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Motor Control (Fall 2016) CP > Motor Learning: Part 1 > Flashcards

Motor Learning: Part 1 Flashcards

1
Q

plasticity involves a variety of processes and structures that take place…

A

throughout lifetime

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2
Q

what does plasticity have

A

a clear age-dependent determination

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3
Q

what two conditions does plasticity occur under

A
  1. typical brain development

2. adaptive mechanism to injury

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4
Q

what is plasticity influenced by

A

environment

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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

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6
Q

when is the critical period of plasticity

A

beginning of life

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7
Q

does plasticity occur following the critical period throughout adulthood

A

yes

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8
Q

what happens if there is damage (regarding plasticity)

A

compensate, re-learn, maximize function

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9
Q

neurologically, how does learning occur (2)

A
  1. changes in internal structures of neurons and synapses

2. increased number of synapses between neurons

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10
Q

what are the two types of plasticity

A

functional and structural

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11
Q

what is functional plasticity

A

moving function from damaged area to non-damaged/intact area

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12
Q

what is structural plasticity

A

ability of physical structure to change over time

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13
Q

when is the critical period

A

birth-2 years

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14
Q

brain _____ set up in critical period

A

brain machinery set up in critical period

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15
Q

is brain machinery set up in the critical period regulated

A

no it is unregulated

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16
Q

is brain machinery set up in the critical period always on

A

yes

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17
Q

what happens to synapses when brain machinery set up in the critical period

A

synaptic formation

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18
Q

in the older adult, what happens to the responses

A

generation of reliable/coordinated responses

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19
Q

what power is increased in the older child/adult

A

increase power of “off”

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20
Q

what happens to the synapses in the older child/adult

A

synaptic pruning

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21
Q

learning and recovery function as a…

A

continuum

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22
Q

what is function

A

complex activity directed at performance of task

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23
Q

what is recovery

A

reacquisition of movement skills lost through injury

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24
Q

what is recovery of function impacted by (5)

A
  1. age
  2. characteristics of lesion
  3. pre-injury factors
  4. post-injury factors
  5. neurotropic factors
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25
Q

what are the two types of recovery of function

A
  1. restorative

2. compensatory

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26
Q

what is restorative recovery of function

A

full recovery

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27
Q

what is compensatory recovery of function

A

compensating the same thing with different brain function

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28
Q

following injury, we may see (4)

A
  1. denervation supersensitivity
  2. unmasking of silent synapses
  3. neural regeneration
  4. collateral sprouting
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29
Q

for healthy adults…

cortical representation of body changes in response to…

A

skill acquisition

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30
Q

what occurs after a neural injury

A

cortical reorganization

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31
Q

what happens to plasticity after a neural injury

A

insult opens a “window” of increased plasticity in CNS

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32
Q

what happens after peripheral lesions

A

cortical maps in nearby areas increase responsiveness of previously weak connections

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33
Q

what can form in larger insulted areas after peripheral lesions

A

reactivation/new connections

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34
Q

what happens after central lesions

A

new regions (secondary motor regions or adjacent cortex) or redundant pathways take over function

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35
Q

what is activated in central lesions

A

cerebellum activation

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36
Q

when there is a damaged cortical area in the brain, what does the nearby area do

A

“takes over” damaged regions

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37
Q

what does patient recovery depend on (5)

A
  1. extent of damage
  2. site of damage
  3. age
  4. prior experience and level of function
  5. time between insult and therapy
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38
Q

what are Brain Plasticity Exercises

A

intensive, repetitive, and progressively challenging stimuli with a meaningful purpose tat engage senses and target memory

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39
Q

what is required in brain plasticity exercises

A

active involvement with response to stimulation

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40
Q

what is provided by the therapist in brain plasticity exercises

A

feedback and reward

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41
Q

what are the Kleim and Jones Principles of Experience Dependent Plasticity (10)

A
  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
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42
Q

what is the foundation for motor learning and recovery of function

A

neural plasticity

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43
Q

what is the triangle of motor learning

A

task-individual-environment

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44
Q

can the terms motor learning, motor control, and recovery of function be used interchangeably

A

no

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45
Q

what is the research paradigm (3)

A
  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)
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46
Q

difference between performance and learning

A

performance - changes in the short term

learning - changes noted in long-term retention trials

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47
Q

Performance or Learning:

observable behavior

A

performance

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48
Q

Performance or Learning:

acquiring (re-acquiring) capacity to perform motor skills

A

learning

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49
Q

Performance or Learning:

Internal mental process

A

learning

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50
Q

Performance or Learning:

Observed through repeated performance (acquisition) and under different circumstances (generalized)

