Neuroplasticity and Motor learning Flashcards
Habituation
- Decreased response to repeated, innocuous stimuli
- short term and reversible
Long term potentiation
- The strengthening of connection between neurons established over a prolonged period of time
- Requires cooperativity, associativity, and specificity
- “neurons that fire together get wired together”
Long term depression
- The reduction in synaptic strength established over a period of time
- This is also important for learning / changing habits
- It is required for unlearning a learned behavior
Collateral regrowth
a new pre-synaptic neuron connects to the post-synaptic neuron that lost it’s original pre-synaptic neuron. (a new pre synaptic neuron steps in)
Regenerative regrowth
he injured pre-synaptic neuron sprouts to form a connection with a new post-synaptic neuron
Axonal regeneration in the PNS
- occurs at 1 mm per day
- regeneration error can cause synkinesis which is involuntary mm contraction
Synaptic Effectiveness
- Baseline synapse strength that returns upon resolution of edema, inflammation, etc
Denervation hyper-sensitivity
Increase in receptors sensitivity of the post synaptic neuron due to destruction of pre-synaptic neuron
Synaptic hyper-effectiveness
ncreased NT release in available pre-synaptic axon terminals after damage resulting in increased stimulation of post-synaptic receptors
Unmasking silent synapses
Previously unused synapses become active or disinhibited after damage to other pathways
short term vs long term effects of neuroplasticity
- short term: improves efficiency and strength of existing synapse connections
- long term: changes in organization and increased number (density) of connections and synapses
Non declarative (implicit) vs declarative (explicit) memory
- non-declarative : Does not require conscious awareness or attention. Movements are reflexive and automatic
- Declarative memory: requires attention and awareness, often involves association of information
Discrete motor tasks
obvious beginning and an end
IE squats, LAQ
serial motor tasks
series of discrete tasks combined in a particular sequence
IE stand pivot, eating with an utensil
continuous motor task
walking, cycle, stairs
Three stages of skill acquisition
- cognitive / novice
- associative / advanced
- autonomous / expert
characteristics of cognitive / novice stage
- learner: new to task, highly variable performance, requires cognition and attention, many errors occur, will see the most improvements
- therapist: Lots of explanation, demonstration, and physical guidance. Best to use a closed environment, mass/blocked practice, and frequent constructive feedback
characteristics of associative / advanced stage
Learner: still needs subtle adjustments, more consistent, improvements more gradually, able to self correct
- therapist: decreased discussion/demonstration/guidance, random practice, open environment, fading feedback
characteristics of autonomous / expert stage
- learner: able to perform in all situations/ environment, can perform additional tasks, efficient and confident, less attention required
- therapist: encourages open environment, applies random practice, feedback is summative/bandwidth provided at the end of several trials to allow for self correction
what area of the brain does mental practice activate? What does research show?
- supplementary motor area
- enhances motor skill acquisition when paired with physical practice more than physical practice only
examples of intrinsic feedback
- proprioceptive, kinesthetic, tactile, visual, or auditory cues
- Received directly by performing a task
Knowledge of performance
Information about details of the movement IE quality, pattern, efficiency
Knowledge of results feedback
- Information about how much of the goal was achieved
- Focus on outcomes
Did the patient succeed or fail?
two ways of assessing motor learning
- retention test: performing motor skill to a set standard after a period of time
- transfer test: ability to apply and perform motor skill in a new environment
what is bandwidth feed back?
Feedback only given when performance does not meet set standards
Use it or lose it principle
- decreased use results in decreased cortical representation
- reallocation of coritcal territory vs total loss of cortical function
