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KIN 255 > Study Quiz 4 > Flashcards

Study Quiz 4 Flashcards

1
Q

Memory and Learning

What is learning

A

A relatively long change in ability

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2
Q

Memory and Learning

What is long term memory

A

the ability to store info over an extended period of time for later recall.
Requires Neural Plasticity

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3
Q

Memory and Learning

What is plasticity

A

the neural process by which neurons (or other connections) are altered to suppot long term memoy and learning

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4
Q

Memory and Learning

What is sensorimotor learing

A

relaitvely permanent change in the capacity fo skilled movement.
* relies on long-term memory

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5
Q

Memory and Learning

What can long-term memory be divided into

A
  1. Explicit/Declaritive memory
    • consciously accessible
    • can be verbally declared
  2. Implicit/procedural memory
    • not consciously accessible
    • not verbally declared
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6
Q

Memory and Learning

What can declarative memory be broken down into

A
  1. Semantic memory (facts)
  2. Episodic memory (Scenarios)
  3. Autobiographical memory (self or things that occured to us)
  4. Visual memory (memoy of visual env.)
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7
Q

Memory and Learning

What areas of the brain does declarative memory draw upon

A

Medial temporal lobe (MTL), hippocampus and prefrontal cortex.

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8
Q

Memory and Learning

What is the role of the MTL and hippocampus in memories

A

important in the formation of new memories and storage of these memories

Declarative memory

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9
Q

Memory and Learning

What is the role of the prefrontal cortex in memories

A

critical to aquiring new memories (figuring out what strategies work, context) and retrieving/using long-term memoies stored in MTL

Declarative memory

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10
Q

Memory and Learning

What areas of the brain does procedual memories draw upon

A

Cortical motor areas, basal ganglia and cerebellum

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11
Q

Memory and Learning

What is the role of the cortical moto areas in memories

A

Convert ideas to act into concrete motor plan

Procedual memory

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12
Q

Memory and Learning

What role does the basal ganglia have in memories

A

work with cortical motor areas to control sequenced muscle contractions

procedural memory

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13
Q

Memory and Learning

what role does the cerebellum have in memories

A

helps identify errors in motor plan to effect corrections for next time (feedback)

Proceedural memories

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14
Q

Memory and Learning

Who is patient H.M and what is his importance

A

Surgery removed large section of MTL and hippocampus (bilaterally). Had no recollection of ever coming to lab or peforming motor tasks (episodic), however motor ability improved (implicit remained while explicit was damaged)

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15
Q

Memory and Learning

What is sensorimotor learning characterized by

A

A process characterized by early fast gains and slow iterative gains associated with practice. It cannot be measured directly, and is instead infered through sustained changes in sensorimotor performance

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16
Q

Memory and Learning

What is early, fast learning/gains

A

the result of formation of declaritive memories tied to rules, strategies and context around a movement

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17
Q

Memory and Learning

What is slow, iterative learning/gain

A

the result of proceedural memories that can only be formed through experience/practive.
- require brain to make short-term adaptions acuired during practive more permanent

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18
Q

Memory and Learning

Explain ability vs effort and Dual-Task cost

A

Increased sensorymotor ability is reflected in less effo to perfom the skill, the amount of effort can be quantified through dual task cost.
Dual task cost is the decline in skilled motor performance of a task while doing a second task.

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19
Q

Memory and Learning

What are the main theroies of learning explored

A
  1. Fitts & Posner
  2. Gentile
  3. Bernstein’s model
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20
Q

Memory and Learning

Explain the Fitts & Posner theory

A
  1. Cognitive stage: learning what to do (verbalize goal/expected result)
  2. Associative stage: refined practice (determine best motor plan)
  3. Autonomous stage: skill relatively automatic (minimal cognitive resources)

Shift from high to low physiological effort

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21
Q

Memory and Learning

Explain the Gentile theory

A
  1. Early stage: understanding the movement (cognitive stage from F&P)
  2. Late stage: fixation &diversification (associate/automatic stages from F&P)

Shift from low to high effort

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22
Q

Memory and Learning

Explain the Bernstein’s Model theory

A
  1. Stage 1: Reduce degrees of Freedom (reduce movement of non-essential body parts)
  2. Stage 2: Release degrees of freedom (relax restictions to find optimal pattern)
  3. Stage 3: Exploit passive dynamics (max certainty, min effot)

High to low biomechanical effort

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23
Q

Memory and Learning

How can you measure sensorimotor performance

A
  1. Measured of ability (reaction time, accuracy, req. effort)
  2. Measures of process (movement kinematics, EMG)
  3. Measures of neural function (non-invasive brain imaging/stimulation)
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24
Q

Memory and Learning

What is sensoimoto performance

A

The observable attempt to perform a motor skill. Reflects short-term adaptions and non-learning related flucuations in performance

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25
Q

Determiniants of Learning

What are the determinants of leaning

A
  1. Practice dose
  2. Practice schedule
  3. Feedback
    these are all primary determinants if sustained change in performance
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26
Q

