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Motor Learning > quiz 1 > Flashcards

quiz 1 Flashcards

1
Q

motor skill definition

A

tasks with specific goal, performed voluntarily, requiring body and/or limb movement, needs to be learned

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2
Q

components of a motor skill

A
  • perceiving relevant environmental features
  • deciding what to do and the timing of the action
  • producing the muscular activity required to generate the movement goal
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3
Q

why is it important to categorize motor skils

A
  • be able to understand research
  • they are complex
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4
Q

how are motor skill classified

A

on a continuum
- discrete vs continuous
- open Vs closed
- Fine Vs Gross

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5
Q

discrete skill

A

there’s a start and end
soccer kick
basketball shot

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6
Q

serial movement

A

something that has a start and end in the middle of a movement, its a set of skills into one
gymnastic routine
play piano

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7
Q

continuous movement

A

repeative for a long time
- running
- swimming

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8
Q

open skills

A

environment unpredictable
returning a punt
catching a butterfly
wrestling

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9
Q

closed skills

A

environment predictable
bowling
brushing teeth
writing

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10
Q

what traits define succes in closed skills

A

precise and constant
planning/programming

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11
Q

what traits define success in open skills

A

perception
adaptability

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12
Q

fine motor skills

A

smaller muscle movement

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13
Q

gross motor skills

A

bigger muscles groups

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14
Q

what is measuring motor performance

A
  • the ability to measure changes in motor performance is critical for evaluations and helps use understand amount of learning
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15
Q

consideration when measuring motor performance

A
  • objectivity
  • reliability
  • validity
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16
Q

objectivity

A

likely hood that 2 individuals or 2 tools would be able to come up with the same measure of performance
- highly dependent on a tool you use to measure

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17
Q

reliability

A

interaction between the tools

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18
Q

validity

A

how well do these measurements translate to perform if we change the environment

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19
Q

how would you classify the skills used in motor learning and control research

A

discreet, closed, fine motor skills

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20
Q

Assessing motor performance

A

target and performance must be measurable values

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21
Q

constant error

A

indicates the magnitiude of error
- can be computed in more than one axis
- sign gives the direction of the error

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22
Q

mean constant error (CE)

A

the average error in the response

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23
Q

how consistent is their performance

A

it is the variability in the movement outcome about the mean value

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24
Q

variable error

A

consistency and reliability

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25
Q

what does variable error NOT depend on

A

whether the performer was close to the target

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26
Q

constant error is the measure of?

A

accuracy

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27
Q

variable error is a measure of?

A

precision

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28
Q

total variability

A

measure of overall error
Root Mean Square Error (RMSE)
- sum of the squared difference between the achieved position and the goal position

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29
Q

what does TE measure

A

consistency around the target values

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30
Q

Absolute error

A

absolute deviation between the performers movements and the target

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31
Q

Absolute constant error

A

is a transformation of constant error
- just removing the sign of constant error

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32
Q

measuring performance in a continuous task

A

can compute the difference between performed trajectory and target trajectory
also the RMSE
- measuring the deviation over a sampling variable (usually time)

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33
Q

biomech Vs motor learning

A

biomech: quality of movement

motor control: error and performance

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34
Q

how can movement be characterized

A

looking at kinematics
- motion rather than forces that created motion

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35
Q

kinematic markers used to describe movements

A
  • position information
  • velocity information
  • acceleration
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36
Q

why are kinematics useful

A
  • give researcher detailed info about current performance and improvement in actions
  • detailed and understandable feedback to participants
  • neuronal firing patterns reflect direction and speed of upcoming actions
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37
Q

what parts of the brain predict kinematics of movement

A
  • posterior partial cortex
  • motor cortex
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38
Q

temporal characteristics -RT

A

was used as a proxy for cognitive function

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39
Q

what is RT

A

is a measure of the time from the arrival of a stimulus to the beginning of the response
- stimulus is unacticipated

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40
Q

what are some ways to control anticipation?

