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Motor Control and Motor Learning > Motor Learning (Exam 2) > Flashcards

Motor Learning (Exam 2) Flashcards

1
Q

What is implicit motor learning?

A

Learning which progresses with no or minimal increase in verbal knowledge of movement performance and without awareness

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2
Q

What is explicit motor learning?

A

Learning which generates verbal knowledge of movement performance, involves cognitive stages within the learning process and is dependent on working memory involvement

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3
Q

Non- associative learning is done through?

A

Reflex pathways

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4
Q

Non- associative learning shows that response to repeated stimulus causes one to be (BLANK)

A

more reflexive

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5
Q

Non- associative learning shows habituation is?

A

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

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6
Q

Non associate learning show sensitization is?

A

Increased responsiveness following noxious stimuli

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7
Q

What is associative learning through?

A

amygdala, cerebellum, premotor cortex

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8
Q

Associative learning shows the classical conditioning is?

A

Pair stimuli to produce a conditioned response

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9
Q

Associative learning shows that operant condition is?

A

Rewarded behaviors are typically repeated (trial & error) where those with negative consequence are not (fear of falling in adults)

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10
Q

What is procedural learning done through?

A

Basal ganglia

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11
Q

What is procedural learning?

A
  • Repeating movement continually under varying condition can automatically (without attention) improve performance
  • Automatically learn rules for movement & apply to new situations
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12
Q

How does procedural learning develop?

A

Slowly through repetition

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13
Q

What does explicit learning involve?

A

Encoding, consolidation, storage & retrieval (results in structural changes in neurons)

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14
Q

In explicit learning how is learning optimized?

A

With motivation, attention to task & ability to associate new information with familiar tasks already in memory

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15
Q

T/F: you can also practice declarative learning through mental imagery

A

True

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16
Q

Implicit forms of Motor Learning need
(BLANK) instruction
(BLANK) extrinsic feedback

A

Minimal instruction
No extrinsic feedback

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17
Q

Explicit Forms of Motor Learning need:
(BLANK) instruction
(BLANK) feedback

A
  • More instruction
  • Extrinsic Feedback
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18
Q

What is performance?

A
  • Observable behavior
  • Varies between trials
  • Temporary change in movement behavior
  • Does not equal capacity
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19
Q

What is learning?

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 in behavior (retained after a period of time)
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20
Q

In regards to measuring motor learning what does performance result from?

A

Practice & experience
- Short lasting change

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21
Q

In regards to measuring motor learning what is retention?

A

Able to demonstrate a skill after a period of time of not practicing it

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22
Q

In regards to measuring motor learning what is adaption of motor skills/transfer of skill?

A

Able to modify or adapt a movement pattern to a different environment or task

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23
Q

What does adaption of motor skills/ transfer of skill depend on?

A

Whether the neural processing demands are similar between the 2 tasks or 2 environments

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24
Q

How does Schmidt’s Schema Theory coincide with motor programming theory?

A
  • Motor programs contain rules for specific patterns of movements
  • Apply these rules to different contexts
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25
Q

What is a schema?

A

Abstract representation stored in memory following multiple exposure

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26
Q

What is recall schema?

A

Store basic parameters of the movement in short term memory, motor system creates the movement

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27
Q

What is recognition schema?

A

Evaluate the effectiveness of the movement based on sensory inputs

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28
Q

In Schmidt’s Schema Theory what happens after the movement?

A

Any error is fed back into the schema to make modification to the movement or reinforce the movement

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29
Q

According to Schmidt’s Schema Theory, learning is…..?

A

Ongoing process of updating recall and recognition schemas

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30
Q

According to Schmidts Schema Theory what does variability do?

A
  • Variability of practice improves motor learning and the schema becomes stronger
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31
Q

What is the clinical implications of Schmidt’s Schema Theory?

A

Practice tasks under different conditions

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32
Q

What are some limitations of Schmidt’s Schema Theory?

A
  • 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
  • Evidence more supportive in children than adults as it relates to variability
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33
Q

According to the Ecological Theory what is motor learning?

A

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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34
Q

According to the Ecological Theory what occurs during practice?

A
  • There is a search for the optimal strategy to complete a task
  • Finding the appropriate motor response
  • Finding the most appropriate perceptual cues
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35
Q

According to the Ecological Theory what are perceptual variable that impact movement?

A
  • Understand goal of task (provide demonstrations)
  • Augmented Feed back Provided
  • Distinguishing between relevant vs irrelevant cues (transferring from tub or car vs color of car)
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36
Q

What are the clinical implications to the Ecological Theory?

A
  • Repeated practice under varying conditions is important
  • Considers more variable in motor learning (Interactions between task, individual and environment)
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37
Q

What are some limitation of the Ecological theory?

A

Newer theory with limited research and application yet

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38
Q

What are the 3 stage of learning according to FItts & Posner’s Three Stage model?

