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MOTOR LEARNING > TEST #2 > Flashcards

TEST #2 Flashcards

1
Q

The group of characteristics that are influenced by our tactile sensory motion

A

ACCURACY ;TIMING, FORCE, MOVEMENT; TACTILE INFO

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2
Q

ACCURACY ;TIMING, FORCE, MOVEMENT; TACTILE INFO ARE ______________

A

Group influenced by tactile sensory motion

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3
Q

Technique researchers use to study the world of proprioception in motor control

A

TENDON VIBRATION

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4
Q

The 2005 experiment by spencer and others regarding neuropathy patients

A

CIRLCES WERE DIFFERENT WHEN COMPARED TO CONTROL PATEINT

FUNCTIONAL: DISTORTED

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5
Q

CIRLCES WERE DIFFERENT WHEN COMPARED TO CONTROL PATEINT

FUNCTIONAL: DISTORTED was ________ experiment regarding __________ patients

A

2005; neuropathy

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6
Q

The part of the eye where the neural aspect of vision begins

A

RETNA

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7
Q

The Lee Erikson

A

WALLS MOVED BUT THE FLOOR DIDN’T, CHILDREN MADE POSTURAL ADJUSTMENT; VISUAL STIMULATION HAD ON POSTURE ALSO

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8
Q

The role that vision and monocular vision plays in reaching and picking up objects

A

THE FURTHER AWAY THE MORE THE ACCURACY AND MORE EFFIENCY DECREASES

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9
Q

The role peripheral vision and reaching and grasping

A

W/O PERIPHERAL THE GRASPING WOULD BE AFFECTED

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10
Q

The 2 different visual systems for the control of movement and what each does

A

PERIPHERAL: KINETIC VISUAL CHANNEL : MOVEMENT

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11
Q

The most reasonable estimate we have of the amount of time required for visual feedback to equilibrium correction

A

100 – 160 MILLISECONDS

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12
Q

The optical variable tall and what it influences

A

THE AMOUNT OF TIME THAT IS REMAINING

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13
Q

Fitt’s Law and speed accuracy tradeoff

A

DISTANCE & SIZE OF TARGET

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14
Q

The index of difficulty that can be derived from Fitt’s Law

A

SAME AMOUNT OF COMPLEXITY BUT VARYING LEVELS OF DIFFICULTIES

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15
Q

The current views of how we control prehension

A

SYNERGY : COMES FROM DIFFERENT PLACES

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16
Q

What happens to the fingers when we reach to grasp an object

A

FINGERS ARE GOING TO BEGIN TO CLOSE ( 2/3RDS OF THE WAY)

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17
Q

The kinematic characteristics of the transportation phase during prehension

A

SCENARIO 1: CUP TO DRINK
SCENARIO 2: CUP IS PICKED UP AND MOVED TO A DIFFERENT LOCATION
TRANSPORT PHASE: DIFFERENT

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18
Q

The work of Burnstein

A

MOTOR EQUIVALANCE

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19
Q

Calculate the index of difficulty and what those numbers represent

A

WHEN WILL EACH HAND ARRIVE AT THE TARGET : SAME TIME

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20
Q

Spatial intent role controls underlining the performance of asymmetrical bimanual actions

A

ARMS WANT TO DO THINGS SYMMETRICALLY .. MIRROR EACH OTHERS MOVEMENT; KEEP SAME BASIC MOVEMENT PATTERNS

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21
Q

How we can observe the rhythmic structures of movements that could be involved in gait

A

OPPOSITION BETWEEN ARMS AND LEGS

22
Q

The most common performance measure we use for inferring the amount of time required for action preparation

A

REACTION TIME

23
Q

Hick’s Law

A

THE NUMBER OF RESPONSE CHOICES INCREASE LOG RHYTHIMICALLY BY 2

24
Q

Reaction time and the number of response choices that we have and how they can affect it

