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Motor Learning Flashcards

1
Q

what is implicit motor learning?

A
  • learning which progresses with no or minimal increase in verbal knowledge of movement performance (e.g. facts and rules) and without awareness
  • *automatic, unconscious; ex riding a bike as an adult
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2
Q

what is explicit motor learning?

A
  • learning which generate verbal knowledge of movement performance (e.g. facts and rules), involved cognitive stages within the learning process and is dependent on working memory and involvement
  • *newly learning how to ride a bike
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3
Q

what are the three forms of learning in nondeclaritive (implicit) memory/learning?

A
  • non-associative learning: habituation and sensitization
  • associative learning: classical and operant conditioning
  • procedural learning: tasks and habits
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4
Q

what is non-associative learning?

A
  • reflex pathways; response to repeated stimulus is more reflexive
  • involves habituation and sensitization
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5
Q

what is habituation?

A

decrease in responsiveness as a result of repeated exposure to a non-painful stimuli (children with tactile defensive behavior)

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6
Q

what is sensitization?

A

increased responsiveness following noxious stimuli (chronic pain)

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7
Q

what is associative learning?

A
  • amygdala, cerebellum, premotor cortex
  • prediction of relationships
  • classical vs operant conditioning
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8
Q

what is classical conditioning?

A

pair stimuli to produce a conditioned response

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9
Q

what is operant conditioning?

A

rewarded behaviors are typically repeated (trial and error) where those with negative consequences are not (fear of falling in older adults)

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10
Q

what is procedural learning?

A
  • basal ganglia
  • repeating movement continually under varying conditions can automatically (without attention) improve performance
  • automatically learn rules for movement (movement schema) and apply to new situations
  • develops slowly through repetition
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11
Q

what is explicit/declarative learning?

A
  • factual knowledge that is consciously recalled
  • involves encoding, consolidation, storage, and retrieval (results in structural changes in neurons)
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12
Q

how can explicit/declarative learning be optimized?

A
  • motivation, attention to task, and ability to associate new information with familiar tasks already in memory
  • can also practice through mental imagery
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13
Q

is motor learning the same as performance?

A
  • no
  • no true brain change
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14
Q

what is performance?

A
  • observable behavior
  • varies between trials
    – temporary change in movement behavior
  • does not equal capacity
  • *ex freezing water to ice –> could go back to water
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15
Q

what is learning? is it observable? is it permanent or not?

A
  • acquiring (re-acquiring) capacity to perform motor skills
  • internal mental process
  • rarely observable, inferred from carefully designed observation of motor behavior
  • relatively permanent change (retained after a period of time)
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16
Q

what is retention?

A

able to demonstrate a skill after a period of time of not practicing it (learned skill)

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17
Q

what is adaptation of motor skills/transfer of skill?

A
  • able to modify or adapt a movement pattern to a different environment or task
  • depends on whether the neural processing demands are similar between the 2 tasks or 2 environments
  • important for therapist to mimic home and community settings, otherwise likely won’t transfer
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18
Q

what is Schmidts schema theory?

A
  • coincides with motor programming theory
    – motor programs contain rules for specific patterns of movements
    – apply these rules to different contexts
  • generalized motor program contained the rules for creating the spatial and temporal patterns of muscle activity needed to carry out a given movement
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19
Q

what is a schema?

A

abstract representation stored in memory following multiple exposure

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20
Q

what is a recall schema?

A
  • store basic parameters of the movement in short term memory
  • motor system creates the movement
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21
Q

what is a recognition schema?

A

evaluate the effectiveness of the movement based on sensory inputs

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22
Q

what does Schmidts schema theory say about learning and variability?

A
  • learning is ongoing process of updating recall and recognition schemas
  • variability of practice improves motor learning and the schema becomes stronger
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23
Q

what are the clinical implications and limitations of Schmidts schema theory?

A
  • clinically tasks should be practiced under different conditions
  • limitations:
    – lacks specificity - doesn’t describe how schemas interact with other systems
    – cannot account for how the motor program is initially formed when there is no schema yet
    – evidence more supportive in children than adults as it relates to variability
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24
Q

what is ecological theory?

