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