A
  1. Cognitive
  2. Associative
  3. Autonomous
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39
Q

According to Fitts & Posner, in the Cognitive stage what is the overall focus?

A

On “what to do”

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40
Q

Fitts and Posner’s cognitive stage:
(BLANK) consider the goal of the task
(BLANK) feature of the environment

A
  • Consciously
  • Recognize
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41
Q
A
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42
Q

In Fitts and Posner’s cognitive stage what happens to effective and ineffective strategies?

A
  • Effective: built upon
  • Ineffective: discarded
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43
Q

According to FItts & Posner’s in Cognitive stage what is the role of the learner?

A
  • Gather info
  • Requires increased focus
  • Performs with high variability and inconsistency
  • Will see most improvement
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44
Q

According to FItts & Posner’s in the cognitive state what is the role of the therapist?

A
  • Uses modeling, demonstration, physical guidance
  • Provides many trials
  • Provides increased feedback & variety in type of feed back
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45
Q

According to Fitts Stage, the associative stage what is the focus on?

A
  • “How to do it”
  • General movement patterns developed
  • Start refining and improve performance
  • Begin to adapt skill to varying environments
46
Q

According to Fitts Stage, what is the role of the learner in the associate stage?

A
  • Many practice session
  • Identifies and corrects errors
  • Shows gradual improvement
  • More consistent
47
Q

According to Fitts Stage what is the role of the therapist in the associative stage?

A
  • Provides no modeling, demo or physical guidance
  • Provides little to no feedback
  • Allows patient to make mistakes
48
Q

What occurs in the Autonomous stage of Fitts stages?

A
  • Skill becomes more automatic
  • 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
49
Q

In the Autonomous (Fitts) what is the role of the learner?

A
  • More automatic
  • Has experience with task
  • Distraction do not affect performance
  • Can do a secondary task
  • Requires decreased attention to details
50
Q

In the autonomous stage (Fitt) what is the role of the therapist?

A
  • Provide practice in different types of environment
  • Have patient practice secondary tasks
  • Give summary or bandwidth feedback
51
Q

Within Gentile Model what is stage 1?

A
  • Develop understanding of task dynamics
  • Goal of task
  • Appropriate movement strategies
  • Critical environmental features (regulatory vs non regulatory)
52
Q

Within Gentile Model what is stage 2?

A
  • Refine the movement pattern
  • Performing consistently and efficiently (closed skills)
  • Adapting to changing demand (open skill)
53
Q

What is fixation?

A

Refinement of movement patterns in a consistent environment with minimal variation

54
Q

What is diversification?

A

Adaption of movement to changing demands of task or environment

55
Q

What are some consideration of the learner to keep in mind?

A
  • Requirements of the learner
  • Impact of frequency and type of feedback
  • Practice conditions
56
Q

What are the requirements for learning?

A
  • Arousal
  • Memory
  • Attention
  • Motivation
  • Stage of motor learning
57
Q

What is arousal?

A

readiness to accept challenge

58
Q

What are the components of memory?

A
  • Remember the necessary movements
  • Limited immediate memory to 3-4 facts at a time
  • Memory Strategies (visual cues, home program, review)
59
Q

What is attention?

A
  • Ability to give mental effort
  • Implies some level of cognition
60
Q

What is motivation?

A
  • Inner urge to do something
  • Associated with improved performance & learning
  • PT give external motivation (especially with children)
  • Instruction matters
61
Q

In regards to motivation what should you keep in mind when giving instructions?

A
  • Emphasize that errors are part of learning process
  • Emphasize that a skill is learnable and not reflection of inherent ability
  • Self efficacy can be promoted prior to practice
62
Q

What is the difference between massed and distributed practice?

A
  • Massed: more practice time than rest time
  • Distributed: Practice and rest time are equal
63
Q

What is the difference between blocked and random practice?

A
  • Blocked: performing one task repeatedly
  • Random: Performing tasks in random sequences
64
Q

What is the difference between constant & 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

65
Q

What is the difference between whole and part practice?

A

Whole: Complete action or task
Part: broken up into component parts

66
Q

What does guided practice refer to?

A
  • Physically moving the learner through a movement sequence
  • Preventing incorrect movement by means of physical limitation
  • Verbally talking someone through a new situation
  • Aim to prevent the learner from making errors in the task
67
Q

What is discovery practice?

A

trial and error

68
Q

According to research when should guided practice be used?What is the benefit of guided practice?

A
  • Better used early
  • Can increase performance but decrease learning
  • Early on may increase safety, decrease risk of injury and increase self confidence
69
Q

What is mental practice?

A

Activation of supplementary motor cortex
- Effective way to enhance learning, especially in times where physical practice is not possible

70
Q

Which is better physical or mental practice?

A

Physical

71
Q

For an early learner what practice conditions should be used?

