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KNPE 261 > Week 5 > Flashcards

Week 5 Flashcards

1
Q

why can’t we tickle ourselves?

A

send efference copy down so you know what it is going to feel like (you predict what it is going to feel like)

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2
Q

what does the inclusion of the effector parameter indicate?

A

the muscles for a particular action could not be stored in a GMP

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3
Q

if the muscles for a particular action can’t be stored in a GMP, what is the sequence then?

A

the sequential ordering is thought to be abstract

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4
Q

what are added to the command during the preparation of the program?

A

the specific joints and muscles
- supported by bilateral-transfer

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5
Q

bilateral-transfer

A

transfer of practice effect to other limb
- refining motor program

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6
Q

inputs of GMP

A
  1. duration
  2. force
  3. effector
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7
Q

specification of motor program

A
  1. GMP (abstract, relative timing, relative force)
  2. GMP with inputs (parameterization)
  3. motor command
  4. specific muscle activation and efference released
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8
Q

how does the concept of the GMP address the storage and novelty problems?

A
  1. not able to store new information for motor outputs
  2. general set of programs that pre-exist in motor repertoire - don’t need to store specific programs =, just use same programs and specific effector
    -specify force, duration and effector reduces storage problem
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9
Q

novelty

A

new movements aren’t truly new
- can adapt other programs to perform the action

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10
Q

how does concept of the GMP address the storage and novelty problem - computer analogy?

A
  1. one program needs to be stored for each class of problem
  2. a general program can be run on data it has never seen before
    - just have to specify the proper parameters
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11
Q

2 hypotheses of infants and storage and novelty problem

A
  1. they come preprogrammed
  2. build on primitive sets of actions (reflexes)
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12
Q

when is there a relationship between speed and accuracy?

A

when examining voluntary, goal-directed movements

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13
Q

speed accuracy tradeoffs

A
  1. fast movements are less accurate
  2. accurate movements are now slower
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14
Q

what researcher explain the relationship of accuracy and speed for feedback-based movements?

A

paul fitts (1954)

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15
Q

fitt’s law

A

taps between 2 targets as rapidly as possible maintaining 95% accuracy

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16
Q

what does fitt’s law include

A
  1. movement time between 2 targets (MT=20s/#taps)
  2. movement amplitude (A)
  3. target width (W)
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17
Q

fitts paradigm

A

index of difficulty

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18
Q

index of difficulty (ID)

A

log2 (2(amplitude)/width)

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19
Q

what happens when you increase index of difficulty?

A

movement time increases

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20
Q

what is the main point of fitts law

A

as you increase ID, MT increases

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21
Q

is it more difficult is the targets are the same width and closer or further apart?

A

further apart

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22
Q

is it more difficult is the targets are the sample amplitude but one is smaller width then the other?

A

the one with smaller width is more difficult

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23
Q

fitts equation

A

MT = a + b * log2(2A/W)
MT= movement time
a= y-int
b= slope
*=multiplied

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24
Q

what is ID measurement

A

bits of information

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25
Q

what happens if movement amplitude is doubled?

A

ID increases by 1

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26
Q

what happens if the target width is doubled?

A

ID decreases by 1

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27
Q

how would you get an ID of 0?

A

if width was so big that the targets overlaps, there is no amplitude therefore ID=0

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28
Q

graphing Fitts data

A

strong positive linear relationship between MT and ID

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29
Q

what ID is the highest?

A

ID 3
- responds to easiest movements

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30
Q

what does fitts law holds for?

A
  1. children
  2. lower-limb movements
  3. under magnification
  4. imagined movements
  5. perceived movements
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31
Q

fitts law in open loop movements (schmidt)

A
  1. the width of the line did not change but distance (D) and time required to make the movement (T) did
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32
Q

what was the goal of fitts law in open loop movements?

