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Motor Control and Motor Learning > Quiz 2 > Flashcards

Quiz 2 Flashcards

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

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2
Q

Motor Learning

A

Practice and experience leading to relatively permanent changes in the capability to produce skilled action

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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
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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

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5
Q

T or F: Both Motor Learning and Motor Recovery focus on how individuals solve functional tasks in specific environments

A

True!

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6
Q

T or F: Changes in motor performance that result from practice reflect motor learning

A

False!

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7
Q

Performance

A

temporary change in motor behavior seen during practice sessions

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8
Q

A relatively permanent change in behavior that is retained following improved performance

A

Motor Learning

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9
Q

T or F: We must observe changes in behavior to assume motor learning

A

True!

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10
Q

Attention

A

cognitive process by which people dectect, select, sustain, or shift awareness among a myriad of relevant information and stimuli

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11
Q

Internal Focus of Attention

A

Focus on the movement itself

ex: focusing on their feet when skateboarding

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12
Q

External Focus of Attention

A

Focus on the movement outcomes

ex: focusing on the wheels located directly under your feet when skateboarding

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13
Q

T or F: External focus enhances learning more than internal

A

True!

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14
Q

Exogenous Attention

A

Externally Driven
Bottom-Up Control
Driven by a salient stimulus

ex: sounds or fast-moving colorful objects (doom scroll)

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15
Q

Endogenous Attention

A

Internally Generated
Top-Down Control
Goal Oriented

ex: locking in to do my homework

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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.

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17
Q

Basic Forms of Long-Term Memory

A

Declarative
Non-Declarative

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18
Q

Nonassociative Learning

A

reflex pathways

Occurs when given a single stimulus repeatedly

Habituation and Sensitization

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19
Q

Habituation

A

Nonassociative Learning

Decreased responsiveness due to repeated exposure to stimulus

ex: used to treat some dizziness and tactile defensiveness

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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

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21
Q

Associative Learning

A

Learning to predict relationships

Classical and Operant Conditioning

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22
Q

Classical Conditioning

A

associative

relationship of one stimulus to another

ex: Pavlov’s Dogs

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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

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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

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25
Q

Procedural Learning

A

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

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26
Q

Declarative Learning

A

Recalling Facts and Events

Useful for helping patients reacquire functional skills

Repetition can transform declarative into nondeclaritive

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27
Q

Schmidt’s Schema Theory

A

Motor Programs contain generalized Rules for specific classes of movements

The generalized set of rules can be applied to a variety of contexts

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28
Q

Schema

A

an abstract representation stored in memory following multiple presentations of a class of objects

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29
Q

Generalized Motor Program in Schema Theory

A

Contains rules for the spatial and temporal patterns of muscle activity needed for a movement.

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30
Q

Recall/Motor Schema

A

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

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31
Q

Recognition/Evaluation Schema

A

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

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32
Q

T or F : Learning is ongoing process of updating recall and recognition schemas with each movement made

A

True!

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33
Q

Predictions of Schema Theory

A

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

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34
Q

Clinical Implications Schema Theory

A

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

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35
Q

Limitations of Schema Theory

A

inconsistent support for prediction that variable practice is more effective (except for in children!)

Lacks specificity of How GMP created

Hard to test mechanisms

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36
Q

Ecological Theory

A

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)

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37
Q

2 Types of Perceptual Information in Ecological Theory

A

Prescriptive: understanding goal (obtained vis demonstration)

Feedback: during (Knowledge of Performance) or after (Knowledge of Results)

38
Q

T or F : Ecological Theory is a rule based representation of action

A

False! That is Schema Theory

Ecological Theory is task-relevant mapping of Perception and Action

39
Q

Clinical Implications of Ecological Theory

A

Learn to distinguish relevant vs irrelevant perceptual cues
Recognizing whether relevant perceptual cues match w/ optimal motor strategies

40
Q

Limitations of Ecological Theory

A

New and not systematically tested theory

41
Q

Fitts and Posner’s 3 Stage Model

A

Describes how learning occurs over time

As learning becomes more autonomous, amount of attention needed decreases

42
Q

Cognitive Stage of Fitts and Posner 3 Stage

A

Understanding nature of task, developing/experimenting with strategies, determining how to evaluate

Highly variable performance and large improvements made

43
Q

Associative Stage of F&P 3 Stage

A

Refining the skill
Less performance variability
Slower improvements

44
Q

Autonomous Stage of F&P 3 Stage

A

Performance is automatic and requires little attention
Too much attention can degrade performance

