taxonomy Flashcards
1
Q
overview
A
- learning or re-learning of a certain skill
- being able to understand the acquiring of the skill
- using the processes examined for therapeutic practice
2
Q
goal-directed behavior
A
- accomplishment of a goal is a behavior that is most common in our lives
- intentional and linked to the produced outcomes
- guided consequences and feedback is provided
3
Q
two types of goal directed behavior
A
- Investigatory Behaviors
2. Adapted behaviors
4
Q
investigatory behaviors
A
- info gathered from the environment
- using any of our five senses: sight, hearing, smell, taste and touch
ex) running our hands on an object and obtaining info such as texture, temp, shape
5
Q
adapted behaviors 2 types
A
functional behaviors
communicative behaviors
6
Q
adapted behaviors
A
- Functional behaviors
- allow us to interact with the physical environment
- involves changing or maintaining body orientation, position of an object or doing both concurrently - Communicative behaviors
- involves interaction with the social environment
- the purpose of these behaviors is the transmission of the information from one person to another
7
Q
levels of analysis: action
A
- the outcome resulting from the performer-environment interaction and does not implicate how the end is achieved
- the intended outcome is called the action-goal
- ex) asking someone to change clothes
- action occurred if that person changes
- no action occurred id that person does not change
- actions are not always successful
- clothes may be out of place
8
Q
levels of analysis: movement
A
- movement is the means through which action-goals are accomplished
- bernstein suggested that a movement pattern can be described in terms of its overall form (topology) or in terms of specific spatial/temporal parameters
- environmental features such as regulatory conditions and non regulatory conditions
9
Q
regulatory vs non regulatory conditions
A
- regulatory: are those environment features to which the movement must hold mold to successfully reach the action-goal
- non-regulatory: irrelevant to movement organization and any background features
ex) color of the basketball
10
Q
levels of analysis neuromotor processes
A
- organized in advance of the observable movement
- neural processes associated with motor planning are not restricted to one site within the CNS
- distributed over several subsystems, located at different sites within the CNS
- one subsystem might influence movements general form, another subsystem may constrain spatial or temporal movement, and others may provide rule for coordination
11
Q
relationship of all levels of analysis
A
- relationship between these levels can be characterized as many-to-one0 which is also called motor equivalence
- many movements can be used to achieve an action-goal
- processes are dynamic and flexible to the task being achieved
ex) layup in basketball
12
Q
skill
A
- achieving a skill with fixed relationship between action, movement and neuromotor processes
- the organizing of movement patterns to produce an action-goal
- movement patterns very between performer and environment
- one skill to achieve one goal connot be sued for another goal of similar circumstances
ex) climbing wooden stairs vs climbing carpeted stairs
13
Q
analysis of tasks
A
- taxonomy of tasks that provide a framework that assists with the understanding of skill acquisition
- two dimension:
1. Environment context
2. Action’s functional role
14
Q
environmental: regulatory conditions during performance
A
- Stationary environment
- involved a fixed terrain and stationary objects
- controls the spatial parameters of the movement
- timing is not specified which means the movement is self-paced
- the performer can visually scan surroundings in an unhurried fashion - Motion in the environment
- involves objects, other people, or supporting surfaces in motion
- spatial and temporal features of the environment constrain the performer’s environment causing movement timing to be determined by the external environment
15
Q
environmental: regulatory conditions
A
- tasks are analyzed to determine whether the regulatory conditions remain the same or change from one performance to the next
- variation from one attempt to the next (“intertrial variability”) has important implications for skill acquisition
- three factors affected: demands placed on attentional processes, the organization of movement and the mode of representation in memory
16
Q
intertrail variability absent
A
- intertrial variability: absent
- info processing is minimal
- specification of the movement’s temporal and spatial parameters becomes more precise
- attempts a movement -reproduction become more refined and consistent with practice
17
Q
intertrial variability present
A
- environmental conditions changes from one attempt to another, movement must be adapted to certain circumstances
- variables practice develops a flexibility organized, movement repertoire: each movement pattern shaped in whole or in part to variation in environment events
18
Q
environment context
A
- movement must be shaped to match features of the enviornement to achieve the action-goal
- tasks are organized by:
- specifying regulatory conditons during performance
- determining whether these conditions change from one attempt to another
19
Q
structure of tasks
A
- Closed tasks
- objects, people, supporting surfaces that are stationairy
- focused more on control due to less interactions between performer and enviornment - Variable motionless tasks
- environment is staionary but spatial features change with each attempt - Consistent motion tasks
- objects and supporting surfaces are in motion but through each attempt there is no change - Open tasks
- supporting surfaces are in motion and conditons change
- performer and envionrment interact dynamically
- most complex and requires more effort from the performer - Artifically imposed timing controls
- humans devised ways of articfical timing persciptions on actions
ex) traffic light
- red light indicates stop, green indicates go
20
Q
functional role
A
- primary action is to maintain or help regulate body orentiation, position of objects, or both at the same time
- body orientation and interaction with objects
21
Q
body orientation 2 types
A
body stability
body transport
22
Q
body orientation
A
- body orientation is specified by the action-goal
1. Body stability - maintaining of stable body position
- information processing demands are low
- boundary falls with reaching distance
2. Body transport - transporting from one place to another
- info processing deamdns are high
- boundary expands constantly in the movment direction
23
Q
interaction with objects with and without manipulation
A
manipulation: absent
- task simply requires control of body orientation
- stability is enhanced because number of the increase of body segments in contact with the surface ex) sitting on a chair both feet touching the ground
manipulation: present
- freeing some segements of the body from stability position to interact with objects ex) single leg wall squat
24
Q
taxonomy of task
A
- completee task taxonomy based on environmental context and the actions functional role
- 16 task categories that result from the combinations of the two dimensions
- complexity of the task increases as you proceed diagonally from upper left (easiest) to the lower right (hardest)
25
Q
applications of taxonomy
A
- provides a framework that can be used for the evaluation of patients
- provides guidance in the selection of therapeutic activities
- taxonomy can be used to define a patients peformance deficit
- therapists can use the taxonomy to chart progress
- provides insight into skill acqusistion processes
26
Q
current studies
A
- why older adults participate in complex motor skills
results: suggest older adults show interest in participating in a range of challenging activities- if offered. However, suitable progression is important. Is the skill ability and pace of an activity is not suited to the participant, particiuarly when starting out, older adults may discontinue particpantation, to avoid injury or embarrassment
27
Q
activity
A
- catching a ball
- this is a closed/body stability task
- two hands, dominant, non dominant and then two balls with two hands - Catching a ball while on a balance board
- this is a open/body transport task
- two hands, dominant, non dominant and then two balls with two hands
28
Q
when is this mostly used
A
rehabilitation perspective: learning to do a movement better, or even from scratch
29
Q
analysis of task
A
environmental changes: intertrial variability
structure of the task
functional role: body transport body stability, body orientation
