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Motor Learning > week 8 > Flashcards

week 8 Flashcards

1
Q

2 types of augmented feedback

A
  • knowledge of performance
  • knowledge of results
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2
Q

what is the theory connected to reference of correctness

A

adams theory

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3
Q

reference of correctness

A

used to calculate error based on sensory feedback
- developed by experience with movement and KR (perceptual trace)

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4
Q

2 -state theory of motor learning, reference of correctness

A

memory trace and a perceptual trace

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5
Q

memory trace, reference of correctness

A

recall of the motor program and the initiation of the response
- it is open-loop part of the motor program
- responsible for action initiation

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6
Q

perceptual trace, reference of correctness

A

generated by the memory trace once action is initiated an used for feedback evaluation

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7
Q

adams closed loop motor learning

A

KR is a source of info that is used to correct the motor response

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8
Q

what does repeated exposure to KR and the processing of error do

A

eventually lead to the desired response

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9
Q

perceptual trace, closed loop motor

A

reference or memory about prior experiences

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10
Q

perceptual trace is used with?

A

sensory feedback and KR to produce an error

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11
Q

perceptual trace must be?

A

acquired and refined with practice

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12
Q

2-stage of motor learning closed loop

A

verbal motor stage
motor stage

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13
Q

verbal motor stage

A

the stage of learning where one uses the perceptual trace in combination with KR for error detection and correction

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14
Q

motor stage

A

the error provided by KR is small, and there is a strengthened perceptual trace

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15
Q

forgetting

A

a weakening of the perceptual trace and memory trace

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16
Q

main idea of Adams theory

A

refinement after a memory action is made

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17
Q

schmidit 1989

A
  • longer summaries were better for overall learning than shorter summariers
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18
Q

what did schmidit 1989 find

A

shorter summaries were better for learning than longer summariers

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19
Q

overall conclusion about schmidit 1989

A

the optimal summary length may be task-specific and experience specific

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20
Q

gaudagnoli 1996 for novices

A
  • larger summariers are better than smaller ones (simple tasks)
  • smaller summariers are better than larger ones (complex tasks)
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21
Q

gaudagnoli 1996 for experience performers

A
  • larger summaries are better for complex and simple tasks
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22
Q

what is the effect of delaying and presenting summary KR on learning?

A

the impact of delaying trial by trial KR on learning
- when you delay KR- the inter trial interval also increased (potential confound)

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23
Q

thorndike 1953

A
  • larger delays decreased the likihood that the reward stimululs would produce conditioning
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24
Q

thorndike 1953 conclusion

A

that delays were detrimental to learning

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25
Q

salmoni et all 1984

A

reviewed humor motor learning experiments

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26
Q

salmoni et all 1984 results

A

found that delaying KR did not affect leanring
- found that instanteous KR did affect learning

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27
Q

KR delay interval

A

the learner is trying to remember KR

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28
Q

maslovat 2009

A
  • examined the role of discrete VS continuous feedback on a circle drawing task
  • tested participants in retention and transfer tests
  • immediate retention
  • delayed (1 week) retention, with and without feedback
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29
Q

discrete feedback

A

feedback at movement endpoint

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30
Q

concurrent/continous FB

A

FB during entire movement

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31
Q

results maslovat 2009

A
  • found support the guidance hypothesis
  • continuous feedback enhanced performance but was detrimental to learning under new conditions
  • found evidence for the specificity of practice hypothesis
  • participant who practiced with concurrent feedback did better in tests
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32
Q

immediate KR

A
  • detrimental to learning
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33
Q

post- KR delay interval

A

the time between the presentation of KR and the next movement
- where the learner is preparing the subsequent movement

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34
Q

finding about shortening the post KR delay

A

suggest that reducing this period does not affect learning if the KR delay is held constant

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35
Q

the time between _____ appears most important for movement correction

A

movement end and KR

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36
Q

marteniuk 1986

A
  • investigated interference during the KR-delay period
  • high level processes ( cognitive process associated with learning) interfered with KR processing)
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37
Q

how is interfernece during the KR-delay period different from CI

A

CI happens after all tasks and feedback are done
- you aren’t interfering the feedback and movement that’s why interference is affecting learning

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38
Q

interference in the KR-delay interval that

A

impair the evaluation of the movement seem to affect leanrning

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39
Q

a retention of the movement information (at least in short term memory) is required for

A

KR processing

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40
Q

what does interference reduce?