A

BASKETBALL PLAYER: SLOWER BY 20 MILLISECONDS

25
Q

The stimulus response compatibility

A

BEST STIMULUS RESPONSE : HORIZONTAL, HORIZONTAL : LAST ANSWER C CHOICE : TABLE TOP DIRECTLY BEHIND RESPONSE BUTTONS

26
Q

What happens when movement complexity increases and how it affects reaction time

A

REACTION TIME FROM 3 TO 6 MOVEMENTS: 3 MOVEMENTS WOULD BE FASTER THAN 6 MOVEMENTS : THE MORE COMPLEXED THE SKILL THE LONGER IT TAKES THE MOTOR COMMANDS

27
Q

What we do between the warning and start signal and how it will affect our reaction and movement time

A

VARY PAUSE IN BETWEEN WARNING SIGNAL AND START SIGNAL

28
Q

What visual research says about maintaining a work ____ for long periods of time

A

REACTION TIME INCREASES

29
Q

What EMG activity would indicate when we look at muscle activation

A

POSTURAL LEG MUSCLES

30
Q

What research related to movement complexity is shown?

A

PREMOTOR TIME

31
Q

The organization of postural muscle preparations for performing well learned skills

A

REACT QUICKER & MORE FLEXIBLE ORGANIZED SYNERGY

32
Q

The Kahneman’s model of attention

A

LIMIT CAPACITY THEORY: FLEXIBLE CAPACITY THEORY
ALLOCATION FACTOR: MOMENTARY ATTENTION
CENTRAL CAPACITY LIMIT: MULTIPLE RESOURCE

33
Q

The research theory most commonly used to investigate attention learning issues for motor learning skills learning performances is known as

A

Dual Task

34
Q

The difference between capacity, demands, focus, and switching as it applies to directing attention to specific revelatory features in the environment

A

ATTENTION FOCUS

35
Q

The process that direct in visual attention to locate relevant environmental context cues is known as

A

VISUAL SEARCH

36
Q

What has research shown us about the relationship between eye movement recordings and visual attention indicates

A

FOCAL

37
Q

The theory that indicates when you select certain cues the environment during visual search is known as

A

Feature integration theory*

38
Q

The advantage of a fast and accurate surgery while performing a motor skill does what?

A

ANTICIPATE THE ACTION REQUIRED

39
Q

What the research shows concerning the effectiveness of general visual training programs for athletes

A

LITTLE IMPROVEMENT

40
Q

The terms that william james used in 1890 to distinguish between memories of recent events and memories of informations stored permanently

A

PRIMARY & SECONDARY

41
Q

The Atkinson and shiffrin model of memory

A

STRUCTURE & CONTROL PROCESS

42
Q

What is working memory

A

TEMPORARY WORKSPACE

43
Q

ESP: knowledge about personally experienced events, along with information about the time that they were experienced

A

Episodic

44
Q

ESP: representing states of the world that are not perceptually present
Ex. Love, dog, factual knowledge

A

Semantic

45
Q

ESP: a subsystem of long-term memory that stores and provides knowledge about “how to do” a skill.

A

*Procedural Memory

46
Q

The commonly accepted reason that serial discrete motor skills seem to be forgotten more quickly than continuous motor skills

A

LARGELY VERBAL

47
Q

What will happen when contacts characteristics of presentation recall conditions of memory test are considered; how will the memory performance be?

A

MEMORY TEST ARE BETTER IF CONTEXT SIMILAR THAN PERFORMANCE WILL BE BETTER

48
Q

What happen to participants in the memory experience that were given clock-face labels to associate with curvilinear limb positioning movements; what does that retention test result show?

A

NO INCREASE IN ERROR DURING A 60- SEC RETENTION INTERVAL

49
Q

Why verbal labels and visual metaphoric imagery aid the learning of complex motor skill

A

THEY CHANGE AN ABSTRACT ARRAY OF MOVEMENTS TO A MORE MEANINGFUL FORM

50
Q

GYMNASTICS SCORING:

A

: PROACTIVE EFFECTS

MOTOR LEARNING (4 decks)

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