Quiz 2 Flashcards
(92 cards)
1
Q
Motor Recovery
A
re-acquisition of movement skills lost through injury
the search for new solutions to specific tasks and environments given new constraints imposed by pathology
2
Q
Motor Learning
A
Practice and experience leading to relatively permanent changes in the capability to produce skilled action
3
Q
4 Concepts for Motor Learning
A
- Process of aquiring capability for skilled action
- Results from experience or practice
- Cannot be measured directly (inferred from behavior)
- Produces relatively permanent behavior change
4
Q
T or F: Motor Learning is only motor processes
A
False! Motor learning includes motor processes AND learning new sensing strategies which emerge from the individual, task, and environment
learning to pay attention to the right bodily sensations
5
Q
T or F: Both Motor Learning and Motor Recovery focus on how individuals solve functional tasks in specific environments
A
True!
6
Q
T or F: Changes in motor performance that result from practice reflect motor learning
A
False!
7
Q
Performance
A
temporary change in motor behavior seen during practice sessions
8
Q
A relatively permanent change in behavior that is retained following improved performance
A
Motor Learning
9
Q
T or F: We must observe changes in behavior to assume motor learning
A
True!
10
Q
Attention
A
cognitive process by which people dectect, select, sustain, or shift awareness among a myriad of relevant information and stimuli
11
Q
Internal Focus of Attention
A
Focus on the movement itself
ex: focusing on their feet when skateboarding
12
Q
External Focus of Attention
A
Focus on the movement outcomes
ex: focusing on the wheels located directly under your feet when skateboarding
13
Q
T or F: External focus enhances learning more than internal
A
True!
14
Q
Exogenous Attention
A
Externally Driven
Bottom-Up Control
Driven by a salient stimulus
ex: sounds or fast-moving colorful objects (doom scroll)
15
Q
Endogenous Attention
A
Internally Generated
Top-Down Control
Goal Oriented
ex: locking in to do my homework
16
Q
Would a gait training program in a clinic environment or community enviornment require more endogenous attention?
A
Community Environment
The environment is more complex and highly variable. The patient will have to process relevant information and filter out distracting stimuli and work more intentionally to remember the goal of their task.
17
Q
Basic Forms of Long-Term Memory
A
Declarative
Non-Declarative
18
Q
Nonassociative Learning
A
reflex pathways
Occurs when given a single stimulus repeatedly
Habituation and Sensitization
19
Q
Habituation
A
Nonassociative Learning
Decreased responsiveness due to repeated exposure to stimulus
ex: used to treat some dizziness and tactile defensiveness
20
Q
Sensitization
A
Nonassociative Learning
Increased responsiveness following a threatening or noxious stimuli
ex: if painful stimulus followed by light touch, may react more stronly than usual to light touch
21
Q
Associative Learning
A
Learning to predict relationships
Classical and Operant Conditioning
22
Q
Classical Conditioning
A
associative
relationship of one stimulus to another
ex: Pavlov’s Dogs
23
Q
Operant Conditioning
A
associative
Relationship of one’s behavior to a consequence (trial & error learning)
Law of Effect
ex: learning new limits of stability following a stroke
24
Q
Law of Effect
A
rewarded behaviors are repeated at the cost of others
behaviors followed by an aversive stimuli are not usually repeated
25
Procedural Learning
learning how to perform a task
tasks can be performed automatically with no attention or conscious thought
develops slowly via repetition in varying contexts
*Non-declaritive*
26
Declarative Learning
Recalling Facts and Events
Useful for helping patients reacquire functional skills
Repetition can transform declarative into nondeclaritive
27
Schmidt's Schema Theory
Motor Programs contain generalized Rules for specific classes of movements
The generalized set of rules can be applied to a variety of contexts
28
Schema
an abstract representation stored in memory following multiple presentations of a class of objects
29
Generalized Motor Program in Schema Theory
Contains rules for the spatial and temporal patterns of muscle activity needed for a movement.
30
Recall/Motor Schema
Nervous system creates a relationship between a parameter and a movement outcome
During practice, each new movement adds new data to the internal system to refine the GMP rule
*Only the Rule is Retained*
31
Recognition/Evaluation Schema
Sensory outcomes and consequences of previous movements and the current initial conditions are used to create expected sensory consequences of an upcoming movement
Current representation is compared to expected outcomes to evaluate the efficiency of the system by indentifiying errors which are fed back into the schema in order to modify it
32
T or F : Learning is ongoing process of updating recall and recognition schemas with each movement made
True!
33
Predictions of Schema Theory
Variability should strengthen GMP rules and improve motor learning
A movement that has never been made before could be produced accurately based on an already known rule
34
Clinical Implications Schema Theory
Optimal Learning under Many Conditions allows for better development/improvement of Recall Schema and allows for Rule to be applied to a variety of conditions
ex: reach and grasp at home/grocery/etc.