A

the capacity of memory systems to evaluate inherent feedback and detect error

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41
Q

asking participants to evaluate their own errors during the KR-delay interval. Hogan and Yanowitz (1978)

A
  • used a ballistic timing task and asked some patients to estimate their own errors
  • group 1: estimated moveemnt time
  • group 2: nonsense letters
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42
Q

results Hogan and Yanowitz (1978)

A

estimating own error led to better performance

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43
Q

gaugangoli and kohl, 2001 supported the estimating own error

A
  • 100% KR and 100% error estimate
  • 20% KR and 100% error estimate
  • 100% KR and 20% error estimate
  • 20% KR and 0% estimate
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44
Q

results gaugangoli and kohl, 2001

A

100% est and 100% KR- BEST
0% est and 100% KR- WORST

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45
Q

subjective estimation

A

can help participants learn to use inherent feedback with KR

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46
Q

about subjective estimation

A
  • may prevent guidance effect
  • reduced relative frequency was more effective in the absence of KR
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47
Q

subjective estimation- practical application

A
  • most learning setting, we give learners precise feedback and they do not develop their error detection capability
48
Q

motivation and feedback in practice

A

there is more information processing to take into consideration when designing a learning session

49
Q

constant corrects can..

A

affect the learners sense of autonomy and motivation

50
Q

Janelle 1997

A

participants practiced throwing a ball with their non-dominant arm
- control group received no KP
- one group recieved KR
- one group recieved summary KP every 5th trail
- one group recieved self-determined KP

51
Q

results of janelle et all

A

self-determined performed just as well as yoke and summary in acquisition 2

  • self-determined performed better then the summary group in retention
52
Q

what are the best forms of feedback

A
  • self-controlled feedback combined with best practices from KR literature
53
Q

what does self-controlled feedback increase

A

motivation and form during acquisitoin

54
Q

what do the results of janelle et all suggest

A
  • that self-controlled feedback improved both acquisition and retention
55
Q

adams closed loop theory

A
  • KR provides information about how subsequent movements should be performed
56
Q

KR strengthens

A

the perceptual trace
- error is used adjust the trace associated with the correct movement

57
Q

transition from verbal-motor stage to motor stage of learning

A

movements become less reliant on KR as the perceptual trace is strengthened

58
Q

criticisms

A
  • does not account for how variable practice can strengthen the perceptual trace
  • according to strict schema theory
59
Q

according to strict schema theory

A

variable practice should weaken the perceptual trace and reduce learning

60
Q

what does adams theory ignore

A

the guidance hypothesis aspects of KR

61
Q

schema theory of motor learning

A

builts on adams work and added an open loop component
memory and recognition memeory

62
Q

recall memory

A

movement production
- more of a role in open-loop and rapid movements

63
Q

recognition memory

A

movement evaluation
- greater involvement in closed loop control

64
Q

what is central to schema theory

A

GMP

65
Q

GMP parametrization

A

duration
force
effector

66
Q

steps of the schema theory

A

GMP-parameterization
movement
short term memory (recall schema, recognition schema)

67
Q

recall schema

A
  • each movement produces an outcome which is evaluated with respect to the parameters
68
Q

what is movement outcome related to

A

parameters, and initial positions
- KR and inherent feedback are used to refine relationships

69
Q

what does recall schema store

A

these relationships in long-term memory

70
Q

when a new movement must be planned

A
  • the recall schema is used in parameterization
  • sets the conditions that will best achieve the goal
71
Q

what is the relationship in the schema theory

A

parameters
distance

72
Q

what does the recognition schema contains relationships between

A
  • initial conditions
  • environmental outcomes
  • sensory consequences
73
Q

what happens after the recall schema is used to generate the action

A
  • the recognition schema is used to generate the expected sensory consequences
  • serves as the basis for movement evaluation
74
Q

schema theory and learning

A

learning occurs by strengthening the schemas
- if augmented feedback is unavilabe, what happen to the recall

75
Q

what happens if augmented feedback is unavailable, what will happen to the recall schema

A
  • unable to store the relationship between the parameters and outcomes
76
Q

if the sensory consequences are missing (nerve blocks), what will happen to recognition schema?

