Week 9 Flashcards

1
Q

Gross Motor Skills

A

Require the use of large musculature to achieve the goal of the skill

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2
Q

Fine Motor Skills

A

Require the use of small musculature to achieve the goal of the skill

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3
Q

Manipulation

A

Maintaining/changing position of moveable objects

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4
Q

Bimanual Coordination Skills

A

Motor skill that require simultaneous use of two arms

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5
Q

Discrete Motor Skills

A

Specified beginning and end points, usually require a simple movement

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6
Q

Serial Motor Skills

A

Involve a continuous series of discrete skills

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7
Q

Continuous Motor Skills

A

No recognizable beginning or end points; usually involve repetitive uninterrupted movements

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8
Q

Body Stability

A

Maintaining base of support in one position

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9
Q

Body Mobility/Transport

A

Changing the location of the base of support

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10
Q

Closed Motor Skills/Environment

A

Stationary support surface, object and/or other people/animals

The performer determines when to begin the action

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11
Q

Open Motor Skills/Environment

A

Involves a supporting surface, object, and/or other people/animal in motion

Environmental feature determine when to begin the action

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12
Q

Reflex Theory

A

Sir Charles Sherrington

Complex behavior explained through combined action of individual reflexes chained together

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13
Q

Hierarchial Theory

A

Organizational control is top down; each successively higher level exerts control over level below it. Vertical.

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14
Q

Dynamic Systems Theory

A

Emphasis on environmental information, mechanical and dynamic properties of the body/limbs.

Behavior organized by interactions among task, environment and individual

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15
Q

Motor Programming Theory

A

Central motor program / central pattern generator

Memory-based mechanism that controls coordinated movement

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16
Q

Ecological Theory

A

The perception/action system actively explores the environment to satisfy its goals

Environmental properties in relationship to self

Action/movement depends on individual constraints and how well we fit with environment

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17
Q

Motor Performance

A

-Observable behavior
-Temporary
-May not be due to practice
-May be influenced by performance variables

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18
Q

Motor Learning

A

-Inferred from performance
-relatively permanent
-due to practice
-not influenced by performance variables
-(re)acquisition or modification of motor skills

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19
Q

Characteristics of Motor Skill Learning

A

-Improvement over time
-Consistency
-Stability
-Persistence
-Adaptability
-Reduction in attentional demand

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20
Q

Retention

A

Test a practiced skill performed following an interval of time after practice has ceased

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21
Q

Positive Transfer

A

Beneficial effect of prior learning on learning of a new skill or performance of a skill in a new context

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22
Q

Negative Transfer

A

Negative effect of prior learning on learning of a new skill or performance of a skill in a new context

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23
Q

Spatial Accuracy

A

Accuracy is required of aiming movements for which spatial position of the movement’s end point is important to task performance

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24
Q

Temporal Accuracy

A

Accuracy of timing the movement - when the movement should be executed is important to task performance

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25
Q

Motor Development

A

Motor learning and control issues from the perspective of the relationship to human development from infancy to old age

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26
Q

Motor Control

A

How the neuromuscular system functions to activate and coordinate the muscles and limbs involved in the performance of motor skills

27
Q

Facilitation

A

Intervention techniques that increase patient’s ability to move

28
Q

Examples of Reflex-Based Neurofacilitation Approaches

A

-Proprioceptive Neuromuscular Facilitation (PNF)
-Quick Stretch
-Contract-Relax
- Tapping

29
Q

Hierarchical Theory - Postural Reflex controlled by Cortex

A

Equilibrium Reactions

30
Q

Hierarchical Theory - Postural Reflex controlled by Midbrain

A

Righting Reactions

31
Q

Hierarchical Theory - Postural Reflex controlled by Brainstem and Spinal Cord

A

Primitive Reflex

32
Q

Hierarchical Theory - Abnormal Synergistic Movements

A

Alternate pathways created after damage to UMN/descending pathways (alterations to cortical maps & neural activation patterns) or corticospinal control resulting in abnormal coupling of movements (when movements lack the ability to adapt).

33
Q

Dynamic Systems Theory - How is variability in movement considered?

