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Neuro PT > Lecture 2 > Flashcards

Lecture 2 Flashcards

1
Q

Hierarchical vs Parallel processing

A

Hierarchical: “steps” and each step is increasingly processed

Parallel: multiple processes occur simultaneously and help speed up processing by dividing task among diff pathways or regions

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2
Q

for complex interactions of various systems to complete tasks: end goal is the ____ not the movement. less concerned with how it’s completed

A

task

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3
Q

attractor wells

A

how easy can behaviors be changed? (deeper well= stronger habits to get rid)

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4
Q

mvmt emerges as result of interacting parts w/o need for specific command

A

self-organizaiton

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5
Q

as one parameter is changed and reaches a critical value new behavior emerges

A

non-linear properties

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6
Q

habituation vs sensitization

A

habituation: less response to a repeated stimulus overtime

sensitization: increased response t a repeated stimulus esp when it’s noxious/strong

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7
Q

after a person moves, 4 things are stored in memory

A
  1. initial mvmt conditions
  2. parameters used in general motor program
  3. knowledge of results (outcome)
  4. sensory consequences
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8
Q

classical conditioning

A

condition stimulus causes conditioned response that was formerly unconditioned

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9
Q

rewarded behaviors are repeated, punished, not repeated

A

operant conditioning

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10
Q

procedural learning

A

performed without thinking about it (HABIT)

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11
Q

declarative learning

A

requires awareness, attn, reflection

recalled knowledge

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12
Q

feedback vs feedfoward

A

slide 6

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13
Q
A
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14
Q

importance of transitions

A

push our more chronic pts into periods of instability to reach a new pattern of stability

good for a treatment modality so they can have increased variability of performance and use motor problem-solving

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15
Q

task oriented theory : Gordon’s investment principle

A

pt will plateu but eventually get better thru new strategy

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16
Q

selection of best strategy for task and now begins to refine the skill
less variable and more accurate performance

A

associative stage

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17
Q

conscious processing of task requirements; performance has many errors and variability

A

cognitive stage

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18
Q

minimal attention required; error detection present; stable performance

A

autonomous stage

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18
Q

novice, advanced, and expert stages and degrees of freedom

A

by the expert stage, all degrees of freedom are released. but at first, the learner wants to simplify mvmt and decrease degrees of freedom

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19
Q

how (or why) might we limit a patient’s movement or DOF?

A

bc it may help release DOF later

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20
Q

slide 12 skilled learning theory: Newell’s theory

A

give pt specific goals during the task.
let pt have perception of knowledge of performance / results

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21
Q

T/F learning can be measured directly

A

F (is inferred from behavior)

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22
Q

level of skill displayed at each trial ; Transient

A

performance

23
Q

what are the factors contributing to motor learning?

A

intrinsic feedback, extrinsic feedback, and knowledge of results (best AFTER they processed their movement)

24
Q

bad for motor learning because it tends to be “too corrective” and not give the pt a chance to make error

A

physical guidance

25
Q

massed/blocked vs. distributed

A

distributed preferred
(STS 20 reps NOT back to back)

26
Q

constant vs variable

A

variable preferred

27
Q

great for motor learning
do something diff related btw the STS (pt educatioin, walking, etc)

A

contextual interference

28
Q

whole vs part training

A

whole: entire skill from start to finish
part: breaking skill down into smaller parts

29
Q

transfer of skill

A

e.g. STS for diff activities (squat, transfer, etc)

30
Q

mental practice

A

good for motor learning

31
Q

if pt cannot perform the task, then what?

A
  • simplifying task w/o changing components (modify environment)
    -teach compensation
  • do contrived activities, then return to task specific
32
Q

compensation vs recovery

A

compensation: alt. strategies used (CRUTCHES, PWB, NWB)

recovery: achieving function through original process (but if they used a device before and after then there was no compensation)

33
Q

the idea that it may not be the fact that pt can’t use arm, but bc they learned NOT to use it

A

learned non-use (compensation)

34
Q

the act of _____ may be the primary reason that motor def remains

A

compensation

35
Q

how patient looks in the clinic setting

A

performance

36
Q

when to give feedback?

A

interval- time
ratio- reps (every # reps)

bandwidth: if learner’s performance is within acceptable range, no feedback given.

faded: frequency of feedback decreases overtime as the performance improves

37
Q

bandwidth vs faded feedback

A

bandwidth: if learner’s performance is within acceptable range, no feedback given.

faded: frequency of feedback decreases overtime as the performance improves

38
Q

what are the 3 organization of movement categories?

A

task (mobility, stability, manipulation)
individual (cognition, perception, action)
environment (regulatory or nonregulatory)

39
Q

what context is this?

  • movement needs to match features of the environment to be successful.
  • Person NOT free to make the decision regarding spatial characteristics of the movement
  • Timing can be a determinant of action
A

environmental context

40
Q

what are the 2 regulatory conditions of tasks?

A
  1. fixed terrain, objects/people STATIONARY
  2. supporting surfaces, objects, or people in MOTION
41
Q

when spatial features of the environment control spatial features of the movement

A

stationary

42
Q

is timing specified during stationary?

A

no
person decides when to start and when to end

43
Q

motion

A

motion in the environment (ball) occurs independently of the person’s movements and the person must match w/ environment

compensate when body delays in processing abilities

must keep making predictions

44
Q

intertrial variability

A

changes in conditions of the task between attempts. considered absent (no difference between attempts) or present (environment varies between attempts)

45
Q

as movement variability decreases

A
  • less attn of movement
  • pattern, trace, schema is formed
  • CLOSED skill (straigtforward)
46
Q

as movement variability increases

A
  • continue need for attentiveness
  • new mvmt pattern may be generated
  • OPEN skill
    NOTE: this is still a good thing bc you’re finding multiple ways to do things
    more variability is what we want!
47
Q

closed task vs. variable motionless task

A

closed: stationary objects and no changes from trial to trial

variable motionless task: still stationary but vary spatially from trial to trial

48
Q

which one has more interaction with environment? closed vs variable motionless tasks?

A

variable motionless task

49
Q

the most interaction with environment is

A

open tasks (drive, walk, cross street)

50
Q

consistent motion task vs open task

A

consistent motion: objects remain the same; more interaction w environment than closed; predictable

open: most complex; unpredictable and changing

51
Q

with task requiring stabilizing body, info processing demands relatively

A

Low

52
Q

with task requiring transporting the body, info processing demands are ____ and get ____ with speed.

A

High

NOTE: only thru human interventions can action goals be separated from postural system

53
Q

during manipulation, person must do 2 things at once

A
  1. monitor environment (body stability vs transport)
  2. must gather relevant information about object to be handled (requires increased attention
54
Q

read rest of slides 39-44

A

Neuro PT (8 decks)

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