A
  • Blocked practice to improve performance
  • Distributed practice progressing to massed
  • Part task practice into whole task within same session
  • Closed environment
  • Physical guidance
72
Q

What practice conditions should be used for a later learner?

A

Variable practice
- Helps to generalize a motor skill in different environments
- Enhances learning

73
Q

What is extrinsic feedback?

A
  • Augmented feedback
  • Info provided about an action that is supplemental to inherent feedback
  • May be auditory, verbal, manual, or visual
74
Q

What is intrinsic feedback?

A
  • Provided by sensory feedback
  • Self analyze task performance
  • Review video of performance
  • Sense where limbs are while moving
75
Q

What is terminal feedback?

A

Info given at the end of the task

76
Q

What is knowledge of results (KR) feedback?

A
  • Successful or not
  • Goal oriented
  • Good for children and those with impaired cognition
77
Q

What is Knowledge of performance (KP) feedback?

A
  • 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
78
Q

What is concurrent feedback?

A
  • Information provided during task performance
  • Avoid overuse, patient will depend on feedback for performance
79
Q

What are the types of extrinsic feedback?

A
  • Immediate vs Delayed
  • Constant vs Intermittent
  • Distinct vs Summary
80
Q

How can summary feedback be given?

A
  • As either KR or KP
  • Simple task can be summarizes
81
Q

What does it mean to fade the feedback?

A

Decreased frequency of feedback over time with increased number of trails

82
Q

What is bandwidth feedback?

A

Correct only if they go outside certain therapist selected error parameters

83
Q

When is concurrents feedback given?

A

During the activity

84
Q

When is terminal feedback given?

A

After the activity

85
Q

When is immediate feedback given?

A

Immediately after the activity

86
Q

When is delayed feedback given?

A

After a time delay

87
Q

When is distinct feedback given?

A

Specific feedback about a component of the task

88
Q

When is summary feedback given?

A

Accumulated after a set number of trials

89
Q

When is faded feedback given?

A

After every trial initially and then less frequently after that

90
Q

When is bandwidth feedback given?

A

Only when performance is outside of a given error range

91
Q

How much feedback should an early and late learner receive?

A

Early: More feedback
Late: less feedback

92
Q

What impact does concurrent, immediate and constant feedback have on performance and learning?

A

Improves performance
Decreased Learning

93
Q

What impact does delayed and summed feedback have on performance and learning?

A
  • Decrease performance
  • Increase learning
94
Q

What type of feedback is more valuable?

A

Faded Feedback

95
Q

What impact does bandwidth feedback have on performance and learning?

A
  • Increases both
96
Q

What is self controlled feedback?

A

Only give it when they ask for it

97
Q

What type of feedback can have negative motivational consequence?

A

Corrective feedback, given frequently

98
Q

When can feedback undermine autonomy?

A

Augmented feedback, if given when not requested

99
Q

What should the practice schedule look like in the cognitive stage?

A
  • Closed environment
  • Mental practice
  • Part
  • Blocked progressing to random practice
  • Distributed practice
100
Q

What should the practice schedule look like in the associate stage?

A
  • More open environment
  • Move toward whole and random practice
  • Moving toward massed practice
101
Q

What should the practice schedule look like in the autonomous stage?

A
  • Open environment
  • Variable
  • Radome practice
  • Massed practice
102
Q

What should the feedback be in the cognitive stage?

A
  • Correct consistent errors
  • Positive reinforcement
103
Q

What should the feedback be in the associative stage?

A
  • Reduce frequency encourage self relfection
104
Q

What should the feedback be in the autonomous stage?

A
  • Reduced frequency
  • Autonomy
  • Self controlled feedback
105
Q

What instruction type should be given in the cognitive stage?

A
  • Purpose, relevance & components of task
  • Relate to other known tasks
  • Physical guidance as needed
106
Q

What instruction type should be given during associative stage?

A

Reduce guidance

107
Q

What instruction type should be given during autonomous stage?

A

Limited guidance

108
Q

What are some special considerations of practice 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 situation like sports
109
Q

What are some special consideration of feedback for children?

A
  • Infants respond best to mother demo and praising
  • Learn best from constant feedback vs faded
  • Benefit from feedback addressing internal requirements of a task vs external results
  • KR can not be to specific
110
Q

What are some general special consideration in children?

A
  • Decreased info processing & decreased selective attention
  • Benefit from more concrete instruction
  • Improved carryover if practice of movement is embedded in tasks
  • Require lots of practice for learning
111
Q

What are some special consideration in older adults during practice?

A
  • Able to learn and relearn motor skills with practice
  • Random practice is superior to blocked practice
  • Distributed practice results in improves recall
112
Q

What are some special consideration in older adults in regards to the type of feedback?

A
  • KR is superior than KP
  • Quantitive Feedback is helpfull
  • W/ complex & novel task (older adults are more reliant on extrinsic info)

Motor Control and Motor Learning (9 decks)

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