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Motor Control > Lecture Four: Motor Learning > Flashcards

Lecture Four: Motor Learning Flashcards

1
Q

What is the Definition of Motor Learning?

A

The study of the acquisition and/or modification of skilled action

  1. Is a process of acquiring the capability for skilled action
  2. Learning results from practice or experience
  3. Learning cannot be measures directly- it is inferred from behavior
  4. Produces relatively permanent changes in behavior
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2
Q

Motor learning emerges from

A

Perception —>Cognition —> Action Processes

Interaction with : Individual, task, and Environment

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3
Q

Motor learning focuses on

A
  • Acquisition/Modification of movement

- Reacquisition of Movement

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4
Q

Components of Motor Learning

A
  • Sensory Processing
  • Motor Skill Acquisition
  • Ability to perform a skill during various conditions
  • Retention/Memory of an Acquired skill
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5
Q

Motor Performance vs. Motor Learning

A

Motor Performance is the temporary change in motor behavior observed during practice sessions- may not be retained
Motor Learning is Relatively permanent change in motor performance

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6
Q

Performance Vs. Learning

A

Performance during practice

Learned Skill = Retention

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7
Q

Performance Characteristics of Skills

A
  • Improvement
  • Consistency : able to do the skill over time
  • Stability: can do the skill well
  • Persistence : will stick with it
  • Adaptability : can apply the skill to different environments
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8
Q

Forms of learning and long term memory

A

Implicit/Procedural Learning and Memory

Explicit( Declarative) Learning & Memory

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9
Q

Implicit/Procedural Learning and Memory

A

Learned behaviors or habits that are performed automatically without excessive mental concentration

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10
Q

Explicit( Declarative) Learning & Memory

A

Learning of factual knowledge that can be consciously recalled: requires awareness, attention reflection

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11
Q

Theories of Stage of Motor Learning

A
  1. Fitts and Posner Three Stage Model
  2. Bernstein’s Three- Stage Model
  3. Gentile’s Two Stage Model
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12
Q

Fitts and Posner

A

3 Stages: Cognitive Stage–> Associative Stage –> Auntonomus Stage

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13
Q

Fitts and Posner

A

3 Stages: Cognitive Stage–> Associative Stage –> Auntonomus Stage : Skill is becoming automatic; little cognitive attention needed

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14
Q

Bernstein Three Stage Model( System)

A 
Novice --> Advanced Stage --> Expert Stage 
Novice 
- Constraining degrees of freedom 
-Decreased efficiency  and flexibility 
Advanced Stage 
- Releasing degrees of freedom 
- Use of muscle synergies 
Expert Stage 
-Efficient and Coordinated
-Incorporates use of other systems( mechanics) for efficiency
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15
Q

Gentile’s Two Stage Model

A

First Stage—> Second Stage
First Stage
- Develops an understanding of task dynamics and possible movement strategies
Second Stage
- Fixation/Diversification stage- refine movement
-Develop ability to adapt to changing task and environmental conditions
-Learn to perform task consistently and efficiently

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16
Q

What is Fixation/Diversification

A

Open vs closed skills

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17
Q

Open Skill

A

A skill performed in an environment that is unpredictable or in motion that requires individuals to adapt their movements in response to dynamic properties of the environment

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18
Q

Closed Skill

A

A skill performed in an environment that is predictable or stationary and that allows individuals to plan their movements in advance

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19
Q

Practice levels

A

Intensity: LOTs of Practice

Not just reps

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20
Q

Practice Considerations

A

Specificity

Variability

21
Q

Specificity

A

Practicing a task in a n environment as close as possible to the one the patient is expected to function in : practicing a task in one environment does not necessarily mean that skill will transfers to another environment

22
Q

Variability

A

Variability in practice allows for variability in performance

23
Q

Practice Conditions

A
  • Blocked vs. Random
  • Whole vs. Part
  • Massed vs Distributed
  • Constant vs. Variable
  • Mental Practice/Imagery
  • Guidance vs. Discovery
24
Q

Blocked vs. Random Practice

A

Blocked : Repeat the same skill several time ( XXXXX)
Random: Practice several skills in a randomized time( XXZYXYY)
Serial: Practice several skills in the same order/pattern (XYZXYZXYZ)

25
Q

Blocked Design

A

Has increased initial performance and a decrease retention

26
Q

Random/Serial Design

A

Has decreased initial performance, and increased retention and learning

27
Q

Whole vs. Part Practice

A

Whole: the entire task
Part Practice: Breaking down the task into interim steps
Part Progressive training: learn one part of a task in isolation, then move on to learn the next part in isolation, and progressively adding a new part after the previous part has been mastered

28
Q

Massed vs Distributed

A

Massed: Amount of practice time in a trial is greater that amount of rest between trials
Distributed: Amount of practice time in a trial in less that amount of rest between trials

29
Q

Constant vs. Variable

A

Variable practice increases ability to adapt and generalize learning

30
Q

Mental Practice/ Imagery

A

The act of performing the skill in one imagination, without any action involved

  • Most effective in combination with physical practice
  • Mental practice in between period of physical practice may be the optimal sequence for learning
  • Simple task may be more readily improved through mental practice
31
Q

Guidance vs. Discovery Practice

A

Guidance : Helping them
Ex: tactile Support
Discovery Practice: Active exploration, trial and error

32
Q

Types of Feedback

A
  • Intrinsic
  • Extrinsic( Augmented)
    • Knowledge of Results and Knowledge of Performance
  • Summary
  • Faded
33
Q

Knowledge of Results( KR)

A

Terminal feedback about outcome of the action related to goal of movement

34
Q

Knowledge of Performance ( KP)

A

Terminal feedback related to the movement pattern used to attempt to achieve the goal

35
Q

Timing of Feedback

A

Concurrent , Delayed, Terminal, Summary

36
Q

Concurrent Timing

A

Feedback given During performance

37
Q

Delayed Timing

A

Feedback given AFTER the performance

38
Q

Terminal Timinig

A

Feedback BEFORE and After the performance

39
Q

Summary Timing

A

Feedback is WITHHELD until a certain number of attempts have been complete

40
Q

Results of Scheduling of Feedback

A
  • Optimal KR delay interval -?

- Faded KR better for retention than 100% KR

41
Q

How precise should feedback be ?

A

Descriptive ( general) feedback

  • Indicates something you did, right or wrong
  • Ex: There was no follow through

Prescriptive (precise) feedback
-Provides you with precise correction statements about how to improve your movements
Ex: snap your wrist more on the follow through

  • Precise feedback generates far better results
42
Q

Types of Augmented Feedback

A

Auditory
Visual
Haptic( tactile, vibratory)
Multimodal

43
Q

Auditory Feedback

A

Giving instruction, verbal cues

44
Q

Visual Feedback

A

EX: Mirror therapy, video, VR

45
Q

Haptic( Tactile, Vibratory)

A

Providing cues through touch

46
Q

Multimodal

A

A mixture of auditory and/or visual and/or haptic

A mix of them in no specific order or fashion

47
Q

Verbal Cues

A

Short concise phrases
Direct attention to information relevant to performing skills
Prompt for key movement-pattern elements of performing skills`

48
Q

Motor learning in optimized when the patient is …

A
  • Highly motivated
  • Attending fully to the task
  • Able to relate or integrate new information to the information they already know about the task

Motor Control (7 decks)

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