midterm 2 Flashcards

1
Q

Describe the role of the ventral and dorsal streams for movement control and planning

A

Ventral - what, dorsal - where

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2
Q

Be able to discern evidence supporting the separation of these two-streams.

A

Ebbinghaus Illusion and moving room experiment (kids overcompensate and fall backward when wall moves toward them)

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3
Q

Identify, describe and differentiate between sensory receptors that provide proprioceptive information to the CNS

A
  • Vestibular apparatus: info related to head movements and body orientation, detects head orientation w respect to gravity - strongly implicated in posture and balance
  • Joint receptors: info about extreme positions of joints,
  • muscle spindles: info about joint position and state of muscle (stretch info).
  • Golgi tendon organs: sensitive to muscle tensions, regulate levels of force created.
  • Cutaneous receptors: in skin areas, detectors of pressure, temp, touch etc.
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4
Q

Describe the Monosynaptic Stretch Reflex

A

Knee jerk reaction: afferent and efferent neurons are connected by a single synapse, contraction caused by a stretch triggering muscle spindles to send a signal to the spinal cord via afferent neurons.

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5
Q

Differentiate between short-latency (M1) and long-latency (M2) reflexes

A

M1: monosynaptic reflex (autogenic or short latency)
Loop time: 30-50 ms
Structures involved: Spindles, same muscles
Modified by instructions: No
M2: Long loop reflex (or long latency)
Loop time: 50-80 ms
Structures involved: spindles, cortex or cerebellum, same muscles
Modified by instructions: Yes

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6
Q

closed-loop system

A

closeD: stable, predictable environment, object does not change during performance, self paced , object is acted upon → dart throwing.
Closed loop control systems: ex - thermometer in house going on and off when its at the right temperature or not. The loop is closed by sensory info or feedback. Closed loop = online/moment to moment control of movement - involving constant processing of feedback. They all have four distinct parts:
An executive for decision making about errors
An effector system for carrying out the decision
A reference of correctness against which the feedback is compared to define an error
An error signal, which is the information acted on by the executive

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7
Q

open-loop system

A

Open: unpredictable changing environment, object is in motion, externally paced → team games. Predictable environment: closed, unpredictable : open.

Open loop = movement is pre-programmed fully in advance and does not rely on feedback
Feedback, error detection and error correction are not needed to achieve a desired goal. This type of system is very useful in predictable environments when the movement is short.
Simple schematic: input → executive → effector → output
Examples: key press, jab in boxing, kick a punch bag
Discrete, gross, closed/predictable

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8
Q

Describe deafferentation (Ian Waterman) and how this provides support for concept of motor programs

A

Deafferentation studies: what if Ian waterman did the arm blocking study - looks the same as in a healthy control, as the action is controlled by a motor program and isnt dependent on proprioception. Feedback is not necessary to produce the movement, pattern of muscle commands is not a response to proprioceptive feedback. GL shows a triphasic pattern of muscle activity. → Same pattern of muscle commends in GL; motor program initiated under open loop control, without feedback

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9
Q

Define a motor program and relate it to open-loop control

A

a prestructured set of neural commands, organised in advance, and capable of producing movement without influence of feedback. Movement carried out open loop until enough time passed to allow closed loop processes. Representations of movements stored in memory. Sometimes, once these commands are sent, they cannot be stopped- cause there is no feedback.

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10
Q

Describe studies and be able to interpret results from 4 streams of evidence in support of motor programs

