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Neuro 1 > Neural correlates of motor learning > Flashcards

Neural correlates of motor learning Flashcards

1
Q

definition of motor learning

A

Motor learning is the process of skill acquisition or re-acquisition

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2
Q

what does it mean when someone have learned a skill

A

this implies there is a relatively permanent change in their capacity to perform that skill, e.g. the skill is RETAINED over time

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3
Q

Motor learning is a RESULT OF what

A

practice

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4
Q

how do we assess motor learning

A

Inferred from performance

The measure of motor skill is our performance

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5
Q

what are the three stages of motor learning

A

Initial/cognitive
Intermediate/associative
Advanced/automatic

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6
Q

Initial/cognitive brain activity

A

To start there is a lot of thinking that goes into learning – makes people tired

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7
Q

Intermediate/associative - what are people associating

A

Associate what they do with what their goal of movement is

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8
Q

Advanced/automatic and the limbic system

A

Limbic activity goes down – they’ve got the plan and know what to do

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9
Q

Initial/cognitive performance​

A

Slow

Uncoordinated/often freezing degrees of freedom

Guiding step by step not a smooth movement

Variability in performance

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10
Q

Initial/cognitive performance is dependent one what

A

Feedback dependent

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11
Q

Initial/cognitive performance​ brain areas are importance for

A

cognition and attention

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12
Q

cognition and attention brain areas

A

Parietal association areas

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13
Q

Dorsal PA

A

orientation, spatial temporal characteristics

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14
Q

Inferior PA

A

multiple sensory information and how you are using it

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15
Q

where do we do thinking

A

prefrontal cortex

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16
Q

Initial/cognitive - Prefrontal

A

involved in decision making, selection, attentional processes early in learning

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17
Q

Initial/cognitive - Dorsolateral prefrontal cortex (DLPFC)

A

highly activated during trial/error learning

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18
Q

Initial/cognitive - Prefrontal + (DLPFC)

A

Both of these areas are involved in working memory.

A novice learner is trying to hold information (instructions, what happened last time, what they should do this next time) in working memory so they can use info/improve next trial

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19
Q

Anterior Cingulate Cortex (ACC) has heavy connections with what part of the brain

A

PREFRONTAL

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20
Q

Anterior Cingulate Cortex (ACC) is part of what system

A

limbic

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21
Q

Initial/cognitive - Anterior Cingulate Cortex (ACC

A

This weights decision to act based on what we know
Highly activity in novel learning process

22
Q

Initial/cognitive - PREFRONTAL + ACC

A

“cognitive performance monitoring”
The ‘oops’ system

During trial/error learning, if the ​learner makes an error this system becomes highly active, this ‘error’ signal is then used to update the upcoming motor plan … e.g. ‘try not to do that again!!!’

PFC : know you missed
Cing: do not do that again

23
Q

Initial/cognitive - Cerebellum

A

provides feedback/error from motor execution. So the cerebellum is signaling ‘motor error’

24
Q

cerebellum and well learned movements

A

Does a lot of error correction for well learned movements – during the execution of the task, preconscious

25
Q

Initial/cognitive - Prefrontal/ DLPFC/ACC

A

involved in the conscious/cognitive recognition of error – you know you are wrong

26
Q

executive function BG loop - caudate

A

loop includes just the caudate

not the cuadate and the putamen

27
Q

executive function BG loop - cortex area

A

DLPFC

28
Q

executive function BG loop - what is the loop doing

A

This loop is picking out the best strategy

thinking about what you are doing

29
Q

motor BG loop during early learning

A

when you are first learning how to do things you cannot use you motor loop that well yet
We do not know which plan to select

30
Q

BG loop collaborative

A

BG loop are collaborative – therefore they can be working on the same thing at the same time

31
Q

Intermediate/associative - PERFORMANCE

A

Less variability of performance/less error

Releasing degrees of freedom/improved coordination

Smoother movement

32
Q

Intermediate/associative - performance​ feedback

A

Less reliant on feedback, better estimation of own error

33
Q

Intermediate/associative - brain map

A

Learning of sensory-motor map, the internal model

Learning how they move in the environment – making a internal model

Laying down this internal model into Long-term memory

34
Q

Intermediate/associative - less active brain areas

A

PFC/DLPFC activation.

35
Q

Intermediate/associative - more active brain areas

A

cere and BG

36
Q

Intermediate/associative - cere

A

remains active to detect/correct error during motor execution, but it is LESS active than during initial learning

37
Q

cere changes in activity throughout learning

A

intial learning - very active
intermediate - less active
advanced -stable

38
Q

Intermediate/associative - BG shift in activity

A

change of loops

Less active: The caudate/DLPFC loop, active in initial learning

More active: The SMA/Putamen loop (the skeletal motor loop) becomes MORE ACTIVE as learning progresses.

39
Q

Advanced/automatic Stage - PERFORMANCE

A

Skills can be performed quickly (if appropriate for task)

Minimal error/more consistency, less variability

Looks coordinated/exploiting DOF

40
Q

Advanced/automatic Stage - motor skill

A

Don’t need to attend to motor skill/can pay attention to other things going on in the environment

41
Q

Advanced/automatic Stage - brain

A

change from activity in multiple brain areas from all parts of the cerebrum, to high activity in a focused, smaller set of brain areas.

Moving from cortical-to-cortical communication to cortical to striatum communications

The BG is selecting that plan that we need

42
Q

Cortical-striatal brain circuitry underlie what

A

the efficiency and automaticity of well-learned motor skills

43
Q

Basal gangliaSMA/Putamen loop function

A

activity in this loop triggers the selection and stores the plan for movement sequences that require precise timing.

this loop allows voluntary movement sequences to be run off automatically

EX: getting up from a chair, a memorized piano​ piece

44
Q

BG dysfunction

A

parkisons

Most difficulty with initiation of skills like walking, sit/stand, because they have lost the automaticity of internally generated / motivated skills.

45
Q

working with a novice learner - less is more

A

Because the attention demand is so high in early learning, remember to keep verbal cues focused and prioritized

46
Q

working with a novice learner - feedback

A

Allow time between the end of their movement attempt and your feedback – they need to process their own feedback first.

47
Q

working with a novice learner - trail and error

A

Use trial/error and discovery learning when appropriate – we know this involves multiple brain areas – the power of multiple areas signaling error and refining the motor plan.

48
Q

traumatic brain injury - trial and error

A

Trial/error discovery may not be beneficial for someone in lower rancho scale

49
Q

with a TBI what areas are normally most effected

A

STM and attention most disrupted

may be able to preform but cannot keep attention for that long – therefore try to minimized distraction

50
Q

Parkinson’s and aerobic exercise

A

Early in disease focus on aerobic/goal-based exercise to slow deterioration, promote overall brain health

Aerobic exercise – increase CO and circulation of oxy blood to the TISSUES not just the muscles

This is increasing oxy blood level to tissue involved with activity including the brain – enhancing the energy to the brain

51
Q

what is a motor skill - later in PP

A

all well learned voluntary movements

Neuro 1 (14 decks)

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