A

learning

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51
Q

Performance or Learning:

relatively permanent

A

learning

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52
Q

Performance or Learning:

variable

performance

A

performance

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53
Q

what are the four basic principles of motor learning

A
  1. ML is a set of processes
  2. ML produces a habit
  3. ML is not directly observable
  4. ML is permanent
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54
Q

what does “ML is a set of processes” mean

A
  • retrieval of a motor program from memory

- set of processes that lead to acquisition of skillful movement

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55
Q

what does “ML produces a habit” mean

A

increased capability for skillful movement due to changes acquired through experience

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56
Q

what does “ML is not directly observable” mean

A
  • complex processes of CNS/internal states

- infer changes based on changes in motor behaviors

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57
Q

what does “ML is permanent” mean

A
  • practice leads to relative permanent changes in skill

- learning has lasting effects

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58
Q

what are the two types of learning

A
  1. implicit (non-declarative)

2. explicit (declarative)

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59
Q

what type of learning is reflexive, automatic, habitual in nature due to repetition

A

implicit

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60
Q

what type of learning requires attention, awareness, reflection

A

explicit

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61
Q

what types of learning are present in implicit learning (3)

A
  1. non associative
  2. associative
  3. procedural
62
Q

two examples of explicit learning

A
  1. facts

2. events

63
Q

what is nonassociative learning

A

response to repeated stimulus

64
Q

habituation and sensitization describe..

A

non-associative learning

65
Q

what is associative learning

A

prediction of relationships

66
Q

classical conditioning v. operant conditioning describes…

A

associative learning

67
Q

what is procedural learning

A

habit learning tasks that can be performed without attention is done automatically

68
Q

“repeating movement under varying conditions” describes…

A

procedural learning

69
Q

True/false:

procedural learning allows attention to be used for other environmental demands

A

tru

70
Q

overall, what is explicit learning

A

factual knowledge that is consciously recalled

71
Q

what does explicit learning require

A

awareness, attention, reflection

72
Q

explicit learning can be transformed to…

A

implicit knowledge

73
Q

what does explicit learning require

A

encoding, consolidation, storage, retrieval

74
Q

should therapy focus on implicit or explicit forms of learning

A

depends on where they are in terms of motor learning

75
Q

what is Schmidt’s Schema Theory

A

motor programs contain generalized rules for a specific class of movements

76
Q

what type of theory is Schmidt’s Schema Theory

A

theory of motor learning

77
Q

what are the two subcategories of schmidt’s schema theory

A
  1. recall schema

2. recognition schema

78
Q

what is recall schema

A

select a specific response among past movement outcomes

79
Q

what is recognition schema

A

evaluate response against past movement outcomes

80
Q

what is the definition of learning as per Schmidt’s Schema

A

ongoing process of updating recall and recognition schemas

81
Q

what improves motor learning

A

variability of practice

82
Q

what are clinical implications of schmidt’s schema

A

practice tasks under different conditions to form accurate recall and recognition schemas

83
Q

what are the limitations of schmidt’s schema (3)

A
  1. evidence based research is mixed among adult populations
  2. lacks specificity
  3. cannot account for immediate acquisition of motor skills
84
Q

what population is there strong evidence for in schmidt’s schema

A

children

85
Q

what is the ecological theory

A

motor learning requires dynamic exploratory activity of the perceptual/motor workspace to derive the optimal strategy for a motor task

86
Q

what is perceptual information (3)

A
  1. understand goal of task
  2. feedback (KP v. KR)
  3. used to find perceptual/motor solution for task
87
Q

what are the clinical implications of ecological theory (2)

A
  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
Q

limitations of ecological theory

A

newer theory

89
Q

what are the three stages in Fitts and Posner Three Stage model

A
  1. cognitive
  2. associative
  3. autonomous
90
Q

what is the cognitive stage in Fitts and Posner Three Stage model

A
  • learner asses task demands (What has to be done)

- develops strategies to carry out task

91
Q

what is the associative stage in Fitts and Posner Three Stage model

A

refinement of motor patterns (How to do it best)

92
Q

what is autonomous stage in Fitts and Posner Three Stage model

A

movements are highly organized (How to succeed)

93
Q

as the stages in Fitts and Posner Three Stage model progress, what happens to attentional demands