A

vary the time that stimulus is present to make it more unpredictable

present a stop and go stimulus

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41
Q

RT components

A

warning
stimulus presented –>(contains premotor RT, and motor RT) –>response begins
response ends

pre- no muscle acitivty
motor- muscle activity

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42
Q

temporal characteristics- movement time

A

is the time interval from the initiation of the response to the completion of the movement

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43
Q

what different processes may be studied using RT and MT

A
  • process to initiate a movement
  • processes to complete a movement
  • different processes may underlie correcting a movement as well
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44
Q

measuring and evaluating relationships

A

often we are concerned with the relationship between movement characteristics and performance

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45
Q

what is the simple statistical way to quantify the strength of a relationship?

A

correlation and regression

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46
Q

correlations

A

measures both the direction and strength of a relationship

correlation coefficient (R)

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47
Q

R2 measures?

A

the shared variance (can convert to a percentage by x100)

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48
Q

regression

A

allows us to predict one variable from another
- simple regression fit a linear model to data that we have collected

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49
Q

what is a way indirect way of measuring capability in a motor task?

A

measure performance on a dual cognitive task
- attention is a limited capacity resources
- the less attention a task takes, the more the performer has it mastered

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50
Q

RCT

A
  • control group vs experiment groups
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51
Q

why use RCT in sports

A

examine whether training with a dual task can improve a sport-related performance

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52
Q

can dual task can improve a sport-related performance?

A

experiment group improved in all basketball-related tests compared the the control group
- no difference in ERP data suggesting very little underlying changes

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53
Q

human information processing

A

input–> processing–>output
chronometric approach was adopted

  • measuring timings of the input output and get the amount of processing that must take place
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54
Q

The stages of human information processing

A

many different information processing activities take place during the RT
- one can usually infer that RT is related to the amount processing of stimulus or task

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55
Q

easy measure of processing

A

SImple reaction time

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56
Q

simple reaction time

A

a task that involves reacting to one stimulus
- give a measure of processing time
- correlated with age
- affected by: fatigue, attention, sensory modailiy of cue

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57
Q

the stages of information processing

A

stimulus (input)
stimulus identification
response slection
response programming
(SI, RS, RP is in reaction time)
movement= output

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58
Q

parallel processing

A

overlapping processes
- 2 or more stages occuring at once

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59
Q

serial processing

A

processing in sequential steps

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60
Q

human information processing serial Vs Parallel

A

some steps can occur in paraelle under certain conditions

some steps must occur in sequence in certain conditions

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61
Q

stimulus identification

A

person must perceive the stimulus
- involve detection and identification

the stimulus must be sensed and processed
- processed until it contacts memory

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62
Q

sensation

A

involves the activation of sensory receptors
- have a minimum amount of stimulation required to detect
- can be affected by attention at both the behavioral and neural level

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63
Q

perception

A

involves interpreting those sensation
- involves the combination and integration of numerous sources of information to form a percept

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64
Q

what is stimulus detection affected by

A

stimulus clarity, and intensity

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65
Q

response selection

A

after the stimulus is detected, the actor must now decide what response to initiate
- can explain relationship bwtween the RT and # of possible stimulus-response alternative

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66
Q

choice RT

A

a RT task wherein the participant is presented with more than one possible stimulus and the required response if dependent on that stimulus

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67
Q

Hicks law

A
  • the time it takes to make a response is related to the # of stimulus response alternative
  • choice RT increases nearly a constant amount (150ms) when S-R alternative are doubled
  • log-linear relationship
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68
Q

bits of information

A

log2(N)= a bit of information
- the amount of information required to reduce uncertainty by half
- least amount of binary decisions
Bit = Binary Digit

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69
Q

interpreting Hick laws

A

choice RT = a + b(log2(N))

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70
Q

simple RT

A

reacting to 1 stimulus with the same response
- response programming (RP)

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71
Q

GO/NO go tasks

A

reacting to one stimulus, and not reacting to the other
- Stimulus identification (SI), response programming (RP)

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72
Q

choice RT

A

selecting the appropriate response for a given stimulus
- SI , RS, RP

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73
Q

what is the fastest?

