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Motor Control > Motor Learning > Flashcards

Motor Learning Flashcards

1
Q

Motor Control

A

Understanding of the control of already acquired movement

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2
Q

Motor Learning

A

Understanding the acquisition of movement

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3
Q

Motor learning encompasses what two things?

A

The acquisition of movement and the reacquisition of movement

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4
Q

Motor learning is a set of processes associated with practice or experience leading to what?

A

To relatively permanent changes in the capability for producing skilled action

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5
Q

Motor learning concepts

A

Process of acquiring the capability for skilled action; results from experience or practice; cannot be directly measured; produces relatively permanent changes in behavior; short term changes are NOT considered learning

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6
Q

Motor learning emerges as a result of the interaction of what 3 things?

A

individual, task, and environment

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7
Q

Performance

A

temporary changes in motor behavior seen during practice

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8
Q

Learning

A

Relatively permanent change

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9
Q

Learning cannot be measured during what?

A

practice

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10
Q

What are the 3 stages of motor learning?

A

cognitive, associative, and autonomous

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11
Q

Cognitive stage of motor learning

A

Understanding the nature of the task, developing strategies, and requires high degree of cognitive activity, High amount of attention required

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12
Q

Associative stage of motor learning

A

Person has selected best strategy, begins to refine the skill

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13
Q

Autonomous stage of motor learning

A

Skill becomes automatic, low degree of attention required

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14
Q

The cognitive stage of motor learning occurs in what parts of the brain?

A

Association Motor cortex and language centers

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15
Q

The associative/autonomous stages of motor learning occur in what parts of the brain?

A

basal ganglia and motor cortex

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16
Q

Teaching a new skill involves what 3 tasks?

A

preparation of design of practice, organization and scheduling, and feedback for skill learning

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17
Q

Motor learning factors

A

motivation, feedback, practice, guidance, and transfer

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18
Q

Motivation must be __________, purposeful knowledge of the activity

A

clear

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19
Q

Who must be involved in goal setting?

A

the patient

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20
Q

Goals must be what?

A

specific and attainable

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21
Q

Activity must be perceived as what?

A

meaningful and useful

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22
Q

Patient should be encouraged towards what?

A

higher goals

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23
Q

Principles of motivation

A

creative behavior, goal setting, instructions, and demonstration/modeling

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24
Q

purpose of feedback

A

give information regarding outcome of movement

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25
Q

goal of feedback

A

improve performance and learning without feedback

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26
Q

Any type of feedback has the potential to improve motor learning if it does what?

A

adds essential information and is not needed during all tasks

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27
Q

Knowledge of results (KOR)

A

outcome information (about goal achievement), important in learning

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28
Q

Knowledge of performance (KOP)

A

information on kinetics or kinematics of task, useful in refining task

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29
Q

What’s better KOR or KOP?

A

a combination of both works best

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30
Q

Erroneous feedback will ________ performance and learning?

A

diminish

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31
Q

Feedback should focus on how many movements?

A

1-2

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32
Q

Precise, frequent, immediate feedback facilitates what?

A

performance

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33
Q

______ precision early, _______ precision later

A

less, more

34
Q

Frequent feedback

A

distracts and interferes with information processing, learning is negatively impacted

35
Q

concurrent feedback and terminal, continuous feedback

A

most effective for performance, maximize dependency

36
Q

Relative feedback

A

most effective, helps learner develop error detection, enhances learning, and enhances problem solving

37
Q

Feedback directly after a trial is ________ to learning

A

detrimental

38
Q

Feedback delayed _____________ does not have a detrimental effect

A

Several seconds or several minutes (longer than 5 seconds)

39
Q

We believe that one of the commonalities between movement science and physical rehabilitation is that _________

A

motor improvement results from repetition

40
Q

Practice alone does not necessarily lead to what?

A

the acquisition of a new skill

41
Q

Assessment of subjects’ methods shows that ____________ often account for lack of improvement

A

inadequate strategies

42
Q

Deliberate practice

A

highly structured, explicit goal is to improve performance, specific tasks are used, performance is carefully monitored, requires effort, may not be inherently enjoyable, motivation comes from knowledge that practice will improve performance

43
Q

When is blocked practice most effective?

