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motor control and learning > Principles of motor learning > Flashcards

Principles of motor learning Flashcards

1
Q

What was the set-up of the goal setting experiment?

A

4 groups of college men had goals for elbow flexion

2 had realistic goals
1 had unrealistic goal
1 had no goal

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2
Q

In the goal setting experiment, which group had the best performance

A

the one with unrealistic/ most difficult goal

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3
Q

What did the goal setting experiment show?

A

Goals are a strong form of motivation.

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4
Q

What was set up of Locke and Bryan study?

A

Subjects asked to manipulate hand and foot controls to match set of light patterns.

one asked to do your best and other group given a task to strive for.

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5
Q

What was results of Locke and Bryan study?

A

Group with task obtained more matches and improved quicker.

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6
Q

Goal setting helps define

A

the problem to be solved.

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7
Q

What are the clinical assumptions/implications of goal setting?

A

set goals slightly above what patient can do for greater improvement.

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8
Q

Providing choices (autonomy) enhances

A

intrinsic motivation
effort
task performance
Perceived competence.

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9
Q

Which choices are more effective? small incidental or major, task controlled??

A

small.

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10
Q

Visual demonstration of a skill to those who are learning the skill?

A

obersvational learning/modeling

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11
Q

What is the purpose of visual demonstration?

A

to begin to form a neural representation of skill that serves as a standard for error detection and correction.

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12
Q

These fire both when an animal acts or when they observe the same action being performed

A

mirror neurons

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13
Q

What does mirror neuron experiment show?

A

modeling a skill is beneficial to learning a skill.

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14
Q

how do you make demonstration effective?

A
  • Use verbal instruction to direct learned to specific action (look at heels)
  • Model the skill before practice and during.
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15
Q

The visual system picks up salient info from a model and provides what?

A

the motor system with basis for coordination and controlling of movement.

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16
Q

In extrinsic feedback, what is KR and KP

A

knowledge of results

knowledge of performance.

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17
Q

Feedback from a source other than from from the learner… is it intrinsic?

A

Augmented Feedback

no. not intrinsic

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18
Q

Information or feedback about the Outcome/success of movement in terms of the movement goal?

does it matter how it looks?

A

Knowledge of Results

nah

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19
Q

What is knowledge of results used to for?

A
  • to confirm own assessments
  • needed when intrinsic not present
  • promotes active learning
20
Q

Information about the characteristics or kinematics of movement used to achieve goal?

does it matter if goal was achieved?

A

Knowledge of performance.

nah

21
Q

Knowledge of performance important for?

A
  • skills requiring specific movements (kinetic/kinematic/muscular)
  • complex,multilimb movement.
22
Q

According to gentile, KP might be better ____ but KR ____-

A

early on

later.

23
Q

What are the different ways to structure KR and KP feedback?

A 
Concurrent Feedback
Reduce frequency of feedback
Summary Feedback
Faded Feedback
Bandwidth feedback.
24
Q

Augmented feedback provided while a person is performing a skill or making movement

A

Concurrent Feedback.

25
Q

Strength and weakness of concurrent feedback?

A

may enhance performance through motivation but may produce dependency and degrade learning.

26
Q

Reducing feedback by providing feedback for a certain number of trials at completion of those trials?

A

Summary feedback.

27
Q

Strength and weakness of summary feedback?

A

not good for performance but good for learning (opposite of concurrent..)

28
Q

Summary feedback is more beneficial to learning when compared to

A

immediate feedback.

29
Q

What did Weinstein and Schmidt do?

A

looked at 100% feedback condition vs. 50 % observing root mean square results.

Reducing frequency.

30
Q

What were results of Weinstein and Schmidt study?

A

they were similar during the trials but the 50% feedback group had less errors during retention tests.

31
Q

Decreasing frequency of augmented feedback by systematically reducing the frequency during course of practice so person is weaned from depending on feedback?

A

Faded feedback.

32
Q

giving more feedback in beginning and weaning off is beneficial for

A

learning

33
Q

Fading feedback reduces what in later practice?

A

dependency effects.

34
Q

a form of feedback given only if the performance is outside a given area of acceptability?

A

Bandwidth feedback.

35
Q

Bandwidth feedback enhances

A

movement consistency.

36
Q

What happened in shea and wolf study?

A

4 groups maintained balance on stabilometer

  • 2 groups told to focus on feet and marker.
  • 2 groups given feedback from computer.
37
Q

What did the delayed retention test of Shea and Wolf study show?

A

External focus of attention enhanced learning.

38
Q

Shea and wulf study showed that internal focus can what?

A

hinder learning and retention.

39
Q

external focus during vertical leap? its effect?

A

the rings.

high jump and greater displacement.

40
Q

With PTs during gait training __ used internal focus

____ used external

A

67%

22%

41
Q

What are the positive effects of feedback?

A
  • guide learner away from error
  • indicate what went wrong and what should be done next time
  • can motivate learner
42
Q

What are the negative effects of frequent feedback?

A

interfere with capability of learner to acquire error detection capabilities.

  • produce short-tern corrections that may hinder pt from developing patters needed for retention
  • learner won’t attempt to cognitively solve problem.
43
Q

when giving verbal feedback, must specifically

A

describe error in terms of KP or KR.

44
Q

The learner is physical guided through task to be learned?

A

Guidance.

45
Q

In manual guidance experiment, what was done?

A

guiding and KR to distribute weight to feet at 70/30%.

4 groups 100% and 33% guided and KR

46
Q

Who had most accurate performance in manual guidance experiment.?

what does this show?

A

33% KR group

100% Guidance group did worst

unguided practice is beneficial for learning.

47
Q

What activities appear to enhance learning and retention of skill?

A

difficult conditions.

motor control and learning (3 decks)

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