A

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

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25
Q

according to ecological theory, what happens during practice?

A
  • there is a search for the optimal strategy to complete a task
  • also includes finding the most appropriate perceptual cues
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26
Q

according to ecological theory, what perceptual variables can impact movement?

A
  • understanding goal of task (provide demonstrations)
  • augmented feedback provided
  • distinguishing between relevant vs irrelevant cues
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27
Q

what are the clinical implications and limitations of ecological theory?

A
  • CI:
    – repeated practice under varying conditions is important
    – considers more variables in motor learning (interactions between the task, individual, and environment)
  • limitation is that this is a newer theory with limited research
28
Q

what are the two theories of motor learning?

A

schmidts schema and ecological

29
Q

what are the two theories related to stages of learning motor skills

A

fitts and posners three stage model and gentiles two stage model

30
Q

what are the stages in fitts and posners three stage model?

A

cognitive, associative, autonomous

31
Q

what are the aspects of the cognitive stage in fitts and posners three stage model?

A
  • consciously consider goal of task
  • recognize features of the environment
  • try a variety of strategies
  • effective strategies are built upon, ineffective ones are discarded
  • focus is on “what to do”
32
Q

what is the role of the learner in the cognitive stage of fitts and posners three stage model?

A
  • gathers info
  • requires increased focus
  • performs with high variability and inconsistency
  • will see most improvement
33
Q

what is the role of the therapist in the cognitive stage of fitts and posners three stage model?

A
  • uses modeling, demonstration, physical guidance
  • provides many trials
  • provides increased feedback and variety in type of feedback
34
Q

what are the aspects of the associative stage in fitts and posners three stage model?

A
  • developed general movement patterns
  • ready to start refining and improve performance
  • begins to adapt skill to varying environments
  • focus shifts to “how to do”
35
Q

what is the role of the learner in the associative stage in fitts and posners three stage model?

A
  • has many practice sessions
  • identifies and corrects errors
  • shows gradual improvement
  • more consistent
36
Q

what is the role of the therapist in the associative stage in fitts and posners three stage model?

A
  • provides no modeling, demo, or physical guidance
  • provides little to no feedback
  • allow patients to make mistakes
37
Q

what are the aspects of the autonomous stage of fitts and posners three stage model?

A
  • skill becomes more autonomic
  • learner does not need to focus all of their attention on the task
  • able to focus on other components as the task –> refinement
  • adapt to changes in the environment
38
Q

what is the role of the learner in the autonomous stage of fitts and posners three stage model?

A
  • more automatic
  • has experience with the task
  • distractions do not affect performance
  • can do a secondary task
  • requires decreased attention to details
39
Q

what is the role of the therapist in the autonomous stage of fitts and posners three stage model?

A
  • provide practice in different types of environments
  • have patient practice secondary tasks
  • give summary or bandwidth feedback
40
Q

what is the first stage in gentiles two stage model?

A
  • develop understanding of tasks dynamics
    – goal of task
    – appropriate movement strategies
    – critical environmental features (regulatory vs non regulatory)
41
Q

what is the second stage for a closed skill in gentiles two stage model?

A
  • fixation
  • refinement of movement pattern in a consistent environment with minimal variation
  • performing consistently and efficiently
42
Q

what is the second stage for an open skill in gentiles two stage model?

A
  • diversification
  • adaptation of movement to changing demands of task or environment
43
Q

what are the requirements for learning?

A
  • arousal
    – readiness to accept challenge
  • memory
    – remember necessary movements
    – limited immediate memory to 3-4 facts at a time
    – memory strategies: visual cues, home programs, review
  • attention
    – ability to give mental effort
    – implies some level of cognition
  • motivation
    – inner urge to do something
  • associated with improved performance and learning
    – PT gives external motivation, especially children
    – instruction matters (emphasize skill is learnable, errors are apart of the process, promoting self-efficacy)
  • stage of motor learning of the learner
44
Q

what is massed vs distributed practice?