A

Variability of movement is necessary condition of optimal function - indication of highly stable, energy efficient behavior

34
Q

Perception-Action Coupling

A

Linking together information and actions or movements = hand/eye coordination

35
Q

Speed-Accuracy Skills

A

Trade-off between speed and accuracy with a skill that requires both

Fitt’s Law is a mathematical representation of this

36
Q

Long Term Memory - Non-declarative (Implicit)

A

-Associative Learning (classical/operant conditioning)
-Non-Associatvie Learning (reflex)
-Procedural Learning (tasks/habits)

37
Q

Long Term Memory - Declarative (explicit)

A

Facts & Events
Steps in a Process

38
Q

Where in the brain are emotional responses occurring?

A

Amygdala

39
Q

Where in the brain does skeletal musculature conditioning occurring?

A

Cerebellum
Deep Cerebellar Nuclei
Premotor Cortex

40
Q

Where in the brain are procedural learning (task & habits) occurring?

A

Striatum
Cerebellum
Deep Cerebellum Nuclei
Amygdala

41
Q

Where in the brain are declarative memories occurring?

A

Medial Temporal Lobe Area
Sensory Association Cortex
Hippocampus

42
Q

What diseases have declarative memory symptoms?

A

Alzheimer’s
Dementia
Strokes (dependent on location)

43
Q

What diseases have procedural learning symptoms?

A

Huntington’s
Parkinson’s

44
Q

Habituation

A

Decreased responsiveness as result of repeated exposure to a non-painful stimulus

(Ex: initially being hyper aware of wearing a ring, eventually forgetting you’re wearing it)

45
Q

Sensitization

A

Increased responsiveness following a threatening or noxious stimulus

(Ex: increasing sensitivity to pin push)

46
Q

Classical Conditioning

A

Predicts Relationships - Pavlov (dog + bell + saliva)

47
Q

Operant Conditioning

A

Predicts Relationship - animal press a lever and randomly receive food = more pressing of lever

48
Q

Schmidt’s Schema Theory - Recall Schema

A

Motor parameters and movement outcomes over many trials creates a rule

49
Q

Schmidt’s Schema Theory - Recognition Schema

A

Sensory consequences coupled with initial conditions to create a representation of expected outcomes

50
Q

Fitts & Posner Three Stage Model

A

Cognitive
Associative
Autonomous

51
Q

Cognitive Stage

A
  • Understand the nature of the task
  • Develop strategies used to carry out task
  • Determine how task will be evaluated
52
Q

Associative Stage

A
  • Person has learned to associate environmental information with required movements
  • Refines performance to be more consistent
53
Q

Autonomous Stage

A
  • Performance of the skill is “automatic”
  • Requiring a low degree of attention for performance
54
Q

Degrees of Freedom

A

Number of independent elements in a system and the ways each element can act / interact

Freeze (regress) & Free (progress)

55
Q

Bernstein’s Three-Stage Approach

A

1st - Novice
2nd - Advanced
3rd - Expert

56
Q

Bernstein’s Novice Stage

A

Reduce/Freeze the number of degrees of freedom of joints controlled to a minimum

Ex: coactivation of muscles during early stages of acquiring motor skill / primitive synergistic patterns

57
Q

Bernstein’s Advanced Stage

A

Performer begins to release additional degrees of freedom, some synergies develop

Ex: as PT provide more support initially and progress to less and less support

58
Q

Bernstein’s Expert Stage

A

Individual releases all degrees of freedom to perform the task

Ex: Flexible, Functional, Efficient

59
Q

Gentile’s Two Stage Model

A

Initial Stage (Fixation)
Later Stage (Diversification)

60
Q

Gentile’s Initial Stage (Fixation)

A
  • Getting to know the movement
  • Organizing movement pattern
  • Learning relevant features
61
Q

Gentile’s Later Stage (Diversification)

A
  • Adapts movement pattern to demands of any performance situation
  • Increases consistency of achievement
  • Performs with an economy of effort
62
Q

OPTIMAL (acronym) Motor Learning Theory

A

Optimizing
Performance
Through
Intrinsic
Motivation and
Attention for
Learning

63
Q

How does the OPTIMAL motor theory expect Enhanced Expecations

A
  • Release of Dopamine: Improves Motor Learning
  • Readies the Motor System: Improves Goal-Action Coupling
  • Gives Autonomy Support to Improve Performance: Improves Motor Learning