lecture 2: motor control and motor learning Flashcards
____ must control the body as a mechanical system - postural alignment
CNS
what is movement emerges as result of interaction parts , without needs for specific commands
self organization
what is as one parameter is changed and reaches a critical value, new behavior emerges
nonlinear properties
after a person moves 4 things are stored in memory … waht are they adn what is this called
this is called schema
- initial movement conditions
- parameters used in general motor program
- knowledge of results
- sensory consequences of the movement
what is classical conditioning
conditioned stimulus causes conditioned response (formerly unconditioned)
what is operant conditioning
behaviors that are rewarded tend to be repeated , punshied or not repeated
what is procedural learning
leaning tasks that can be performed without attention (habit)
what is declarative learning
Knowledge that can be recalled
what are 5 things you would use to describe feed back movement
- Reactive
- Slow
- Precise
- Unfamiliar tasks
- Sensory input used to compare
what type of movement is feed forward
Reactive/anticipatory
slow/rapid
pre programmed/precise
familiar task/unfamiliar
senosyr input used to compare/not relied upon
anticipatory
rapid
pre programmed
familiar task
sensory input not relied upon
what structures in the brain are feedback structures
BG and cerebellum
what structures in the brain are feed forward
thalamus and motor cortex
Period of enormous ____ immediately follows an injury to the brain.
instability
what is GORDON’S INVESTMENT PRINCIPLE: TASK-ORIENTED THEORY
when a patient has a brain injury they are unable to do the old strategy so they do the new strategy until they plateau but then u want to keep adding to that new strategy so they go back to the bottom and work their way up to no plateau
what are the 3 stages of motor learning
- cognitive stage
- associative stage
- autonomous stage
what is the difference between the stages of motor learning … cognitive , associative and autonomous
cognitive stage : conscious processing of task requirements , has many errors
associative stage : selection of best strategy for task and now being to refine skills , more acurate
autonomous stage: no attention requires , stable performance
what does systems 3 stage model emphasis on
controlling DOF
what is the novice part of the systems 3 stage model
learner simplified the movement to decrease the DOF
what is the advanced part of the systems 3 stage model
learned begins to release DOF by allowing movement at more joints invovled in task
what is the expert part of the systems 3 stage model
all DOF are released necessary in order to perform task in most efficient way
what is newell theory of learning as exploration
during practice there is a search for optimal strategies to solve the task given the constraints
what is perception as a prescriptive role
the understanding of the goal and movements
what is perception as a feedback role
knowledge of performance and knowledge of results
can learning by measured directly
no
what is the level of skilled displayed at each trial , transient
performance
what is an intrinsic feedback
comes to the person from sensory information from the movement
what is an extrinsic feedback
comes form outside the person to supplement intrinsic feedback
what is a knowledge of results
important form of extrinsic feedback regarding outcome
when it is best to give knowledge of results
after they have had time to process what they have done
- Practice conditions’
- Massed/blocked vs. distributed
- Constant vs. variable
- Contextual interference
- Whole vs. part training
- Transfer of skill
- Mental practice
- Physical guidance
what do these mean and what is not good for motor learning and what is good
- Massed/blocked vs. distributed : massed - focusing on a single tasked
- distributed: working in intervals and this is better for motor learning
- Constant vs. variable : constant learning and variable learning , variable is better
- Contextual interference: this is doing stuff in between task and is good for motor learning
- Whole vs. part training: training the whole time and breaking it down , part is better
- Transfer of skill
- Mental practice- good for motor learning
- Physical guidance- not good for motor learning bc we aren’t allowing the patient to correct themselves
what are 3 things you can do if the patient cant perform the task for specific training for motor learning
- simplify the task without changing components by modifying the enivmorent
- can remediate the impairments (contrived activities) and then return to task specific (functional) training
- cN teach compensations
what is an alternative strategies used to accomplish a task
compensation
what is achieving function through original processes
recovery
The act of ___ itself may be the primary reason that motor deficits remain.