A

simple RT

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74
Q

what is the slowest

A

choice RT

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75
Q

donders subtractive method

A

crossing out RI, RS, RP to get the answer of either of those parts of RT

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76
Q

other factors affecting response selection

A

feature of the S-R relationship could impact
- s-R compatibility the mapping of the response to the action

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77
Q

simon effect

A

irrelevant spatial features have effects on RT
- participants responsed to auditiory cues played in either left or right ear
had to press the right key when they hear the word right
and press the left key when they hear left
- compared responses of spatially compatible trials vc incompatible trials

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78
Q

the joint-Simon effect

A

when 2 people perform the Simon task, they perform siliar to when preforming a2 choice task

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79
Q

response programming

A

is the transformation/translation of the active concept into the muscular actions that will achieve the goal
- sensorimotor transformation
- events occurring in response programming could be related to memory
- involves the preparation of relevant motor structures

80
Q

movement complexities

A

accuracy requirement- the size of the goal
- speed-accuracy tradeoffs (Fitts law)
movement component
- the number of ‘parts’ of a movement can increase the initial programming time
- time between components is important

81
Q

does movement complexity affect RT

A

it does but movement complexity also affect RT even before the selection has been made

82
Q

what happens when the choice of movement is unknown

A

more complex S-R relationships take longer to programs

83
Q

programming trajectory

A
  • proponents of sensory-coding theories of motor behaviour argue that we plan a point-to-point visual trajectory
  • based on the idea that neural activation patterns in motor areas represent spatial goals in a visual reference frame
84
Q

criticisms of sensory coding and reference frams

A
  • behavioral relevance is questionable and has been criticized
  • how do we make movements to non-visual targets
  • cannot thoroughly explain rapid corrections based on information from non-visual sensory sources
85
Q

motor program

A

a prestructured set of movement commands that defines the essential details of a skilled action with minimal (or no) involvement of sensory feedback

86
Q

what does the motor program do during response program

A

achieve the action specified

87
Q

criticism of motor programs

A

storage problem
degrees of freedom

88
Q

storage problem

A

imagine if every movement was distinct motor program- it would require much more space to store them all

89
Q

degrees of freedom problem

A

there are too many degrees of freedom to control (to many moving parts)

90
Q

dynamical systems theory

A

stereotypes similarities of movement patterns are not represented in motor progams but emerge naturally due to complex mechanics

91
Q

what does the dynamical systems theory solve

A

the DoF problem

92
Q

where does motor program oringinate from?

A

more cognitive psychology

93
Q

where does dynamical systems originate from

A

engineering, biomech, rehabilitation

94
Q

what is response programming related to

A

the preparation of the motor program

95
Q

can responses be preparaed in advance?

A

yes

96
Q

anticipation how can it be reduced

A

multiple stimuli
have time more bigger

97
Q

anticiaption

A

in information processing- anticipation means the removal/ reduction of the response selection stage

98
Q

what are the types of anticipation

A

temporal anticipation
spatial anticipation

99
Q

temporal anticipation

A

when anticipation

100
Q

spatial anticipation

A

what anticipation and where

101
Q

precuing technique

A

was found that precuing any of the variables (arm, extent, direction) led to a decrease in RT

102
Q

how can anticipation be studied

A
  • examining the startle response
  • a startling tone has been shown to trigger a prepared movement at short latency
  • startle is thought to act as a subcortical trigger for prepared movements
103
Q

sensation

A

afferent- info coming in
- involves the activation of sensory receptors
- specialized sensory organs are activated by a stimulus
- organs decode sensory information transforming it into neural signals

104
Q

perception

A

is the interpretation of those sensory signals
- involves the combination and integration of sensory (afferent) information from multiple sources

105
Q

other important senses

A

sense of balacne (equilibrioception)-
sense of body position (propriception)
sense of temperature (thermoception)
pain sense (nociception)

106
Q

what is sensory information used in

A

both movement planning/programming (feedforward) and movement control (feedback)

107
Q

the use of sensory feedback to modify motor commands is referred to as closed-loop control

A

closed-loop control

108
Q

closed-loop control

A
  • system receives instruction (input)
  • the goal is define (reference mechanism)
  • executive level relays instructions to achieve the goal
  • effector level enacts the instructions that are relayed (produces an output)
  • sensors in the environment produce feedback
109
Q

examples of a closed loop control system

A

thermostat
- electric kettle
- cruise control

110
Q

visual system- receptors

A

begins at the eye
- light from an object in the visual field is refracted and focused onto the retina

111
Q

photoreceptors

A

light sensitive cells line the back of the retina
2 main types: rods and cones
- different structures and response profiles
- different types of visual information
- rods (motion/detection)
- cones (fine detail)

112
Q

visual system- central processes

A
  • visual info travels through the optic nerve, and various subcortical structures to the lateral geniculate nucleus (LGN)
  • from LGn in thalamus, is relayed to the primary visual cortex
113
Q

primary visual cortex

A

is where visual features such as stimulus direction, stimulus speed, and object orientation

114
Q

visual streams

A

dorsal stream
ventral stream

115
Q

dorsal stream

A

where visual information travels to the parietal areas
- known as the vision for action stream
- inputs from the full visual field

116
Q

ventral stream

A

where visual information travels to the temporal lobe
- known as the vision for perception stream
- inputs from the LGN mainly from central vision

117
Q

evidence for the dorsal and ventral streams

A
  • perception scales to illusions, however grip aperture does not
  • grip aperture is a measure of the distance between index and thumb when performing reaching movements
  • no relationship between constant error and tail-orientation in muller-lyer illusion
118
Q

vision

A

does not have an effect on balance
- visual systems indicates where your hand and eyes are in space

119
Q

optic flow

A

when we move our head, the angle the light rays hit the retina change
- the environment flows past us as our head and body move
- gives us crucial info about our position and position of objects

120
Q

the rate of change

A

the rate of change of the size of an object on the retina can indicate whether the object is coming toward you or going away from yu

121
Q

what can you use the rate of change for?

A

estimate the time of contact (Tau)

122
Q

time to contact

A

is directly proportional to the:
- size of the image divided by the rate of change of the image

123
Q

proprioception

A

sensory information about the position of the body in space
includes:
- vestibular system
- sensory organs in the muscles and joints
- cutaneous receptors

124
Q

the vestibular system

A
  • located in inner ears
  • otolith organs provide information about the orientation of the head with respects to gravity (utricle and saccule) - linear accelerations

semicular canals- are three fluid filled half circules
- in position sense directoin
- can sense rotation
- thick fluid in the canals displace hair cells (mechoreceptors)

125
Q

what is the vestibular system important for?

A

balance and orientation

126
Q

vestibular-vision interactions

A

when we move our heads- our eyes stable due to vestibualr-ocular refelxes
- we move our head one way eyes move the other way
- alternating slow and fast movements are called nystagmus
- will stop if head keeps rotating

127
Q

muscles spindles

A

provides info about muscle stretch
- located in fleshy muscle body
- oriented in line iwth the muscle fibre
- comprised of intrafusal muscle fibers
- spindle also connects to alpha motor neurons of the muscle

128
Q

stretch reflex

A

specialized sensory receptors called muscle spindles within the muscle detect the change in muscle length and the rate of stretching.

129
Q

golgi tendon organs

A
  • located at the muscle tendon junction
  • highly sensitive to active muscle tension
  • each one is attached in series to small groups of muscle fibres
  • hypothesized to contribute less to overall position sense than muscle spindles
130
Q

joint receptors

A
  • embedded in the joint capsule (areas that are stretched the most)
  • neural signals are strongest at the end ranges of the joint movement
  • less involved in position sense than muscle spindles
131
Q

how important is proprioception

A
  • plays a role in rapid-feedback based responses
  • some say is used to plan distances and vision to plan direction
  • some say that its suggest proprioception may be the key feedback based mechanisms
  • both the speed of processing and reflex circuity make is possible
132
Q

where is proprioception processed

A

in the primary somatosensory cortex

133
Q

dorsal stream processes mainly ____ related visual information

A

action

134
Q

ventral stream processes for mainly _____ related visual information

A

perception

135
Q

golgi tendon organs sense muscle ____?

