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Motor Control and Learning > Motor Learning > Flashcards

Motor Learning Flashcards

1
Q

What is motor learning?

A

The permanent acquisition or modification of movement through processes associated with practice/experience

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2
Q

What is implicit motor learning?

A
  • Motor learning (development of movement) that progresses without knowledge of how movement is done or awareness of learning (ex. learning to ride a bike)
  • Types: non-associative learning, associative learning, procedural learning
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3
Q

What is explicit learning?

A
  • Motor learning (development of movement) that progresses through cognitive stages in the learning process and depends on working memory function
  • Uses factual knowledge that must be recalled (encoding, consolidation, storage, retrieval)
  • Learning is optimized with motivation, attention to task, and ability to associate new information with familiar tasks in memory
  • Mental imagery
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4
Q

What is non-associative learning?

A
  • Type of implicit motor learning
  • Reflex pathways
  • Response to repeated stimulus
  • Habituation
  • Sensitization
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5
Q

What is habituation?

A

A decrease in responsiveness as a result of repeated exposure to a non-painful stimuli

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6
Q

What is sensitization?

A

An increase in responsiveness following noxious stimuli (chronic pain)

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7
Q

What is associative learning

A
  • Type of implicit motor learning
  • Amygdala, cerebellum, premotor cortex
  • Predictions of relationships through classical conditioning and operant conditioning
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8
Q

What is classical conditioning?

A

Pair stimuli together over time to produce a conditioned response

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9
Q

What is operant conditioning?

A

Rewarded behaviors are typically repeated, while behaviors with negative consequences are typically avoided

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10
Q

What is procedural learning?

A
  • Type of implicit motor learning
  • Basal ganglia
  • Repeating movement continually, under varying conditions, can automatically improve performance even without purposeful attention
  • Automatically learn rules for movement through “movement schema” and apply the movement to new situations
  • Develops slowly through repetition
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11
Q

Mirror learning therapy to improve function in a limb is what type of learning: implicit or explicit?

A

Implicit motor learning

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12
Q

Which type of motor learning is present early on in life: implicit or explicit?

A

Implicit because it requires minimal instruction and does not require extrinsic feedback

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13
Q

Which type of motor learning is not present until later on in life: implicit or explicit?

A

Explicit because it requires more instruction and relies on extrinsic feedback

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14
Q

How is motor performance different from motor learning?

A

Performance is observable behavior that varies between trials and results in temporary change in movement behavior while learning involves a permanent change in motor capacity

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15
Q

How do we measure motor learning?

A
  • Performance
  • Retention
  • Ability to adapt or transfer learned skill
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16
Q

What are some characteristics about Schmidt’s Schema Theory?

A
  • Coincides with motor programming theory
  • Contains rules for creating spatial and temporal patterns of muscle activity needed to carryout a movement
  • Development of recall and recognition schemas
  • Variability improves learning
  • Cannot explain where initial motor programs are formed, evidence more supportive in children than adults
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17
Q

What is a schema?

A

An abstract representation stored in memory following multiple or repeated exposure

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18
Q

What is a recall schema?

A

Storage of basic parameters of movement in short term memory after retrieval from long term memory, the motor system will then create the movement

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19
Q

What is recognition schema?

A

Evaluating the effectiveness of a movement based on information from sensory inputs

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20
Q

How could you apply Schmidt’s Schema Theory in the clinic?

A

Practicing task specific interventions under various different conditions

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21
Q

What are some characteristics of the Ecological Theory of motor learning?

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
  • Search for optimal strategy in task performance
  • Perceptual variables can impact movement (understanding of task, types of feedback provided, relevant vs irrelevant information)
  • Newer theory, so limited research
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22
Q

How can you apply the Ecological Theory in the clinic?

A

Repeated practice of interventions under varying conditions while considering more variables to prepare for and modify movement

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23
Q

What are the three stages of Fitts and Posner’s Three Stage Model of motor learning skills?

A
  1. Cognitive
  2. Associative
  3. Autonomous
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24
Q

Describe the cognitive stage of Fitts and Posner’s Model

A
  • Consciously consider goal of task
  • Recognize conditions in environment
  • Variety of strategies
  • Guided practice
  • focusing on “what to do”
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25
Q

What is the learner doing in the cognitive stage of Fitts and Posner’s Model?

A
  • Gathering information
  • Increasing focus
  • Performing with high variability and inconsistency
  • Improving greatly
26
Q

What is the therapist doing in the cognitive stage of Fitts and Posner’s Model?

A
  • Modeling, demonstrating, and providing physical guidance
  • Provides trials
  • Provides various types of feedback
27
Q

Describe the associative stage of the Fitts and Posner’s Model

A
  • Develop general movement patterns
  • Ready to refine and improve performance
  • Adapt skills to various environments
  • Focusing on “how to do”
28
Q

What is the learner doing in the associative stage of Fitts and Posner’s Model?

A
  • Participating in multiple practice sessions
  • Identifies and corrects errors
  • Showing gradual improvement
  • Shows consistency
29
Q

What is the therapist doing in the associative stage of Fitts and Posner’s Model?