compensating
what is learned non use
when it may not be that th patient cant used their arm but it may be bc they have learned not to use it
____ promotes learning
retention
what is the feedback for retention and performance
low for retention and high for frequency
what is the scheduling goal from retention and performance
retention is randy and performance is bloacked
what is the difference for practice for retention adn performance
retention is variable and performance is progressive
what is the limitations of performance based functional tests
they tell you that the person is having difficulty but not necessarily why
will not tell u how to treat
will no tell you the strategies the person employs to attempt the task
what are the 3 levels of movements analysis gentile
action level
movement level
neuro motor level
what 3 things go in the individual part of organization of movement
cognition
perception
action
what 3 things go in the TASK part of organization of movement
mobility
stability
manipulation
what 2 things go in the environment part of organization of movement
regulatory
nonregulatory
what os a system for classifying tasks so that we can better understand the demands placed on a person
GENTILE’S TAXONOMY
in the environmental context of GENTILE’S TAXONOMY ___ must match certain features of environment to be successful
movements
in the environmental context of GENTILE’S TAXONOMY what are the 2 regulatory conditions of tasks
- Fixed terrain, objects/people stationary
- Supporting surfaces, objects, or people in motion
in the environmental context ___ can be a determinant of action
timing
_____ features of the environment control ____ features of the movement.
spatial 2x
for stationary , ___ is not specificied sooo the person can decide when to start and when to edn
timing in
t/f : There is motion in the environment that occurs independently of the person’s movements.
T
for motion,,,, the person must match movements with ___ and ___ features of the environment
spatial and temporal
in motion ,,, The person makes ongoing ____ about situation to match movements.
predictions
as movement variability decrease :
- _____ attention is paid to the movement.
- “Can do it with eyes ____.”
- _____, ____, ___ is formed.
- ___ skill
Less
closed
pattern , trace , schema
closed
as movement variability increased :::::
- Continued need for ____
- ____ movement pattern generated to match changed situation
- ___ skill
attentiveness
New
Open
if you are stationary and the INTERTRIAL variability is absent what kind of task is it
closed task
if you are in motion and the INTERTRIAL variability is absent what kind of task is it
consistent motion tasks
if you are stationary and the INTERTRIAL variability is present what kind of task is it
variable motionless tasks
if you are in motion and the INTERTRIAL variability is present what kind of task it
open task
a closed tasks….
- Involve ____ objects
- _____ change from trial to trial
- ____ interaction with environment
stationary
Do not
Least
variable motionless tasks…
* Objects ___, but may vary spatially from one attempt to next
* ___ interaction with environment than closed
stationary
More
consistent motion tasks…
• More interaction with environment than ___
• Motion of objects remains the ____ during repeated attempts
• All have some _____ or ____ device implicated
closed
same
electrical or mechanical
which tasks…
. • Requires the most interaction with environment
• Most complex, requiring the most of person
open
for body orientation… tasks that require STABILIZING the body … the information processing demands are usually ___
low
for body orientation… tasks that require TRANSPORTING the body … the information processing demands are usually ___
higher
manipulations are more common occurs with ___ , if a maniuopulation is not occurring , the arms and hands become part of the ___ system
hands
postural
when doing 2 things at once the person must do what 2 things and what is required
must monitor environments and gather relevant information about the object to be handled
requires increased attention
if a person is sitting and relaxing and not using their hands what body orientation and manipulation is it
stabile body and absent manipulation bc not using hands
if a pateint is sitting and writing what body orientation and manipulation is it
stable body orientation and presents manuluation bc using hands but sitting still
if a pateint is walking and doing nothing with their hands what body orientation and manipulation is it
transport body orientation bc walking but absent manipulation bc not doing anything with hands
if a pateint is walking and texting what body orientation and manipulation is it
transport body orientation bc walking and present manipulation bc texting
in a closed/body stability tasks …
• All relevant conditions remain ___ and do not vary from one trial to next.
• _____ with no predictive demands
• Movement becomes ___
• Little attentional demands
fixed
Self-paced
habitual
the practical applications of the taxconomy is that is can be sued to explore what ? aids in the selection of what ? and provides insight for what ? and is a ___ and ___ guides for evaluation
used to explore the basis for a patients performance deficits
aids in selection of functionally appropriate activities for educational or therapeutic purposes
provided insight into nature of learning
systematic and comprehensive
