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Neuro > Motor Learning 1 & 2 > Flashcards

Motor Learning 1 & 2 Flashcards

1
Q

What is the definition of motor learning?

A

set of processes associated with practice or experience leading to relatively permanent changes in the capacity to produce skilled action

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2
Q

Explain what motor learning is:

A
  • a process of acquiring capability for skilled action
  • results from experience or practice
  • cannot be directly measured
  • results in permeant behavior changes
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3
Q

What is performance?

A

momentary strength or accessibility of a response

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4
Q

What does performance typically refer to?

A

temporary changes in motor behavior observed during practice

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5
Q

Is performance always observable?

A

yes

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6
Q

What factors does performance include?

A

anxiety, fatigue, and motivation

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7
Q

performance is a ….

A

measure of learning

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8
Q

does a change in performance imply learning has occurred?

A

not necessarily

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9
Q

What is a schema?

A

generally defined as an abstract representation in our memory after following multiple presentations of a class of objects

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10
Q

What is Schmidt’s Schema Theory based on?

A

Open loop processes and generalized motor program

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11
Q

what is the generalized motor program considered to contain?

A

the rules for creating the spatial and temporal muscle activation patterns needed to carry out a given movement

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12
Q

Schidmt’s Schema Theory says that:

A

After a moment, the following are “stored” in memory

  • Initial movement conditions
  • Parameters used in GMP
  • Outcome of movement
  • Sensory consequences of movement
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13
Q

Where does Schmidt’s Schema Theory say the information is “stored?”

A

in a motor recall and a sensory recognition schema (two states of memory)

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14
Q

What does motor recall schema do?

A

Selects a particular response

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15
Q

What does sensory recognition do?

A

Evaluated the response

error signal of movement goes back to schema, and schema is modified

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16
Q

Are both the motor recall schema and sensory recognition schema continually modified and updated?

A

yes

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17
Q

What is important in order to develop more rules for the schema?

A

Practicing variability

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18
Q

What serves as the basis for movement evaluation?

A

Sensory consequences being assessed after the desired outcome and initial conditions are determined

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19
Q

What are the clinical implications of the Schema Theory?

A
  • Based on practicing tasks under many different conditions; variable practice
  • Essential to forming accurate recall and recognition schemas
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20
Q

Limitation of Schema Theory #1

A

Variable practice should result in better learning and transfer –> truer for children than adults in healthy subjects

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21
Q

Limitation of Schema Theory #2

A

Relied on GMP –> difficult to find the neural mechanisms and rules for parameter development

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22
Q

Limitations of Schema Theory #3

A

Does not account for immediate ability to perform coordinated movement

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23
Q

What does the ecological (dynamical) theory say that motor learning is?

A

a process that increases the coordination between perception and action that is consistent with task and environmental constraints

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24
Q

the ecological (dynamical) theory states people search for optimal strategies based on what?

A

task conditions (both perceptual and motor)

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25
Q

How do we find the optimal strategies listed in the ecological (dynamical) theory?

A

through exploration of perceptual motor workspace

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26
Q

what do we need to specifically find in order to find optimal strategies?

A
  • Perceptual cues that are the most relevant to performance of specific task (full glass = be careful moving to not spill)
  • movements that are most efficient for that special task
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27
Q

What does perception provide?

A

the organizing structure for action

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28
Q

What is motor learning based in part on?

A

the education of attention to the task-relevant informational cues that are available in the interaction with the environment

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29
Q

In PT, what does perceptual information present in the form of?

A

feedback

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30
Q

3 ways to help someone learn as skill:

A
  • help them understand nature of workspace
  • understand normal strategies used for a task
  • provide information (prescriptive and feedback) to facilitate search
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31
Q

what is the limitation of ecological theory?

A

few examples of systematic application to specific examples of learning a skill

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32
Q

What have all motor learning theories adopted?

