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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
goal of feedback
improve performance and learning without feedback
26
Any type of feedback has the potential to improve motor learning if it does what?
adds essential information and is not needed during all tasks
27
Knowledge of results (KOR)
outcome information (about goal achievement), important in learning
28
Knowledge of performance (KOP)
information on kinetics or kinematics of task, useful in refining task
29
What's better KOR or KOP?
a combination of both works best
30
Erroneous feedback will ________ performance and learning?
diminish
31
Feedback should focus on how many movements?
1-2
32
Precise, frequent, immediate feedback facilitates what?
performance
33
______ precision early, _______ precision later
less, more
34
Frequent feedback
distracts and interferes with information processing, learning is negatively impacted
35
concurrent feedback and terminal, continuous feedback
most effective for performance, maximize dependency
36
Relative feedback
most effective, helps learner develop error detection, enhances learning, and enhances problem solving
37
Feedback directly after a trial is ________ to learning
detrimental
38
Feedback delayed _____________ does not have a detrimental effect
Several seconds or several minutes (longer than 5 seconds)
39
We believe that one of the commonalities between movement science and physical rehabilitation is that _________
motor improvement results from repetition
40
Practice alone does not necessarily lead to what?
the acquisition of a new skill
41
Assessment of subjects' methods shows that ____________ often account for lack of improvement
inadequate strategies
42
Deliberate practice
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
When is blocked practice most effective?
early in learning and to increase performance
44
When is random practice most effective?
When used to increase motor learning and increase retention
45
Blocked practice needs _________ trials
less
46
Random practice needs ______ trials
More
47
Performance on one task results in degradation on another task, but also leads to what?
improved motor learning
48
In ___________ practice, rest periods > practice
distributed
49
In ________ practice, practice time > rest periods
Mass
50
Distributed practice results in what?
improved performance
51
Mass practice results in what?
improved learning
52
Distributed practice is recommended for what?
continuous tasks, complex tasks, and a learner with decreased motivation
53
Mass practice is recommended for what?
discrete tasks and a learner with a high skill level
54
Practicing parts of a task is most useful for what?
long tasks and difficult aspects
55
Practicing a whole task is most useful for what?
A learner who has prerequisite skills and if the task is less than 1 second
56
Must gradually integrate parts of a task to minimize what kind of problems?
transfer problems
57
Intertask transfer does not take place if the tasks are different in what?
only very small ways
58
Low practice variability
results in greater performance on practiced tasks
59
High practice variability
results in improved task transfer within a movement class, improved generalizability, improved adaptability, and improved competence
60
variable practice results in what two things?
greater retention and error detection
61
Need to be able to transfer to what?
new environments and new tasks
62
The degree of transfer is dependent upon what?
task similarity and environmental similarity
63
Principles of mental practice/cognitive rehearsal
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
Mental practice has been found to do what?
increase speed of task, improve balance, and improve task efficiency and accuracy
65
Session length and frequency will vary depending on what?
demand of task, skill level (fatigue may be an issue), and nature of the skill
66
Increased demand of the task means _______, ________ __________ practice sessions
shorter, more frequent
67
Session intensity is dependent on what?
individual clinician, clinician availability, severity of condition, and practice guidelines
68
Considerations for group therapy
common in rehab settings, cost effective, studies suggest goals achieved earlier, and motor learning strategies must be employed
69
Strategies for caregiver education and training
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
Guidance during practice is used to do what?
assist learner in proper movement sequences
71
remember physical or verbal guidance does what?
makes you part of a person's movement sequence
72
Guidance is effective in __________ movement errors
restricting
73
What frequency of guidance contributes more to learning? Relative or continuous?
Relative
74
Continuous guidance does what?
alters the task and reduces transfer of skill
75
Guidance is most effective when?
early in practice of unfamiliar tasks, to improve performance, slower tasks, prevention of injury, and reduction of fear
76
Factors to consider: individual
learning style, background experience related to movement, motor abilities/prognosis, and emotions/motivation
77
Factors to consider: task
type of task and environment that the task needs to be completed
78
Barriers to task specific practice
efficiency, documentation, therapist min-set, and patient compliance
79
Factors to consider
individual, task, and learning stage
80
Examples of LE benchmark tasks
sit to stand, stepping up and over, and stepping through hoops
81
Examples of UE benchmark tasks
Containers and lids, folding, book stacking, setting the table

Motor Control (1 decks)

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