

How do we measure if any more performance effects are happening during the overlearning trials?

A

compute savings score

105
Q

Savings score

A

have many trials the overlearning group saved in reaching their ceiling

ex. participant A took 5 less trials to reach ceiling than participant B

106
Q

other ways to assess learning

A

-performance on secondary task
-measuring indices of effort
-measuring response latency
-generalizability of learning

107
Q

performance on secondary task

A

gives idea of how much attention is needed to perform a task - well learned tasks require less attention

108
Q

measuring indices of effort

A

physio or psychological markers - higher heartrate for activity indicates more difficult for participant

109
Q

measuring response latency

A

peed of correct response or movement performance

110
Q

generalizability of learning

A

varying parameters of task

111
Q

what about learning curves quantifies rate of learning

A

steepness

112
Q

problems with learning curves

A

change in acquisition does not show learning therefore only assess learning in retention and transfer

113
Q

ways practice can be distributes

A

massed vs distributed

114
Q

Massed practice

A

practicing with very little rest between trials

115
Q

Distributed practice

A

practicing with longer rest periods between trials

116
Q

research on practice distributions are usually conducted using

A

continuous tasks (pursuit-tracking) task

117
Q

conclusion on optimizing practice conditions

A

shorter practice durations are less effective than longer ones

118
Q

what is a potential confounding factor of for having long practice periods

A

fatigue

119
Q

Fatigue

A

-could play a role in tasks such as pursuit-rotor task

120
Q

Bourne and Archer 1956

A

found shorter resting times between trials resulted in less learning

121
Q

Ammons 1950

A

-used pursuit rotor task and found groups with more rest performed better

122
Q

Distributed practice and learning 2 key findings (Ammons)

A
  1. Only small differences remained after the last transfer trials
  2. However, differences in performance re-emerged on the 24 hour transfer trial
123
Q

Baddeley and Longman

A

looked at typing skills in postal workers and found that more distributed practice led to better retention when practice hours were constant

124
Q

Distributed vs Massed Practice Anderson 2015

A

-explored learning in VR
-participants learned more with distributed practice

125
Q

Distributed and Massed Practice tradeoff

A

massed: reduced benefits per time training, but takes less total time

distributed: most learning per time training but takes more time

126
Q

how can we make practice more effective and efficent?

A

if we treat time as a limited resource

127
Q

constant practice

A

one variation of a task per practice session

128
Q

variable practice

A

many variations of a task within a practice session

129
Q

what skills does variable practice produce more learning

A

open and closed

130
Q

Shea and Kohl 1990

A

-examined whether participants trained under constant or variable practice performed better in retention

-used force production tasks where participants either produced constant or variable force

-variable practice outperformed constant practice group

131
Q

McKraken and Stelmach, 1977

A

-investigated learning of obstacle hit task
-participants had to knock barrier in goal time
-used either constant or variable practice

132
Q

Variable practice in transfer

A

performed better than constant

133
Q

variable practice increases the

A

generalizability of learning

134
Q

Schema Theory

A

-with practice, people develop rules (schemas) about their own motor behaviour

-contains relationship between environmental inputs and outputs

-rules maintained in memory and can be used in new parameters

135
Q

variable practice and schema theory

A

variable practice produces a schema for selecting the parameters of the generalized motor program

136
Q

when is variable practice more powerful

A

-childrens motor learning
-learning absolute timing of a task (relative is better with constant practice)

137
Q

WHy is learning hard to quantify

A

variables like criteria used to assess people and we have no measure of learning potential

138
Q

Blocked practice

A

practicing the same tasks repeatedly in a predictable manner: AAA BBB CCC

139
Q

Random Practice

A

practicing multiple tasks in an unpredictable manner: BCA ACB CBA

140
Q

when is constant practice better than variable practice

A

acquisition & when the cost of varying practice is too high

141
Q

can learning occur during plateaus

A

yes - and overlerarning results in savings

142
Q

when is practice most effective

A

when distributed over time

143
Q

functional connectivity in the brain

A

-timeseries correlation between BOLD signals (oxygenated to deoxygenated blood) in different regions of the brain

144
Q

high coorelation is interpreted as

A

greater contectivity (signals vary in similar ways over time)

145
Q

low correlation interpreted as

A

low connectivity

146
Q

McGreggor and Gribble

A

-found that participatns with greater connectivity were better at observational learning

147
Q

results of blocked and random practice experiment

A

random performed worse in acquisition but better in retention and transfer

148
Q

Contextual inference

A

inference that is generated due to context associated with skilled practice
*reduces performance in acquisition but provides advantage in learning

149
Q

how do we generate high contextual inference

A

randomizing order in which tasks are performaed

150
Q

when comparing constant and variable practice:

A

performance during acquisition is better for constant and performance during learning is better for variable

151
Q

when comparing blocked and random practice

A

performance during acquisition if better for blocked practice and performance during learning is better for random practice

152
Q

performance learning paradox

A

variables that enhance performance were thought to be good for learning (this is not the case)

153
Q

example when blocked practice leads to more learning

A

volleyball serves

154
Q

learner influences of contextual inference

A

-magnitude may differ with age or expertise

155
Q

downfall of random practice

A

can be discouraging due to psychological impact

156
Q

difference between random and variable practice

A

random practice is changing the task (dont know whats coming next) variable practice is changing the parameters (doing the same task different ways)

157
Q

Hall et al

A

examined effect of blocked and random practice in NCAA athletes
-pitchers performed blocked and random practice and then were tested in both a blocked and random test
found: random facilited transfer in blocked and random testing, and even skilled athletes can benefit from random practice

158
Q

Elaborative Processing Hypothesis

A

rnadom practice promotes more comparitive and contrastive analyses of actions required to complete the tasks to previous tasks

159
Q

Forgetting and Reconstruction hypothesis

A

teh processes associated with the reconstruction of teh motor program are trained to a greater extent by random practice than blocked practice

when you perform a task you draw motor program from long term memory and action is constructed to stay in working memory. If the same program is sued for subsequent trial it stays in working memory. reconstructing motor program involved drawing it from long term memory

160
Q

Cuddy and Jacoby

A

-examined recall words in a list
found: words repeated with lots of words between are recalled more effectively than words repeated with no/short lags *this is spacing effect

161
Q

spacing effect

A

as word spacing increases, so does the ability to recall

162
Q

contextual inference: forgetting and reconstruction

A

-any activity between trials that causes short-term forgetting should promote learning
-any activity that limits reconstruction should be detrimental to performance

163
Q

Lee et al Spacing effect

A

-prticipants performed blocked, random and random practice with a model
-model was a detrement to learning, memory aids hinder learning
-shows the struggle is important in reconstruction stage

164
Q

what does giving a learner hints do?

A

short term benefit, but long term is detremental

165
Q

Neural basis of contextual inference

A

random practice decrease in error in 2 brain regions

166
Q

Pauwels et al 2018

A

-random practice led to better performance than blocked
-random practice larger decreases is default mode network activation

167
Q

Serial practice

A

combines predictableness of blocked and non-repetitiveness of random

168
Q

results of serial practice

A

no different than random - indicating non-repetitive part of practice is IMPORTANT

Year 3 (6 decks)

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