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KNES 251 (Motor Control) > Motor Learning > Flashcards

Motor Learning Flashcards

Lecture 26/27

1
Q

What is the most commonly used force environment for adapting reaching movements?

A

-velocity dependent
-force applied perpendicular to hand motion

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2
Q

Initially when a force is applied to arm movement…

A

notice deviation to deal w/ load

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3
Q

As you learn/adapt to a force applied to arm…

A

-compensation occurs and accurate movements occur

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4
Q

Adaptation is
a) generalizable
b) local and specific

A

-local and specific: trained to specific targets
-decays as a function of spatial difference

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5
Q

Which task involves using a mouse cursor to test motor learning?

A

Pursuit Rotor Tracking Task (Adams 1952)
-aim to keep the cursor on target and it moves in a circle

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6
Q

Warm-up Decrement

A

-decreased performance after a period w/ no practice
-tends to disappear after a few trial
-related to reverting to baseline

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7
Q

Savings of learning

A

-rate of relearning a motor skill is faster than the rate of initial learning

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8
Q

Transfer of learning

A

-how learning in one task/setting carries over to performance in an alternate task/setting

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9
Q

Specialized transfer

A

-practicing exact task, in basically exact setting

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10
Q

Example of a specialized transfer

A

-free throw in basketball
-no opponents to interfere
-no change in terrain/net height

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11
Q

Generalized transfer

A

-can be near or far

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12
Q

Near transfer

A

-perform target movement in target context
-b/c open skills cannot be practiced directly (uncertainty of environment)

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13
Q

Example of near (generalized) transfer

A

-machine shooting randomized tennis shots
-same movement response, but defender shots change
-shoot out (hockey)

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14
Q

Far transfer

A

-development of general motor skills
-does not require target movement to be performed in target environment

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15
Q

Example of far (generalized) transfer

A

-pulling a weight sled

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16
Q

Factors that impact transfer of learning

A

1) movement pattern (similar to comp?)
2) sensory/perceptual elements (loud/quiet/stressful)
3) strategic/conceptual similarities (similar logical/strategic thinking)

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17
Q

Transfer of perceptual skills

A

-use sensory feedback to guide and control actions

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18
Q

Example of transfer of perceptual skills

A

-catch fly ball (baseball) could transfer to catching football pass

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19
Q

Transfer of similar movement patterns

A

-on the gross level

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20
Q

Example of transfer of similar movement patterns

A

-pulling a weight sled (use legs) to propel you forward
-transfer to skating

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21
Q

Transfer of conceptual elements

A

-high level strategies
-positioning
-defense/offense

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22
Q

Example of transfer of conceptual elements

A

-defense strategy in hockey and basketball (zone/man)

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23
Q

Conceptual elements

A

-deal w/ rules, principles, guidelines, or strategies of performance

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24
Q

Specialized transfer deals more with _________ skills

A

closed (can be practiced directly)

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25
Q

Generalized transfer deals more with ____________ skills

A

open (must transfer from practice to game)

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26
Q

Retention interval

A

-period of time where no practice is undertaken

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27
Q

What may impede performance after a retention interval

A

motor forgetting

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28
Q

Discrete motor skills

A

-brief actions
-well defined beginning and end

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29
Q

Serial motor skills

A

-group of discrete skills (strung together to make more complex skill)

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30
Q

Continuous motor skills

A

-repetitive w/ no clear beginning/end

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31
Q

Which motor skills seem to be less affected by long retention intervals?

A

Continuous (repetitive by nature)

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32
Q

Part-practice

A

-practice sub-units in isolation

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33
Q

Example of part practice

A

-swimmers practice upper and lower limb strokes in isolation

34
Q

Whole practice

A

-practice whole skill/sequence of movement in their entirety

35
Q

Example of whole practice

A

-golfers practicing swing as entire movement

36
Q

Component interaction

A

-extent to which actions in one part of a skill influence action in another
-maximize movement speed, fluidity or power, minimizing energy demand

37
Q

If component interaction is minimal…

A

-parts are relatively independent
-part practice is effective

38
Q

If component interaction is high

A

-part practice is ineffective

39
Q

Progressive part practice

A

-method for learning complex skill
1) break down into parts
2) practice individually (isolated)
3) gradually combine

