Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Neuromuscular 1 > Module 2 > Flashcards

Module 2 Flashcards

1
Q

What is the point of Challenge Point Hypothesis?

A

Optimal level of information that helps learner learn
keep the learner challenged
adjust task and practive environment so there is some success while still challenging the learner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Where should you start with challenge point hypothesis

A

nominal task difficulty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

use of assisted device
practice as a closed vs open skill
less info to process; fewer parts
size of racquet; size of bat; size of ball; speed of object, etc

A

all ways to adjust functional task difficulty through adaptive practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Is it better for the learner to choose when to adjust the difficulty of the task?

A

YES!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

functional rask difficulty depends on

A

nominal difficulty of the motor task
skill level of learner
age of learner (child or older adult)
neurological health of learner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

two parts of distribution of practice

A

massed practice and distributed practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

repeition of a motor task with minimal rest between trials or between practice sessions

A

massed practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

repetition of a task with trials, block of trials, or practice sessions spaced out over time

A

distributed practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Why should you utilize distributed practice?

A

fatigue, cognitive effort
memeory consolidation (sleep)
specificity of practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is part practice?

A

a task that is broken into component parts and practiced
works best when the actions of one part does not influence the actions of the next part
effective if the parts being practice are naturally occuring subdic
make sure pt understand bigger picture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is whole task?

A

things like locomotion cycle should not be broken down
it is more effective for tasks involving continuous motion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

practicing the sequence; vividness controlling the image; internal perspective; external perspective

A

mental practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Physical > Mental > None

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

motor component needs ____ experience first

A

physical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

cogntiive component prior to

A

physical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Helps with performance, not learning
can help beginner
can help if dangerous
don’t overuse –> will beocme dependent

A

guided practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Directed by patient with SOME PT help
yields better skill acquiition, retention, and genralization
less prevalent in clinical practice
Pt involved in selection of activities, assessment of performance, determining strategies to complete task
may not appropriate for all

A

guided discovery training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Implicit learning through rep-task-specific w/o experience of error

A

Errorless learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

tasks may be broken int parts and each part practiced before completing the whole task

A

Errorless learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

feedback typically provided frequently at first and then may be faded over time

A

Errorless learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

may allow for less generalization

A

Errorless learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

implicit learning through skill execution without a prior instruction

A

errorful learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

feedback is tyically withheld and learning occurs through practice

A

errorful learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

allows for self correction and learning from mistakes

A

errorful learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

therapist can elicit patient analysis of performance after the fact to generate adaptions for future performance

A

errorful learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Limitations of Task-Specific Training

A

May not be appropriate for all patients (selection is dependent on degree of recovery); severity of motor and/or cognitive deficits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Is more practice better? T/F

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q
  • Practice with ___ engagement
  • Keep ____ challenged
  • keep ___ context in mind
  • strategically use: constant, variable, random, blocked practice
  • ____ and mental practice
  • guided practice
A
  • patient
  • learner
  • target
  • distribute
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

how to increase intensity of practice

A
  • increase hours of training/day
  • increased resistance
  • increased cardiovascular workload (HR, RPE)
  • challenging balance programs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Performance should be similar to performance

A

Specificity of practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Specificity of Practice: motor/biomechanical characteristics

A

intrinsic feedback, external feedback, and internal forces

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

specificity of practice: information processing

A

if pt needs practice walking in busy environments than recreate

33
Q

specific of practice: environmental conditions

A

environment

34
Q

Practice order: repeated practice of a task or group of tasks in specificed order

A

bloecked order (5 sts, 5 10ft walk, 5 spins)

35
Q

Practice order: practice of a task or group of tasks in a predictable repeating order

A

serial order (1 sts, 1 10ft, 1 spin x5)

36
Q

Practice order: practice of a non-repeating and unpredictable group of tasks

A

random order - randomly do STS, 10ft walk, spin, and other exercises

37
Q

Blocked or Random? practice sequence in which one repeatedly rehearses the same task

A

blocked

38
Q

Blocked or Random? allows the learner uninterrupted time to concentrate on the tasks at hand

A

blocked

39
Q

Blocked or Random? one skill is practiced and refined before foinf to the next

A

blocked

40
Q

Blocked or Random? practice sequence where the learner performs a number of different tasks or variation of a task in no particular order

A

random

41
Q

Blocked or Random? avoding or minimizing consecutive reptitions of any single taks

A

random

42
Q

Blocked or Random? Which is more beneficial?