Recognition Schemas from initial condition info and consequences evaluates accuracy of future movements
35
Limitations of Schema Theory
inconsistent support for prediction that variable practice is more effective (except for in children!)
Lacks specificity of How GMP created
Hard to test mechanisms
36
Ecological Theory
Motor learning increases coordination between Perception and Action in a manner that is consistent with task and environment constraints
During practice we Search for Strategies to solve the task with our environmental constraints
*finding most appropritate perceptual cues*(perceptual workspace) and most appropriate motor response(motor workspace)
37
2 Types of Perceptual Information in Ecological Theory
Prescriptive: understanding goal (obtained vis demonstration)
Feedback: during (Knowledge of Performance) or after (Knowledge of Results)
38
T or F : Ecological Theory is a rule based representation of action
False! That is Schema Theory
Ecological Theory is task-relevant mapping of Perception and Action
39
Clinical Implications of Ecological Theory
Learn to distinguish relevant vs irrelevant perceptual cues
Recognizing whether relevant perceptual cues match w/ optimal motor strategies
40
Limitations of Ecological Theory
New and not systematically tested theory
41
Fitts and Posner's 3 Stage Model
Describes how learning occurs over time
*As learning becomes more autonomous, amount of attention needed decreases*
42
Cognitive Stage of Fitts and Posner 3 Stage
Understanding nature of task, developing/experimenting with strategies, determining how to evaluate
*Highly variable performance and large improvements made*
43
Associative Stage of F&P 3 Stage
Refining the skill
Less performance variability
Slower improvements
44
Autonomous Stage of F&P 3 Stage
Performance is automatic and requires little attention
*Too much attention can degrade performance*
45
Bernstein's Three Stage Model
*connected to Systems Theory*
Learning to control degrees of freedom of body segments involved in movement
46
Novice Stage of Bernstein's 3 Stage
Freezing Degrees of Freedom
co-contracting to stiffen and minimize number of joints utilized
Coupling multiple joints so they move in unison
Not energetically efficient or flexible/adaptable to the environment
47
Advanced Stage of Bernstein's 3 Stage
Begin to allow more movement at more joints and release additional degrees of freedom
Creation of Synergies across multiple joints allows coordinated movement for more adaptability
48
Expert Stage of Bernstein's 3 Stage
Release *all* degrees of freedom to perform task efficiently
Taking advantage of mechanics of musculoskeletal system and environment allows more efficient use of energy and reduces fatigue
49
Clinical Implications of Bernstein's 3 Stage
Explains co-contraction during early learning and as ongoing strategy in pt.s unable to control limb dynamically
Offers new rationale for using developmental stages in rehab to gradually increase number of degrees to be controlled
Suggest applying and gradually withdrawing external support during early learning
50
Gentile's Two-Stage Model
Developing Understanding of Task Dynamics : goal, environmental conditions, movement strategies
Fixation / Diversification of Skill to Refine Movement
Fixation: Closed skill, perform consistently/efficiently to decrease variability
Diversification: Open skill, adapting to changing task/environmental demands
51
Stages of Motor Program Formation
MPs for complex behaviors are created by combining programs that controll smaller behvaior units
Early stages: task controlled by many seperate MPs
With practice, components become grouped and controlled together
Late practice: all components controlled by a single motor program
52
10 Principles of Neuroplasticity
Use it or Lose it
Use it and Improve it
Specificity matters
Repetition Matters
Timing Matters
Intensity Matters
Salience Matters
Age Matters
Transference
Interference
53
Power Law of Practice
Rate of improvement is linearly related to amount left to improve
*highlights necessity of intensive practice*
-during session, HEP, program to continue following discharge
54
Feedback for Optimizing Learning
All sensory information available as a result of movement
55
Intrinsic Feedback
From individual's own sensory systems
Less available with sensory impairments
56
Extrinsic Feedback
Supplements intrinsic
Given Concurrently (during task) or Terminally ( at end of task)
57
Types of Terminal Feedback
Knowledge of Results
Knowledge of Performance
58
Knowledge of Results
feedback about outcome of the movement in terms of the goal
59
Knowledge of Performance
feedback related to the pattern utilized to acheive the goal
60
Knowledge of Results Delays
Delay Interval: end of trial to KR
Post-KR delay interval: end of KR to next trial
*delays allow time for individual to process intrinsic feedback before receiving/processing extrinsic feedback*
61
4 Types KR Frequency
Faded: more in early practice w/ gradual reduction (more learning)
Constant: 100% frequency (detrimental to learning)
None: must utilize other cognitive processes like error detection
Summary: KR for each try given at the end of a block of trys (best retention)
62
T or F : The PT should always consider perfomance vs learning goals when helping patient learn a task
True! The patient should be learning to rely on their intrinsic feedback/info
63
7 Classifications of Practice Conditions
Massed vs Distributed
Constant vs Variable
Random vs Blocked
Whole vs Part
Guidance vs Discovery
Transfer
Mental Practice
64
Massed vs Distributed
Massed: practice time in a trial > rest between trials
*best for aquisition stages and to prevent fatigue*
Distributed: Rest between trials > time of a trial
*better retention and learning*
65
Constant vs Variable
Constant: practice in a single set of conditions
ex: at one speed
Variable: practice in varying conditions
ex: variable speeds
-Schmidt Schema Theory who?!
*best for retention, tranference, and Functionaliy*
66
Contextual Interference
occurs when multiple skills practiced within a single session
67
Random vs Blocked
Random: different tasks in random order
*may be inappropriate until learner understands basic task dynamics* & *better performance @ retention*
Blocked: different tasks in blocked order
*better performance during acquisition*
68
Task Analysis
Identifying components of a skill and ordering them into a sequence
69
Whole vs Part
Whole: practice entire task
Practice: break task down to intermediate steps and master each before learning the whole task
70
T or F : Functional tasks should be practiced under *both* part and whole conditions
True!
71
Guidance vs Discovery
Guidance: learner is physically guided through task
ex: baseball batting
*if using during aquisition, gradually replace with discovery*
Discovery: Trial and Error learning
*less effective for acquisition, more effective for retention & transfer*
72
Transfer
How well training transfers to new task or environment
depends on similarity of tasks/environments, especially the neural processing demands
transference better with more similarity
73
Mental Practice
Performing a skill in your imagination, NO action involved
Can help enhance physical learning when it's not possible by activating underlying neural circuits
74
Challenge Point Framework
organizing environment by considering characteristics of learner/task/environment and practice/feedback
*optimal Information leads to optimal learning* by creating an optimal challenge point
75
Task Difficulty for Challenge Point Framework
Nominal: *constant* perceptual & motor processing requirements
Functional: *variable* depending on skills level and conditions
*as skill level increases, functional difficulty decreases* PT can increase functional difficulty by changing practice conditions
76
In *acute* recovery when skill level is *low* what conditions and frequency should the patient practice under according to Challenge Point Framework
Practice under Blocked conditions with High Frequency KR feedback
77
According to Challenge Point Framework, how should a patient practice a movement as their skill level *increases*
Practice under Random conditions with Low Frequency KR feedback
78
OPTIMAL Framework (Optimizing Performance Through Intrinsic Motivation and Attention for Motor Learning)
Emphasis on motivation and attention because they improve motor performance and learning by enhancing coupling of goals to actions
-Vicious and Virtuous Cycles (they should do positive self talk?)
79
Motivation in OPTIMAL Framework
Autonomy & Enhanced Expectancies (Self Efficacy)
allow the individual to process relevant information more deeply and beleive in their ability to complete task
80
Attention in OPTIMAL Framework
External (effect of movement) vs Internal Focus (movement itself)
81
Motor Skill Acquisition During Early Childhood
Fastest Rate as children develop numerous fundamental movements
82
Motor Skill Acquisition during Adolescence
Development continues at high rate and allows more complex movements and fine motor control
83
Motor Skill Acquisition during Young Adulthood
rate slows down but remains relatively efficient
84
Motor Skill Acquisition Middle/Older Age Adults
rate declines and while learning complex movements is possible, happens at a much slower rate due
85
T or F: Typically develping childres learn through exploration, intensive practice, and trial and error learning
True: T & E is Discovery Learning!
86
What can learning in childhood be attributed to?
Emerging cognitive, social, and physical capacities
Developing the capacity to process and store information and use selective attention
*children have slower processing speeds and decreased selective attention compared to adults*
87
Feedback Considerations for Typically Developing Children
slower FB processing can result in information overload
FB fading is beneficial but needs to be more gradually withdrawn than with adults
88
Practice Considerations for Typically Developing Children
Blocked practice better when learning complex tasks (esp for younger/less skilled)
Random Practice may overload the system, remember Challenge Point Framework
Need lots of time and practice with involvement of caregivers
Practice is usually variable, distributed, and random
89
T or F: When working with children, learning must occur in the context of development
True! Kids are trying to gain skills for the first time as compared to re-learning them
90
Evidence for Learning Processes in Children with Disabilities
Involve active movment using ML approach (environment forces active problem solving and elicits desired behaviors)
Learning is intensive with MANY hours of training
91
Cerebral Palsy in Pediatric Rehab
developmental disorder of movement & posture causing activity limitations and motor skill deficits
Motor function does improve with practice (just more slowly) over development (depending on intital score at 18 mo)
Task oriented training is better than neuromuscular re-education
92
Factors Contributing to age-related motor learning decline
CNS changes
Sensory receptor changes
Muscle changes
Peripheral nerve changes
Reduced striatal dopaminergic function
