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Motor Learning > week 9 > Flashcards

week 9 Flashcards

1
Q

microgravity

A

condition wherein the force of gravity is very small
- forces acting on body is 0
- challenging to study motor control

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2
Q

most well known microgravity environment

A

is on the international space station
- task become more complex due to variety of factors

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3
Q

what tasks become more difficult in mircogravity

A
  • changes in physioloigical systems
  • changes in sensory consequences about learned action
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4
Q

parabolic flights

A

offer an environment for which to study the effects of mircogravity
- at the peak of the trajectory the gravitational force is close to 0

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5
Q

Einstein’s equivalence principle

A
  • no measuring devices (and by extension no sensors in the body) can distinguish between inertial and gravitational forces
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6
Q

astronauts and cosmonauts must take time to set up experiments once in orbit

A

adaptive to microgravity is occurring during this time

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7
Q

prolonged physiological changes may affect the results

A

there is not hydrostatic pressure
- redistribution of bodily fluids

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8
Q

experiments in parabolic flights

A

can achieve microgravity within seconds
- last (20-30s)
- need more flights to get adequate data collection time
- can have a variety of participants
- aircraft can rotate and conditions may nit be as stable

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9
Q

what did early work in microgravity focus on?

A

vestibular-ocular reflexes (VOR)

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10
Q

vestibular-ocular reflexes (VOR)- in microgravity

A
  • when head rotation is sensed the eye begin to rotate in the opposite direction
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11
Q

why does eye begin to rotate in the opposite direction

A

eye velocity is matched to the head velocity (but in oppoistie direction)

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12
Q

vestibular-ocular reflexes (VOR)- when the limit of eye motion is reached

A
  • the eyes make rapid adjustment to bring gase to the new location
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13
Q

nystagmus

A

are eye movements that occur to adjust to prolonged fixation
- alternate fast and slow phases
- if heads keeps moving

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14
Q

how does nystagmus stop?

A

if head keeps moving (at near constant velocities)

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15
Q

when do nystagmus continue

A

is head rotation stop abruptly
- endolymph continues to move

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16
Q

what do the otolith (utricle and saccule) organs sense

A

linear accelerations
- are unloaded in mircogravity

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17
Q

what do the semicircular canals sense?

A

head rotations
- these are unaffected by microgravity

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18
Q

Coriolis cross-coupled stimulation

A

an unusual combination of linear and angular accelerations
- elicited by tilting the head while in a rotating chair
- severe disorientation and nasuae on earth

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19
Q

skylab M-131 investigating coriolis cross-coupled stimulation

A

no disorientation or nausea
- could not determine whether this was an adaption
- eye movements were not measured

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20
Q

velocity decay

A
  • after a quick head movement, our vestibular ocular reflex works to move our eyes to stabilize our vision
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21
Q

what is velocity decay the measure of

A

the reduction in eye-movement velocity in the slow phase after the initial response

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22
Q

VOR during parabolic flight (DiZio and Lackner 1991)

A

velocity decay occured throughout
- indicated that velocity storage phenomenon is affect by microgravity

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23
Q

decay is steeper in ____ compared to _____

A
  • microgravity
  • normo-gravity
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24
Q

what can alos be affected by mircogravity

A

proprioception

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25
Q

proprioception and mircogravity

A
  • Limb- matching experiments show decreased ability to compensate for vibration induced noise
  • body position is less accurate
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26
Q

origin of proprioceptive deficits

A

some studies suggest the lack of vestibular inputs could impact integration stragies employed by the brain
- lack of gravity leads to less activation of muscle sense

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27
Q

proprioception and loading

A

the idea that the absence of gravity may affect proprioception supports one of the original assertions about kinesthesia

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28
Q

what is proprioception on earth related to?

