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Motor Learning > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Lecture 1:

What 3 things are involved in the study of motor learning?

A

1.) Acquisition of skill
2.) Performance enhancement of skills
3.) Reacquisition of skills (following injury)

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2
Q

Lecture 1:

What does motor control study/focus on?

A

how neuromuscular system activates muscles
- motor control is used when learning a new skill

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3
Q

Lecture 1:

What does motor development study?

A

Looks at motor behaviour & human development from infancy to older age

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4
Q

Lecture 1:

What are the 3 factors influencing motor skill performance?

A

1.) The person
2.) The skill
3.) Performance Event

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5
Q

Lecture 1:

What are motor skills vs actions?

A

Skills = activities with specific goals (action goals) & require voluntary control over movements

Actions = same as skill

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6
Q

Lecture 1:

What are 4 key characteristics of motor skills & actions?

A

1.) Goal to achieve
2.) Voluntary performed
3.) Movement of joints
4.) Skills = learned/re-learned

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7
Q

Lecture 1:

What are Neuromotor Processes?

A

Mechanisms within the nervous & muscular systems that control movements

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8
Q

Lecture 1:

Why is it important to distinguish actions, movements, & neuromotor processes?

A

They represent the order that motor control & learning are prioritized (allows for people to move from novice to elite)
- different measures are used to measure the 3 concepts

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9
Q

Lecture 1:

What are the 3 reasons why motor skills are classified?

A

1.) to identify similarities/differences
2.) identify demands
3.) developing principles related to skills

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10
Q

Lecture 1:

What is the difference between gross motor skills & fine motor skills?
- provide example of each

A

They’re both one-dimensional but use different sizes of musculature
- Gross = large muscles used
- eg; walking, jumping, running
- Fine = small muscles controlled
- eg; skills involving hand-eye coordination

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11
Q

Lecture 1:

What is the difference between discrete motor skills & continuous motor skills?
- provide example of each

A

They are both one-dimensional systems but have different specificity of where the skills movement begins & ends
- Discrete = specific beginning & end points & require simple movements
- eg; flipping a light switch on/off
- Continuous = random (arbitrary) beginning & end points & involves repetition
- eg; steering a car

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12
Q

Lecture 1:

What are Serial Motor Skills?

A

Combination of discrete & continuous motor skills
- involves continuous series of discrete movements
- eg; shifting gears when driving stick

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13
Q

Lecture 1:

What is Environmental Context when learning new motor skills?
- what are 3 specific features?

A

The physical location/setting in which a skill is performed

3 features = supporting surface, objects involved, & other people/animals

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14
Q

Lecture 1:

When discussing stability of the environmental context, what are Closed vs Open motor skills?

A

Closed = stationary supporting surface, object, &/or people/animal & performer determines when to start action
- eg; picking up a cup while sitting at a table or set play in a solo sport

Open = supporting surface, object, &/or animal/people are in motion & environmental context in motion determines when action begins
- eg; catching a thrown ball

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15
Q

Lecture 1:

When discussing Gentile’s Taxonomy of Tasks; what are Regulatory Conditions?

A

environmental conditions that cause a change in movement to achieve action goal
- eg; team sports that depend on others movements

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16
Q

Lecture 1:

When discussing Gentile’s Taxonomy of Tasks; what are Non-Regulatory Conditions?

A

environmental conditions that have no influence on movements
- eg; running on a track, small differences don’t impact own movement/task outcome

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17
Q

Lecture 1:

When discussing Gentile’s Taxonomy of Tasks; what is Intertrial Variability?

A

Variations in regulatory conditions associated with performance that change or stay the same from one trial try to the next
- eg; walking through grocery store, as isles and people are changing but actions aren’t necessarily

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18
Q

Lecture 1:

What are 2 examples of motor skills under Stationary Regulatory Conditions with no intertrial variability?

A

1.) free throws in basketball
2.) walking in an uncluttered hallway

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19
Q

Lecture 1:

What are 2 examples of motor skills under Stationary Regulatory Conditions with intertrial variability?

A

1.) golf shots during a round of golf
2.) taking several drinks of water from the same glass

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20
Q

Lecture 1:

What are 2 examples of motor skills under In-Motion Regulatory Conditions with no intertrial variability?

A

1.) hitting tennis balls projected at the same speed from a ball machine
2.) walking on a treadmill at a constant speed

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21
Q

Lecture 1:

What are 2 examples of motor skills under In-Motion Regulatory Conditions with intertrial variability?

A

1.) hitting a tennis ball during a rally game
2.) walking through a crowded hallway

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22
Q

Lecture 1:

What are the 3 functions behind a motor skill action?

A

1.) Body Stability - skills involve no change in body location
2.) Body Transport - active & passsive changes of body locations (depends on environmental movements)
3.) Object Manipulation - maintaining/changing position of moveable objects (changing how you hold your stick when shooting rings)

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23
Q

Lecture 3:

What is Ability?

A

Trait that determines an individuals achievement potential for the performance goal

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24
Q

Lecture 3:

What is Motor Ability?

A

Ability specifically related to the motor skill performance
- everyone had a variety of these abilities

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25
Q

Lecture 3:

What are 3 factors that influence motor abilities and level of performance successes?

A

1.) Amount of practice
2.) level & amount of instruction
3.) motivation to perform the skill

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26
Q

Lecture 3:

What are the 2 general Hypotheses of abilities?

A

1.) General Motors Ability Hypothesis
2.) Specificity of motor ability hypothesis

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27
Q

Lecture 3:

What is the General Motor Ability Hypothesis?

A

That many motor abilities are highly related & can be grouped as a single, global motor ability

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28
Q

Lecture 3:

What is the Specificity of Motor Ability Hypothesis?

A

That many motor abilities are relatively independent in an individual

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29
Q

Lecture 3:

What is Balance & it’s 2 types?

