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S4- Motor Development and Behavior > Week 2- Motor Learning > Flashcards

Week 2- Motor Learning Flashcards

1
Q

PART 1

A

PART 1

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2
Q

Motor learning is “the process by which the capability for producing movement performance and the actual movement performance are _______ _______ through __________, ________, and/or _________”.

A
  • reliably changed

- instruction, practice, and/or experience

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3
Q
  • What is motor recovery?

- It has lots of overlap with ______ _________.

A
  • recovery of function- the reacquisition of movement skills lost through injury
  • motor learning
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4
Q

What is the difference between motor recovery and compensation?

A
  • Recovery is regain of lost function.

- Compensation is teaching new ways to move.

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5
Q

Motor Learning vs Motor Performance:

  • Learning is relatively _______
  • Performance is a ________ change in motor behavior seen during practice sessions.
A
  • permanent

- temporary

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6
Q

What are the (4) concepts of motor learning?

A
  1. ) It is the process of acquiring the capability for skilled action.
  2. ) Results from practice.
  3. ) Cannot be measured directly but is inferred from behavior.
  4. ) Produces relatively permanent changes in behavior.
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7
Q

Motor Learning:

  • It involves more than ______ processes, must also learn new strategies for ________.
  • It is a complex interaction of __________/__________/_________.
  • It involves the search for a ______ solution that emerges from an interaction of the individual with the task and the environment.
  • Task solutions are new strategies for perceiving and acting.
A
  • motor, sensory
  • perception/cognition/action
  • task
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8
Q

________ of ___________ involves the search for new solutions in relationship to specific tasks and environments given the new constraints imposed on the individual by neural pathology.

A

Recovery of Function

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9
Q

What are the changes we see within the nervous system infrastructure with motor learning and motor performance? (4)

A
  • Level of neuronal activation
  • Synaptic efficiency
  • Cortical reorganization
  • Changes in blood flow
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10
Q

We infer that motor learning has occurred by observing performance _____ sometimes performance suffers during the process of motor learning _____ “incorrect” things may be learned.

A
  • BUT

- AND

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11
Q
  • To qualify as motor learning, there must be evidence that _______, ________, and/or _________ has occured.
  • And theses changes are not the result of __________ or related to fatigue, motivation or drugs.
A
  • practice, instruction, and/or experience

- maturation

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12
Q

What are the 2 forms of long-term memory?

A
  • Explicit (declarative)

- Implicit (nondeclarative)

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13
Q
  • Explicit (declarative) memory is the ability to identify ______ and _______.
  • What areas of the brain are associated with explicit memory?
A
  • facts and events

- Medial Temporal lobe areas, Sensory Association Cortex, Hippocampus

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14
Q

Implicit (nondeclarative) can be divided into __________ (skills and habits), ___________ (habituation and sensitization), and _________ (classical and operant conditioning) learning.

A
  • Procedural
  • Nonassociative
  • Associative
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15
Q
  • Nonassociative learning can be described as _________ or ______________.
  • Nonassociative learning is associated with what brain structures?
A
  • Habituation
  • Sensitization

-Reflex pathways

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16
Q

What is habituation?

A

A decrease in responsiveness that occurs as a result of repeated exposure to a nonpainful stimulus.

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17
Q

What is sensitization?

A

Occurs when a reaction to a stimulus causes an increased reaction to a second stimulus.

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18
Q
  • Associative learning can be described as _________ or ___________ conditioning.
  • Associative learning is associated with what brain structures?
A
  • Classic conditioning (stimulus to stimulus)
  • Operant conditioning (behavior to consequence)
  • Amygdala (emotion)
  • Cerebellum, Deep Cerebellar Nuclei, Premotor Cortex (Skeletal Musculature)
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19
Q
  • Procedural learning is learning tasks that can be performed ____________ without attention or conscious though and does not require cognitive processes.
  • It develops slowly through __________ of an act over many trials.
  • It involves a network of specific ________, ____-_______, ________, and ______________ structures.
A
  • automatically
  • repetition
  • frontal, basal-ganglion, parietal, and cerebellar structures (striatum)
20
Q

Explicit (declarative) Learning:

  • Results in knowledge that can be ___________ recalled and thus requires processes such as awareness, attention, and reflection.
  • Involves the ability to remember factual knowledge.
  • Constant repetition can transform declarative into __________ or _________ knowledge.
  • What is an advantage of explicit (declarative) learning?
A
  • consciously
  • nondeclarative or procedural
  • It can be practiced in ways other than the one in which it was learned.
21
Q

What are the neural pathways involved in explicit (declarative) learning?

A

frontal brain areas such as anterior cingulate, prefrontal cortex, head of the caudate, medial temporal lobes, hippocampus.
-the hippocampus codes a cognitive map of the spatial areas in which we move - internal representation

22
Q

To optimize teaching movement skills – the patient should be highly ________, attend fully to the task, and be able to relate or _______ the new information to information they already know about the task.

