Motor Learning: Part 1 Flashcards
1
Q
plasticity involves a variety of processes and structures that take place…
A
throughout lifetime
2
Q
what does plasticity have
A
a clear age-dependent determination
3
Q
what two conditions does plasticity occur under
A
- typical brain development
2. adaptive mechanism to injury
4
Q
what is plasticity influenced by
A
environment
5
Q
plasticity is also known as… (and then what does that mean)
A
- a two-way street
- if you don’t use it, you lose it
6
Q
when is the critical period of plasticity
A
beginning of life
7
Q
does plasticity occur following the critical period throughout adulthood
A
yes
8
Q
what happens if there is damage (regarding plasticity)
A
compensate, re-learn, maximize function
9
Q
neurologically, how does learning occur (2)
A
- changes in internal structures of neurons and synapses
2. increased number of synapses between neurons
10
Q
what are the two types of plasticity
A
functional and structural
11
Q
what is functional plasticity
A
moving function from damaged area to non-damaged/intact area
12
Q
what is structural plasticity
A
ability of physical structure to change over time
13
Q
when is the critical period
A
birth-2 years
14
Q
brain _____ set up in critical period
A
brain machinery set up in critical period
15
Q
is brain machinery set up in the critical period regulated
A
no it is unregulated
16
Q
is brain machinery set up in the critical period always on
A
yes
17
Q
what happens to synapses when brain machinery set up in the critical period
A
synaptic formation
18
Q
in the older adult, what happens to the responses
A
generation of reliable/coordinated responses
19
Q
what power is increased in the older child/adult
A
increase power of “off”
20
Q
what happens to the synapses in the older child/adult
A
synaptic pruning
21
Q
learning and recovery function as a…
A
continuum
22
Q
what is function
A
complex activity directed at performance of task
23
Q
what is recovery
A
reacquisition of movement skills lost through injury
24
Q
what is recovery of function impacted by (5)
A
- age
- characteristics of lesion
- pre-injury factors
- post-injury factors
- neurotropic factors
25
what are the two types of recovery of function
1. restorative
| 2. compensatory
26
what is restorative recovery of function
full recovery
27
what is compensatory recovery of function
compensating the same thing with different brain function
28
following injury, we may see (4)
1. denervation supersensitivity
2. unmasking of silent synapses
3. neural regeneration
4. collateral sprouting
29
for healthy adults...
cortical representation of body changes in response to...
skill acquisition
30
what occurs after a neural injury
cortical reorganization
31
what happens to plasticity after a neural injury
insult opens a "window" of increased plasticity in CNS
32
what happens after peripheral lesions
cortical maps in nearby areas increase responsiveness of previously weak connections
33
what can form in larger insulted areas after peripheral lesions
reactivation/new connections
34
what happens after central lesions
new regions (secondary motor regions or adjacent cortex) or redundant pathways take over function
35
what is activated in central lesions
cerebellum activation
36
when there is a damaged cortical area in the brain, what does the nearby area do
"takes over" damaged regions
37
what does patient recovery depend on (5)
1. extent of damage
2. site of damage
3. age
4. prior experience and level of function
5. time between insult and therapy
38
what are Brain Plasticity Exercises
intensive, repetitive, and progressively challenging stimuli with a meaningful purpose tat engage senses and target memory
39
what is required in brain plasticity exercises
active involvement with response to stimulation
40
what is provided by the therapist in brain plasticity exercises
feedback and reward
41
what are the Kleim and Jones Principles of Experience Dependent Plasticity (10)
1. use it or lose it
2. use it and improve it
3. specificity
4. repetition matters
5. intensity matters
6. time matters
7. salience matters
8. age matters
9. transference
10. interference
42
what is the foundation for motor learning and recovery of function
neural plasticity
43
what is the triangle of motor learning
task-individual-environment
44
can the terms motor learning, motor control, and recovery of function be used interchangeably
no
45
what is the research paradigm (3)
1. examine optimal practice and feedback conditions
2. observe changes in short term performance trials
3. observe changes after a period of time in long term retention trials (learning)
46
difference between performance and learning
performance - changes in the short term
| learning - changes noted in long-term retention trials
47
Performance or Learning:
observable behavior
performance
48
Performance or Learning:
acquiring (re-acquiring) capacity to perform motor skills