40
Q

Classical conditioning

A

-learned/reinforced response that is evoked by a stimulus

41
Q

Psychology experiment to explain classical conditioning

A

-Pavlov’s dog
-associated bell w/ eating (therefore drooled in response)

42
Q

Reinforcement

A

-increases behavior

43
Q

Punishment

A

-decreases behavior

44
Q

Positive

A

-add something

45
Q

Negative

A

-take away

46
Q

EX: giving cand

A

-positive reinforcement
R: do good (get want)
(+): give something

47
Q

EX: writing lines

A

-positive punishment
P: bad (chasten)
(+): give something

48
Q

EX: Take away recess

A

-negative punishment
P: bad (chasten)
(-): take away

49
Q

EX: take away homework

A

-negative reinforcement
R: do good (get want)
(-): take away

50
Q

Process of reinforcement learning

A

-learning to link reward w/ specific actions (and their outcomes)… so they become repeated

51
Q

Reward feedback can be…

A

1) binary- reward or not
2) scalar- relative to action/outcome

52
Q

Learning using reward

A

-repeat action until it is associated w/ success

53
Q

What is the goal of reinforcement learning?

A

MAXIMIZE REWARD, minimize loss

54
Q

Cumulative reward

A

-sacrifice immediate reward for long term
EX. chess, investments

55
Q

Exploration

A

-trial and error process
-inquire more info about environment by searching possibilities
-searching to maximize reward

56
Q

Exploitation

A

-capitalizing on known information to maximize reward
-taking advantage of what works best

57
Q

EX: Shoot low to score goals

A

Exploitation

58
Q

EX: Fin out goaltender is weak low

A

Exploration

59
Q

Dopamine

A

-neurotransmitter related to intrinsic reward system

60
Q

Where is dopamine produced?

A

Substantia nigra

61
Q

Dopamine provides input to ________?

A

Striatum: learning from reward, and strengthening the representation of specific actions

62
Q

Serial actions before training:

A

-independent movements
-very little temporal overlap

63
Q

Serial actions after training:

A

-strung together in sequences

64
Q

Effect of training/learning on serial actions:

A

-produces quicker sequences
-less errors
-smoother, linked together

65
Q

Chunking

A

-fusing individual elements into a larger subunit

66
Q

Co-articulation

A

-blending of discrete movements within a sequence
-results in increase in speed/smoothness

67
Q

Does sequence learning alter processing?

A

Yes, in several sensory and brain areas

68
Q

Which parts of the brain are associated w/ premotor planning and learning?

A

1) Dorsolateral Prefrontal Cortex
2) Inferior Parietal Cortex
3) Rostral Premotor Areas

69
Q

Brain region responsible for strategizing and action selection

A

dorsolateral prefrontal cortex

70
Q

Brain region responsible for processing visual and somatosensory info

A

inferior parietal cortex

71
Q

Brain region responsible for planning motor actions

A

rostral premotor areas

72
Q

Purpose of cerebellum

A

-detecting and correcting errors

73
Q

Basal ganglia

A

-“add” reward

74
Q

Brain regions activated in later stages of learning

A

-supplementary motor area (SMA)
-dorsal premotor area
-primary motor cortex

75
Q

Brain region associated w/ motor planning (later)

A

dorsal premotor area

76
Q

Brain region responsible for sending AP down spine (producing motor actions)

A

primary motor cortex

77
Q

Brain region responsible for storing motor plans

A

supplementary motor area (SMA)

78
Q

Portions of brain associated w/ early learning

A

ASSOSIATIVE/PREMOTOR NETWORK:
-dorsolateral prefrontal cortex
-inferior parietal cortex
-rostral premotor areas
-cerebellar cortex
-caudate nucleus

79
Q

Portions of brain associated w/ late learning

A

SENSIMOTOR NETWORK:
-primary motor cortex
-dorsal premotor cortex
-supplementary motor area
-dentate nucleus
-putamen

80
Q

Early learning requires…

A

“NOVICE”
-high cognitive demand
-conscious processing

81
Q

Late learning requires…

A

“EXPERT”
-low cognitive demand
-automatic processing

KNES 251 (Motor Control) (13 decks)

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