Stages of and Measuring ML Flashcards
Define Motor Learning
a set of internal processes associated with practice or experience leading to a relatively permanent change in the capability for skilled behavior
Learner has to store internally what they have learned
Does ML allow for trial and error?
Yes, allows error
Skill
- an individual’s ability to consistently achieve a goal under a wide variety of conditions
- one’s ability to analyze problems and use one’s available resources to effectively solve problems with a degree of consistency and economy
Stages of Learning: Fitts and Posner
Cognitive phase
Associative phase
Autonomous phase
Cognitive phase
- “the talking & demonstration phase”
- learner is new to the task
- understand the nature of the task
- experiments with a variety of strategies
- -Lots of errors are made
- performance is quite variable
- improvements are at a rapid rate
- phase may last minutes, hours, days
Associative phase
- “the less talking phase”
- learner has selected the strategy
- refining the skill
- performance is less variable
- improvements are at a much slower rate
- phase may last days, weeks, months
Autonomous phase
- Dual-Task/Multitasking phase
- skills have become largely automatic
- less attention to primary task
- begin to attend to secondary task(s)
- may attend to other sensory aspects of the environment
- may change performance slightly to conserve energy
Learning curve as it changes during the three stages of learning
- Lot of variability and rapid increase in skill
- Little bit of variability but generally level
- Levels off
Error decreased over time
Gentile’s 2-stage model
- Initial stage (Getting the Idea of the movement)
- Later stage (fixation/diversification stage)
Performance curves
Improving performance with practice
Know that it’s not as smooth and there are some variabilities
Learned task becomes more automatic…
- reduced attention to primary task
- performance of a secondary task (Dual or multi-tasking)
- -e.g. carry out a mental task at the same time as a motor task
Perform task with less physical effort
- decreased HR
- decreased perceived excursion (RPE)
ML vs. Training
Learning (retention) = relatively permanent changes in the capability to achieve a goal
Training = temporary changes in performance
Measuring Motor Learning - Retention
- performance of retention tests (carry-over is the clinical term)
- performance during the retention test reflects true motor learning
Retention – measuring true learning
- The goal of treatment is retention or maintaining what the patient learned in a previous session or sessions (carry-over)
- Measure Retention after a break in time
Retention-Difference Score
- amount of loss (or gain) over the retention interval
- difference between the last performance trial and the first retention trial
- Pt B retained more than pt A
Retention-Savings Score
- the number of trials required to the subject to reach the level of proficiency achieved in the original performance
- ex: Pt A took more time and pt B to get back up to the score-shows retention (5 min vs. 15 min)
Measuring Motor Learning
- perform a test (measurement) at the end of one treatment session (pre-test) and at the beginning of the next treatment session (before intervention) (post-test)
- True retention
Ex: Patient Note demonstrating retention of a skill [reach and grasp]
- pt required maximal PA to perform large grasp around mug (session start – day 1)
- pt required minimal PA to perform large grasp (mug) and medium grasp (juice glass) (session end – day 1)
[Trained ability] - patient required min PA to perform large grasp (mug) and maxPA to perform medium size grasp (juice glass) (session start – day 2)
[Retained some ability ]
Generalizability or Transfer of a Skill
- the ability to use what was learned in one task in another (similar or dissimilar) task
- the extent to which practice on one task contributes to the performance of other, related tasks (Schmidt and Lee)
- If tasks are similar, it may not always transfer over
- If you want something to transfer, you need to practice
- Occurs less than we think
Transfer and Generalization
- the amount of transfer between motor tasks is small
- transfer depends upon the similarity of the tasks
- changing task just slightly may require new motor behavior (e.g. reaching for a pencil to put it in a pencil holder versus to write with it)
Gentile’s 2-stage model: Initial Stage
“Getting an idea of the movement”
-Acquire a movement coordination pattern that allows
some degree of success.
–develops a movement that matches the regulatory conditions of the environmental context.
-Discriminate between regulatory and non-regulatory
conditions
–Characteristics in an environment which directly influences the movement required to reach a goal.
–Characteristics in an environment that do not influence the movement required to reach a goal.
-explore a variety of movement possibilities
Gentile’s 2-stage model: Later Stage
“Fixation / Diversification”
-Performer is able to adapt the movement to any
performance situation.
-Performer increases their consistency in
achieving their goals.
-Person increases their economy of effort in
performing the movement.
Gentile’s 2-stage model: Later Stage -Closed Skill
-Need to practice the skill including the
characteristics the learner will experience in the
everyday world.
-no change in environmental conditions, such as throwing darts, fixation is required for success
Gentile’s 2-stage model: Later Stage- Open Skill
-Systematically vary the regulatory conditions of
actual performance situations as they would
appear in the everyday world.
-learner must learn to diversify the skill in order to adapt for the changing environment for success
-learn how to monitor the environmental conditions and modify the movement pattern accordingly.
