Midterm Motor Behavior Flashcards
what is “the ability to regulate or direct the mechanisms essential to movement”
motor control
- muscle activity is a response to a reflex
- reflex chain: peripheral stimulus sets off a reflex which in turn sets off another reflex, resulting in movement
reflex theory
- “top down” approach
- the higher level exhibits control over the lower levels
- based on Darwin’s theory of evolution
- CNS controls movements, which result from activation of muscle groups
- Assumes CNS maturation drives motor control & development
hierarchical
theorized that movement is not solely generated and located in the CNS
- movement depends on the internal and external forces acting upon the body
- the body is a mass which has a variety of forces and vectors acting upon it.
- control of movement is an action of a variety of systems working together
- output of the nervous system, filtered through the musculoskeletal system
systems theory
- “self organization”
- when a system of individual parts comes together, it’s elements behavior an ordered way.
- no need for “higher center” for organization
- variable that regulates change in the behavior of the entire system
- stable movement patterns become more variable right before transition to a new movement pattern
dynamic action theory
- environment drives motor control and behavior.
- behaviors are goal driven in a specific environment
- perception of the environmental factors surrounding a task
- use of perceptual information as feedback to adjust motor response
ecological theory
-nervous system focus
-layered networks with multiple elements
recovery is possible
parallel distribution theory
defined as a centrally located pattern which governs movement which does not require external sensory stimulation to produce a movement response
-not meant to be an exclusive theory
motor program theory
- normal movement emereges as a result of an interaction of many different systems which contribute different aspects of control
- movement is organized around a goal
- limitation in movement result from a failing of one or more systems
task orientated
set of processes associated with practice or experience leading to relatively permanent changes in the capability for producing skilled action
motor learning
-sensory feedback is used to control and refine a movement.
adam’s closed-loop theory
movement is initiated by _____ trace and ____takes over to perform movement and detect error
memory
perceptual
-developed to address the limitations of Adam’s closed loop theory
-motor programs are not specific, but general rules for a type of movement
-individual leans general rules which are applied to different situations
emphasis on open-loop control
Schmidt’s schema theroy
abstract representation stored in memory following multiple presentations of a class of object
schema
what gets stored in schema theory?
initial movement conditions
parameters for general motor program
outcome of the movement
sensory consequences
- every time we make a movement, we make a memory of that movement outcome
- when we make a similar movement, we continue to make memories about that specific movement and compare it to other similar movements
- by repeatedly doing this, we create rules and parameters for doing movements
recall schema
sensory conditions of a previous moevment are used with the initial conditions to predict the sensory consequences
-we use the outcome of that movement and analysis of the situation to make future movements
recognition schema
two unrelated stimuli, association
classical conditioning
behavior due to a stimulus-response; if positive: increase stimulus. if negative response: decrease stimulus
operant conditioning
what are the areas of the brain which are active during operant conditioning
deep cerebellar nuclei (movement)
amygdala (emotions)
lateral dorsal premotor area of cortex (integration of sensation with movement)
learning tasks that van be performed automatically without attention or conscious thought, like a habit
stored in the stratum of basal ganglia
procedural learning
what is stage is learner in:
- learner is trying to understand the task
- lots of attention
- performance is variable
cognitive
what is stage is the learner in:
- best strategy selected
- refinement of skill
- performance is streamlined
- weighing of explicit vs. implicit strategies
associative
what stage is the learner in:
automatic
least amount attention needed
autonomous
in early learning, what area of the brain is very active?
