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SPEX 202 > Lecture 15 > Flashcards

Lecture 15 Flashcards

What is Motor Learning = Characteristics of Skill Acquisition

1
Q

in motor learning, what is a skill

A

a learnt ability to move more effectively and more efficiently

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2
Q

learning reflects changes in what

A

changes in perceptual, cognitive and action capability

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3
Q

does complex processing happen over multiple time scales

A

yes
(seconds, minutes, hours, days, months etc)

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4
Q

what is exercise dependent plasticity

A

to be able to change (in the brain)

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5
Q

as learning occurs what happens to the responsibility for motor control in the brain

A

gradually responsibility for motor control delegated to sub-conscious brain structures such as cerebellum, hippocampus etc

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6
Q

what are the 4 aspects of exercise dependent plasticity

A
  • synaptic pruning
  • long term potentiation
  • selective inhibition
  • myelination
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7
Q

what is synaptic pruning

A

unnecessary or unused synapses (connections between neurons) are eliminated or reduced in number

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8
Q

what is long term potentiation

A

leads to increased connection between synapses, two neurons will communicate with greater efficiency

  • very complex
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9
Q

what is selective inhibition

A

inhibition of certain neural circuits or neuronal pathways while allowing others to remain active

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10
Q

what is myelination

A

maturation of certain nerve cells, whereby a fatty sheath forms around the axons which allows the nerve impulse to travel faster

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11
Q

why does blood flow change in the brain with learning

A

to accomodate with changes in capacity of learning

  • subconscious parts of the brain take over more as time goes on
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12
Q

what does skill look like (5)

A
  • accomplishment of task goal
  • consistent
  • persistent
  • adaptability
  • efficient (attention and physical)
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13
Q

what does skill require (4)

A
  • perception / awareness
  • intention to move
  • postural control
  • coordination
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14
Q

what does the classic model of Fitts and Posner distinguish between of the skill to be learnt

A

distinguish between cognitive, perceptual and motor demands of the skill to be learnt

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15
Q

what are the aspects of the cognitive stage in the Fitts and Posners model (5)

A
  • getting the idea
  • trial and error
  • self talk
  • awkward
  • inefficent
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16
Q

what are the aspects of the associative stage in the Fitts and Posners model (5)

A
  • coordination
  • more control
  • adaptable
  • less errors
  • more relaxed
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17
Q

what are the aspects of the skilled stage in the Fitts and Posners model (5)

A
  • automatic
  • fluid
  • efficient
  • accurate
  • consistent
18
Q

what is motor learning

A

result of permanent change, not observable

  • must monitor performance over a long period of time
19
Q

what is motor performance

A

temporary, non permanent changes, observable

20
Q

what are good indicators of motor learning

A
  • if it assessed over long period of time
  • combined with other factors
21
Q

what are the other factors that should be combined with assessing performance over a long period of time to indicate motor learning

A
  • consistency
  • persistance
  • coordination stability
22
Q

what would be bad indicators of motor learning

A

if the performance measure doesnt truely show gains

if improved performance is a result of acquisition of bad habits

23
Q

what is a negatively accelerating performance curve

A

improvement in performance where initial gains are large but gradually decrease over time

24
Q

what is a positively accelerating performance curve

A

improvement in performance where initial gains are small but gradually increase over time

25
Q

what is a linear performance curve

A

the rate of improvement remains consistent throughout the learning process

26
Q

what is a S - shaped performance curve

A

improvement in performance where progress initially starts slowly, accelerates rapidly, and then levels off as the learner approaches mastery of the skill

27
Q

how to measures changes in performance

A

compare performance on a pretest and posttest

28
Q

how to measure learning

A

a retention test must be administered following a break from practice (retention interval)

29
Q

how to measure adaptability

A

perform a transfer test on a related motor skill following a retention interval

30
Q

what is a key marker of learning

A

retention

31
Q

what is a difference score and how is it measured

A
  • amount of loss in skill over the retention interval
  • difference between performance levels at end of original learning session and beginning of retention test
32
Q

what is a percentage score

A

amount of loss in skill over the retention interval (difference score) relative to amount of improvement in original learning score

33
Q

what is transfer of learning and how would a practitioner use this

A

tasks may be practiced in a session that are modified from the primary skill to be learnt (e.g drills, unopposed, part skill)

34
Q

what is positive / negative types of transfer

A

positive or negative performance effects

35
Q

what are general types of transfer

A

can benefit different activities, contexts

36
Q

what are specific types of transfer

A

only useful for adapting movement in same context

37
Q

what are vertical types of transfer

A

difficulty (increased / decreased task demands)

  • applying what has been learnt to a simpler or harder task
38
Q

what are horizontal types of transfer

A

context (same thing in different setting)

  • broad application of skilled and knowledge to range of tasks, all with similar levels of complexity
39
Q

how is the generally held assumption that learning to swim in a pool can prevent drowning, misleading

A
  • assessment of swimming ability not water competency
  • focus on movement reproduction not skill adaptation
  • skill transfer from pools to other environments not clear
40
Q

how should children learn to swim instead of in the pool

A

learn aquatic skills in moving water and not at the comfortable temperature of the pool environment

SPEX 202 (31 decks)

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