learning
49
Performance or Learning:
Internal mental process
learning
50
Performance or Learning:
Observed through repeated performance (acquisition) and under different circumstances (generalized)
learning
51
Performance or Learning:
relatively permanent
learning
52
Performance or Learning:
variable
performance
performance
53
what are the four basic principles of motor learning
1. ML is a set of processes
2. ML produces a habit
3. ML is not directly observable
4. ML is permanent
54
what does "ML is a set of processes" mean
- retrieval of a motor program from memory
| - set of processes that lead to acquisition of skillful movement
55
what does "ML produces a habit" mean
increased capability for skillful movement due to changes acquired through experience
56
what does "ML is not directly observable" mean
- complex processes of CNS/internal states
| - infer changes based on changes in motor behaviors
57
what does "ML is permanent" mean
- practice leads to relative permanent changes in skill
| - learning has lasting effects
58
what are the two types of learning
1. implicit (non-declarative)
| 2. explicit (declarative)
59
what type of learning is reflexive, automatic, habitual in nature due to repetition
implicit
60
what type of learning requires attention, awareness, reflection
explicit
61
what types of learning are present in implicit learning (3)
1. non associative
2. associative
3. procedural
62
two examples of explicit learning
1. facts
| 2. events
63
what is nonassociative learning
response to repeated stimulus
64
habituation and sensitization describe..
non-associative learning
65
what is associative learning
prediction of relationships
66
classical conditioning v. operant conditioning describes...
associative learning
67
what is procedural learning
habit learning tasks that can be performed without attention is done automatically
68
"repeating movement under varying conditions" describes...
procedural learning
69
True/false:
procedural learning allows attention to be used for other environmental demands
tru
70
overall, what is explicit learning
factual knowledge that is consciously recalled
71
what does explicit learning require
awareness, attention, reflection
72
explicit learning can be transformed to...
implicit knowledge
73
what does explicit learning require
encoding, consolidation, storage, retrieval
74
should therapy focus on implicit or explicit forms of learning
depends on where they are in terms of motor learning
75
what is Schmidt's Schema Theory
motor programs contain generalized rules for a specific class of movements
76
what type of theory is Schmidt's Schema Theory
theory of motor learning
77
what are the two subcategories of schmidt's schema theory
1. recall schema
| 2. recognition schema
78
what is recall schema
select a specific response among past movement outcomes
79
what is recognition schema
evaluate response against past movement outcomes
80
what is the definition of learning as per Schmidt's Schema
ongoing process of updating recall and recognition schemas
81
what improves motor learning
variability of practice
82
what are clinical implications of schmidt's schema
practice tasks under different conditions to form accurate recall and recognition schemas
83
what are the limitations of schmidt's schema (3)
1. evidence based research is mixed among adult populations
2. lacks specificity
3. cannot account for immediate acquisition of motor skills
84
what population is there strong evidence for in schmidt's schema
children
85
what is the ecological theory
motor learning requires dynamic exploratory activity of the perceptual/motor workspace to derive the optimal strategy for a motor task
86
what is perceptual information (3)
1. understand goal of task
2. feedback (KP v. KR)
3. used to find perceptual/motor solution for task
87
what are the clinical implications of ecological theory (2)
1. repeated practice under varying conditions
2. recognition of relevant perceptual cues to find optimal motor strategies leads to function in novel variations of task
88
limitations of ecological theory
newer theory
89
what are the three stages in Fitts and Posner Three Stage model
1. cognitive
2. associative
3. autonomous
90
what is the cognitive stage in Fitts and Posner Three Stage model
- learner asses task demands (What has to be done)
| - develops strategies to carry out task
91
what is the associative stage in Fitts and Posner Three Stage model
refinement of motor patterns (How to do it best)
92
what is autonomous stage in Fitts and Posner Three Stage model
movements are highly organized (How to succeed)
93
as the stages in Fitts and Posner Three Stage model progress, what happens to attentional demands
they will decrease
94
what are the three stages in Systems Three-Stage Model
1. Novice Stage
2. Advanced Stage
3. Expert Stage
95
what is the novice stage in Systems Three-Stage Model