A

“stages” of learning (acquisition of motor skill)

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33
Q

Fitts and Posner Three-Stage Model

A
  • Most associated with Schema

- Information processing stages

34
Q

Gentile’s Two-Stage Model

A

Refinement and diversity

35
Q

Systems (three-stage) model

A

freezing/freeing DOF

36
Q

What are the 3 stages in the Fitts and Posner Model?

A
  • Cognitive stage: understands the nature of task, develop strategies, and determine how to evaluate task (instructive)
  • Associative Stage: strategy has been selected (refinement; outcome is important)
  • Autonomous stage: little to no attention required
37
Q

Progressions in the cognitive stage

A
  • variable performance as person tries variety of strategies

- performance improvement is large

38
Q

Progressions in Associate Stage

A

Less variability but slower improvements in performance

39
Q

Progressions in autonomous stage

A

can focus on other environmental factors that may impact execution of the skill

40
Q

What does the Gentile Two Stage Model of Learning cover?

A

understanding the goal to diversification of learned test to changing environments

41
Q

Stage 1 of Gentile Model of Learning

A
  • Develop an understanding of task dynamics
  • understand goal, develop movement strategies, understand environmental effect
  • learning to distinguish relevant cues or features from not relevant ones
42
Q

Stage 2 of Gentile Model of Learning

A
  • Fixation/diversification to refine the movement
  • developing the capability to adapt movement to changing test and environment and performing test consistently and efficiently
43
Q

what does diversification refer to?

A

ability to manage open skills/environment

44
Q

What does the Systems Three-Stage Model state?

A

controlling and releasing degrees of freedom is basis for learning skills

45
Q

Novice Stage of Systems Three-Stage Model

A
  • Movement is simplified by “freezing out” some of the available degrees of freedom
  • holding body/segments rigidly throughout movement
  • Coupling/constraining (temporarily) multiple joints/segments to force their movement as a unit
  • Too many DOF may actually interfere with the to-be-learned movements
46
Q

Advanced Stage of Systems Three-Stage Model

A
  • Reinstatement and/or release of degrees of freedom

- “lifting of all restrictions –> incorporation of all possible DOF”

47
Q

Explain the DOF in the advanced stage of the systems model:

A
  • the DOF are part of the movement but introduce complicating reactive phenomena
  • these are extinguished, not proactively, but in an innervationally reactive way
48
Q

What is the expert stage of the systems model?

A

the highest stage of coordination freedom corresponds to a degree of coordination at which the organism is not only unafraid of reactive phenomena in a system with many DOF but is able to structure its movements so as to utilize entirely the reactive phenomena which arise

49
Q

What does the expert stage use?

A
  • the forces given for free
  • really “relaxing”
  • minimal innovational impulses (neural drive)
50
Q

What is extrinsic feedback?

A
  • what we need to really get good at something
  • knowledge of results
  • knowledge of performance
51
Q

in order to learn, what MUST we receive?

A

some sort of information about performance

52
Q

Bandwidth Feedback

A

Feedback provided only when performance is outside of a predetermined range

53
Q

Advantages of Bandwidth Feedback

A
  • Less frequent feedback as skill improves

- Negative feedback given (depends on context)

54
Q

What is knowledge of results?

A 
*outcome of movement 
Verbal feedback (most often) that informs the learner how well he accomplished the test
55
Q

Who is knowledge of results important for?

A

those with impaired sensory systems who have difficulty with or are unable to process intrinsic information

56
Q

What is the time between outcome stage and knowledge of results called?

A

Knowledge of results delay

- appears important that no new movements be put into this period as it may interfere with learning

57
Q

how often should you give knowledge of results?

A
  • early in skill development, fade feedback

- during skill acquisition, there is no difference in performance

58
Q

What is knowledge of performance?

A

Provides information about the quality of the movement; does not contain information directly related to the goal

59
Q

What is motor skill NOT?

A

It is NOT a formula of permanent muscle forces imprinted in some motor center

60
Q

What IS motor skill?