A

Random! skilled performance is delayed initally but overall improved retention and generalization

43
Q

When is blocked practice the most beneficial?

A

for learning a new skill during the cognitive stage of learning

44
Q

when is random practice the most beneficial?

A

when the learner understands the movement strategy practice they should shift to random

45
Q

Repeat same skill, same parameters; only one variation of the task during a session

A

constant practice

46
Q

repeat same skill, different parameter

A

variable practice

47
Q

Stage of learning: blocked - more reps; then shift to semi-block later in this stage

A

cognitive stage

48
Q

stage of learning: semi-blocked - three trials of one skill, then switch, mid to later in this stage, random

A

associative stage

49
Q

stage of learning: random - switching from one skill to another

A

autonomous stage

50
Q

Stages of learning: Needs assistance to detect errors

A

cognitive or novice stage

51
Q

stages of learning: can error detect

A

associative or advanced stage

52
Q

stages of learning: can error detect and correct

A

autonomous or expert stage

53
Q

What are reasons that feedback is important?

A
  • motivate or energize (compare to goal)
  • reinforce (positive reinforcement)
  • inform (descriptive - their errors; prescriptive - how to correct)
54
Q

Intrinsic/Extrinsic? Inherent through movement; somatosensory or visual information; auditory, tactile
indications about accuracy. success

A

intrinsic

55
Q

Intrinsic/Extrinsic? “Augmented feedback”; supplemental information; may be verbal, visual, or manual

A

extrinsic

56
Q

Outcome of moveement related to the goal that is objective/measurable

A

augmented feedback

57
Q

____ feedback to focus attention on body movement; explains organization of action for early learning stages; refine coordination or technique for later learning stages

A

Qualitative Feedback

58
Q

____ Feedback can be used about the movement; motivational, can guide temporary performance

A

Quantitative

59
Q

Knowledge of ____: given to the learner about the outcome of his performance; promotes an external focus of attention

A

results

60
Q

knowledge of _____: feedback about quality of the movement; promotes an internal focus of attention

A

performance

61
Q

when using augmented feedback, you should consider the task and individual

A

YES

62
Q

What is a benefit for using augmented feedback?

A

it is usable and interpretable

63
Q

What is the internal focus on augmented feedback?

A

may disrupt automaticity of movement/motor control

64
Q

what is the external focus of augemented feedback?

A

goal-directed; enhances retention, works across specialties
“Push against the ground” VS “shift weight onto front foot”
“RUN SOFTER” vs “more knee bend”

65
Q

Concurrent feedback

A

feedback provided during movement

66
Q

Delayed feedback

A

feedback given after a brief period of time
- time for self-assessment
- do not delay too long

67
Q

immediate feedback

A

immediately following movement

68
Q

Faded feedback

A

decreasing frequency

69
Q

bandwidth feedback

A

feedback only when performance is outside of a predetermined error range

70
Q

self-selected feedback

A

based on the learner’s request (help); tends to fade, after good trial, begin to seld-identify error

71
Q

Stages of learning & Feedback: high concentration, self talk; learning task goal, developing stratgies and understanding important environmental features

A

cognitive or novice stage

72
Q

Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance

A

associative or advanced stage

73
Q

Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance

A

associative or advanced stage

74
Q

Stages of learning & Feedback: less attention needed, may multi-task; optimize movement for environmental constrains; fixing closed skills/diversifying open skills

A

autonomous or expert stage

75
Q

Considerations when creating goals?

A

consider individual, task, and environment, consider feedback available/required

76
Q

Is this a good goal? Patient will perform STS from standard height chair with verbal cues for safety awareness in 1 week

A

YES

77
Q

Should task complexity be considered when creating goals?

A

yes

78
Q

Relevance or salience of the goal to the client is important for neurorehabilitation

A

yes

Neuromuscular 1 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions