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Motor Control Motor Learning > Week 10 > Flashcards

Week 10 Flashcards

1
Q

4 Types of Instruction / Cuing

A

Verbal
Auditory
Visual/Demonstration
Manual Guidance/Tactile

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2
Q

Verbal Instruction (3) Factors

A
  • Analogies encourage implicit learning
  • Influence goal achievement strategies
  • Ask for what you want, not what you don’t want
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3
Q

Auditory Instruction (4) Factors

A
  • Overlaps with Verbal
  • Other Ex: Clapping, Metronome, Beat to Music, Counting
  • Motor Cues: Spin/Turn/Kick
  • Combine with analogies
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4
Q

Visual Cues/Demonstration (3) Factors

A
  • Demonstrate before practice
  • Allow learner the opportunity to self-select when they receive demonstration
  • Mirror neurons in the brain
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5
Q

Manual Guidance/Tactile (3) Factors

A
  • Feel for the target movement
  • Assistance and facilitation
  • Only give as much as needed
  • Fade as they develop the movement
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6
Q

Knowledge of Results

A

Externally presented information about the outcome of an attempt to perform a skill

Ex: You walked 10 feet farther today than yesterday.

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7
Q

Knowledge of Performance

A

Externally presented information about movement characteristics that led to the performance outcome

Ex: You should lift your toes as you land on your heel.

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8
Q

Massed Practice

A

Amount of practice time in a session is greater than amount of rest between trials
(goal is conditioning, continuous skills)

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9
Q

Distributed Practice

A

Amount of rest between trials is equal to or greater than amount of time for the practice
-Allows learner to reflect on performance
(goal is performance, best for safety/fatigue/symptoms)

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10
Q

Constant Practice

A

Practice of one variation of the skill
-gains confidence
-may be beneficial prior to variable

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11
Q

Variable Practice

A

The variety of movement and context characteristics while practicing a skill
-increased ability to adapt
-during acquisition increases learning/transfer

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12
Q

Blocked Practice Sequence

A

Practicing a task several times before moving onto the next task
-can be with both constant or variable practice

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13
Q

Random Practice Sequence

A

A practice sequence where several tasks are practiced in no particular order
-most effective with different patterns of coordination during function

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14
Q

Contextual Interference

A

The memory and performance disruption that results from performing variations of a skill within the context of practice

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15
Q

Whole Practice

A

A practice strategy that involves practicing a skill in its entirety

Use whole practice when most important problem is coordinating actions

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16
Q

Part Practice

A

A practice strategy that involves practicing parts of a skill before practicing the whole skill

Effectiveness is determined by the degree of transfer from part practice to whole performance

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17
Q

Challenge Point Hypothesis

A
  • A point of optimal challenge that yields maximum practice benefits
  • variables: skill level & task difficulty
18
Q

Postural Control

A

Controlling the body’s position in space for stability and orientation

19
Q

Progression of development for postural control

A

Cephalocaudal:
Vision, head control, trunk control, incorporating more senses

Anticipatory and Reactive Control develop in parallel

20
Q

Two types of Feedback

A

Task-Intrinsic Feedback
Augmented Feedback

21
Q

Task-Intrinsic Feedback

A

Visual
Auditory
Proprioceptive
Tactile

22
Q

Augmented Feedback

A

Knowledge of Results
Knowledge of Performance

23
Q

Concurrent Feedback

A
  • Provided while person performing a skill
  • Can be positive or negative
  • Subtle variations in how provided can influence learners dependence on feedback
24
Q

Immediate Feedback

A

Provided immediately after a skill has been completed

25
Q

Summative Feedback

A

Provided after a time period has lapsed after skill is performed

26
Q

Open Loop Control System

A

The control center sends effectors all the movement instructions they need to perform a skill from beginning to end (discrete)

27
Q

Closed Loop Control System

A

Control center sends movement instructions to effectors to initiate performance. Feedback from effectors & other sources provides control center with information needed to give instructions to continue and end the movement. (Continuous)

28
Q

Are individuals with early to moderate Parkinson’s able to learn motor skills?

A

Yes! Just may require more repetition due to slower learning rates.

29
Q

How do individuals post-stroke learn the best?

A

Reduced feedback frequency and external focus instructions

30
Q

How do individuals with visuospatial working memory deficits following a stroke learn best?

A

Multiple motor tasks by practicing in a blocked practice order.

31
Q

Posture Stability

A

Ability to control COM in relationship to BOS

32
Q

Postural Orientation

A

Ability to maintain relationship between body segments and between body and environmental for a task

33
Q

At what age does a child shift from visual control of balance to more somatosensory control?

A

3 Years Old

34
Q

At what age do children reach postural responses that are adult-like?

A

7-10 years old

35
Q

What age do children demonstrate compensatory postural responses?

A

15 Months

(More variable and slower than adults)

36
Q

How does tactile and vibratory sensitivity change over time?

A

Decreases - mostly due to loss of numbers of receptors

37
Q

Reasons for postural control decline with aging? (4)

A
  • Impaired reactive control with delays
  • smaller response magnitudes causing abnormal timely activation
  • delayed anticipatory response
  • reduced/distorted sensory input
38
Q

At what age is locomotion typically matured?

A

7 Years Old

39
Q

Characteristics of gait changes with older adults?

A
  • Decreased Speed
  • Shorter Step Length
  • Shorter Stride Length
40
Q

At what age does reach & grasp skills mature to adult-like levels? Dual task reaching control?

A

10-11 years old
15 years old

41
Q

4 parts of criteria for developmental coordination disorder

A

1- learning/execution of coordinated motor skills is below age level
2 - motor difficulties significantly interfere with ADLs/academia/activities/leisure/play
3 - onset is the early developmental period
4 - not explained by intellectual delay, visual impairment or other neurological conditions that affect movement

Motor Control Motor Learning (5 decks)

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