A

– RT and movement complexity: Movement complexity - # components, movement accuracy and duraton. More time required to organize more complex movements? RT should increase as movement complexity increases. gives evidence for motor programs. Whole movement is planned before initiation - movement task, number of parts, accuracy required?, duration of movement, latency to begin movement → more parts and accuracy required = more complexity, takes longer to initiate
– Anticipation and stopping: Inhibiting anticipatory actions: ex baseball batting. Anticipation timing task: stopping a preplanned response requires sufficient time before response initiation. Calculating when motor program initiated based on point of no return (PONR)/anticipation timing. AKA 50% probability of initiation = PONR. when motor program is initiated!
When motor program is released: During anticipatory period, you have selected a program and you are waiting to initiate it. After the PONR, your body executes the motor program in an open loop manner. Impossible to stop or alter - required slow, closed loop control.
– Blocking: Blocked movements and the triphasic patterns of muscle activation (agonist and antagonist)
How do we get the triphasic EMG pattern?
Agonist 1 - main impulse for movement, precedes movement onset (takes time to overcome inertia)
Antagonist - represents braking (decelerate limb)
Agonist 2 - helps to clamp limb at target, co contraction
– Deafferented movements: Deafferentation studies: what if Ian waterman did the arm blocking study - looks the same as in a healthy control, as the action is controlled by a motor program and isnt dependent on proprioception. Feedback is not necessary to produce the movement, pattern of muscle commands is not a response to proprioceptive feedback. GL shows a triphasic pattern of muscle activity.
Same pattern of muscle commends in GL; motor program initiated under open loop control, without feedback
– Start-react effect: Start-react effect = when a loud, straddling tone results in a startle response and releases whatever movement is prepared (motor program) with a much reduced RT. acoustic startle response - loud acoustic stimulus and neck clenching. Startle response in person preparing to move vs unprepared. Provides evidence for existence of motor programs.
Hypotheses: stimulus intensity effect - no, subcortical trigger - yes, movement must be prepared in advance in order to be triggered.

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11
Q

Identify benefits and limitations of the early notion of a motor program.

A

Pros: dont need to control each muscle individually - can prepackage in advance, can deal w situations where you dont have enough time to get feedback
Cons: storage problem - we store generalized programs/templates, novelty problem - how do we handle new/novel situations

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12
Q

Define a GMP

A

generalized motor program (GMP). memory for class of actions/patterns of movement, modified based on desired outcome.

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13
Q

List & describe the invariant features and parameters thought to characterize a GMP

A

Invariant features: fixed features that define the motor programs (this is the BMP) → solves storage problem
Parameters: flexible features that define how the motor program will be executed (related to schemas) → solves novelty problem

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14
Q

Know how to calculate relative timing to determine whether an action is from the same class of actions

A

Relative timing of events/actions/muscle activation is invariant (fixed pattern) and remains constant within a BMP, relative meaning % or proportion of overall duration of skill for each component of the skill.

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15
Q

invariant features

A

relative timing; internal rhythm of the skill. Relative timing of events/actions/muscle activation is invariant (fixed pattern) and remains constant within a BMP, relative meaning % or proportion of overall duration of skill for each component of the skill.
relative force; amount of force produced by muscles remains in constant proportion from movement to movement.
order of events; order of events,components (or muscles, if using the same muscles) is invariant or fixed.

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16
Q

parameters

A

absolute/overall duration; total time to perform motor skill. incr/decr, relative time does not change.
Absolute force; total force produced by muscle can be changed. How forceful should the relevant muscle contract when they are recruited by the program?
Scaling of force parameters depends both on desired distance and initial conditions. Different initial conditions =contexts= require different schemas - schema is the relation between outcomes and parameters.
Muscle selection: same GMP can be executed by diff muscles. Muscles/effectors used can be changes depending on context.

17
Q

Define the Speed-Accuracy Trade-Off

A

Logarithmic speed-accuracy tradeoff primarily related to feedback processing: as precision demands increase, importance of vision/feedback increases to achieve accuracy. If you slpw your movements, you can make small corrections. Movements are probably controlled using both open and closed loop processes because have time to use feebdakc. Greater portion of MT occurring after peak velocity!

18
Q

Define Fitts’ Law and the variables of the Fitts’ Law equation.

A

Relationship between speed and accuracy. Same as logarithmic. Speed accuracy trade off - lower accuracy w higher speed. As distance increases, speed decreases. Index of difficulty, as amplitude increases or width decreases, ID should increase. Increase in ID = longer MT ( speed). FL generalizes to discrete aiming movements.

19
Q

Differentiate between the Logarithmic and Linear Speed-Accuracy Trade-Off relationships.