A

loading

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29
Q

what could we do in the 0G environment to reduce errors

A

we would load
- replicate the load using a form of resistance

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30
Q

Bringoux et al, 2012

A

used resistance to get more accurate matching
- adding external load made it more similiar to the 0G environment

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31
Q

results of Bringoux et al, 2012

A
  • the addition of a gravity-like torque made joint-position sense more similar to 1G environment in a midsagittal reaching taks in 0G
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32
Q

what does Bringoux et al, 2012 support

A

the idea that proprioception during movement planning and control is tuned to the gravitational environemnt

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33
Q

how does microgravity affect online arm movement corrections?

A
  • limb-position sense is altered in microgravity
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34
Q

double-step or target jump paradigm

A

is a commonly used method
- participants performs reaches to a target location and on some % of the trials the target “jumps” or “steps”

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35
Q

bringouz et al, 2020

A
  • very little differences in endpoint error or limb-kinematics between 0g and normal gravity conditions
  • inverse dymnamics analyses revealed that the muscular torques required to generate correction were significantly different in normal and mirco
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36
Q

bringouz et al, 2020 final results

A

taken together these results highlight that the central nervous system can flexibly adapt control processes to gravitational constraints

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37
Q

how does the NS adapt to microgravity

A

in environments where some sensory information is compromised we might weigh other sources of sensory information more

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38
Q

forms of sensory information

A

visual information
auditory information

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39
Q

visual information

A

spatial localization

40
Q

auditory information

A

timing

41
Q

measuring sensory weighting

A

electroencephalography (EEG)

42
Q

electroencephalography (EEG)

A

can be used to measure the brain response to sensory stimulation
- measuring the brain response to stimulation is known as evoked potential

43
Q

evoked potential and sensory integration

A
  • are modulated by attention to stimulus
  • also been used in motor control research
44
Q

evoked potential in research

A
  • somatosensory information processing is reduced during mirror-reversed drawing
  • visual evoked potentials increased when visual information is used to plan control goal-directed movements
45
Q

what is sensory re-weighting in Microgravity

A
  • when preparing a stepping movement, proprioceptive signals from ankles are important for maintaining balance (increased somatosensroy stimulation)
46
Q

proprioceptive signals are less important for movement control in microgravity

A

decreased response to somatosensory inputs in microgravity as compared to norm gravity

47
Q

saradjian results

A
  • participants exhibited an increased late somatosensory evoked potential when preparing a step in norm gravity
  • in the absence of postural constraints in mirco, no facilitation’s of somatosensory info was found
  • sugges the NS can dynamically adjust the weighting of sensory information to gravitational constraints
48
Q

is vestibular and proprioceptive feedback altered in microgravity

A

yes, but CNS adapts sensory feedback to overcome the environmental constraints

49
Q

stable differences in between-individual performance

A
  • between-person variability
  • exacerbated in patient populations
  • related to abilities
50
Q

abilities

A

stable traits that underlie/support persons skill
- genetic component
- maybe not completely trainable

51
Q

when did study of individual different start

A

post world war II for pilot selection
- needed to select trainees rapidly for training in military

52
Q

what did fleishman argue?

A

that we could predict motor skill learning from difference in abilities
- most important predictor for skill acquisition is the number of hours of practice

53
Q

predictor of motor ability - Fleishman

A
  • used alot of tests to determine if transfer can be predicted performance on simple motor tasts
54
Q

predictor of motor ability - Fleishman results

A

found that bimanual coordination and reaction time predicted transfer performance

55
Q

fleishman and ellison 1969 results

A
  • found that some motor still tests correlated with the amount of the transfer
  • they concluded that the ability of these participants facilitated learning
  • individual difference in perceptual-motor ability may predict learning
56
Q

early studies issues

A
  • was to develop motor aptitude test
57
Q

noble undertaking

A

to determine how individual respond to practice
- design better environments and promote learning

58
Q

motor aptitude test- in practice

A

lead to exclusion of individuals who do not posses the right aptitudes
- these individuals are often labelled with low-motor ability

59
Q

early studies relationships

A

are largely correlational rather than interventional
- did not control for prior exposure or practice

60
Q

nature and nurture debate

A

nature: athletes are born not made, relates performance to abilities

nurture: athletes are made not born, relates performance to skill, its all about practice