A

massed practice: more practice time than rest time
distributed practice: practice and rest are equal

45
Q

what is blocked vs random practice?

A

blocked practice: performing one task repeatedly
random practice: performing tasks in random sequences

46
Q

what is constant vs variable practice?

A

constant: practice one variation of a movement several times in a row
variable: practice several variations of a skill during a session

47
Q

what is whole vs part practice?

A

whole: the complete action or task (whole task practice)
part: broken up into component parts (part practice)

48
Q

what is guided vs discovery practice?

A

guided: physical moving a learner through a movement sequence, preventing incorrect movements, verbally talking through a new situation, aim to prevent learner from making errors in the task (usually early on)
discovery: inc performance but can dec learning, better used early, early on may inc safety, dec risk of injury, and inc self confidence

49
Q

what is mental vs physical practice?

A

mental: activation of supplementary motor cortex, physical>mental practice, effective way to enhance learning especially in times where physical practice is not possible

50
Q

what are the impacts of practice conditions for the early learner?

A
  • blocked practice to improve performance
  • distributed practice progressing to massed
  • part task practice into whole task within same session
  • closed environment
  • physical guidance
51
Q

what are the impacts of practice conditions for the later learner?

A
  • variable practice
    – helps to generalize a motor skill in different environments
    – enhances learning
52
Q

what is extrinsic feedback?

A
  • augmented
  • information provided about an action that is supplemental to inherent feedback
  • may be auditory, verbal, manual, or visual
53
Q

what is intrinsic feedback?

A
  • provided by sensory systems
  • self-analyze task performance
  • review video of performance
  • sense where limbs are while moving
54
Q

what is terminal feedback?

A

info given at the end of the task

55
Q

what is knowledge of results (KR)?

A
  • extrinsic feedback
  • terminal feedback
  • successful or not
  • goal oriented
  • good for children and those with impaired cognition
56
Q

what is knowledge of performance (KP)?

A
  • extrinsic feedback
  • terminal feedback
  • type or quality of movement
  • commonly used by PTs about the pattern of movement
  • helpful early on but patients become reliant and do less self-correction
57
Q

what is concurrent feedback?

A
  • information provided during task performance
  • avoid overuse; pt will depend on feedback for performance
58
Q

what are the other types of extrinsic feedback?

A
  • immediate vs delayed
  • constant vs intermittent
  • distinct vs summary (accumulated feedback after set # of trials)
59
Q

what is fading the feedback?

A
  • modifying feedback
  • decreased frequency of feedback over time with increased number of trials
60
Q

what is bandwidth feedback?

A
  • modifying feedback
  • correct only if they go outside certain therapist selected error-parameters
61
Q

how can the amount of feedback impact the learner?

A
  • concurrent, immediate, and constant feedback increases performance but decreased learning
  • the amount of feedback provided depends on the stage of the learner
    – early learner = inc feedback
    – late learner = dec feedback
62
Q

how do feedback schedules impact the learner?

A
  • delayed and summed feedback dec performance but inc learning
  • faded feedback more valuable
  • bandwidth feedback
    – inc performance and learning
    – decreasing the error message over time gives feedback on improvement
    – larger bandwidths better results
  • self controlled*
63
Q

what is the motivational function of feedback?

A
  • corrective feedback, especially given frequently, can have negative motivational consequences
  • augmented feedback, if given when not requested, can undermine autonomy
  • can be addressed with self controlled feedback
64
Q

what are the special considerations in children?

A
  • repetition is key
  • blocked practice is more effective for a specific skill
  • combined practice is better for transition of skills to more complex situations like sports
  • learn best from constant feedback
  • benefit from feedback addressing internal requirements of a task
  • decreased IP and decreased selective attention
  • goal directed movement
  • lots of practice
65
Q

what are some special considerations in older adults?

A
  • able to re-learn and learn motor skills with practice
  • random practice better than blocked
  • distributed practice results in improved recall
  • KR better than KP feedback
  • quantitative feedback is helpful
  • more reliant on extrinsic info (ie visual feedback)

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