45
Q

Bernstein’s Three Stage Model

A

connected to Systems Theory

Learning to control degrees of freedom of body segments involved in movement

46
Q

Novice Stage of Bernstein’s 3 Stage

A

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
Q

Advanced Stage of Bernstein’s 3 Stage

A

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
Q

Expert Stage of Bernstein’s 3 Stage

A

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
Q

Clinical Implications of Bernstein’s 3 Stage

A

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
Q

Gentile’s Two-Stage Model

A

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
Q

Stages of Motor Program Formation

A

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
Q

10 Principles of Neuroplasticity

A

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
Q

Power Law of Practice

A

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
Q

Feedback for Optimizing Learning

A

All sensory information available as a result of movement

55
Q

Intrinsic Feedback

A

From individual’s own sensory systems
Less available with sensory impairments

56
Q

Extrinsic Feedback

A

Supplements intrinsic

Given Concurrently (during task) or Terminally ( at end of task)

57
Q

Types of Terminal Feedback

A

Knowledge of Results
Knowledge of Performance

58
Q

Knowledge of Results

A

feedback about outcome of the movement in terms of the goal

59
Q

Knowledge of Performance

A

feedback related to the pattern utilized to acheive the goal

60
Q

Knowledge of Results Delays

A

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
Q

4 Types KR Frequency

A

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
Q

T or F : The PT should always consider perfomance vs learning goals when helping patient learn a task

A

True! The patient should be learning to rely on their intrinsic feedback/info

63
Q

7 Classifications of Practice Conditions

A

Massed vs Distributed
Constant vs Variable
Random vs Blocked
Whole vs Part
Guidance vs Discovery
Transfer
Mental Practice

64
Q

Massed vs Distributed

A

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
Q

Constant vs Variable

A

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
Q

Contextual Interference

A

occurs when multiple skills practiced within a single session

67
Q

Random vs Blocked

A

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
Q

Task Analysis

A

Identifying components of a skill and ordering them into a sequence

69
Q

Whole vs Part

A

Whole: practice entire task

Practice: break task down to intermediate steps and master each before learning the whole task

70
Q

T or F : Functional tasks should be practiced under both part and whole conditions

A

True!

71
Q

Guidance vs Discovery

A

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
Q

Transfer

A

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
Q

Mental Practice

A

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
Q

Challenge Point Framework

A

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
Q

Task Difficulty for Challenge Point Framework

A

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
Q

In acute recovery when skill level is low what conditions and frequency should the patient practice under according to Challenge Point Framework

A

Practice under Blocked conditions with High Frequency KR feedback

77
Q

According to Challenge Point Framework, how should a patient practice a movement as their skill level increases

A

Practice under Random conditions with Low Frequency KR feedback

78
Q

OPTIMAL Framework (Optimizing Performance Through Intrinsic Motivation and Attention for Motor Learning)

A

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
Q

Motivation in OPTIMAL Framework

A

Autonomy & Enhanced Expectancies (Self Efficacy)

allow the individual to process relevant information more deeply and beleive in their ability to complete task

80
Q

Attention in OPTIMAL Framework

A

External (effect of movement) vs Internal Focus (movement itself)

81
Q

Motor Skill Acquisition During Early Childhood

A

Fastest Rate as children develop numerous fundamental movements

82
Q

Motor Skill Acquisition during Adolescence

A

Development continues at high rate and allows more complex movements and fine motor control

83
Q

Motor Skill Acquisition during Young Adulthood

A

rate slows down but remains relatively efficient

84
Q

Motor Skill Acquisition Middle/Older Age Adults

A

rate declines and while learning complex movements is possible, happens at a much slower rate due

85
Q

T or F: Typically develping childres learn through exploration, intensive practice, and trial and error learning

A

True: T & E is Discovery Learning!

86
Q

What can learning in childhood be attributed to?

A

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
Q

Feedback Considerations for Typically Developing Children

A

slower FB processing can result in information overload

FB fading is beneficial but needs to be more gradually withdrawn than with adults

88
Q

Practice Considerations for Typically Developing Children

A

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
Q

T or F: When working with children, learning must occur in the context of development

A

True! Kids are trying to gain skills for the first time as compared to re-learning them

90
Q

Evidence for Learning Processes in Children with Disabilities

A

Involve active movment using ML approach (environment forces active problem solving and elicits desired behaviors)

Learning is intensive with MANY hours of training

91
Q

Cerebral Palsy in Pediatric Rehab

A

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
Q

Factors Contributing to age-related motor learning decline

A

CNS changes
Sensory receptor changes
Muscle changes
Peripheral nerve changes
Reduced striatal dopaminergic function

Motor Control and Motor Learning (5 decks)

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