A

tension

136
Q

muscle spindles sense muscle _____

A

stretch

137
Q

what are issues with motor programming theory

A
  • storage
  • degress of freedom problem
  • novelty problem
138
Q

novelty problem

A

how do we learn new action if each new action requires a pre-determined program

139
Q

open loop

A

there is an executive level and an effector level
- the executive sends the motor program to the effectors, and the effector carriers out the instructions without modification based on feedback

140
Q

open loop control

A
  • are not less complex than closed
  • doesn’t make corrections based on feedback
  • a oven doesn’t stop when food is burning
  • pointing without vision there are other senses that can tell you information
141
Q

what do we use sensroy information for

A

feedforward control

142
Q

feedforward control

A

involves a signal that
- readies the system for the motor command
- readies the system for some input

143
Q

how do we know which one is occuring?

A
  • concept of “reafference” or corollary discharge
  • a copy of the motor command that was sent to muscle is delivered to sensory regions in the brain
144
Q

what is the copy of the motor command known as

A

the efference copy

145
Q

efference copy in limb movements

A

the efference copy allows for the prediction of the action outcome and the sensory consequences of the action
- tells the sensory system what was ordered by the motor system
- uses the predicted and actual sensory feedback to compute an error

146
Q

how can we test for the existence of feedforward control in limb movements?

A

using active vs passive task

147
Q

error detection and efference

A

can use active vs passive tasks
- ppl have better at error estimate when they have efferent information
- proprioception**
- they are able to predict the outcome of their actions (when effernt info is good)

148
Q

forward models

A

used to establish predictions about the desired state
- produce predictions
- establishes a reference of correctness for which to compare to based on sensory info
- used to update the reference of correctness

149
Q

how are those problems with motor programming solved

A

computational solution
- motor programs must be generalized

150
Q

the generalized motor program

A

relative timing
relative force
sequence of events
- these are in the function, they are not changes by the user

151
Q

relative timing

A

the timing of muscle activation relative to others

152
Q

relative force

A

the force of muscle activations relative to others

153
Q

sequence of events

A

the sequence of events

154
Q

open loops processes occur in the ____ of sensory feedback

A

absence

155
Q

a system is open loop when it ________________

A

does not take feedback into account

156
Q

the efference copy is a copy of the motor command that allows for prediction of the ____ and the _______

A

action

sensory consequences of the outcome

157
Q

GMPs accept certain parameters

A
  • overall duration of the action
  • overall force of the action
  • effector used for the action
158
Q

what does the inclusion of the effector parameter indicates that?

A

the muscle for a particulaar action could not be stored in a GMP

159
Q

when are the specific joints and muscle added to the command

A

during the preparation of the program
- supported by bilateral-transfer

160
Q

relationship between speed and accuracy

A

when examining voluntary, goal-directed movement, there is a relationships

fast movements are less accurate

accurate movement and slower

161
Q

what has the speed and accuracy been described by

A

for feedback movements (closed loops) has been mathematically described by paul fitts

162
Q

Fitts law

A
  • tap between 2 targets as rapidly as possible maintaing 95% accuracy
  • movement time
  • movement amplitude (A)
  • target width (W)
163
Q

fitts paradigm

A

index of difficulty (ID)= log2[amplitude)/(width)]

  • ID increase = Increase movement time (MT)
164
Q

generality of Fitts law

A

holds for:
- children
- lower limb movements
- under magnification
- imagined movement
- perceived movements

165
Q

breaking fitts law violatoin

A

fitts law may not hold in all contexts
- violation of the law was found when contextual target cues were present

166
Q

do we plan for the worse case scenario?

A

we don’t, we adapt efficiently

167
Q

what causes speed accuracy tradeoffs

A

impulse-variability theory

168
Q

impulse-variability theory

A
  • the variability in the duration of a group of contractions is related to the mean duration
  • the variability in force produced increases as a function of the force produced

variability increases to about 65% but then decrease at higher levels of force output
- movements should become more accurate when more than 65% of force is required

169
Q

movement time in a reciprocal movement is linearly related to?

