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Clin Med I > Movement Science Midterm > Flashcards

Movement Science Midterm Flashcards

1
Q

Movement emerges from the interaction of 3 factors:

A

Organism, task, environment

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2
Q

Factors within the organism that constrain movement

A

Perception, action, and cognition

Cognition affects perception and action

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3
Q

Motor control definition

A

Ability to regulate or direct the mechanisms essential to movement

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4
Q

Reflex theory

A

Reflexes are the building blocks of complex behavior

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5
Q

Hierarchical theory

A

Brain has higher, middle, and lower levels of control. They work Top–> down

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6
Q

Reflex/Hierarchical theory

A

Motor control emerges from reflexes that exist within hierarchically organized levels of the CNS

Motor development occurs due to CNS maturation –> higher levels of control over lower level reflexes

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7
Q

Reflex/ Hierarchical theory - if higher centers are damaged:

A

Lower level reflexes take over and interfere with normal movement

–> Movement problems are direct result of the neural lesion

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8
Q

Motor Program

A

Pre-developed pattern of activity that is stored and called into action

Can be activated either by sensory stimuli or central processes

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9
Q

Central Pattern Generator

A

Spinal circuit/ spinal mediated motor program that produces a functional behavior
Doesn’t need descending control from cerebral cortex. Does need certain level of sensory input

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10
Q

Clinical applications of motor program theory

A
  • Importance of training patient to learn correct “rules” of action
  • Focus on training function, not muscles in isolation
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11
Q

Dynamical Systems Theory

A

Movement can emerge as a result of interacting elements, without need for commands or motor programs

Behavior is not specified in advance, but assembled on the spot by interaction of organism, task, and environment

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12
Q

Variability in dynamical systems theory vs. motor program theory

A

Variability is necessary for optimal function in dynamical systems theory

Variability represents an error in motor performance in motor program theory

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13
Q

Attractor and attractor well

A

Attractor is a preferred pattern of movement that system will return to after perturbution

Attractor well: Degree to which flexibility to change exists

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14
Q

Control parameter

A

Variable that regulates change in the behavior of the entire system

Examples: temperature, force, speed, pain, strength, flexibility

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15
Q

Phase shift

A

Behavior shift from one stable attractor to another

Stable movement patterns become unstable just before phase shift

Control parameter acts to reorganize the system at the transition

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16
Q

Dynamical systems theory - synergy definition

A

Nervous system simplifies problem of degrees of freedom by constraining groups of muscles and joints to function collectively

Modern definition: Neural organization of multi-element system that ensure flexible and stable performance of a motor task

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17
Q

Ecological Theory of Motor Control

A

Patient is an active explorer of solutions to accomplish tasks within a variety of environments

**Environment is perceived, actions are based on these perceptions

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18
Q

4 theories of motor control

A
  1. Reflex/ hierarchical
  2. Motor program
  3. Dynamical Systems
  4. Ecological
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19
Q

Motor learning definition

A

Set of processes associated with practice/ experience leading to relatively permanent changes in the capability for producing a skilled action

Acquisition and/or modification of movement

  • not necessarily observable
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20
Q

Three types of implicit learning

A

Non-associative
Associative
Procedural

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21
Q

Non-associative learning (implicit)

A

Sensory learning that follows a repeated stimulus (habituation and sensitization)

22
Q

Associative learning (implicit)

A

Learning that involves association of ideas, learning to predict relationships (between two stimuli, or between behavior and consequence)

Classical conditioning (pavlov)
Operant conditioning (reinforcement, punishment)
23
Q

Procedural learning (implicit)

A

Learning a task to be performed without attention or conscious thought

  • requires repetition
  • form ‘rules’ for the action. When a rule is not met, action breaks down (seat belt example)
24
Q

Explicit/ declarative learning

A

Rapid learning with little/ no practice
Can be consciously recalled, requiring awareness, attention (unlike implicit)
Leads to inefficient movement patterns