61
Q

individual difference research

A
  • difference in initial performance
  • differences in the rate of skill acquisition
  • differences in maximum skill levels
62
Q

difference in task performance with exception of a new born

A
  • when an individual encounter a new task there is always some degree of transfer involved
63
Q

transfer can be

A

positive or negative

64
Q

positive transfer

A

experience helps the learner perform the new skill

65
Q

negative transfer

A

experience may hamper the performance of the new skill

66
Q

better learner may have abilities and skills that _____ to a new task

A

positively transfers

67
Q

when looking at learning paradigms we use what

A

pre-post design

68
Q
A
68
Q

pre-post design

A

performance prior to acquisition is compared to performance in retention and transfer

69
Q

difference score equation

A

RMSE post- RMSE pre= difference score

70
Q

what performers will show the greatest difference?

A

performance with the lowest initial performance

71
Q

wechsler 1952

A

differnece between the best and worst performers was 3:1
- best peformers is 3x the amount of productivity as the nest best performers

72
Q

maximin skills levels- difficult to determine if this is related to abilities

A
  • both transfer effect and initial skill level change will progressing through practice
73
Q

what were early theories on individual difference based on

A

measurements

74
Q

fleishman and hempel 1954, 1955 argued

A

intellectual and cognitive ability facilitated early performance and acquisitions of motor skills
- later performance was based on task-specific abilities

75
Q

limitation’s of fleishman and hempel 1954, 1955

A
  • general ability is only important for the initial leaning of a skill
  • performance can only be predicted after practice
76
Q

individual difference how research is driven

A
  • people do not have equivalent abilities, personalities and motivational traits
77
Q

how can task be varied

A
  • pocessing demands can change over repetition
  • task become easier to perform
  • tasks can also continue to be difficult
78
Q

what is the three phase theory of individual differences

A
  • that individal differnces prior to practice could affect learning
79
Q

phase 1 of the three phase theory

A

Ackerman and Kyllonen 1991
initial learning stage
- strong attentional and cognitive demands
- general intelligence

80
Q

most important general intelligence

A

spatial, verbal, numberical

81
Q

phase 2

A

integration and consolidation
- attentional demands are streamlined
- perceptual speed abilities (the rapid encoding of movement patterns)
- comparison and contrast abilties (comparing 2 numbers)
- perceptual - involves aspects of human information processing

82
Q

what are phase 2 abilities thought to be assoicated with

A

ability to chain responses

83
Q

phase 3

A

skilled performance becomes more proceduralized (automatic)
- more movement fluidity is achieved and attentional demands demands are reduced

84
Q

what is phase 3 dependent on

A

psychomotor abilities
- related to motor competnece of individual

85
Q

summary of the 3 phases

A
  • figural, verbal, numerical
  • perceptual speed
  • psychomotor
86
Q

the skill acquisitions stages of the 3 phases

A
  • cognitive phase
  • associative phase
  • autonomous phase
87
Q

what do more studies support

A

declining relationship between cognitive ability and motor capability

88
Q

Ackerman and cianciolo 1999

A

only group of studies systematically looking at the predictive validity of perceptual and psychomotor skills
- findings based on correlations

89
Q

what was acherman and cianciolo 1999

A
  • combinations of perceptual-speed tests (simple RT tests) and psychomotor tests (Choice RT tests) were correlated with performance
90
Q

focus on ___, not ___

A

practice
abilities

91
Q

what is the lack of research and development into individual difference is partly due to?

A

deliberate practice
- the idea that practice conditions can be optimized to facilitate the attainment of expertise

92
Q

focus on practice not abilities and how can we help learners reach their goals

A
  • optimize practice conditions
  • shifted the debate back to nurture and optimizing conditions
93
Q

recommendations to overcome individual differences

A
  • invest in everyone
  • more grassroots focus, greater pool of playerss, more likely to generate an environment that fosters motor skill acquisition’s
  • achieves larger goal of promoting physical acitivty
94
Q

what is the overall idea to overcome individual differences

A

focusing on practice conditions may overcome initial difference in abilities

Motor Learning (7 decks)

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