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motor control and learning > Schedules of practice > Flashcards

Schedules of practice Flashcards

1
Q

Structure of session

A

Schedule.

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2
Q

The influence that practice of one task has on other subsequent tasks?

A

Transfer of training.

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3
Q

What is the specificity of practice principle?

A

Trasnfer depends on similarity between 2 task requirements and 2 environments.

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4
Q

What did DEAN do in his study?

A

examined whether training program designed to increase sitting balance after stroke would transfer to other tasks (ambulation)

SPECIFICITY OF PRACTICE.

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5
Q

What were both groups doing in DEANS experiment?

A

Control: did seated tasks within arm reach.

Experiment: distance and direction/speed. varied in sitting.

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6
Q

What were results of DEAN experiment?

A

exp. group: reached further
increased load on LE and muscle activation
Improved STS

*DID NOT IMPROVE AMBULATION

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7
Q

What does DEAN study show?

A

Task was more specific to STS than ambulation.

STS: Discrete
Ambulation: Continuous

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8
Q

Practice on some components of whole task as pre-training for performance of the whole task?

example?

A

Part-task training

Ex: Weight shift for gait.

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9
Q

Learner starts with less difficult versions of task, gradually transitioning to more difficult version?

ex.

A

Adaptive training

Ex:Speed change

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10
Q

What did Winstein investigate?

A

concept of how working on weight shifting impacted ambulation .

PART-TASK training.

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11
Q

What did groups do in winsteins trial?

A

Control: Standard PT

exp: Standard PT and additional standing balance weight shift practice.

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12
Q

Results of Winstein Trial?

A

Both groups improved in ambulation but weight shift group not better.

group with additional weight shift had more symmetrical standing posture.

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13
Q

Part task must be natural ____ to be effective for retraining

A

subpart of whole task

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14
Q

Refers to the variety of movement and context characteristics a
learner experiences while practicing a skill

A

Variable Practice

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15
Q

Tasks have ____ within them.

why is this important?

A

variability

need to be able to handle variability for learning.

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16
Q

Successful future performance may depend on

A

amount of variability learner experiences in practice.

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17
Q

What was variable vs. constant practice?

A

subjects knocked over barrier within 200 ms. 300x a day.

both did from distance of 15/35/60/65 cm

variable group hand random order.

transfer test done after at 50 cm.

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18
Q

What was result of constant vs variable group?

what does this show?

A

Constant had less error at training but more during transfer test.

Variablity generates Generalizability.

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19
Q

Variability in practice allows subjects to

A

learn task more effectively.

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20
Q

Rehearsing many possible variations of a movement essentially facilitates

A

transfer of skill to novel situation.

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21
Q

Learner performs same skill repeatedly. Works on a

specific skill for a block of trials before moving on to different skill

A

blocked practice.

22
Q

Learner performs multiple different tasks in random

order

A

Random Practice.

23
Q

What happened in blocked vs. random practice trial?

A

Subjects practiced 3 badminton serves.

blocked group did 1 serve each day

random group did random each day.

24
Q

What were results of blocked vs. random trial?

A

Random group had higher accuracy with better retention.

25
Q

What can we interpret for blocked vs. random practice trial?

A

Blocked good for performance.

Random good for retention/learning.

26
Q

Deeper cognitive processing seems to degrade initial performance but
enhance retention

A

Contextual Interference.

more difficult task=better learning.

27
Q

Context factors that make task more difficult initially seem to

A

help learning in longrun.

28
Q

Who studied motor learning after stroke and what did they investigate?

A

Rober Hanlon.

blocked vs. random practice on post-stroke.

29
Q

What was done in Hanlon’s study?

A

3 groups use affected side to complete 5 steps of grabbing cup.

Control: no practice
Blocked: Repeat 5x

Random: each trial alternated with 3 tasks:
pointing/touching object/touch table.

30
Q

Variable vs. Random

A

Variable: changing context/ adding

Random: order.

31
Q

Order of contextual interference?

A

blocked

Serial

Random

talk this over with urself .

32
Q

What happened in task practice of adults with PD?

why?

A

control had less error than PD.

PD patients have difficulty switching sequences.

33
Q

Findings in healthy subjects translated to ____ but not _____

A

stoke

Parkinsons.

34
Q

a skill performed in a stable or predictable environment where
the performer determines when to begin the action

A

Closed motor skill.

35
Q

a nonstable unpredictable environment where object or

environmental context is in motion and determines when to begin the action

A

Open motor skill.

36
Q

fewer practice sessions than a distributed schedule, each session
requires longer practice

A

Massed Practice.

37
Q

distributes same amount of practice over more sessions, with each
session shorter

A

Distributed practice schedule.

38
Q

Involves asking a subject to spend a lot of time thinking

about or imagining the action being performed without producing any action

A

Mental Practice.

39
Q

Who ran mental practice study and what did they do?

A

MARING.

practice throwing ball from cup to target then experiment group visualized movement.

40
Q

Results of MARING mental practice study?

A

both groups decreased error but experiment group had smaller errors.

41
Q

Muscle firing patterns of Mental practice?

A
  • more efficient firing pattern
  • decreased time from onset to peak activity
  • increased time between onset of agonist to antagonist
42
Q

Mental practice can be an important adjunct in

A

acquiring a motor skill.

43
Q

What are the benefits of Mental practice?

A
  • cognitive elements (actively plan)
  • Motor program with low gain (trigger at low level)
  • Supplementary cortex activation during mental practice.
44
Q

What did ROLAND study?

A

supplemental brain activity from mental practice.

45
Q

What did subjects in roland’s study do?

A
  • subjects fl/ex indent finger causing BF increase in motor and sensory
  • thumb opposition in diff sequence result increase BF s/m and supplementary cortex
  • Subject mentally rehearse complex task result increase BF in supplementary cortex.
46
Q

What was done to compare physical and mental practice?

A

perform max isometric DF mentally and physically.

47
Q

What was result and conclusion of comparison of physical and mental practicE?

A

Improvement 25% physical 17% mental

mental practice good adjunct to physical practice.

48
Q

Motor learning paradigms? (BEHAVIOR COMPONENTS)

A
  • repitition
  • Specificity
  • variability.
49
Q

Neural plasticity paradigms

BEHAVIORAL COMPONENTS

A

intense/repetitive
Specificity
Adaptive
Motivating.

50
Q 
DEAN
WINSTEIN
HANLON
MARING
ROLAND
A

what they do?

motor control and learning (3 decks)

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