A

Balance = postural stability
2 types = static balance ( stationary eg yoga) & dynamic balance (moving eg hoping from one ski to the other)

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30
Q

Lecture 3:

Are static & dynamic balances related or independent?

A

Static & dynamic balances are 2 independent balance abilities & they must be viewed as a multidimensional ability

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31
Q

Lecture 3:

What is External Timing?

A

Move to timing based on external sources
- eg; starting a sprint in track and field

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32
Q

Lecture 3:

What is Internal Timing?

A

Timing of movement based on a persons internal representation of time (self-paced)
- eg; maintaining rhythm in dance without music

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33
Q

Lecture 3:

When identifying motor abilities, what is Fleishmans Taxonomy of Motor Abilities?

A

Described 11 perceptual-motor abilities & used to define the fewest independent ability categories which might be most useful in defining performance in the widest variety of tasks

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34
Q

Lecture 3:

What is Multi-limb Coordination? (Fleishmans taxonomy)

A

One’s ability to coordinate movements of a number of limbs simultaneously
- eg; playing piano

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35
Q

Lecture 3:

What is Response Orientation? (Fleishmans taxonomy)

A

Ones ability to make a rapid selection of controls to be moved
-eg; soccer player dribbling past defender

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36
Q

Lecture 3:

What is Manual Dexterity? (Fleishmans taxonomy)

A

Ones ability to make skillful hand-arm movements to manipulate large objects with speed
- eg; dribbling basketball while running

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37
Q

Lecture 3:

What are Motor Ability Tests used for & why?

A

predict future performance, evaluates causes of performance deficiencies, & assess effectiveness of interventions

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38
Q

Lecture 2:

What are 2 things that are included in Performance Measurement?

A

1.) determine what should be measured
2.) determine how this can be measured

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39
Q

Lecture 2:

What are the 2 general categories of Motor Skill Measurement?

A

1.) Performance outcome measures
2.) Performance Production measures

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40
Q

Lecture 2:

What are Performance Outcome Measures & what do they indicate?

A

Indicate the outcome/result of performing a motor skill
- does not discuss the movements leading to the outcome
- does not provide information about various muscle activities involved in action

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41
Q

Lecture 2:

What are Performance Production Measures & what do they indicate?

A

More favourable measures & typically performed in a lab
- indicates how nervous, muscular, & skeletal systems function to perform the motor skill

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42
Q

Lecture 2:

What is reaction time (RT)?

A

Measure of how long it takes to prepare & initiate a movement
- stimulus or “go signal” indicates the action

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43
Q

Lecture 2:

What are a few motor skill performance examples where reaction time is important?

A

Any ball sport, goalies, F1 driving, etc

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44
Q

Lecture 2:

What are 3 ways reaction time is used in performance assessment?

A

1.) asses how quickly someone can initiate a required movement
2.) identify environmental context information that is used to prepare for required action
3.) assesses capabilities to anticipate a required action & when to initiate it

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45
Q

Lecture 2:

What are the 3 types for reaction time tests?

A

1.) Simple RT
2.) Choice RT
3.) Discrimination RT

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46
Q

Lecture 2:

What is an EMG & what does it stand for?

A

Electromyography recording indicates the time that a muscle has increasing activity after a stimulus signal has occurred

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47
Q

Lecture 2:

What are the 2 components of Fractured Reaction Time?

A

1.) Premotor Time - time b/w onset of stimulus & beginning of muscle activity
2.) Motor Time - time from increase in muscle activity until actual movement of limb

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48
Q

Lecture 2:

What are Error Measures & what do they allow for?

A

Allow for performance evaluation from skills with spatial or temporal accuracy action goals

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49
Q

Lecture 2:

What are three types of error messages?

A

1.) Absolute Error (AE)
2.) Constant Error
3.) Variable Error

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50
Q

Lecture 2:

What is Absolute Error?

A

The absolute different between the actual performance on each trial & criterion (target) for each trial
- provides a general index of performance accuracy

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51
Q

Lecture 2:

What is Constant Error?

A

A signed deviation (negative or positive) from the target/criterion
- serves as a measure of performance bias

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52
Q

Lecture 2:

What is Variable Error?

A

The standard deviation of the CE scores for the series of repetitions

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53
Q

Lecture 2:

What is Radial Error?

A

The general accuracy measure for 2-dimensional situations

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54
Q

Lecture 2:

What is Root-Mean Squared Error (RMSE)?

A

Commonly used error score for continuous skills as it looks @ error in a way to learn from it

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55
Q

Lecture 2:

What is Kinematics?
- 3 things included in kinematics

A

A description of motion without regard to force or mass
- includes displacement, velocity, & acceleration

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56
Q

Lecture 2:

What are the 3 kinematic measures?
- explain each

A

1.) Displacement - change in the spatial position of a limb or joint during a movement (change of angles)
2.) Velocity - rate of change of an objects position with respect to time
3.) Acceleration - change in velocity (speed) during movement

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57
Q

Lecture 2:

What is Kinetics?

A

Studies forces that cause motion to occur & are involved with movement
- involves external & internal forces

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58
Q

Lecture 2:

What is joint torque/rotary force?

A

The effect a force has on rotation of body segments around their axes

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59
Q

Lecture 2:

When discussing muscle activity measures, What is an Electromyography (EMG)?

A

The recording of electrical activity of a muscle group/group of muscles
- used to find when a muscles activation begins & ends

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60
Q

Lecture 2:

When discussing muscle activity measures, What is a Whole Muscle Mechanomyograohy (wMMG)?

A

measures lateral displacements of a muscle’s belly following maximal stimulation
- looks at time when muscle is actually producing force

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61
Q

Lecture 2:

When discussing muscle activity measures, What is a Near Infrared Spectroscopy (NIRS)?

A

Determines the level of oxygenation in the muscle

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62
Q

Lecture 2:

What is the Electroencephalography (EEG) brain activity measuring tool?