A
  • unable to perform real time evaluation of the action
  • unable to correct the action
77
Q

learning is based on establishing relationships what are they?

A

variable practice
novel movements
error detection

78
Q

variable practice

A

more movement outcoems- better rule development
- better recognition schema

79
Q

novel movements

A

a new movement can be generated based on rules established by similar movements

80
Q

error detection

A

errors for rapid movements can be detected based on the recognition schema

81
Q

limitation of schema theory

A

KR- frequency
contextual interference

82
Q

KR - frequency

A

reducing KR frequency can actually improve learning

83
Q

contextual interference

A
  • schema theory predicts that variable practice would be better
  • does not explain why random practice could be better
84
Q

schema theory describes learning as the strengthening of the:

A

recall schema
recognition schema

85
Q

what does perceptual trace compare

A

feedback to the reference of correctness (stored in memory)

86
Q

in adams closed loop theory; early in practice the particpant has a ___ perceptual trace

A

weak

87
Q

why would they have a weak perceptual trace in the early practice of adams close loop theory

A

will select the right movement some of the time but make errors

88
Q

what happens with perceptual trace as practice continues

A

with training and specific feedback, the perceptual trace stregthens
- participants can select the define the right movement more often
- eventually choosing the right movements

89
Q

is adams closed loop good or bad for leanrnign

A

better because it gives feedback

90
Q

prior to a movement what does recall schema do

A

specifies parameters
- depending on initial conditions and intended outcomes

91
Q

prior to movement what does recognition schema do

A
  • specifies expected sensory consequences
  • evaluated feedback with respect to expected sensory consequences
  • adjusts relationships once movement outcome and KR is received
92
Q

movement disorders

A

conditions that are characterized by impaired voluntary movements, the presence of involuntary movements or both

93
Q

examples of movement disorders

A
  • impaired velocity
  • involuntary movements
  • abnormal posture
  • presnese of tremor
94
Q

what are movement disorders classified as

A
  • hyperkinetic disorders
  • hypokinetic disorders
95
Q

motor dysfunction

A

movement disorder type symptoms

96
Q

many studies dedicated to clinical popilation use basic motor learning tests

A

often as part of a battery of tests used to assess cognitive capacity

97
Q

what are tests of motor control often used for

A

as diagnostic tools

98
Q

manson et all

A

it is difficult, but we can gain insight from working backwards

99
Q

causes of motor dysfunction

A

abnormalities in neural processes
- degenerative diseases
- inflammation that affects nervous system tissue
- vascular disorders that affect nervous tissue
- trauma

100
Q

can people with motor dysfunction learn new motor skills

A

most of the previous studies focused on adaption
- many find impaired performance in acquisition of new tasks

101
Q

stroke

A

brain ischemia or hemorrhage leading to acute neurological injury

102
Q

ischemia

A

brain clost in vessels (limited blood flow)

103
Q

hemorrhage

A

bursting of vessels (brain bleed)

104
Q

stroke and movements disorder

A

fairly uncommon

105
Q

motor dysfunction and stroke

A

common

106
Q

examples of motor dysfunction and stroke

A

spasticity and flaccidity
weakness
mobility disorders

107
Q

spasticity and flaccidity

A

changes in muscle tone

108
Q

weakness (paresis)

A

changes in force output, strength ,and control

109
Q

mobility disorders

A

impaired balance and sensation

110
Q

vandermeern et al, 2020

A
  • participants with stroke showed improvement in acquisition
  • improvements in performance in CIRCUIT task was maintained in retention and also in transfer
111
Q

vandermeern et al, 2020, stroke about improvements in retention and transfer

A

improvements were not directly correlated to systemic functional improvements

112
Q

more results regarding vandermeeren et all

A

individuals with stroke can learn new motor skills with the paretic arm
- right after injury
- may be task-specific
- more variability with the stroke patients

113
Q

mooney et al, 2020

A
  • participants were able to improve their performance and show learning (not decrements in both short and long term)
  • absolute score were overall lower in patients compared to healthy controls
114
Q

mooney et al, 2020 and transcranial magnetic stimulation (TMS)

A

results suggest that inhibitory motor networks function differently in patients vs control

115
Q

summary of stroke and motor learning

A

motor learning is possible in both acute and chronic stroke patients
- lesser extent than healthy controls
- not necessarily directly related to functional recovery

Motor Learning (4 decks)

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