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developmental concepts > lecture five: motor control and motor learning > Flashcards

lecture five: motor control and motor learning Flashcards

1
Q

motor control

A
  • defined as the ability to regulate or direct mechanisms essential to movement
  • information processing related to activities carried out by the CNS that organize the musculoskeletal system to create coordinated, goal-directed movements
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2
Q

two control strategies of motor control

A
  • feedforward strategy
  • feedback strategy
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3
Q

nature of movement

A
  • field of Motor Control is directed at studying the nature of movement and how movement is controlled
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4
Q

movement emerges from the interaction of which three factors?

A
  1. Individual (I)
  2. Task (T)
  3. Environment (E)

Factors within the individual, task, and environment affect organization of movement

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5
Q

action (individual)

A
  • body is characterized by a high number of muscles and joints —> all must be controlled during execution of coordinated, functional movement
  • multiple ways a movement can be carried out (multiple equivalent solutions)
    • redundancy of human systems
    • degrees of freedom problem
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6
Q

degrees of freedom problem

A

choosing among equivalent solutions and then coordinating the many muscles and joints involved in a movement

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7
Q

perception (individual)

A
  • integration of sensory impressions into psychologically meaningful info
  • sensory/perceptual systems provide info about state of body and features within the environment critical to movement regulation
  • involves both peripheral sensory mechanisms and higher-level processing that adds interpretation and meaning to incoming afferent info
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8
Q

cognition (individual)

A
  • cognitive processes include attention, planning, problem solving, motivation, and emotional aspects of motor control that underlie establishment of intent or goals
  • within the individual, many systems interact in production of functional movement
  • single vs dual task control
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9
Q

task classification two

A
  • critical attributes that regulate neural control mechanisms
    • discrete
      • definite beginning and end
    • continuous
      • no recognizable beginning and end points
      • end point is not inherent characteristic of task
      • e.g. walking, running, swimming
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10
Q

task classification three

A
  • base of support is stable vs in motion
    • stability: stable base of support (e.g. sitting or standing)
    • mobility: moving base of support (e.g. walking or running)
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11
Q

task classification four

A
  • whether object manipulation is required
    • sequenced task: increase demand for stability (e.g. standing and lifting)
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12
Q

task classification five

A
  • movement variability
    • open movements: constantly changing or unpredictable environments
    • closed movements: relatively fixed, predictable environments
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13
Q

understanding the nature of tasks can provide a framework for __________________ and can serve as a progression for _________________

A

functional evaluation; retraining functional movement

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14
Q

CNS must take into consideration attributes of the ___________ when planning _____________ movements

A
  • environment; task-specific
  • classified by whether features of the environment shape the movement itself
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15
Q

regulatory (environment)

A
  • movement must conform to regulatory features in order to achieve the goal of the task
  • these features shape the movement itself
  • e.g. differently sized cups require different grasping patterns; walking on an uneven grassy surface impacts gait pattern differently than walking on a smooth floor
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16
Q

non-regulatory (environment)

A
  • movement does not have to conform to these features
  • may or may not affect movement
  • e.g. background noise, lighting
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17
Q

theories of motor control

A
  • reflex theory
  • hierarchical theory
  • motor program theory
  • systems theory*
  • dynamic systems theory*
  • ecological theory
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18
Q

systems theory

A
  • describes body as a mechanical system with many degrees of freedom that need to be controlled (bernstein, 1967)
  • hierarchical control exists to simplify control of body’s multiple degrees of freedom
    • higher levels of nervous system activate lower levels
    • lower levels activate synergies, a group of muscles constrained to act together as a unit to solve DOF problem
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19
Q

as demands of a task __________, the control signals to synergy __________, leading to parallel _________ in activation in all muscles in the synergy

(systems theory)

A

increase; increase; increases

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20
Q

movements emerge from the interplay between the ____________, __________, and variations in the ______________

(systems theory)

A
  • body system; external force; initial condition
    • same central command can result in different movements
    • different commands could result in the same movement
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21
Q

dynamic systems theory

A
  • shares similar principles as systems theory but comes from broader study of dynamics or synergetics within the physical world
  • movements could emerge as a result of interacting elements without the need for specific commands or motor programs within nervous system
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22
Q

“self-organization”

(dynamic systems theory)

A
  • states that when a system of individual parts comes together, its elements behave collectively in an ordered way
  • no need for a “higher” center issuing commands in order to achieve coordinated action
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23
Q

new movement emerges because of a critical change in one of the systems called __________

