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Development > Motor Control and Learning > Flashcards

Motor Control and Learning Flashcards

1
Q

Motor control

A

Ability to regulate or direct mechanisms essential to movement.
Information processing to organize musculoskeletal system in goal oriented movements

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2
Q

3 factors of movement

A

Individual, task and environment

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3
Q

3 aspects of the individual :Motor learning

A

Action, perception, cognition

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4
Q

Constraints on movement: Action

A

Individual Aspect. Ability to control movements and the multiple ways it can be done.

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5
Q

Constraints on movement: perception

A

Individual Aspect. Sensory integration of information

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6
Q

Constraints on movement: cognition

A

Individual Aspect. Planning, motivation, attentiom, problem solving, emotions. Single vs dual task

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7
Q

Task: Classifications

A

Functional, regulating neural control, base of support, object manipulation, movement variability

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8
Q

Functional categories of tasks

A

Classification of tasks. Bed mobility, transfers, adls

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9
Q

Task classification: Regulation of neural control mechanisms

A

Classification of tasks.

Discrete : defined beginning and end
Continuous: not recognizable beginning and end. End point not inherent

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10
Q

Task Classification Base of support

A

Classification of tasks.

Stable: stable base of support
Mobility: moving base of support

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11
Q

Task classification: Object manipulation requirements

A

Classification of tasks.

Sequenced task: increase demand for stability

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12
Q

Task classification: Movement variability

A

Classification of tasks.

Open movements: constantly changing or unpredictable environments
Closed movements: relatively fixed, predictable environments

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13
Q

Environment Contraints on movement

A

Regulatory: movement must conform to environment, environment shapes movement
Non regulatory: affects environment in other aspects than movement

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14
Q

Theories of Motor Control

A

Systems theory and dynamic systems theory

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15
Q

Systems theory

A

Describes the body as a mechanical system with many degrees of freedom that need to be controlled. Higher levels of the nervous system activate lower, the sizes, the synergy of muscle groups.

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16
Q

Dynamic systems theory

A

Describes the body as a mechanical system with many degrees of freedom, but with the principal of self organization that states that the individual parts of the system come together without the need for a higher command center

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17
Q

Variability of motor control

A

Necessary condition for optimal function. Too little variability equals injury to much variability leads to impaired movement performance (ataxia). A small amount of variability indicates highly stable, behavior, or preferred patterns.

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18
Q

Attractor well

A

They’re deeper than well, the harder it is to change, preferred patterns, suggesting a stable movement pattern

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19
Q

Early definition of motor learning

A

Acquisition or modification of movement to recover function.

4 concepts: acquiring the capability, results from experience, referred behavior changes, permanent change in behavior.

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20
Q

Current definition of motor learning

A

Complex system of perception, cognition, and action processes.

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21
Q

Performance

A

Temporary changing motor behavior during practice

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22
Q

Learning

A

Relatively permanent change in behavior involved in skill retention

23
Q

Teaching strategies for motor learning

A

Instruction, feedback, practice, and motivation

24
Q

Closed loop Learning

A

Motor control achieved by feedback from an actual response that conforms to the desired response by means of correction

25
Q

Open loop learning

A

Control of motor systems with no feedback of a moving object. Execution of pre-programmed movements (motor program) without actual feedback, also known as muscle memory.

26
Q

Fitts Three stage of motor skill learning

A

cognitive stage, associative stage, autonomous stage

27
Q

Fitts and Posner Cognitive stage

A

Part of the fitts model. What must be done. Understanding the task and selecting a strategy characterized by a large number of errors and needing a lot of cognitive activity.

28
Q

Fitts and posner Associative stage

A

Part of the fitts model. how should it be done best strategy to refine the skill. Characterized by small variability and slow improvement.

29
Q

Fitts and posner Autonomous stage

A

What presents success performance of skills automatically with a low level of attention. Ready for advanced challenges like dual tasks.

30
Q

Systems three stage model

A

Novice stage, advance stage, expert stage

31
Q

Systems, three stage model: Novice stage

A

Part of the systems three stage model. Freeze degrees of freedom. Simplifies the movement by stiffening body segments.

32
Q

Systems, three stage model: Advanced stage

A

Part of the systems three stage model. Release additional degrees of freedom. Well coordinated movement.

33
Q

Systems, three stage model: Expert stage

A

Part of the systems three stage model. release all degrees of freedom. Increased movement control, and reduce fatigue.

34
Q

Gentile 2 stage model stages

A

Stage one and two

35
Q

Gentiles 2 stage model: Stage one

A

Gentiles to stage model. Understand the requirements of the movement, and create a strategy.

36
Q

Gentile 2 stage model: Stage two

A

Gentiles to stage model. refine the movement, adapt, the movement to changing tasks and environmental demands.

Closed skills: have minimal environmental variation, and are consistent.
Open skills: are performed in changing environments and require diversity.

37
Q

Acquisition or practice phase

A

Fumbling attempts, skills are learned or relearned, indicates performance

38
Q

Retention in transfer phase

A

Mastery of skill, information, stored for retrieval, indicates learning

39
Q

Practice levels

A

Should be accurate, active, how is variability, and be task specific

40
Q

Feedback

A

Use of sensory information to control in action. Can be intrinsic or extrinsic.

41
Q

Intrinsic feedback

A

Comes from the sensory systems.

42
Q

Extrinsic feedback

A

Comes from external resources. Provides knowledge of results (KR) : outcome of movement, terminal feedback. knowledge of performance (KP): movement patterns

43
Q

Practice conditions

A

Massed versus distributed. Constant versus variable. Random verse is blocked. whole versus part.

44
Q

Massed versus distributed practice

A

Massed: amount of practice in a time to trial is greater than the rests
Distributed: amount of rest between trials are equal to, or greater than the time of the trial

45
Q

Constant versus variable practice

A

Constant: practice, a skill repeatedly under the same setting
Variable: practice go under variety of parameters

46
Q

Random versus blocked practice

A

Random: practice instead of motor tasks in random order
Blocked: practice his son of motor tasks in a fixed order

47
Q

Whole versus part practice

A

Whole: practice entire movement at once
Part: break down the task into different components

48
Q

Transfer: practice conditions

A

Transfer is dependent on similarity between two tasks so that the neural processing demands would be similar

49
Q

Mental practice

A

Takes place in supplementary motor cortex, enhances, skill acquisition

50
Q

Guidance versus discovery: practice conditions

A

Physically guide. Unguided conditions are less effective for immediate skill acquisition, but more effective for transfer.

51
Q

Key elements of motor learning

A

Environmental considerations, motivation, attention, guidance and instruction, selection of Feedback and practice

52
Q

Ability to learn elements

A

Intelligence, learning skills required over the years, flexibility of learning styles, noncognitive factors

53
Q

Three aspects of a task

A

Stability, mobility, manipulation

Development (7 decks)

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