A

determine the “spread” about the target as a function of D and T
- target size the participant was effectively using

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33
Q

schmidts law

A

movements with no vision
- as time increases, the effective target width increases

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34
Q

violation of fitts law

A

was found when contextual target cues were present
- participants prepare for “worst case scenario”

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35
Q

what causes the fitt’s law violation? (glazebrook, 2015)

A
  1. 3 far targets
  2. 3 middle targets
  3. 3 close targets
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36
Q

violations for all last targets? (glazebrook, 2015)

A

analyzed movement trajectories to the target
- if people planning for worst case to see big difference in the beginning

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37
Q

glazebrook et. al, 2015

A
  1. participants performed movements to a target location (first, middle or last)
  2. measured movement variability across the trajectory as an indicator of planning vs. online movement control
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38
Q

what do differences of variability earlier indicate? (glazebrook, 2015)

A

planning

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39
Q

what doe differences in variability later indicate? (glazebrook, 2015)

A

control

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40
Q

result of glazebrook, 2015

A

differences emerged later in the trajectory, meaning the violation could be based on more efficient movement corrections

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41
Q

do we plan for the worst case scenario?

A

NO - we adapt efficiently

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42
Q

what causes speed accuracy tradeoffs?

A

impulse-variability theory

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43
Q

impulse-variability theory

A
  1. the variability in the duration of a group of contraction is related to mean duration
  2. variability in force produced increases as function of the force produced
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44
Q

variability

A

variability increases about 65% but then decreases at higher levels of force output
- movements should become more accurate when more than 65% of force is required

45
Q

how can we test impulse-variability

A

aim to target and resistance to exert more and more force or decrease time

46
Q

schmidt and sherwood, 1982

A

fastest = less variable
- over 60% of max = variability decreases

47
Q

what does fitts law state?

A

that movement time linerly increases with movement difficulty for closed-loop tasks

48
Q

when does fitts law violation occur?

A

when amplitudes overlap

49
Q

definition of motor learning

A

a set of processes associated with practice or experience that leads to a relatively permanent change in the capability for movement

50
Q

process

A

set of events or occurrences that lead to a product or state of change

51
Q

what processes are we interested in in motor learning?

A

processes associated with retrieving a motor program from memory

52
Q

what processes are pharmokinetics interested in?

A

processes associated with drug delivery

53
Q

motor learning processes

A

largely assumed
- some events must have occurred for their learning as a result of practice

54
Q

practice

A

the purposeful repetition of a skill or behaviour
- practice makes permanent (you recall things if you practice)

55
Q

experience

A

the fact or state of having been affected by or gained knowledge through direct observation or participation (merriam-webster)
- learning by observing or having an event to occur

56
Q

practice related

A

smaller contribution of motor development
- basketball

57
Q

not practice related

A

nervous system development and learning for the first time
-result of motor development, not practice
- standing and walking

58
Q

relatively permanent

A

change of state is not readily reversible
- any change that is readily reversible is not attributable to learning
ex. steak

59
Q

what happens when you learned something?

A

you are a different person
- there has been some underlying change that is stable

60
Q

should learning have a lasting effect?

A

YES
- cannot change back to your state pre-learning

61
Q

example of a readily reversible

A

ice cubes

62
Q

the product of learning

A

the ability to move skillfully in a particular situation

63
Q

what is the goal of motor learning?

A

strengthen the quality of the internal state such that the capability of the skill will be altered (hopefully improved) in future attemps

64
Q

capability for movement

A

stresses the role of the internal states that leads to the skilled behaviour

65
Q

external factors to capability for movement

A
  1. motivation
  2. physiological states
  3. fatigue
66
Q

is learning directly observable?

A

NO

67
Q

why does learning involve highly complex phenomenas

A
  1. many processes and many possible explanations
  2. multi-system interactions
68
Q

is motor learning directly observable?

A

NO
- we often have to infer these changes based on behaviour
- we measure and test stability of learned behaviours

69
Q

different types of learning

A

implicit vs. explicit
- once you have learned you have permanently changed

70
Q

what is difficult to assess about neural basis of learning?

A

if changes in neural and physiological activity is correlated with learning or changes in behaviour
(don’t know what causes what)

71
Q

hebbian processes (Donald Hebbs)

A

neurons that fire together, wire together

72
Q

neural networks (geoffrey hinton)

A

most neurons receive inputs from other neurons
- these neurons are weighted
- neurons can adapt your weight
(way neurons communicate can be adapted)

73
Q

what can activation in networks be observed by looking at?