(dynamic systems theory)

A
  • “control parameter”
    • variable that regulates changes in the behavior of the entire system (i.e. control parameter = velocity)
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24
Q

main difference in dynamic systems theory

A

de-emphasizing notion of commands from CNS in controlling movement and seeking physical explanations

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25
Q

variability of motor control in dynamic systems theory has a _________ meaning compared to other motor control theories

A
  • different
    • variability is not considered a result of error but rather a necessary condition of optimal function
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26
Q

in the dynamic systems theory, optimal variability provides for…

A

flexible, adaptive strategies and allows for adjustment to environmental changes

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27
Q

too little variability can lead to _________

A

injury
(i.e. repetitive muscle strain)

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28
Q

too much variability can lead to __________

A

impaired movement performance
(i.e. ataxia)

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29
Q

task

A

nature of task being performed in part determines the type of movement needed so several classification parameters have been developed

30
Q

task classification one

A
  • functional categories
    • bed mobility tasks
    • transfer tasks
    • walking and ADLs
31
Q

a small amount of variability indicates a _____________ or a ___________, viewed as attractor state

A

highly stable behavior; preferred pattern

32
Q

attractor well

A

the deeper the well, the harder it is to change preferred pattern, suggesting a stable movement pattern

33
Q

which motor control theory is the best?

A
  • any current theory is in a sense unfinished (always room to revise and incorporate new info)
  • theoretical framework is the basis for clinical methods related to examination and intervention in patients with neurological problems
  • theory helps us to generate research question and hypotheses about nature and cause of movement
34
Q

early definition of motor learning

A
  • study of the acquisition and/or modification of movement
    • in the context of “recovery of function”, it referred to the re-acquisition of movement skills lost through injury
35
Q

four concepts of motor learning

A
  • learning is a process of acquiring capability for skilled action
  • learning results from experience or practice
  • learning cannot be measured directly, referred from behavioral changes
  • learning produces relatively permanent changes in behavior
36
Q

motor learning emerges from a complex of _________, __________, and ____________

A
  • perception; cognition; action processes
    • broadening definition of motor learning
      • process of motor learning can be described as the search for a task solution that emerges from an interaction of the individual with the task and environment; task solutions are new strategies for perceiving and acting (newell, 1991)
37
Q

performance

A

temporary change in motor behavior observed during practice

38
Q

learning

A

relatively permanent change in behavior and involved in skill retention

39
Q

with the patient as the learner, therapists will utilize teaching strategies like __________, __________, ________, and _________ to accomplish their therapeutic goals

A

instruction; feedback; practice; motivation

40
Q

closed loop

A
  • term originated in engineering
  • closed loop control refers to control achieved by feedback such that the actual responses conforms to desired response (or set point) by means of correcting any difference between them
41
Q

adam’s closed loop theory

A

sensory feedback from ongoing movement is compared with stored memory of intended movement (closed loop process)

42
Q

open loop

A
  • open loop control in motion systems means there is no position feedback of a moving object
  • open loop motor control is the execution of preprogrammed movements, called a motor program, without perceptual feedback
  • colloquial term is “muscle memory” (e.g. gymnasts practice hours until they can execute complex routines effortlessly)
43
Q

schmidt’s schema theory

A

emphasizes “open-loop” control processes and generalized motor program concept

44
Q

theories related to stages of learning motor skills

A

focus on motor learning from a “temporal perspective” and describe how learning occurs over time

45
Q

cognitive stage (fitts and posner three stage model)

A
  • “what is it that must be done?”
  • involves understanding task and selecting a strategy for optimal performance
  • characterized by large number of errors and requiring a high degree of cognitive activity such as attention
  • improvements in performance are large
46
Q

associative stage (fitts and posner three stage model)

A
  • “how should it be done?”
  • best strategy has been selected
  • begins to refine skill
  • characterized by small variability of performance and slow improvement in performance
47
Q

autonomous stage (fitts and posner three stage model)

A
  • “what presents success?”
  • perform skills automatically with low level of attention
  • person is ready for advanced challenges such as dual task performance
48
Q

novice stage (systems three stage model)

A
  • “freeze degree of freedom”
  • learner simplifies movement by stiffening body segments (i.e. fixing angles of many joints) in attempt to control DOF and complete task
  • learner can perform task accurately but inefficiently
49
Q

advanced stage (systems three stage model)