A

Logarithmic speed-accuracy tradeoff primarily related to feedback processing: as precision demands increase, importance of vision/feedback increases to achieve accuracy. If you slpw your movements, you can make small corrections. Movements are probably controlled using both open and closed loop processes because they have time to use feedback. Greater portion of MT occurs after peak velocity!

Linear speed accuracy trade off related to force variability (fast - no time to use feedback): very fast, temporally constrained movements. Errors related to “noise” in the programmed movement. Movements are probably controlled using only open loop processes. Faster movements require more force, which will lead to more variability.

20
Q

Define motor learning

A

a set of processes associated with practice or experience leading to relatively permanent changes in capapability. Characteristics: set of processes, learning produces an acquired capability for skilled movement, learning occurs as a result of practice or experience. Not growth!! Not directly observable - must be inferred. Relatively permanent - rules out changes due to temporary performance factors (caffeine, drugs, anxiety, fatigue).

21
Q

Distinguish performance from learning

A

we can infer motor learning from performance but motor performance does not equal motor learning.

22
Q

Describe performance curves

A

motor skill acquisition is captured by measuring performance across practice → trials, blocks. Allows conclusions about temp changes in performance to some outcome measure.

23
Q

Identify factors that affect the shape of performance curves

A

Between subject variability: individual performance curves can be very different - summed averages
Within subject variability: individuals performance varies across trials
Scoring sensitivity: how things measured affects the shape of the performance curve. The Rate of progress shown by a curve may be artificial and/or arbitrary based on how we measure.
Ceiling and floor effects
Ceiling - limitations at top of scale (too easy, everyone does well on exam), floor effects - limitations at bottom of scale (too hard, everyone does poorly)
Ceiling effect for the 30% criteria - insensitive to any further improvements

24
Q

Describe methods to assess motor skill learning

A

retention/transfer test design: allow temporary effects to dissipate.
Absolute retention: what does performance look like in retention?
Performance attained during 1st or initial trials of retention - not based on level of performance attained during acquisition
Relative retention: difference score (what’s been forgotten relative to attained), or time savings score (how many trials/time saved when retested?)
Difference between performance end acquisition and start of retention - measures amnt of forgetting (decrement in performance) over the retention interval.
Time savings: difference between #trials in acquisition to reach “proficiency” and # trials in retention to reach the same proficiency/value (time savings in relearning)
% difference score - how much was lost vs how much was gained in practice

25
Q

Know why we implement a retention interval in motor learning experiments

A

(rest period away from the task) should be long enough for temporary effects to dissipate → commonly 24+ hrs.

26
Q

Calculate absolute retention and relative retention (difference score, saving score)

A

Savings score: difference in number of trials in acquisition to reach proficiency and number of trials in retention to reach the same proficiency - ex: 30 trials original learning, 12 trials retention test - saving of 18 trials.

27
Q

Differentiate between retention tests and transfer tasks and how we use them to assess learning.

A

Retention test: typically the same task as practiced in the acquisition phase (but often in absence of manipulation/intervention/training aid)
Transfer test: a different task to that practiced in the acquisition phase - sometimes called retention/transfer testing.

28
Q

Define and recognize proactive and retroactive transfer

A

Proactive - positive: Gain in capability as a result of previous practice or experience w a different task
Proactive - negative: aka proactive interference - loss in capability for one task due to previous practice/experience w a different task. Ex patterning, fatigue. Double whammy (zero sum) - time wasted, not as effective as other methods.
Retroactive - ABA design; measure practice on A again after practice on B. Task B influence on task A is proactive. Positive retroactive - did better in retention with transfer task done between. Negative - retroactive interference.

29
Q

Describe the pattern of retention for discrete vs. continuous tasks

A

Continuous tasks are well retained

Discrete tasks not so well retained

30
Q

Identify reasons for differences in retention between discrete and continuous tasks

A

1 Verbal-cognitive (declarative memory) & spatial aspects (aiming/accuracy) easily forgotten, often define discrete tasks
2 Amount of practice probably greater for continuous than discrete tasks (duration/no breaks)
3 Better retention of invariant features than parameters (of GMPs)
-> Learning of invariant features more central to continuous tasks, parameter learning, discrete tasks. Absolute features (eg absolute timing) decay more quickly than relative features.