A

an ability to solve one or another type of motor problem

61
Q

What are we practicing in learning an action?

A

Practice is a type of “repetition without repetition”

  • each repetition at solving a motor task is an act
  • each act involved unique, non-repetitive neural and motor patterns
  • we are repeating the PROCESS of its solution
62
Q

Practice considerations - Massed vs. Distributed

A

Massed: trial time > rest time (CIMT)
Distributed: rest time > or equal to trial time (leads to better results in long term)

63
Q

Practice conditions - Constant vs Variable

A

Practicing the actual task

Variable: changing up variable within the task (better results)

64
Q

Practice Conditions - Random vs Blocked (multiple tasks)

A
  • Better for randomly ordered conditions
  • Due to contextual interference - makes learning more effective in the long run
  • Context effects - factor which initially make learning a task more difficult
  • Random is better for distinct motor skills
65
Q

Practice Conditions - Whole vs Part training

A
  • break task down into parts and practice components

- must include task specificity

66
Q

Practice Conditions - Transfer

A

increases as similarities between practice and actual environment increase

67
Q

Practice Conditions - Mental Practice

A
  • can lead to improvements –> the extent to which it is like physical practice varies on the task
  • Although not physically performing the task, the pathways in the CNS are still being used
68
Q

Practice Conditions - Guidance vs Discovery Learning

A
  • learner is physically guided
  • works at onset of new task
  • guidance is useful in cognitive stage (similar to priming)
69
Q

Providing sensory input is…

A
  • motivational
  • triggering (intersensory facilitation and startle response)
  • Not just facilitation and inhibition
70
Q

Neuromuscular control implies…

A

An interplay of central and peripheral processes

  • feedforward processes
  • feedback: broader role for sensory input
71
Q

How to integrate feedback and feedforward styles of control in treatment:

A
  • best to employ treatment strategies (adapt task and/or environment) that foster the generation of an action plan (use-dependent learning; fast practice) –> naturally engages styles of control
  • prove manual assistance techniques to facilitate and guide movement only where necessary and use sensory information as previously described
  • return to task and environmental strategies and proper exercise dosage as volitional movement emerges
72
Q

Active learning vs passive learning

A
  • traditional approaches largely emphasized role of patient as recipient of sensory input applied by the therapist = passive learning
  • active participation/problem solves helps patients solve motor problems
  • use motor learning principles (structure practice and provide motivating feedback)
73
Q

What is the underpinning of almost all motor learning?

A

Use-dependent (repetitive practice)

74
Q

what does use-dependent learning enable?

A
  • Sensorimotor adaptation
75
Q

what is adaptation (implicit)?

A

the ability to adjust behavior to changing environmental or internal demand in order to maintain appropriate, goal directed motor performance
- cerebellum plays a major role

76
Q

How can use-dependent learning be augmented?

A
  • by reinforcement and instructive learning
77
Q

what is reinforcement (reward based)?

A
  • driven by outcome-based external feedback (knowledge of results)
  • Basal ganglia plays a major role
78
Q

what is instructive learning?

A
  • strategy based; often explicit
  • driven by knowledge of performance, modeling, external focus of attention, mental practice, motor imagery
  • prefrontal cortex plays a major role
79
Q

What does neuromuscular control depend on?

A
  • behavioral and environmental context
  • actor is embedded
  • perceiving is the basis for action
  • context requires adaptive capacity
80
Q

Why should affordances for patients be created?

A
  • provides opportunities for patients to formulate and execute adaptive responses based on relevant sensory information within a variety of functional contexts **
81
Q

Why does coordination emerge?

A

for goal achievement

  • emerges through constraints
  • multistep control of movement
82
Q

movements emerge as….

A

a function of test, individual, and environmental constraints

  • importance of reactive forces, gravity, and exploit mechanisms
  • compare the primarily neural explanations from traditional approaches vs a multifactorial explanation in contemporary models

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