A

EEG measures the electrical activity in the brain

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63
Q

Lecture 2:

What is the Positron Emission Topography (PET) brain activity measuring tool?

A

A neuroimaging techniques that measures blood flow in the brain & can detect activated brain regions
- patient drinks a radioactive isotope to get it into blood stream and show colours on the scan of high &/or low blood flow/activity

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64
Q

Lecture 2:

What is the Functional Magnetic Resonance Imaging (fMRI) brain activity measuring tool?

A

A neuroimaging technique that measures blood flow changed through detecting O2 levels during performance in the MRI scanner

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65
Q

Lecture 2:

What is the Magnetoencephalography (MEG) brain activity measuring tool?

A

Assesses magnetic fields created by neuronal activity in brain

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66
Q

Lecture 2:

What is the Transcranial Magnetic Stimulation (TMS) brain activity measuring tool?

A

A short burst of magnetic waves are directed towards a specific area of the brains cortex & is a noninvasive method of assessing brain activity

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67
Q

Lecture 2:

How is coordination measured & 2 ways it can be done

A

Coordination measurement assesses the movement relationship between joints/limbs & body segments
- 2 types of qualitative measurements = cross-correlation technique & relative phase

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68
Q

Lecture 4:

What is a Neuron?
- size?

A

Neuron = Nerve Cell
- basic component of hte nervous system
- 4 to 100 microns (1/3 the width of 1 hair strand)

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69
Q

Lecture 4:

What are the 3 general structures that compose the neuron?

A

1.) Cell Body - home to the nucleus
2.) Dendrites - extensions from cell body, 0-thousands per neuron (receive info from other neurons)
3.) Axon - “nerve fibre” - one axon per neuron & have myelinated sheath

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70
Q

Lecture 4:

What are the 3 main categories of Neurons?
- location of each (central or peripheral)?

A

1.) Sensory Neurons (Afferent) - Peripheral Nervous System (PNS)
2.) Motor Neurons (Efferent) - Peripheral Nervous System (PNS)
3.) Interneurons - Central Nervous System (CNS)

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71
Q

Lecture 4:

What are Sensory Neurons?
- unipolar or multipolar?

A

Afferent neurons that send neural impulses to the CNS from sensory receptors
- unipolar neurons as they have one axon & no dendrites

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72
Q

Lecture 4:

What are Motor Neurons?
- unipolar or multipolar?

A

Efferent neurons that relay signals form the CNS to the PNS to cause a reaction (eg muscle contraction)
- receive a signal to form an action

multipolar neurons as each has one axon and several dendrites.

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73
Q

Lecture 4:

What are 2 types of Motor Neurons?
- their location and functions?

A

1.) Alpha Motor Neuorns - in spinal cord & have long branching axons connecting to skeletal muscle fibres

2.) Gamma Motor Neurons - supply intrafusal fibres of skeletal muscle

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74
Q

Lecture 4:

When talking about Gamma Motor Neurons, what are Intrafusal Fibres?

A

Areas of skeletal muscle that control tension & help with reflexes

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75
Q

Lecture 4:

What are Interneurons?

A

Specialized neurons that start & end at the brain or spinal cord

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76
Q

Lecture 4:

What are the 2 things that Interneurons function as connections between?

A

Connect axons leaving the brain to motor neurons
And connect axons from sensory & spinal nerves to the brain

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77
Q

Lecture 4:

In the CNS; what 4 structures directly influence movement control?

A

1.) Cerebrum **main one
2.) Diencephalon
3.) Cerebellum
4.) Brainstem

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78
Q

Lecture 4:

What is the Cerebrum?

A

left & right hemisphers connected by corpus callosum
- cerebral cortex covers the cerebrum

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79
Q

Lecture 4:

Describe the Cerebral cortex

A

Lining that covers the cerebrum & composed of grey tissue
- has ridges called “Gyrus” & grooves called “Sulcus”

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80
Q

Lecture 4:

What are the 2 types of cortical neuron cells?

A

Cortical neurons = neurons in the brain
1.) Pyramidal Cells
2.) Nonpyramidal Cells

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81
Q

Lecture 4:

What are the 4 lobes of the Cerebral Cortex?

A

Frontal, Parietal, Occipital, & Temporal

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82
Q

Lecture 4:

What is the Sensory Cortex?

A

Behind the central sulcus of the cerebral cortex
- specific sensory info transmitted through sensory nerves to sensory cortex & receives that specific type of information

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83
Q

Lecture 4:

When discussing the Cerebral Cortex; what is the Primary Motor Cortex?
- location, structure & function?

A
  • Location = frontal lobe & anterior to central sulcus
  • Structure = has motor neurons that send axons to specific muscles in body
  • Function = critical for movement initiation & coordination of fine motor skill movements
  • involved in learning postural coordination
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84
Q

Lecture 4:

When discussing the Cerebral Cortex; what is the Premotor Area?
- location & function?

A
  • Location = anterior to primary motor cortex
  • Function = control organization of movements before initiated & controls rhythmic coordination during movement
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85
Q

Lecture 4:

When discussing the Cerebral Cortex; what is the Supplementary Motor Area (SMA)?
- location & function?

A
  • Location = medial surface of the frontal lobe, adjacent to primary motor cortex
  • Function = controls sequential movements & helps with preparation/organization of movement
  • reaction time is produced here
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86
Q

Lecture 4:

When discussing the Cerebral Cortex; what is the Parietal Lobe?
- location & function?

A
  • Location = behind frontal lobe & central sulcus & above temporal lobe
  • Function = interacts with premotor cortex, primary motor cortex, & SMA before & during a movement
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87
Q

Lecture 4:

What is the Basal Ganglia?
- location & function?

A

Found in the Subcortical Brain Area
- receives neural information from cerebral cortex & brainstem
- plays a critical role in controlling movement

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88
Q

Lecture 4:

What are the 3 ways that the Basal Ganglia aid in the control of movement?