Determiniants of Learning

Explain Practice Dose

A
  • Not just quantity, but quality of practice
  • Must have a goal to improve, repitition along is not a strong driver of sustained change
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27
Q

Determiniants of Learning

Explain Practice schedule

A
  • Generally, shorter periods of distributed practice result in more learning than longer, massed practice sessions
  • Practicing different variations of same skill is more effective
  • blocked practice leads to better performance during practice, but gains not as permanent
  • Rndom practice are not as immediately evident, but evident next time you practice
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28
Q

Determiniants of Learning

What is Distributed practice

A

Same does but with breaks between bouts of practice

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29
Q

Determiniants of Learning

What is massed practice

A

continuous practice with little rest

30
Q

Determiniants of Learning

What is blocked practice

A

completing all trials of one distance before practicing next

31
Q

Determiniants of Learning

What is random practice

A

intermixes practice trials of different distances in an unpredictable order

32
Q

Determiniants of Learning

Explain Feedback

A

Can be intrinsic or extrinsic. If you don’t know that you did not achieve you goal, or why/how you didnt, how will you learn?

33
Q

Determiniants of Learning

Explain intrinsic vs extrinsic feedback

A

Intrinsic feedback: feedback relating to physical feel of movement
Extrinsic feedback: feedback provided originating from external sources (what we see or hear for ex)

34
Q

Determiniants of Learning

What is concurrent feedback

A

real-time feedback about knowledge of performance as the movement is performed

35
Q

Determiniants of Learning

What is the guidence hypothesis

A

suggests concurrent feedback created a reliance on feedback and its removal would be a detriment to the movement performance

36
Q

Determiniants of Learning

What is feedback after movement

A

either knowledge of performance or results given after the movement is complete

37
Q

Determiniants of Learning

What is the feedback delay interval

A

THe delay between intrisic and extrinsic feedback. It must be long enough to allow the individual ti process intrinsic feedback before recieving extrinsic feedback

38
Q

Learing and memory

What are the 2 types of sensorimotor learning

A
  1. Skill learning: NS changes that facillitate the acquisition of novel movement patterns to enhance motor ability
  2. Adaption: NS changes that adapt existing motor patterns to restore motor ability in response to chance in context or environment
39
Q

Learing and memory

What is an example of sensorimotor adaption

A

VOR reflex

40
Q

Learing and memory

What are after-effects

A

Persistant decrease in performance seen after environmental perturbation is removed

41
Q

Learing and memory

What is savings

A

the ability to use your past experience with a pertubation the next time you experience it

42
Q

Neural Plasticity

What is neural plasticity

A

A continuous, life-long process that mediates the structural and functional reaction of dendrites, axons and synapses to development, experience and injury. It is the foundation for short and long-term changes of the NS that underpin memory and learning

43
Q

Neural Plasticity

What is functional Neuroplasticity

A

changes in the strength of connections between neurons o synapses

44
Q

Neural Plasticity

What is structural neuroplasticity

A

permanent changes in synapses/neurons (not just strength) due to learning and development

45
Q

Neural Plasticity

What is neurogenisis

A

A process which involves the growth of new neurons

46
Q

Neural Plasticity

What is synaptogenesis

A

growth of new synapses and is fundamental to structural neuoplasticity

47
Q

Neural Plasticity

Describe key points of neuroplasticity examples

Somatosensory system, Motor cortex, Posterior parietal cortex, After injury

A
  • Somatosensory system: training in primaetes led to changes in the representation of the sensory inputs at the primary somatosensory cotex activiated by their digits
  • Motor cortex: motor training and leanign is associated with changes in cortical representation in M1, trained ice showed neuons with many more synapses compared to control
  • Posterior parietal cortex: brain imaging used to see changes in human structure after training/learning to juggle. Changes persisted even after 4 weeks with no practice
  • After injusry: experience is critical to diving neural plasticity and rehabilitaion. Motor ehab shows much less loss post stroke. additionally, depriving an area of the brain experience is also a driver of neural plasticity = “learned non-use” and can lead to loss of digit representation in an amputation for ex.
48
Q

Neural Plasticity

What is memory storage the result of

A

NOT the result of a linear sequence of events cumulating in long-term memory.
IS result of a dynamic outcome involving several interactive processes (encoding, short-term, long-term and intermediate memoy, updating and integrating, etc)

49
Q

Neural Plasticity

What are the 2 mechanisms of neural plasticity that have been focused on

A
  1. Long term potentiation (LTP)
  2. Long-term Depression (LTD)
50
Q

Neural Plasticity

What is long-term potentiation (LTP)

A

Relatively persistant strengthening of synaptic efficacy driven by recent patterns of activity (same AP ariving at synapse at a later time generates a larger post-syn. potential)

An intermediary step towards ‘permanece’, synaptogenesis makes memoy resilient to forgetting

51
Q

Neural Plasticity

What happens in the early and late phases of LTP

A

Early phase: strengthens the existing synapse
Late phase: leads to formation of new synapses

52
Q

Neural Plasticity

What are the key ionotropic glutamate receptors involved in post-synaptic LTP

and explain them

A
  • AMPA receptor is an ionotropic receptor for glutamate that leads to fast synaptic transmission (Na+ influx)
  • NMDA receptor is a voltage gated ionotropic receptor that requires glutamate and a depolarized membrane which will then open for Ca2+ and Na+