A

they will decrease

94
Q

what are the three stages in Systems Three-Stage Model

A
  1. Novice Stage
  2. Advanced Stage
  3. Expert Stage
95
Q

what is the novice stage in Systems Three-Stage Model

A

control degrees of freedom

96
Q

what is the advanced stage in Systems Three-Stage Model

A

releasing additional degrees of freedom

97
Q

what is the expert stage in Systems Three-Stage Model

A

all degrees of freedom are released

98
Q

what is the emphasis on in the Systems Three-Stage Model

A

controlling DOFs of segments involved in movement while moving

99
Q

clinically, _______ stiffen joints to constrain degrees of freedom

A

co-activation of muscles

100
Q

what does Gentile’s Two Stage model focus on

A

the goal of the learner

101
Q

what are the two stages of Gentile’s Two Stage Model

A
  1. getting the idea

2. fixation/diversification

102
Q

what can we as clinicians do to optimize our patients’ function and learning of re-learning of tasks (3)

A
  1. manipulation of motor learning variables
  2. learner characteristics
  3. task being taught
103
Q

five factors that influence practice

A
  1. amount
  2. massed v. distributed
  3. variable v. constant
  4. blocked v. random
  5. part v. whole
104
Q

what is feedback

A

mode, intensity, scheduling

105
Q

two types of feedback

A

intrinsic and extrinsic

106
Q

what is intrinsic feedback

A

feedback from within the individual (the PT is not saying anything)

107
Q

what are two types of extrinsic feedback

A
  1. Knowledge of Results

2. Knowledge of Performances

108
Q

what does intrinsic feedback result from

A

production of movement

109
Q

for intrinsic feedback, what does error detection lead to

A

internal reference of correctness

110
Q

what is KR about

A

outcome of movement in relation to the goal

111
Q

three words associated with KR

A

motivation, associative function, guidance

112
Q

what is KP about

A

nature/quality of the movement pattern produced

113
Q

what type of feedback is present in KP

A

kinematic feedback

114
Q

what is concurrent feedback

A

one right after another

115
Q

what is terminal feedback

A

given at the end of the task

116
Q

what is constant feedback

A

given all the time

117
Q

what is summed feedback

A

provide summary of feedback

118
Q

what is fading feedback

A

start with details (alot) then not so much

119
Q

what is bandwidth feedback

A

picking out what is most important (5 things wrong, picking most important 2)

120
Q

what is delayed feedback

A

asking the patient at the end how they think it went

121
Q

what is self controlled feedback

A

patient gets feedback when they ask for it

122
Q

what does frequent augmented feedback lead to (initial performance and learning)

A

improved initial performance; decreased learning

123
Q

what does various schedules of feedback lead to (initial performance and learning)

A

decreased initial performance; improved learning

124
Q

as the patient becomes more skilled using intrinsic feedback, what should happen to augmented feedback

A

withdraw it

125
Q

what is massed practice

A

practice time greater than rest time

126
Q

what is bad about massed practice

A

fatigue, decreased performance, risk of injury

127
Q

what is distributed practice

A

practice time is less than or equal to rest time

128
Q

what is constant practice

A

practice only one version without adjusting parameters

129
Q

what type of practice involves tasks which require minimal variation

A

constant

130
Q

what is variable practice

A

practice with change of parameters (regulatory/non-regulatory)

131
Q

what does variable practice increase

A

ability to make generalizations for novel variations

132
Q

what is blocked practice

A

practicing one task for a block of trials –> move to next task

133
Q

what improves during acquisition in blocked pratice

A

performance

134
Q

who is blocked practice good for

A

early learners, cognitive delays

135
Q

what is random practice

A

practicing tasks in random order

136
Q

what is improved in random practice

A

improved retention tranfser tasks (learning)

137
Q

what does more cognitive processing involved lead to in random practice

A

improved generalizability

138
Q

for part v. whole training, when is part and whole used

A

part - serial motor tasks

whole - continuous

139
Q

what is mental practice

A

activation of supplementary motor cortex

140
Q

true/false:

mental practice is an effective way to facilitate acquisition of skill

A

true

141
Q

what must the task be for the learner in the cognitive stage

A

relevant and purposeful

142
Q

what changes should be made to the environmental structure in the cognitive stage (2)

A
  1. reduce extraneous stimuli, distractions

2. closed environments

143
Q

what may help for the patient in the cognitive stage

A

verbalizing the task

144
Q

in the associative stage, what should the environment look like

A

open

145
Q

what type of practice order present in the associative stage

A

variable

146
Q

in the associative stage..

  1. encourage ___
  2. avoid ___
  3. vary ___
A
  1. self-assessment
  2. excessive therapist driven feedback
  3. timing of feedback
147
Q

in the associative stage, link KR to

A

function

148
Q

what should be used sparingly in the associative stage

A

facilitory techniques

149
Q

what environment should be present in the autonomous stage

A

vary environments, open and changing

150
Q

what kind of practice in the autonomous stage

A

variations and massed

Motor Control (Fall 2016) CP (6 decks)

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