A

1.) Planning & initiation of movement
2.) Control of antagonist muscles during movement
3.) Control of force

89
Q

Lecture 4:

What is the importance of antagonist muscles when discussing movement control?

A

Antagonist muscles are the muscles opposite of the working muscles
- it is important to control these muscles as it allows for smooth & controlled movements of the working muscles

90
Q

Lecture 4:

What is Parkinson’s Disease and how does it develop?

A

Common disease associated with basal ganglia dysfunction that causes motor control problems
- lack of dopamine produced by substantia nigra

91
Q

Lecture 4:

What are 4 motor control problems caused by Parkinson’s disease

A

1.) Bradykinesia (slow movements)
2.) Akinesia (reduced amount of movement)
3.) Rigidity of muscles
4.) Tremor

92
Q

Lecture 4:

What is the Diencephalon?
- 2 groups of nuclei found here?

A

Function = hormonal release & receiving sensory/motor signals
- Contains the thalamus & hypothalamus

93
Q

Lecture 4:

What is the main function of the thalamus (found in the diencephalon)?

A

relay station between right & left hemispheres
- receives & integrates sensory info from spinal cord & brain stem to cerebral cortex
- controls attention and perceptions

94
Q

Lecture 4:

What is the main function of the Hypothalamus (found in the diencephalon)?

A

Controls the endocrine system & regulates homeostasis in the body

95
Q

Lecture 4:

Where is the cerebellum located & what structures does it have?

A

Location = behind the cerebral hemispheres & attached to the brainstem
Structure = Cerebellar cortex covering & divided into 2 hemispheres
- sensory neural pathways come from brainstem, cerebral cortex, & spinal cord

96
Q

Lecture 4:

What are a few main functions of the Cerebellum?

A

1.) Control of smooth & accurate movements
2.) Detects & corrects movement errors
3.) used for controlling hand-eye coordination, movement timing, & postural control
4.) involved in learning motor skills

97
Q

Lecture 4:

What is the Brainstem?
- location & 3 components?

A

Consists of lots of white & grey matter and is Located beneath the cerebral hemispheres & connects to spinal cord
- 3 components = pons, medulla, & reticular formation

98
Q

Lecture 4:

What is the Pons of the brainstem?

A

Involved in control of body functions & balance (eg; chewing)

99
Q

Lecture 4:

What is the Medulla of the brainstem?

A

The regulatory centre for internal physiologic processes (eg; breathing)

100
Q

Lecture 4:

What is the Reticular Formation of the brainstem?

A

The integrator of sensory & motor neural impulses that can inhibit of activate the CNS to influences skeletal muscle activity

101
Q

Lecture 4:

What is the Spinal Cord?
- structure of it?

A

A complex neural system critical to motor control processes
- formed from Gray Matter

102
Q

Lecture 4:

In the spinal cord, what is Grey Matter?
- formation?

A

The H-Shaped central portion of the cord that has cell bodies & axons of neurons running through it
- Contains 2 pairs of “horns”

103
Q

Lecture 4:

What are the 2 Types of “Horns” in the Spinal Cord?

A

1.) Dorsal (posterior) horns - cells transmit sensory info
2.) Ventral (anterior) horns - alpha motor neurons that have axons terminating at skeletal muscles
- interneurons (Renshaw cells) also located int he V.H

104
Q

Lecture 4:

What are a few Sensory Neural Pathways?

A

Several Neural Tracts (ascending tracts) that pass through spinal cord & brain stem to cerebral cortex & cerebellum
- 2 ascending tracts to sensory cortex for control of voluntary movement are; Dorsal Column & Anterolateral System
- Spinocerebellar Tracts transmit proprioceptive information to the cerebellum

105
Q

Lecture 4:

What are a few Motor Neural Pathways?
- ascending or descending?
- 2 classifications?

A

Several motor pathways (descending tracts) that descended from brain to spinal cord & are classified as Pyramidal Tracts or Extrapyramidal Tracts

106
Q

Lecture 4:

What are Pyramidal vs Extrapyramidal tracts of motor neural pathways?

A

Pyramidal Tracts = corticospinal tracts
- 60% from primary motor cortex
- involved in control of fine motor skill performance
- fibres cross (decussation) at medulla to other side of body & continue down lateral column of spinal cord

Extrapyramidal Tracts = Brainstem pathways
- fibres do not cross
- Postural control & hand/finger control

107
Q

Lecture 4:

What is a Motor Unit?
- role of alpha motor neuron?

A

The end of motor neural information transmission
- motor unit includes an alpha motor neuron & all muscle fibres it innervates (all connected muscle fibres contract when alpha is firing/activated) {approx 200,000 alpha motor neurons in spinal cord}

108
Q

Lecture 4:

What determines how many muscle fibres are served by a motor unit?

A

Depends on the type of movement associated with the muscle
- Fine Motor Movements = smallest # of muscle fibres per motor unit
- Gross Motor Movements = largest # of muscle fibres per motor unit (as many as 700)

109
Q

Lecture 4:

What is Motor Unit Recruitment?

A

Allows for more motor units to be activated or increased frequency of stimulation to produce more force in the single motor unit
- recruitment follows a specific procedure that involves motor neuron size

110
Q

Lecture 4:

What are the specific procedures that motor unit recruitment follows?

A

Specific procedure for recruitment involves motor neuron size
1.) Size - motor neuron cell body diameter
2.) Size Principle - recruit the smallest (weakest) units first than systemically increase size recruited

111
Q

Lecture 4:

What is the Neural Control of Voluntary Movement?

A

Performing motor skills typically begins wth cognitively derived intent based on the dictates of the situation/needs of the person

112
Q

Lecture 5:

What is a Theory?

A

describes a large class of observations & makes definite predictions about the results
- provide a “why” basis

113
Q

Lecture 5:

What are 2 main things that Motor Learning & Control theories focus on?