A

amplitude of movement
width of object

170
Q

a process

A

is a set of events or occurrences that lead to a product or state of change
- we are interested in processes associated with retrieving a motor program from memory

largely assimed

171
Q

practice

A

the purposeful repetition of a skill or behaviour
- practice makes permanent

172
Q

experiences

A

the fact or state of having been affected by or gained knowledge through direct observation or participation (merriam- wedster)

173
Q

motor learing ins relatively permanent

A

change of state is not readily reversible
- any changes that is readily reversible is not attributable to learning

174
Q

learning produces a capability for skilled movement

A

product of learning: the ability to move skillfully in a particular situation

175
Q

what is the goal of motor learning

A

is the strengthen the quality of the internal state such that the capability of the skill will be altered in future attempts

176
Q

capability for movement

A
  • stresses the role of the internal state that leads to the skilled behaviour
  • motivation, physiological states, fatigue
  • numerous factors can affect the movement outcome, but have little impact on internal states
177
Q

learning is not directly observable

A

we often have to infer these changes based on behaviour
- we measure and test the stability of learned behaviours

178
Q

learning involves highly complex phenomena

A
  • many processes and many possible explanations
  • multi-system interactions
179
Q

neural basis of learning

A
  • many different types of learning, difficult to examine
  • implicit vs explicit
  • once you leaned you have permanently changes
  • difficult to asses if changes in neural and physiological activity is correlated with learning or changes in behaviour
180
Q

neural basis of learning- theories

A

Donald Hebb’s
neural networks (Geoffrey Hinton)
activation in networks can be observed by looking

181
Q

donald hebbs

A
  • neurons that fire together, wire together
182
Q

neural networks

A

most neurons recieve inputs from other neurons
- these inputs are weighted
- neurons can adapt their weights

183
Q

activation in networks can be observed by looking at

A

output: electrical activity
energy consumption- bloodflow

184
Q

functional connectivity analysis

A

examine the time-series of FMRI data in different brain regions
- correlate the time-series between different regions of interest (ROIs)
- examine the strength of those relationships

185
Q

functional connectivity and motor learning

A
  • some studies shown that functional connectivity can predict motor learning
186
Q

functional connectivity and motor learning

A
  • some studies have shown the functional connectivity can predict motor learning
187
Q

McGregor and Gribble 2017

A
  • measured participants connectivity prior to observational learning protocol
  • found that participants who had higher level of connectivity in sensorimotor regions performed better in learning paradigm
188
Q

adaptation

A

the iterative process of adjusting ones movement to new demands

189
Q

motor adaption

A

the trial to trial modification based on error feedback
- movement retains identity but one of the parameters are changed
- change occurs with repetition or practice and is gradual over min
- the person must de-adapt after behaviour

190
Q

prism adaptation

A

involve performing reaches to visual target then

191
Q

measuring motor leanrning

A

participant is exposed to a task (acquistion)
- performance on the taks is plotted as a function of trial (examines consistency)

192
Q

performance curves

A
  1. linear curve
  2. negatively accelerated curve
  3. positively accelerated curve
  4. sigmoid “s” curve
193
Q

factors affecting performance

A

between participants variability
- curves usually curve to rep group data (people get washed out)

within-person variability
- performance of the individual person varies trial to trial

ceiling effect: limits at the top scale

floor effects: limits at the bottom of the scale

194
Q

ceiling and floor effects

A

gymnastics: eaeir to improve your score at mid-level

reducing a score in golf is easier when strokes are high

changes in performance levels becomes insensitive to change in learning

195
Q

performance curve considerations

A

how acquisition is measured can affect the interpretation of performance curve

196
Q

retentiono tests

A

testing participant on the same task after a time interval
- 24h retention interval is often used (for both retention and transfer)
- longer retention interval, the more transient effects are reduced

197
Q

transfer tests:

A

involve a new variations of the practiced task
- can involve the tasks with a twist (new speed or conditions)
- can involve a task that has not been practiced before

Motor Learning (4 decks)

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