A
  • Modeling, demonstrating and providing physical guidance
  • Providing little to no feedback
  • Allows learner to make mistakes in hopes they identify mistakes themselves
30
Q

Describe the autonomous stage of Fitts and Posner’s Model

A
  • Skill becomes more automatic
  • Less focus is required to perform skill
  • Able to focus on other components of the task for refinement
  • Adapt to changes in the environment
31
Q

What is the learner doing during the autonomous stage of Fitts and Posner’s Model?

A
  • Performs skill automatically
  • Experienced in task
  • Not effected by distraction
  • Able to multitask
  • Pays less attention to details (because no need too)
32
Q

What is the therapist doing during he autonomous stage of Fitts and Posner’s Model?

A
  • Provide a variety of practice environments
  • Provides secondary tasks for practice
  • Provides summary and bandwidth feedback
33
Q

What is Gentile’s Two Stage Model of motor learning?

A

A two stage model that focuses on the goal of the learner

34
Q

Describe the first stage of Gentile’s Two Stage Model

A
  • Developing understanding of task dynamics
  • Focus on goal of task
  • Looks at appropriate movement strategies
  • Includes critical environmental features (regulatory vs nonregulatory)
35
Q

Describe the second stage on Gentile’s Two Stage Model

A
  • Refining the movement pattern
  • Performing task consistently and efficiently
  • Adapting to changing environmental demands
36
Q

How can fixation occur in the second stage of Gentile’s Two Stage Model?

A

If movement pattern is refined in a consistent environment with minimal variation

37
Q

How can diversification occur in the second stage of Gentile’s Two Stage Model?

A

If movement pattern is adapted to changing demands of the environment or the task itself

38
Q

What are some requirements for motor learning?

A
  • Arousal
  • Memory
  • Attention
  • Motivation
39
Q

What are some strategies that help to remember motor learning aspects of a task?

A
  • Visual cues
  • Home programs
  • Review
40
Q

How can instructions influence motivation of the learner?

A
  • Encourage learner by telling them errors are crucial to learning
  • Emphasize that the skill is “learnable” and is not a reflection of their inherent ability
  • Can promote self-efficacy
41
Q

What is massed practice vs distributed practice?

A

Massed: more practice than rest
Blocked: practice time is equal to rest time

42
Q

What is blocked practice vs random practice?

A

Blocked: performing one task repeatedly
Random: performing tasks in random sequences

43
Q

What is constant practice vs variable practice?

A

Constant: practicing one variation of a movement pattern several times in a row
Variable: practice several variations of a skill during a session

44
Q

What is whole practice vs part practice?

A

Whole: practicing the complete action/task
Part: task broken up into component parts to practice

45
Q

What is guided practice vs discovery practice?

A

Guided: practice with physical or verbal assistance to reduce errors
Discovery: practice without assistance, so learner must use trial and error

46
Q

How can guidance influence in motor learning of a new task?

A
  • Learner will perform well, but will slow actual learning of the task
  • More helpful if used early on
  • May increase safety, decrease risk of injury, and improve self-confidence for the patient
47
Q

What occurs during mental practice?

A
  • Activation of supplementary motor cortex
  • Enhances learning, even though it is not as effective as physical learning
48
Q

What types of learning are beneficial to an early learner?

A
  • Blocked practice
  • Distributed practice progressing to massed
  • Part task practice then whole practice within the same session
  • Closed environment
  • Physical guidance
  • Mental practice after physical
49
Q

What types of learning are beneficial to a later learner?

A
  • Variable practice
  • Mental practice after physical
50
Q

What is extrinsic feedback?

A
  • Augmented feedback
  • Information provided about the action that is supplemental
  • May be auditory, verbal, manual, or visual
51
Q

What is intrinsic feedback?

A
  • Provided by the sensory systems
  • Self-analyze task performance
  • Can review video performance
  • Proprioception during movement
52
Q

What is terminal feedback vs concurrent feedback?

A

Terminal: feedback given at the end of the task
Concurrent: feedback provided during task performance

53
Q

What is knowledge of results?

A

Terminal feedback that is goal oriented and lets learner know if task was successful or not

54
Q

What is knowledge of performance?

A

Terminal feedback about the type or quality of movement that is helpful early on, but can impede learning later on in learning

55
Q

What is faded feedback?

A

Decreasing frequency of feedback over time with increased number of trials

56
Q

What is bandwidth feedback?

A

Feedback that corrects only if the learner goes outside therapist selected parameters

57
Q

How can feedback impact motivation of the learner?

A
  • Corrective feedback, especially given frequently, can have negative motivational consequences
  • Feedback, when not requested, can undermine autonomy
58
Q

What type of practice is better for a specific type of skill?

A

Blocked practice

59
Q

What type of practice is better for a transition of skills to a complex situation such as sports?

A

Combined practice

60
Q

When learning a new task, what type of feedback is best?

A

Constant feedback

61
Q

For children and adults with cognitive deficits, how should you modify feedback?

A
  • Limit amount and type of information
  • Use concrete instructions
62
Q

What type of practice/feedback is best for older adults?

A
  • Random practice better than blocked
  • Distributed practice can improve recall
  • Knowledge of results better than performance
  • Quantitative feedback is helpful
  • Reliant on extrinsic feedback (sensory processing reduced with age)

Motor Control and Learning (9 decks)

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