A

1.) Explaining motor behaviour
2.) Providing explanations about why people perform skills as they do

114
Q

Lecture 5:

What is the Motor Control Theory?

A

Explains how nervous system produces coordinated movement to perform various motor skills

115
Q

Lecture 5:

What are the 2 essential issues for motor control when discussing the Motor Control Theory?

A

1.) Meaning of Coordination
2.) The degrees of freedom problem

116
Q

Lecture 5:

What is Coordination?

A

Coordination = patterning of head, body, & limb movements relative to the environmental objects & events

  • consider movement coordination in relation to context the skill is performed
117
Q

Lecture 5:

What are Degrees of Freedom?
- what is the problem with this?
- relation to motor control theory?

A

Df = # of independent components in a control system & the # of ways each can vary

Problem = control problem in designing of complex system must produce a specific result

Determination of actual # of df’s depends on which level of control we are considering

118
Q

Lecture 5:

What is the purpose of Open & Closed Loop Control Systems?

A

They are incorporated into all theories of motor control as they show different ways the CNS & PNS initiate & control actions
- their role os to generate & forward movement instructions to effectors

119
Q

Lecture 5:

What are Open-Loop Systems?

A

Open-loop systems do NOT use feedback
- their instructions contain all the information needed for the effectors to carry out the movement
- examples; kicking a ball, striking a golf ball, darts, etc
- eg; if darts, than you wouldn’t know of you hit the target or not if your eyes were closed as there is no feedback

120
Q

Lecture 5:

What are Closed-Loop systems?
- examples?

A

Systems that use feedback to cause a motor response
- the control centre issues information to effectors sufficient to initiate movement
- relies on feedback to start & stop movements
- example; nascar racing, hockey games, etc

121
Q

Lecture 5:

What are 2 Theories of Motor Control?

A

1.) Motor Program - memory-based construct that controls coordinated movements (“what you think you should do”)
- eg; getting out of bed {basically do it the same each day}
2.) Dynamical Systems Theory - emphasizes role of info in the environment & mechanical properties of the body
- eg; how the environment, conditions, & teams effect movements

122
Q

Lecture 5:

What is the Motor Program-Based Theory?

A

Generalized Motor Program (GMP) Characteristics - proposed that each GMP controls a class of actions identified by common invariant characteristics
- 2 categories of GMP characteristics = Invarient features & Parameters

123
Q

Lecture 5:

When discussing GMP characteristics of the motor program-based theory, what are Invariant features?

A

Invariant Features = characteristics that do not vary across performances of a skill within class of actions (memories of movements)

124
Q

Lecture 5:

When discussing GMP characteristics of the motor program-based theory, what are Parameters?

A

Parameters = movement-related features of the performances of an action that can be varied from one performance to another
- eg; how you walk on ice vs how you walk on the sidewalk

125
Q

Lecture 5:

What is one example of an Invariant Feature of the Motor Program-based Theory?

A

The relative time of the components of a skill
- invariant = the percentages or proportions of the overall duration

126
Q

Lecture 5:

What is one example of a Parameter of the Motor Program-based Theory?

A

The overall duration & the muscles used to perform a skill

127
Q

Lecture 5:

What is the Dynamical Systems Theory?

A

Describes control of coordinated movement by emphasizing the role of environmental information & dynamic properties of the body & limbs
- began influencing motor control views in 1980’s

128
Q

Lecture 5:

What is the Dynamical Systems Theory Concerned with?

A

Concerned with identifying laws for understanding how a system changes from one stable state to another due to a particular variable

129
Q

Lecture 5:

What are 2 main concepts based on Non-Linear Dynamics?

A

1.) behavioural changes are not always continuous, linear progressions but often sudden/abrupt
2.) systematic change in one variable can cause a nonlinear change in human coordinated movement

130
Q

Lecture 5:

What are Attractors?
- the 3 attractor characteristics?

A

The steady behavioural states of systems
1.) Preferred behavioural states
2.) Represents stable regions of operation a system is allowed to operate in its preferred manner
3.) Energy-efficient states

131
Q

Lecture 5:

What are Order Parameters?

A

Specific variables that define overall behaviour of a system & allow a coordinated movements pattern to be distinguished from others
- also called “collective variables”

132
Q

Lecture 5:

What is a control Parameter?

A

A variable that will influence stability & character of a parameter’s order when increased or decreased

133
Q

Lecture 5:

What is Self-Organization?
- provide an example

A

A behaviour that emerges in response to a particular set of constraints
- Example; bimanual finger-movement tasks —> the “in-phase” coordination pattern changed as movement speed increased

134
Q

Lecture 5:

What are Coordinative Structures (Muscle Synergies)?

A

Groups of muscles/joints constrained by the nervous system to act as functional units & to act cooperatively to produce an action
- can be intrinsic or developed through practice

135
Q

Lecture 5:

What is Perception-Action Coupling?

A

Linkage between information specifying the body/environment & action control

136
Q

Lecture 5:

In Perception-Action Coupling, what is the “Perception” part?

A

The detection & utilization of critical information for controlling actions

137
Q

Lecture 5:

In Perception-Action Coupling, what is the “Action” part?

A

Movement control features that are regulated & a allow someone to achieve an action goal

138
Q

Lecture 5:

What is an example of Perception-Action Coupling?

A

When walking, your stepping action is coupled with your visual perception of the approaching objects

139
Q

Lecture 5:

What are affordances?
- give example

A

The fit between characteristics of the person & the environment that allow certain actions to happen
- eg; leg length to stair height ratio determines if a set of stairs is climable

140
Q

Lecture 5:

What is the OPTIMAL Theory of Motor Learning & the 3 issues it Focusses on?

A

New theory by Gabrielle Wulf & Rebecca Lewthwaite that Focusses on 3 issues;
1.) Conditions that enhance expendancies for future performance
2.) variables that influence a learners autonomy
3.) external focus of attention on the intended movement effect

141
Q

Lecture 6:

What are the 3 sensory information systems that help in controlling action?