Both AMPA and NMDA bind to glutamate, however, NMDA also has MG2+ ‘blocker’ that must be moved before channel becomes pemeable to ions

53
Q

Neural Plasticity

Explain Calcium’s (Ca2+) role in post-synaptic LTP

A

Ca2+ seves as a 2nd messenger & mobilizes other molecular activities to increase sensitivity of post-syn. cell response to pre-syn. cell

For post-syn. LTP, the rapid influx of Ca2+ via open NMDA:
1. triggers an increase in AMPA receptors
2. Releases nitic oxide to increase release of NT from pre-syn. cell
3. Sends signal to cell nucleus to initiate other structural changes

54
Q

Neural Plasticity

What does synaptogenesis lead to

A

Spatial summation (synchronous activity at multiple synapsis leads to larger post-syn. potential)

55
Q

Locomotion

What is locomotion

A

Movement or ability to move from one place to another

56
Q

Locomotion

What is the difference between walking vs gait

A

Walking: to move (or locomote) by alternating placement of feet
Gait: the manner or style of walking; can be changed voluntaily (walking on ice) or by injury/disease

57
Q

Locomotion

What is human gait

A

the bipedal limb movement to propel COG of the human body, control requires rythmical (alternating) limb control & dynamic balance control

58
Q

Locomotion

What is locomotor rhythm

A

the rhythmical and sequential activation of muscles to achieve inter/intra-limb coordination

59
Q

Locomotion

How is CNS control of locomotor rhythm achieved

A

through a network of interneurons that represent a ‘generalized motor program’
- common across species and provides invarient model of gait
- elements like speed, stride length, etc are surface features

60
Q

Locomotion

What is inter-limb vs intra-limb coordination

A

Inter-limb coordination: coordinated concurrent control of whole limb extension (stance) and contralateal limb flexion (swing) [coordination of both limbs with each other]
Intra-limb coordination: alternating multijoint control of limb extension and then flextion [coordinations of joints within one limb]

61
Q

Locomotion

What is locomotor invariance

A

the rhythmical pattern of muscle activity supporting locomotion/gait is consistent across species, magnitudes and speeds

62
Q

Locomotion

What is the ‘flight period’

A

time where both legs are off of the ground when walking/running

63
Q

The central pattern generator (CPG)

What is a central pattern generator (CPG)

A

a neural network that is capable of producing rhythmic muscle activation patterns without any contribution from centripetal or centrifugal influences

64
Q

The central pattern generator (CPG)

Explain how centripetal/centrifugal influences are impotant and examples of CPGs

A

Centripetal and centrifugal influences are extremely important to initiation and modulation (and regulation) of CPG, however CPG can generate base rhythm without them. Locomotor rhythm is maintained even with deaffrentation (no periphery inputs) or spinalization (no high NS inputs)

Examples: breathing (medulla)
chewing (medulla)
Gait (intermediate zone of SC)

65
Q

The central pattern generator (CPG)

Explain propriospinal tracts

A

Propriospinal tracts are collections of nerves that interconnect various levels of the SC. The can ascend or descend the SC and cross (o not cross) the midline to interconnect levels. critical for limb coordination

66
Q

The central pattern generator (CPG)

What are the 3 main sources of CPG modulation

A
  1. Afferent modulation (sensoy inputs)
  2. Interlimb modulation (spinal centres)
  3. Descending modulation (supraspinal)
67
Q

The central pattern generator (CPG)

Even though CPGs don’t need input, why is input/modulation useful

A
  • On their own, CPGs will continue their natural rhythm even if not appopriate due to unexpeced change or voluntary behaviour (ex breathing underwater, or wanting to stop walking) descending inputs must supress/inhibit.
  • Descending inputs also provide about curent goals and response appropriate behavious
  • sensory inputs convey info about muscle state to modulate typical pattern
  • inputs are then interpreted by CPG and CPG details the muscle activity
68
Q

The central pattern generator (CPG): descending input

What is the Mesencephalic Locomotor egion (MLR) and what info does it provide to CPG?

A

MLR provides important excitatory input to spinal CPG via reticula formation of medulla
* one role is to convey changes in rate of locomotor rhythm being maintained by CPG (think of MLR like ‘gas pedal’ for locomotion)
* Changes in tonic (continuous) input from MLR leads to ‘phasic’ activity at CPG and MNs leading to changes in rate of rhythm

69
Q

The central pattern generator (CPG): sensory input

What do sensory input to CPGs do?

A
  1. signal phase transition (stance/swing) [hip position triggers stance to swing]
  2. Reinforce extensor activity
  3. Contro movement adaptions to ‘errors’ or environmental challenges
70
Q

The central pattern generator (CPG)

How does relience of CPGs change across species

A

Contribution of CPG to elicit behaviour decrease as NS complexity increases (the is instead an increasing contribution of modulatory sources like sensory feedback and descending modulation)

KIN 255 (6 decks)

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