With repetition, declarative knowledge can become procedural knowledge

25
Q

Three theories of motor learning stages

A
  1. Fitts and Posner 3 stage model
  2. Systems 3 stage model
  3. Gentile’s 2 stage model
26
Q

Motor schema

A

The rules associated with a movement

27
Q

Three stages of Fitts and Posner theory

A

Cognitive phase
Associative phase
Autonomous phase

28
Q

Cognitive phase of Fitts and posner motor learning thoery

A
  • Conscious processing of tasks
  • Learner develops and analyzes different strategies to carry out task
  • Highly variable performance
  • Coaching, instruction needed to improve performance
29
Q

Associative phase of Fitts and Posner motor learning theory

A
  • Person has selected be strategy for task and now begins to refine skill
  • Less variability in performance
  • Less external coaching; pt develops internal reference for corrections
30
Q

Autonomous phase of Fitts and Posner motor learning

A
  • Minimal attention requires for performance
  • Task adaptability
  • Higher level brain center
31
Q

3 stages of the Systems 3 stage model of motor learning

A

(Focuses on controlling degrees of freedom as a central component of learning a new skill)

  1. Early/ novice Stage
  2. Advanced Stage
  3. Expert Stage
32
Q

Early/ novice stage of Systems model of motor learning

A

Degrees of freedom are constrained by simplifying the movement (constraining joints - not energy efficient)

33
Q

Advanced stage of Systems model of motor learning

A

Movements at more joints are allowed b/c they can now be controlled independently (muscle synergies used)

34
Q

Expert stage of Systems model of motor learning

A

All degrees of freedom have been released so that task is performed in most efficient way.

35
Q

Gentile’s two stage model of motor learning

A

Describes the goal of the learner in each stage

  1. First Stage
  2. Second Stage
36
Q

First stage of Gentile’s two stage model of motor learning

A

Goal: develop an understanding of the task dynamics and requirements of the movement

37
Q

Second stage of Gentile’s two stage model of motor learning

A

Fixation/ diversification phase: goal is to refine movement.

  1. Ability to perform task consistently and efficiently
  2. Capability of adapting to changing task and environmental demands
38
Q

Divided vs. selective attention

A

Selective: Cutting out distractions
Divided: Multitasking

39
Q

2 cognitive theories of motor development

A

Piaget and Erikson

40
Q

Piaget’s four stages of cognitive development

A

Describe different stages of intelligence

41
Q

Erikson’s eight stages of cognitive development

A

Describe different stages of personality development

42
Q

Neuromaturational theory of motor development

A

Based on the idea that developmental change occurs as a result of CNS maturation (increased cortical control over reflexes)

43
Q

Moro reflex

A

Primitive reflex triggered by sudden change in position of the head relative to the trunk

44
Q

Traction reflex

A

Flexion response in upper extremities when they are pulled on

45
Q

Crossed extension reflex

A

Noxious stimulus on a fixed leg → flexion, add, extension on contralateral leg

46
Q

STNR

A

Neck extension: UEs extend, LEs flex

Neck flexion: Vice versa

47
Q

Tonic labyrinthine reflex

A

Extensors facilitated in supine, flexors in prone

48
Q

Landau reaction

A

When suspended in supine, infant extends neck, trunk, legs

-helps develop scapular and pelvic mobility

49
Q

Three tenets of neuronal group selection theory

A
  1. Development selection
  2. Experiential selection
  3. Re-entry
50
Q

Developmental selection (neuronal group selection theory)

A

Anatomical connectivity, according to genetic code, creates primary repertoire of human movements

51
Q

Experiential selection (neuronal group selection theory)

A

Behavioral experience –> modifications in the strength of synaptic connections, creating neuronal groups and creating secondary repertoire of movements

52
Q

Re-entry (neuronal group selection theory)

A

Integration of neuronal maps through connections between neuronal groups

Clin Med I (5 decks)

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