A

Touch, vision, & proprioception

142
Q

Lecture 6:

How does touch help with motor control?

A

It acts as a feedback mechanism to provide CNS with temperature, pain, & movement information using mechanoreceptors

143
Q

Lecture 6:

What are Mechanoreceptors?

A

Receptors just below the skins surface (in the dermis) that provides temperature, pain, & movement feedback to the CNS
- greatest # of these receptors in fingertips

144
Q

Lecture 6:

What are the 5 types of skin receptors involved in tactile sensation?

A

1.) Meissner’s Corpuscle
2.) Merkel’s Corpuscle
3.) Free Neuron Ending
4.) Pacinian Corpuscles
5.) Ruffini Corpuscle

145
Q

Lecture 6:

Of the 5 types of skin receptors involved in tactile sensation, What are Meissner’s Corpuscle?

A

Fast adapting & senses touch & pressure
- high desensitization levels in these as they can quickly ignore pressure

146
Q

Lecture 6:

Of the 5 types of skin receptors involved in tactile sensation, What are Merkel’s Corpuscle?

A

Slowly adapting mechanoreceptor that responds to touch & pressure

147
Q

Lecture 6:

Of the 5 types of skin receptors involved in tactile sensation, What are Free Neuron Endings?

A

Slowly adapting & includes nocioceptors, itch receptors, thermoreceptors, & mechanoreceptors

148
Q

Lecture 6:

Of the 5 types of skin receptors involved in tactile sensation, What are Pacinian Corpuscles?

A

Rapidly adapting mechanoreceptors that sense vibration & deep pressure

149
Q

Lecture 6:

Of the 5 types of skin receptors involved in tactile sensation, What are Ruffini Corpuscle?

A

Slowly adapting mechanoreceptors that detect skin stretch

150
Q

Lecture 6:

What are the 4 roles of Tactile Senses?

A

1.) Accuracy
2.) Consistency - way to learn
3.) Timing - can relate to next time
4.) Force Adjustments - tactile element helps with timing & accuracy

151
Q

Lecture 6:

What is Proprioception?

A

The sensation & perception of limb, trunk, & head position & movement characteristics

152
Q

Lecture 6:

What are Proprioceptors?
- where are they located?

A

Specialized sensory neurons that send proproioception information to the CNS
- located in muscles, tendons, ligaments, & joints

153
Q

Lecture 6:

What are 3 primary types of Proprioceptors?

A

1.) Muscle Spindles
2.) Golgi-tendon organs
3.) Joint receptors

154
Q

Lecture 6:

When discussing Muscle Spindles, what are intrafusal muscle fibres?

A

Specialized muscle fibres that contain a capsule with both sensory receptors & muscle fibers
- parallel with extrafusal muscle fibres & attach directly to the muscle sheath

155
Q

Lecture 6:

What type of axons attach to Muscle Spindles?

A

Type 1a axons - wrap around middle of Intrafusal muscle fibres & detect changes in muscle length & velocity of length changes

156
Q

Lecture 6:

What do Muscle Spindles detect & what is their role?

A

Detect changes in joint angles in one axis & act as a feedback mechanism in controlling voluntary movement
- Sends info about movement characteristics of position, direction, & velocity & sense of effort to the CNS

157
Q

Lecture 6:

What are Golgi-Tendon Organs? (GTO’s)
- what type of axons?

A

Proprioceptors in skeletal muscle near tendon insertion points
- have type 1b sensory axons that detect muscle tension/force changes
- aren’t good at detecting muscle length changes

158
Q

Lecture 6:

What are Joint Receptors?

A

Include several types of proprioceptors located in joint capsules & ligaments
- respond to changes in force & rotation applied to joints such as; movement angles, mostly @ extreme limits
- effected if someone gets a joint replacement

159
Q

Lecture 6:

What is Surgical Deafferentation?

A

When afferent neural pathways associated with movements of interest have been surgically removed/altered
- Deafferentation could occur because of Sensory neuropathy
- when large myelinated fibres of the limb are lost, causing a loss of all sensory info except pain & temp

160
Q

Lecture 6:

What are the 3 Main Roles of Proprioception in Motor Control?

A

1.) Movement Accuracy - due to specific kinematic & kinetic feedback provided by CNS proprioceptors & feedback about limb displacement allows for spatial position corrections
2.) Timing of onset of Motor Commands
3.) Coordination of Body & Limb Segments - postural control & spatial-temporal coupling between limbs & limb segments

161
Q

Lecture 6:

How does Vision aid in Motor Control?

A

It is the preferred source of sensory information that provides evidence from everyday experiences

162
Q

Lecture 6:

When investigating the role of vision in motor control, what is Eye Movement Recording?

A

Requires specialized equipment that tracks the movement of the eyes & records where the eyes are “looking” at a particular time
- records displacement of foveal vision for secretion time interval
- looks at place & length of time person fixates gaze while tracking

163
Q

Lecture 6:

When investigating the role of vision in motor control, what are Temporal Occultation Techniques?

A

Uses special visual occlusion spectacles & a video is stopped at various times

164
Q

Lecture 6:

Monocular vs Binocular Vision:

A

Monocular = important for close up vision, weaker vision control info,

Binocular = important for depth perception, provides better movement control info, & provides info that helps intercept moving objects

165
Q

Lecture 6:

What is Central Vision?

A

Also called Foveal Vission
- detects info in the middle of 2-5 degrees of visual field
- provides specific information needed to achieve action goals

166
Q

Lecture 6:

How does Central Vision help for reaching & grasping objects?
- for walking on a pathway?

A

Central vision contributes to controlling limb transport to the object & grasping it
- helps for walking on a path by providing specific pathway info to stay on it & avoid obstacles

167
Q

Lecture 6:

What is Peripheral Vision?