A
  • “release additional of degree of freedom”
  • bio mechanical constraints and DOF are being refined
  • muscle synergies across number of joints would be used to create a well coordinated movement
  • contraction of agonist and antagonist is reduced
50
Q

expert stage (systems three stage model)

A
  • “release all degree of freedom”
  • learn to use energy more efficiently by taking advantage of passive forces increasingly in movement control and reduce fatigue
  • movements are optimally controlled
51
Q

stage one (gentile two stage model)

A
  • understand the requirements of the movement
    • goal of the task
    • develop and appropriate movement strategy to achieve the goal
    • task and environmental features critical to the movement
    • learn to distinguish relevant, or regulatory, features of the environment from those that are non regulatory
52
Q

stage two (gentile two stage model)

A
  • refine the movement (fixation/diversification)
    • develop capability of adapting movement to changing task and environmental demands while performing task consistently and efficiently
    • closed skills require “fixation”
      • have minimal environmental variation and require movement consistency
    • open skills require “diversification”
      • performed in changing environments and require movement diversity
53
Q

acquisition or practice phase

A
  • initial fumbling attempts
  • skills are learned or relearned
  • indicates “performance”
54
Q

retention and transfer phase

A
  • mastery of a skill
  • information stored for retrieval and application to novel situations
  • indicates “learning”
55
Q

practice

A
  • continuing and repetitive effort to become proficient in a skill
    • practice should be ACCURATE, since faulty practice may lead to development of bad habits and inefficient postures
    • practice should be ACTIVE, not passive, and initiated by the patient
    • practice should incorporate enough VARIABILITY to allow patient to explore perceptual motor workspace and to discover solutions to movement dilemmas
    • practice should be TASK SPECIFIC
56
Q

feedback

A
  • refers to the use of sensory information for the control of action in the process of skill acquisition
  • powerful variable affecting learning
57
Q

intrinsic feedback

A
  • via various sensory systems
  • may be distorted in patients with neurological lesions
  • i.e. visual info regarding if movement was accurate and somatosensory info about position of limbs during movement
58
Q

extrinsic feedback

A
  • come from external resource
  • purpose is to provide person with Knowledge of Results (KR) or Knowledge of Performance (KP)
    • KR: outcome of movement; terminal feedback
    • KP: movement pattern (i.e. kinematic feedback)
  • i.e. telling patient to lift their foot higher to clear an object while walking
59
Q

massed vs distributed

A
  • massed practice
    • session in which amount of practice time in a trial is greater than amount of rest between trials
  • distributed practice
    • session in which amount of rest between trials is equal to or greater than amount of time for a trial
60
Q

constant vs variable

A
  • constant
    • learners practice a skill repeatedly under the same parameter setting
  • variable
    • learner practice a skill under a variety of parameter settings
61
Q

random vs blocked

A
  • random
    • learned practice a set of motor tasks in a random order
  • blocked
    • learners practice a set of motor tasks in a fixed order
62
Q

whole vs part

A
  • whole
    • practice entire movement at once
  • part
    • break down task into different components
63
Q

transfer

A

amount of transfer is dependent on similarity between two tasks/environments so that neural processing demands would be similar

64
Q

mental practice

A

(supplementary motor cortex) does enhance skill acquisition

65
Q

guidance vs discovery

A
  • presence of physical guidance
    • unguided conditions less effective for immediate skill acquisition but more effective for transfer
66
Q

the brain is a dynamic organ and some degree of ___________ continues throughout lifetime of an individual

A

plasticity

67
Q

key learning elements for all ages include

A
  • environmental considerations
  • motivation
  • attention
  • guidance and instruction
  • selection of feedback and practice
68
Q

older adult performers seem to benefit greatly from __________________, especially when learning closed motor skills

A

cognitive learning strategies

69
Q

intellectual abilities of healthy people do not lesson although performance skills that are _________ tend to demonstrate a noticeable _________

A

time related; decline

70
Q

processing of new information typically takes ________ due to normal age-related changes in the CNS

A
  • longer
    • without cognitive assistance, procedural leaning of motor programs may become the only available avenue for regaining function control over movement
71
Q

when working with older adults, adapting both the principles of ___________ and the __________ in which skills are practiced are key elements

A

motor learning; environment

72
Q

mental practice is _____________ for older adults

A
  • highly effective
    • ability to learn is dependent on
      • intelligence
      • learning skills acquired over the years
      • flexibility of learning style
      • various non cognitive factors

developmental concepts (7 decks)

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