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UM - Neuro Science > Motor Learning: Practice and Feedback - E2 > Flashcards

Motor Learning: Practice and Feedback - E2 Flashcards

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1
Q

List the Pre-Practice considerations

A
  1. Motivation
  2. Verbal Instructions
  3. Modeling
  4. Sensory and perceptual pre-training
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2
Q

What kind of goals should you set for your learner ?

b) which type of pre-practice consideration is this?

A

a) Moderate difficulty to encourage rising to task, but not so difficult failure ensues
b) Motivation

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3
Q

What is significant about verbal instructions?

A

They are a powerful tool

- Change emphases = change in outcome and focus of learner

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4
Q

What is modeling and demonstration

A

(A pre-practice consideration) Demonstrate the skill so the learner can directly observe the elements of the action

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5
Q

Expert vs Peer learning model - which is better?

A

It depends on your patient!

  • Expert: repeated flawless performance
  • Peer: mistakes and corrections observed
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6
Q

What kinds of things can you do for sensory pre-training

A
  • Proprioception w/guiding mvmt and different weights for F production
  • Sensation: dragging fingertips across a table to get a “sensory” estimate of distance
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7
Q

What kinds of things can you do for perceptual pre-training

A
  • Enhanced contrast (white dishes w/black placemat)

- Verbalize/eval phys characteristics of object prior to reaching

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8
Q

What is the current amount of minutes of treatment practice in a session?
What does this mean for us?

A

36 minutes

Be better!

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9
Q

What is important for patients regarding practice?

A

High reps = important

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10
Q

What is blocked practice

A

Same conditions for a block of trials, then switch to new block/conditions

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11
Q

What is random practice

A

All conditions are practiced in random order

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12
Q

Which type of practice is better for ….

a) Retention (learning)
b) Training (temporary)

A

A) Random Practice

b) Blocked practice

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13
Q

So which type of practice is better (random or block)?

A

It depends on the task/situation

  • New to a task blocked might be better but retention will be lower
  • Random will help generate a range of experience for better motor memory
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14
Q

What did the pegboard task tell us about physical vs mental practice?

A

Both are beneficial and some mental practice is better than no practice at all

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15
Q

What do you learn with mental practice?

A
  • Cognitive elements of tasks

- Motor programs are being “run off” but “gain” is turned down (GTO feedback is received)

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16
Q

When might mental practice be useful?

A
  • When a Pt has poor motor control of a body part
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17
Q

What is a benefit of variable practice?

A

It generates a general capacity to perform a novel version of the task and increases GENERALIZABILITY of a skill

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18
Q

Variability in practice - open v closed task

A

Open is practice in a variety of environ w/varying equip, obj, circumstances vs closed is under constant conditions

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19
Q

What does specificity of practice do?

A

Simulate real conditions (environment, task, objects, speed/accuracy)

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20
Q

What is TASK specificity

A

Specificity effects when training and performance comparisons involve the same types of exercise

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21
Q

What is part-practice?

A

When you practice the more difficult tasks in isolation

BUT be cautious as this may change the whole task

22
Q

What is a continuous task?

A

A type of task that must be practiced as a whole where one part influences the other w/tightly synchronized elements

23
Q

When practicing ___ which type of practice should be used?

a) Continuous tasks w/coordination linked
b) Simultaneous demands
c) Serial tasks w/distinct info

A

a) Whole-practice
b) Whole-practice
c) Part-practice

24
Q

Part or whole practice for STS?

A

If 0 momentum then do part, if momentum do whole

25
Q

What is a consideration w/videotaping performance?

A

Specific VC identifying aspects of mvmts should be provided w/video replay

26
Q

What is our responsibility as PTs (per Schmidt Schema Theory)?

A

To design an intervention that allows practicing of tasks in a wide variety of environments interacting w/a variety and purposeful set of objects in order to build MOTOR SCHEMAS

27
Q

What is a schema?

A

The rlnship b/t the parameters generated and the mvmt outcomes produced

28
Q

What is a rule (schema)?

A

RLN b/t all past environmental outcomes that the person produced and the values of the parameters that were used to produced those outcomes

29
Q

What happens if your intervention has limited expereinces?

A

The patient will develop a limited schema

30
Q

What do Pts do w/novel tasks & schemas?

A

Try to use previous schemas to make an educated guess

31
Q

Interpolation vs Extrapolation?

A

Relatively safe vs more prone to error

32
Q

What is knowledge of results (KR)

A

Intrinsic OR extrinsic info about task’s success or lack of available during or immediately after completion of a task

33
Q

What is knowledge of performance (KP)

A

The knowledge of the movement pattern(s) underlying the response

34
Q

What should we do w/Pts regarding feedback?

A

Start more general and move to specifics if Pt can handle it

35
Q

General feedback

A

Not truly helpful, esp. if inappropriately given (typically too frequent or if perform. in error)

36
Q

General Motivational Feedback

A

Approp for some pts esp. if it keeps them engaged

37
Q

What is Precision of KR

A

Amount of accuracy contained in the feedback info. Can be: direction, magnitude, kinetics, or kinematics

38
Q

What is true of specific feedback?

A

Appropriate for adults but not as much for children or cognitively-involved patients

39
Q

What is true of less frequent KR?

A

Not as good for immediate performance, but is better for retention

40
Q

What is true of 100% KR

A

It is good for immediate performance results, but detrimental for retention

41
Q

What is true of Summary KR & what is it’s optimal length?

A

Not as good as immediate 100% KR in performance phase, but much better for retention

5 trials in summary is the optimal length

42
Q

What is faded KR?

A

Start out w/higher frequency of feedback and reduce it over time

43
Q

What is band-width KR?

A

When you have a bandwidth/tolerance for error around a movement goal and only correct relatively poor performance or praise relatively good performance

44
Q

What is the KR-delay period?

A

The time b/t the first trial and the KR given

45
Q

What is the post-KR delay period?

A

The time b/t KR given and the start of the second trial?

46
Q

Define KR delay period

A

A period where the learner is evaluating the outcome of the mvmt to judge if error or not (from INTERNAL sources)

47
Q

What happens if you shorten the KR-delay or KR-post periods?

A

It could be detrimental to learning

48
Q

Define KR-delay period

A

A period where the learner is processing the KR and constructing the next mvmt by placing results into ST or LT Memory

49
Q

Empty vs Filled KR periods?

A

When they are filled it can interfere or distract the learner from processing info and feedback during the KR periods

50
Q

What is true about Pts and Erros?

A

Patients must be allowed to make error in order to be able to recognize and correct this to improve future movements

UM - Neuro Science (9 decks)

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