A

early in learning and to increase performance

44
Q

When is random practice most effective?

A

When used to increase motor learning and increase retention

45
Q

Blocked practice needs _________ trials

A

less

46
Q

Random practice needs ______ trials

A

More

47
Q

Performance on one task results in degradation on another task, but also leads to what?

A

improved motor learning

48
Q

In ___________ practice, rest periods > practice

A

distributed

49
Q

In ________ practice, practice time > rest periods

A

Mass

50
Q

Distributed practice results in what?

A

improved performance

51
Q

Mass practice results in what?

A

improved learning

52
Q

Distributed practice is recommended for what?

A

continuous tasks, complex tasks, and a learner with decreased motivation

53
Q

Mass practice is recommended for what?

A

discrete tasks and a learner with a high skill level

54
Q

Practicing parts of a task is most useful for what?

A

long tasks and difficult aspects

55
Q

Practicing a whole task is most useful for what?

A

A learner who has prerequisite skills and if the task is less than 1 second

56
Q

Must gradually integrate parts of a task to minimize what kind of problems?

A

transfer problems

57
Q

Intertask transfer does not take place if the tasks are different in what?

A

only very small ways

58
Q

Low practice variability

A

results in greater performance on practiced tasks

59
Q

High practice variability

A

results in improved task transfer within a movement class, improved generalizability, improved adaptability, and improved competence

60
Q

variable practice results in what two things?

A

greater retention and error detection

61
Q

Need to be able to transfer to what?

A

new environments and new tasks

62
Q

The degree of transfer is dependent upon what?

A

task similarity and environmental similarity

63
Q

Principles of mental practice/cognitive rehearsal

A

combination of physical and mental practice is most effective; can be used before, during, or after activity; most effective when performed for 3-5 minutes; allows for correction of errors in execution; allows for improved concentration; random found to be more useful than blocked; and physical practice is essential

64
Q

Mental practice has been found to do what?

A

increase speed of task, improve balance, and improve task efficiency and accuracy

65
Q

Session length and frequency will vary depending on what?

A

demand of task, skill level (fatigue may be an issue), and nature of the skill

66
Q

Increased demand of the task means _______, ________ __________ practice sessions

A

shorter, more frequent

67
Q

Session intensity is dependent on what?

A

individual clinician, clinician availability, severity of condition, and practice guidelines

68
Q

Considerations for group therapy

A

common in rehab settings, cost effective, studies suggest goals achieved earlier, and motor learning strategies must be employed

69
Q

Strategies for caregiver education and training

A

be responsive to needs; provide intrinsic motivation; caregiver education should focus on observation, recognition, and acceptance; should spend time observing physical therapist; must make sense based on individual goals and lifestyle

70
Q

Guidance during practice is used to do what?

A

assist learner in proper movement sequences

71
Q

remember physical or verbal guidance does what?

A

makes you part of a person’s movement sequence

72
Q

Guidance is effective in __________ movement errors

A

restricting

73
Q

What frequency of guidance contributes more to learning? Relative or continuous?

A

Relative

74
Q

Continuous guidance does what?

A

alters the task and reduces transfer of skill

75
Q

Guidance is most effective when?

A

early in practice of unfamiliar tasks, to improve performance, slower tasks, prevention of injury, and reduction of fear

76
Q

Factors to consider: individual

A

learning style, background experience related to movement, motor abilities/prognosis, and emotions/motivation

77
Q

Factors to consider: task

A

type of task and environment that the task needs to be completed

78
Q

Barriers to task specific practice

A

efficiency, documentation, therapist min-set, and patient compliance

79
Q

Factors to consider

A

individual, task, and learning stage

80
Q

Examples of LE benchmark tasks

A

sit to stand, stepping up and over, and stepping through hoops

81
Q

Examples of UE benchmark tasks

A

Containers and lids, folding, book stacking, setting the table

Motor Control (1 decks)

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