control degrees of freedom
96
what is the advanced stage in Systems Three-Stage Model
releasing additional degrees of freedom
97
what is the expert stage in Systems Three-Stage Model
all degrees of freedom are released
98
what is the emphasis on in the Systems Three-Stage Model
controlling DOFs of segments involved in movement while moving
99
clinically, _______ stiffen joints to constrain degrees of freedom
co-activation of muscles
100
what does Gentile's Two Stage model focus on
the goal of the learner
101
what are the two stages of Gentile's Two Stage Model
1. getting the idea
| 2. fixation/diversification
102
what can we as clinicians do to optimize our patients' function and learning of re-learning of tasks (3)
1. manipulation of motor learning variables
2. learner characteristics
3. task being taught
103
five factors that influence practice
1. amount
2. massed v. distributed
3. variable v. constant
4. blocked v. random
5. part v. whole
104
what is feedback
mode, intensity, scheduling
105
two types of feedback
intrinsic and extrinsic
106
what is intrinsic feedback
feedback from within the individual (the PT is not saying anything)
107
what are two types of extrinsic feedback
1. Knowledge of Results
| 2. Knowledge of Performances
108
what does intrinsic feedback result from
production of movement
109
for intrinsic feedback, what does error detection lead to
internal reference of correctness
110
what is KR about
outcome of movement in relation to the goal
111
three words associated with KR
motivation, associative function, guidance
112
what is KP about
nature/quality of the movement pattern produced
113
what type of feedback is present in KP
kinematic feedback
114
what is concurrent feedback
one right after another
115
what is terminal feedback
given at the end of the task
116
what is constant feedback
given all the time
117
what is summed feedback
provide summary of feedback
118
what is fading feedback
start with details (alot) then not so much
119
what is bandwidth feedback
picking out what is most important (5 things wrong, picking most important 2)
120
what is delayed feedback
asking the patient at the end how they think it went
121
what is self controlled feedback
patient gets feedback when they ask for it
122
what does frequent augmented feedback lead to (initial performance and learning)
improved initial performance; decreased learning
123
what does various schedules of feedback lead to (initial performance and learning)
decreased initial performance; improved learning
124
as the patient becomes more skilled using intrinsic feedback, what should happen to augmented feedback
withdraw it
125
what is massed practice
practice time greater than rest time
126
what is bad about massed practice
fatigue, decreased performance, risk of injury
127
what is distributed practice
practice time is less than or equal to rest time
128
what is constant practice
practice only one version without adjusting parameters
129
what type of practice involves tasks which require minimal variation
constant
130
what is variable practice
practice with change of parameters (regulatory/non-regulatory)
131
what does variable practice increase
ability to make generalizations for novel variations
132
what is blocked practice
practicing one task for a block of trials --> move to next task
133
what improves during acquisition in blocked pratice
performance
134
who is blocked practice good for
early learners, cognitive delays
135
what is random practice
practicing tasks in random order
136
what is improved in random practice
improved retention tranfser tasks (learning)
137
what does more cognitive processing involved lead to in random practice
improved generalizability
138
for part v. whole training, when is part and whole used
part - serial motor tasks
| whole - continuous
139
what is mental practice
activation of supplementary motor cortex
140
true/false:
mental practice is an effective way to facilitate acquisition of skill
true
141
what must the task be for the learner in the cognitive stage
relevant and purposeful
142
what changes should be made to the environmental structure in the cognitive stage (2)
1. reduce extraneous stimuli, distractions
| 2. closed environments
143
what may help for the patient in the cognitive stage
verbalizing the task
144
in the associative stage, what should the environment look like
open
145
what type of practice order present in the associative stage
variable
146
in the associative stage..
1. encourage ___
2. avoid ___
3. vary ___
1. self-assessment
2. excessive therapist driven feedback
3. timing of feedback
147
in the associative stage, link KR to
function
148
what should be used sparingly in the associative stage
facilitory techniques
149
what environment should be present in the autonomous stage
vary environments, open and changing
150
what kind of practice in the autonomous stage
variations and massed