A
  • motivated

- integrate

23
Q

PART 2: THEORIES OF MOTOR LEARNING

A

PART 2: THEORIES OF MOTOR LEARNING

24
Q

Theories of Motor Learning is a group of abstract ideas about the nature and control of the acquisition or modification of movement. What are the (3) we will be discussing?

A
  • Adam’s Closed-Loop Theory
  • Schmidt’s Schema Theory
  • Ecological Theory
25
Q

Adams Closed-Loop Theory:

  • _______ ________ used for the ongoing production of skilled movement.
  • ________ _______ used in the _________ and __________ of the movement.
  • _________ ________ built up over a period of practice and becomes the internal reference of __________.
A
  • sensory feedback
  • memory trace, selection and initiation
  • perceptual trace, correctness
26
Q

With Adams Closed-Loop Theory it is essential to have the patient do what? Why?

A
  • Have the patient practice the same exact movement repeatedly to one accurate endpoint.
  • The more time spent practicing the movement as accurately as possible the better the learning will be.
27
Q

With Adams Closed-Loop Theory, errors produced during the learning ________ the strength of an incorrect perceptual trace.

A

increase

28
Q

What are the limitations of Adams Closed-Loop Theory? (3)

A
  • The theory cannot explain the accurate performance of novel movements or open‑loop movements made in the absence of sensory feedback
  • It may be impossible for the brain to store a separate perceptual trace for every movement ever performed (or is this muscle memory??)
  • Variability in movement practice may actually improve motor performance of the task – depending on the type of task.
29
Q

Schmidt’s Schema Theory:

  • Generalized motor program contains the rules for creating the spatial and temporal patterns of muscle activity needed to carry out a given movement.
  • ______ schema is used to select a specific response.
  • _________ schema is used to evaluate the response.
  • Think of a toddler learning the rules for what a dog is.
A
  • Recall

- Recognition

30
Q

With Schmidt’s Schema Theory, optimal learning will occur if a task is practiced under _________ circumstances.

A

different

31
Q

What are the limitations of Schmidt’s Schema Theory? (3)

A
  • Differences between children and adults with variable forms of practice.
  • Lack of specificity of interaction with other systems during motor learning.
  • Inability to account for the immediate acquisition of new types of coordination.
32
Q

Ecological Theory:

  • Motor learning is a process that increases the coordination between perception and action consistent with the _____ and ___________ constraints.
  • The theory emphasizes dynamic exploratory activity of the perceptual/motor workspace to create optimal strategies for performing a task.
A

task and environmental

33
Q

With Ecological Theory, the patient learns to distinguish the relevant _________ cues important to organizing action.

A

perceptual

34
Q

What are the limitations of Ecological Theory? (2)

A
  • Still a very new theory.

- Has not been applied to specific examples of motor skill acquisition in any systemic way.

35
Q

“How” motor learning occurs may depend on the ________ _____, the stage of ________, and the _________ in which the movement occurs.

A
  • specific skill
  • learning
  • environment
36
Q

What are Fitts’ 3 stages of motor learning?

A
  • Cognitive Stage
  • Intermediate or Associative Stage
  • Autonomous Stage
37
Q

Describe the cognitive stage of motor learning.

A

The learner attempts to understand how to perform a skill.

38
Q

Describe the intermediate or associative stage of motor learning.

A

The learner begins to modify and/or adapt the movement pattern as needed.

39
Q

Describe the autonomous stage of motor learning.

A

Movement execution becomes more automatic and attention can be directed elsewhere.

40
Q

In the intermediate or associative stage of motor learning, what is counterproductive when they enter this stage?

A

-facilitation techniques and/or manual guidance

41
Q

What can you start to introduce in the autonomous stage of motor learning?

A

distractions during therapy such as conversations (dual-task)

42
Q

What are Neo-Bernsteinian Perspective 3 stages of motor learning? Describe them.

A

Novice: learner simplifies the movement problem by “freezing out” some of the available degrees of freedom.
Advanced: learner begins to reinstate and/or release additional degrees of freedom.
Expert: additional degrees of freedom released, additional passive forces exploited.

43
Q

How can we asses motor learning?

A

Performance Curves

44
Q

___________ (____________) learning is a level expressed as the number of practice trials completed after the criterion of mastery has been achieved – or may be expressed in percentage terms.

A

Overlearning (postmastery)

45
Q
  • _____ _____ paradigm is used to determine the degree of automaticity of performance.
  • What is acceptable degree?
A
  • dual task

- When neither task causes a decrement in the other.

46
Q

Retention vs Transfer?

A

Retention- Conditions the same as in the acquisition.

Transfer- Conditions differ from those in the acquisition phase.

S4- Motor Development and Behavior (9 decks)

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