A

Detects information beyond central vision limits
- visual field about 200deg horizontally & 160deg vertically
Provides info about environmental contexts & moving limbs
- important for utilizing optic flow

168
Q

Lecture 6:

What is optical Flow?

A

The moving pattern of light rays that strikes the retina from all parts of the environment when head moves through space

169
Q

Lecture 6:

What are the 2 visual systems of Central & Peripheral Vision?

A

1.) Vision-for-perception (ventral stream)
2.) Vision-for-action (dorsal stream)

170
Q

Lecture 6:

When discussing visual systems, what is the Vision-for-Perception (ventral stream) system?

A

Used to analyze the visual scene into form, colour, & features
- anatomically processes information from the visual cortex to the temporal lobe
-typically available to consciousness

171
Q

Lecture 6:

When discussing visual systems, what is the Vision-for-Action (dorsal stream) system?

A

Used to detect spatial characteristics of a scene & guiding movement
- anatomically processes info from primary visual cortex to posterior parietal cortex
- typically not available to consciousness

172
Q

Lecture 6:

How does Perception-Action Coupling apply to the Visual systems?

A

Enables precise coupling between the body & the environment
- experiments show that spatial & temporal characteristics of limb movements occurred together with specific characteristics of eye movements

173
Q

Lecture 7:

What is the trade-off during speed-accuracy skills?

A

Increasing speed yields decreasing accuracy & vice versa

174
Q

Lecture 7:

When discussing Speed-Accuracy Skills, What is Fitts’ Law?

A

Paul Fitts (1954) found that movement time for speed-accuracy skills could be mathematically calculated.
- Must know movements distance & target size to solve for MT

175
Q

Lecture 7:

As per Fitts’ Law, what is the formula for calculating MT?

A

MT = a + b log2 (2D/W)

** further found that index of difficulty could be calculated with; log2(2D/W)

176
Q

Lecture 7:

What are 4 ways that Fitts’ Law can be applied to Non-Laboratory skills?

A

1.) Throwing darts @ a target
2.) Reaching & grasping containers of different sizes
3.) Moving a cursor on a computer screen
4.) Playing a piano

177
Q

Lecture 7:

What are the 2 motor control processes involved in performance of speed-accuracy skills?

A

1.) Open-loop control
2.) Closed-loop control

178
Q

Lecture 7:

How is the Open-Loop Control System involved in speed-accuracy skills?

A

Initial movements of speed, direction, & accuracy are under CNS control without feedback
- moves the limb into the vicinity of the target

179
Q

Lecture 7:

How is the Closed-Loop Control System involved in speed-accuracy skills?

A

Provides visual feedback about limb’s relative position to the target & is used to guide the “homing in” phase of the limb
- ensures accurate landing on the target

180
Q

Lecture 7:

What are the 3 Phases of Speed-Accuracy Skills?

A

1.) Preparation Phase
2.) Initial Flight Phase
3.) Termination Phase

181
Q

Lecture 7:

What is the Preparation Phase of the 3 Phases of Speed-Accuracy Skills?

A

First phase where person uses vision to determine regulatory conditions that characterize the environmental context of the action

182
Q

Lecture 7:

What is the Initial Flight Phase of the 3 Phases of Speed-Accuracy Skills?

A

Second phase where vision acquires limb displacement & velocity information & acquires time-to-contact info for later use when movement is closer to the target

183
Q

Lecture 7:

What is the Termination Phase of the 3 Phases of Speed-Accuracy Skills?

A

Behind just before & ends when the target is it
- eg; when the key is inserted in the keyhole

184
Q

Lecture 7:

What is Prehension & its 3 components?

A

Term for actions involving reaching for & grasping objects
3 components; transport, grasp, & object manipulation
- prehension shows hoe muscles & joints involved in complex actions cooperate synergistically as a coordinative structure

185
Q

Lecture 7:

When discussing prehension, how do the transport & grasp components relate?

A

Initially they were relatively independent but recent research says they are temporarily coupled & interact synergistically

186
Q

Lecture 7:

How does Vision aid in Prehension?

A

Assists in action planning by providing information on regulatory conditions of the environment
- helps transport hand to object as visual feedback is used by CNS to modify such movements
- helps to grasp the object as it supplements tactile & proprioceptive feedback

187
Q

Lecture 7:

How does Prehension correlate with Fitts’ Law?

A

Prehension demonstrates the speed-accuracy trade off characteristics predicted by Fitts’ law

188
Q

Lecture 7:

What is Handwriting Motor Control?

A

Different motor control mechanisms for how people write & what they write
- much individual variation in limb segment involvement
- demonstrates characteristics of a coordinated structure bc its motor equivalence capability

189
Q

Lecture 7:

When talking about motor control of handwriting, what is Motor Equivalence?

A

Describes how someone can adapt to various writing demands such as; adjusting size, force, &
- can also adapt muscle involvement to accommodate other demands (eg; writing on different surfaces)

190
Q

Lecture 7:

What are Bimanual Coordination skills?

A

Motor skills requiring simultaneous use of 2 arms
- arms may move with same or different spatial &/or temporal characteristics (symmetric or asymmetric)

191
Q

Lecture 7:

How do preferences impact bimanual coordination?

A

Inherent preferences of the motor control system for controlling limb movements makes bimanual coordination more difficult
- motor control systems prefer symmetry
- with practice, disassociation between the 2 arms is learned when needed to perform the skill

192
Q

Lecture 7:

What are the 3 Phases of Catching a Moving Object?

A

1.) Initial positioning of arm & hand
2.) Shaping of hand to catch the object
3.) Grasping the object with your fingers

193
Q

Lecture 7:

How does vision help with Catching an Object?

A

Constant visual contact is needed during the initial flight portion & just before hand contact
- brief intermittent visual snapshots are sufficient between these 2 critical periods
- visual system uses looming to determine when the person will contact the object

194
Q

Lecture 7:

What is Locomotion?
- hwo is it controlled?