A
  1. outputs: electrical activity
  2. energy consumption: bloodflow
74
Q

functional connectivity analysis

A
  1. examine the time-series of fMRI data in different brain regions
  2. correlate the time-series between different regions of interest (ROIs)
  3. examine the strength of those relationships
75
Q

functional connectivity and motor learning

A

studied have shown the functional connectivity can predict motor learning
- assess how the people adapted

76
Q

mcgregor and gribble, 2017

A

measured participants connectivity prior to observational learning protocol

77
Q

results of mcgregor and gribble, 2017

A

found that participants who had higher levels of connectivity in sensorimotor regions performed better in learning paradigm
- higher correlation between somatosensory cortex - primary motor cortex

78
Q

adaptation

A

the iterative process of adjusting one’s movement to new demands
- often used interchangeably with learning in many fields
- neuroscience is biggest culprit

79
Q

motor adaptation

A

the trial to trial modification based on error feedback
- movement retains identity (ex. walking) but one of the parameters are changed
- change occurs with repetition or practice and is gradual over minutes
- the person must de-adapt after the behaviour

80
Q

what happens when a person de-adapts after the behaviour?

A

show an aftereffect

81
Q

example of aftereffect

A

walking on a treadmill, then getting off

82
Q

forcefield adaptation paradigm

A

in first few trials they adapted to the force field
- after force field removed, they have error in opposite direction then adapt

83
Q

prism adaptation

A

involve performing reaches to visual targets then
- can offset vision a certain amount of degrees

84
Q

measuring motor learning in a typical learning experiment

A
  1. participant is exposed to a task (acquisition - practice period)
  2. performance on the task is plotted as a function of trials
    - can examine consistency
85
Q

measuring motor learning

A
  1. as you perform tasks for many trials and days they get better
  2. performance improves over multiple trials
86
Q

performance curves (is not learning)

A
  1. linear curve
  2. negatively accelerated curve
  3. positively accelerated curve
  4. sigmoid (“S”) curve
87
Q

linear curve

A

performance outcome increases with time

88
Q

negatively accelerated curve

A

performance outcome increased with time but then plateaus over time

89
Q

positively accelerated curve

A

little increase in performance overtime, then large decrease after a lot of time has passed
ex. riding a bike

90
Q

sigmoid (“S”) curve

A

steady then large increase in performance then plateau again
ex. sports involving continuous movements

91
Q

factors affecting performance

A
  1. between participants variability
  2. within-person variability
  3. ceiling effects
  4. floor effects
92
Q

between participants variability

A

performance curves usually represent grouped data
- individual differences get “washed out”
- ends up coming together so just do the average

93
Q

within-person variability

A

performance of the individual person varies trial to trial
- average curve may not do a good job of catching individual variations

94
Q

ceiling effects

A

limits at the top scale

95
Q

floor effects

A

limits at the bottom of the scale
- when participants aren’t getting better

96
Q

gymnastics

A

easier to improve your score at mid-level
6-6.5 vs 9-9.5

97
Q

golf

A

reducing a score in golf is easier when stroked are high
145-140 vs 75-70

98
Q

changes in performance and learning

A

changes in performance levels becomes insensitive to changes in learning

99
Q

what can how acquisition is measured affect?

A

how acquisition is measured can affect the interpretation of performance curve

100
Q

3 criterion of performance curve considerations

A
  1. 30% within target diameter on the target
  2. 15%
  3. 5%
    - must be right criteria for proper results
    - pay attention to how performance is assessed during acquisition and change if you need to
101
Q

how would we want to compare virtual reality training (new method) to physical practice (old method) in learning a surgical skill?

A

if there is two skilled surgeons, give one a new surgical skill and one a old method and test 24 hours apart to see how well they learned a skill

102
Q

retention tests

A

testing participants on the same task after a time interval

103
Q

24 hours retention interval

A

most often used for both retention and transfer
- standard, but testing 1-2 months later to reduce transient effects to more accurately asses learning

104
Q

what happened the longer the retention interval?

A

the more transient effects are reduced

105
Q

transfer tests

A

involve new variations of the practice task
- can involve the tasks with a twist (new speed or conditions) - same procedure but different tools
- can involve a task that has not been practiced before (varying conditions to the task to test learning)

106
Q

results of retention and transfer tests

A

things that make you worse in practice (acquisition) make you learn better in the end (retention/transfer)

107
Q

learning with robotic guidance

A

best learning with 50% robotic performance

108
Q

how can we modify exams to make them truly assess learning?

A
  1. increase time interval between time learned and time tested (increase retention time)
  2. more applied questions require transfer

KNPE 261 (10 decks)

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