cortex
in later learning, what area of the brain is more active
subcortical areas
what stage is the learner in:
- limiting degrees of freedom to make the easier
- using lots of muscles
- less energy efficient
- slow response to environmental change
novice(systems 3 stage model)
what stage is the learner in:
- increase in degrees of freedom
- more energy efficient,
- faster response to environment
advanced stage (systems 3 stage model)
what stage is the learner in:
- full degrees of freedom
- refining muscle use
- efficient and coordinated
- respond to environmental changes
expert (systems 3 stage model)
learner is developing skills of the task
- developing movement strategies
- understanding how environment factors impact the task
1st stage of Gentile’s 2 stage model
Fixation/diversification stage
- in a closed skill, performance will become more refined
- in an open skill, performance will be more flexible and adaptable to a variety of situations
2nd stage of Gentile’s 2 stage model
knowledge that can be consciously recalled and thus requires processes such as awareness, attention and reflection, factual knowledge
explicit learning
neural components of explicit learning
sensory association cortices
medial temporal lobe
hippocampus
left side of hippocampus is important for
words and objects
right side of hippocampus is important for
spatial representation
explicit learning involves what 4 stages of memory
encoding, consolidation, storage, retrieval
learning without awareness; reflexive, automatic, or habitual character
implicit learning
neural components of implicit learning
right ventral premotor cortex
right ventral caudate
right thalamus
bilateral visual association cortex
- visual cue appears on screen, which has some kind of a coding position-subject has to press a corresponding button for the cue
- visual cues appear either at random or in some kind of a sequence
- multiple sequences are performed
- reaction time for sequence is measured
- tests implicit learning
serial reaction time task (SRTT)
neuroanatomical integration explicit and implicit learning
caudate prefrontal medial temporal areas striatum anterior cingulate mediofrontal cortical area
- concurrent explicit learning will impair procedural learning
- the two compete for the same resources
capacity-driven theory
- explicit and implicit use different resources
- operate independently without competing
capacity-independent theory
some _____information is good if the task is easier, but may interfere if the task is complex
explicit
- Performance (Acquisition) vs. Learning (Retention)
- In younger, healthy individuals
- In healthy older adults
- In those with limited cognitive capacity
- In those with lesions to the areas responsible for learning (medial temporal, primary motor cortex, etc)
when implicit and explicit strategies work together
- reflexive activation
- sense of effort of muscle force, length of muscle rate of contraction
- Ia afferent fibers sense the speed
- II afferenet fibers sense the muscle length
muscle spindles
modulates muscle output in response to fatigue
golgi tendon organ
perception of the body in space
joint receptors
mechanoreceptors
thermoreceptors
nociceptors
cutaneous receptors
what cortex is important for leaning new movements?
sensory cortex
key nucleus for sensation of learned movements
ventral lateral nucleus of the thalamus
motor inputs to the primary motor cortex and corticospinal tract come from the…
supplemental motor area
premotor area
cerebellum
basal ganglia
motor cortex receives sensory info from?
association areas, VL of the thalamus
movements initiated internally, learning of sequences occurs where?
supplemental motor area
when we learn a simple skill, we only use ….?
primary motor and sensory cortices
complex tasks utilize bilateral….?
SMA and primary and sensory areas
mental practices uses ____ exclusibely
SMA
- receives input from cerebellum.
- control of movements activated by external stimulus; movements as a response
- retrieval of movements which require visual cues
Premotor area
where does motor learning occur where strategy planning of complex motor functions; spatial tasks requiring attention; motor tasks after a delay
prefrontal area
function of the cerebellum is?
coordination, balance
” it acts as a comparer, a system that compensates for errors by comparing intention with performance.”
cerebellum
receives an exact copy of the motor execution plan from the motor cortex of what is going to the spinal cord.
- occurs where?
- what is it called?
cerebellum
“efference copy”
“corollary discharge”
receives signals from all the sensory receptors as well
cerebellum
balance and eye movements
flocclonodular
when our response is different from the intended response, it is corrected
- modulate muscle tone
- feedforward movement
vermis
-high level activities
-preparatory or preplanned movement
-evaluation of incoming sensory information
timing of movement
non-motor learning (cognition)
recall of automatic responses
lateral cerebellum
role is selectively actvation of some movements and supression of others.
- problems fall on the efferent side of things
- important for internally generated behavior while cerebellum for visually triggered and guided movements
basal ganglia
best goals for both learning and retention are goals which are
specific, absolute, moderate difficulty
for a novice where should focus of attention be focused?
internal
for a expert where should focus of attention be focused?
external
what do we learn through modeling?
strategies of a movement and spatial information
can pt still pick up information about the task through observation
yes
a session in whcih the amount of practice time in a trial is greater than the amount of rest between trails
massed practice
a session in which the amount of rest between trials is equal to or greater than the amount of time for a trial
distributed practcie
less learning per session, but overall requires more time. less injury potential
distributed practice
more learning per session, but overall requires less time. more injury potential (overuse)
massed practcie
practice the same activity over and over
constant practcie
practice different activities
variable practcie
better for learning, poorer acquisition, better task transfer to novel task
variable practice
poorer learning, better acquisition, poorer task transfer to novel task
constant practice
women benefit more from what kind of practice?
variable practcie
practicing the trials of a task in no specific order
random practice
practicing all trials of one specific trial before proceeding to the next trial
blocked practice
what practice is better for acquisition?
blocked
what practice is better for learning
random
the concept of blocked vs. random is also known as
“contextual interference”
random practcie encourages increased flexibility to transition from one movement to another
“switch cost phenomenon”
why does contextual interference assist learning?
the task is more memorable and meaningful
increased activation of of what area leads to stronger memory of each task
primary motor cortex
which practice is more effective for tasks with higher task difficulty
blocked practice
which practice is more effective for tasks that are less difficult
random practice
allowing an individual to self-regulate their practice schedules enhance or retard motor learning?
enhance
breaking down a larger motor task into smaller parts
part practice
practicing the entire motor task
whole practice
a task which has separate steps which proceed in a specific order
serial task
behavior continues uninterrupted
continuous task
very rapid task
discreet task