A

The ability to move from one place to another
- Central pattern Generators (CPG) in spinal cord help control locomotion (gait)
- these provide basis for stereotypic rhythmicity of walking/running gait patterns

195
Q

Lecture 7:

How can Gait be influenced in Locomotion?

A

Proprioceptive feedback from muscle spindles & Golgi-tendon organs can influence gait patterns

196
Q

Lecture 7:

What is the Rhythmic Structure of Locomotion & its importance?

A

Distinct rhythmic structures of different locomotions that are based on the analysis s of the 4 step-cycle components
- analyzing rhythmic structure allows for assessing coordination problems in trunk & legs
-

197
Q

Lecture 7:

What are Gait Transitions in Locomotion & Why do there occur?

A

Import act locomotion characteristic where people spontaneously change from a walking to running hair at critical speeds
- occurs mostly to minimize metabolic energy use but no single reason has been determines

198
Q

Lecture 7:

What is the role of Vision during Locomotion?

A

Vision enables us to avoid or contact an object during locomotion
- when contacting objects, tau is used as a basis for accurate contact
- when avoiding contact, vision provides the motor system with advanced information about how the body can avoid contact & the body orients accordingly

199
Q

Lecture 8:

What are the 2 things that action preparation occurs between?

A

Action intention & initiation of movement

200
Q

Lecture 8:

When discussing action preparation & time, what are the main steps on the RT index (diagram) from signal to termination?

A

1.) warning signal (time)
2.) “go” signal (RT start) {beginning of total response time}
3.) response initiated (RT end & MT start)
4.) response termination (MT end) {total response time end}

201
Q

Lecture 8:

What are the 3 types of RT (reaction time) Situations?
- which is fastest & which is slowest?

A

Simple RT, Choice RT, & Discrimination RT
- simple is fastest as only given one choice
- discrimination is slowest as given 3 choices but only one way to pick
- choice is middle as given 3 choices but 3 ways of picking

202
Q

Lecture 8:

What does Hick’s Law explain?

A

That Reaction Time increases as the number of stimulus-response choices increases
- RT goes up A LOT with increased of choice, meaning in more options = higher RT

203
Q

Lecture 8:

What are 2 influencing factors of pre-cue correctness/task preparation?

A

Pre-cure correctness = “anticipation”
1.) Cost-benefit tradeoff
2.) Stimulus-response compatibility

204
Q

Lecture 8:

What is the Cost-Benefit Trade-Off?

A

Discusses that Cost (slower RT) and Benefit (faster RT) occur as a result of biasing the preparation of an action in favour of several possible actions

205
Q

Lecture 8:

What is Stimulus-Response (S-R) Compatibility?
- give an example

A

Discusses the spatial arrangement of stimuli & the limb movements required to respond to them as well as the physical characteristics/stimulus meaning & type of response it requires
- eg; an S-R comparable stove will have dials arranged Same way as elements but an incomparable one will look like the stove at res

206
Q

Lecture 8:

What is the Stroop Effect?

A

Phenomenon that occurs when a person must verbally respond to the ink colour of a word that names a different colour

207
Q

Lecture 8:

What is the Foreperiod & its influence on RT?

A

The time between set/warning and the “go”/gun
- if the length of the fore-period was constant than anticipation would be used more than RT
- RT decreases when intervals between the warning & go is more regular, due to anticipation

208
Q

Lecture 8:

How does Movement Complexity influence RT & preparation?

A

RT increases as complexity of the action influences the time required to prepare the motor control system
- RT up as complexity up

209
Q

Lecture 8:

How does Movement Accuracy influence RT & preparation?

A

RT increases as movement accuracy demands increase
- demonstrated through comparing Rt’s for manual aiming tasks with different target sizes
- RT up as accuracy up

210
Q

Lecture 8:

How does Repetition of a Movement influence RT & preparation?

A

Repetition of the same response means that the person’s RT for the next trial will be faster than it was on the previous attempt

211
Q

Lecture 8:

What is the Psychological Refractory Period (PRP)?

A

The delay in response to the second stimulus when given different signals (time between different responses)

212
Q

Lecture 8:

What is the delay in the Psychological Refractory Period related to?

A

Delay is related to the response selection demands of the 2 S-R tasks that must be performed in rapid succession

213
Q

Lecture 8:

What are 2 Performer Characteristics that influence preparation?

A

1.) Alertness of the Performer
- warning signal indicating a required response will occur in next few seconds
- RT increases the longer alertness is maintained
2.) Attention focussed on signal instead of movement
- RT is faster for sensory-set conditions

214
Q

Lecture 8:

What are the 5 events that occur during Action Preparation?

A

1.) Anticipatory Postural Adjustments
2.) Limb Performance Characteristics
3.) Object Control Characteristics
4.) Sequence of Movements
5.) Rhythmicity Preparation

215
Q

Lecture 8:

Of the 5 events that occur during Action Preparation, What is 1: Anticipatory Postural Adjustments?

A

The organization of movements needed for postural support
- allows additional muscles to be activated prior to an action/movement
- **this is important because postural muscles are always in use, everyone fires these muscles first before any movement then proceeds with their own variations

216
Q

Lecture 8:

Of the 5 events that occur during Action Preparation, What is 2: Limb Performance Characteristics?

A

Movement direction & trajectory reviewed in preparation for ballistic movements and spatial accuracy

217
Q

Lecture 8:

Of the 5 events that occur during Action Preparation, What is 3: Object Control Characteristics?

A

Includes force control & end-state comfort control (eg; grabbing an upside cup how you want so ur hand is ending in the correct position, not starting)
- hands initial spatial position is based on final spatial position

218
Q

Lecture 8:

Of the 5 events that occur during Action Preparation, What is 5: Rhythmicity Preparation?

A

Performance rituals gone through to help prepare approximate timing of upcoming movements
- consistent relative timing of these behaviours are more important for success rather than total time taken

Motor Learning (3 decks)

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