Wk 2: Motor Learning Flashcards
What is Motor Learning?
The process by which the capability for producing movement performance and the actual movement are reliably changed through instruction, practice, and/or experience.
Motor Recovery
Recovery of function: reacquisition of movement skills lost through injury
What is the main difference between motor performance and motor learning
motor learning is a relatively permanent change
motor performance is a temporary change in motor behavior seen during practice sessions
What are the four concepts of motor learning?
- process of acquiring the capability for skilled action
- results from practice
- can’t be measured directly but is inferred from behavior
- produces a relatively permanent change in behavior
Motor learning is a complex interaction of:
perception, cognition, and action
T/F Motor learning only involves motor processes
F: must also learn new strategies for senses
Task Solutions
New strategies for perceiving and acting
Motor learning involves searching for a task solution from:
The interaction of the individual, task, and environment
Recovery of function
Search for new solutions in relationship to specific tasks and environments given the new constraints imposed on the individual by the neural pathology.
Motor Learning involves what changes within the nervous system infrastructure
- Level of neuronal activation
- Synaptic efficiency
- Cortical reorganization
- Changes in blood flow
How do we infer that motor learning has occurred?
Observing performance over time in different environmental and task circumstances
Sometimes performance suffers during process, incorrect things may be learned
To qualify as motor learning there must be evidence that:
practice, instruction, and/or experience has occurred and that they are not the result of maturation, fatigue, motivation, or drugs
What are the two primary forms of motor learning?
Explicit and Implicit
What are the three types of Implicit learning?
Non-associative
associative
procedural
Habituation
decrease in responsiveness that occurs as a result of repeated exposure to a non-painful stimulus
Procedural Learning
Learning tasks that can be performed automatically without attention or conscious thought
How does procedural learning develop?
slowly through repetition of an act over many trials
What are some examples of tasks that involve procedural learning?
riding a bike
walking
VOR
Declarative/Explicit Learning
Results in knowledge that can be consciously recalled. Requires awareness, attention, and reflection
T/F: Constant repetition can transform declarative learning into non-declarative or procedural learning
True
What is an advantage of Declarative/Explicit Learning?
Can be practiced in ways other than the one in which it was learned
What is Adam’s Closed-Loop Theory
Sensory feedback used for ongoing production of skilled movement.
Memory trace used in the selection and initiation of movement
Perceptual trace built up over a period of practice and becomes the internal reference of correctness
What are the clinical implications for Adam’s Closed Loop Theory?
- Essential to have the patient repeat 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.
What are some limitations to Adam’s Closed Loop Theory?
- Theory can’t 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
- Variability in movement practice may actually improve motor performance of the task (depending on type of task)
What is Schmidt’s Schema Theory?
Generalized motor program contains the rules for creating the spatial and temporal patterns of muscle activity need to carry out a given movement
Recall schema used to select a specific response
Recognition schema used to evaluate the response
Schmidt’s Schema Theory Clinical Implications
Optimal learning will occur if a task is practiced under many different conditions
Schmidt’s Schema Limitations
- 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
- How well it gives meaning to motor learning may depend on the type of task that is being discussed
What is Ecological Theory?
Motor learning is a process that increases the coordination between perception and action consistent with the task and environmental constraints
emphasizes dynamic exploratory activity of perceptual/motor workspace to create optimal strategies for task
Clinical Implications of Ecological Theory
Patient learns to distinguish relevant perceptual cues important to organizing action
Limitations of Ecological Theory
- Still very new
2. Hasn’t been applied to specific examples of motor skill acquisition in any systematic way
What are Fitt’s 3 stages of motor learning?
- Cognitive stage
- Intermediate/Associative stage
- Autonomous stage
Fitt’s stages:
Cognitive stage
Learner attempts to understand how to perform a skill
Fitt’s stages:
Intermediate/Associative Stage
Learner begins to modify and/or adapt the movement pattern as needed
Fitt’s stages:
Autonomous stage
Movement execution becomes more automatic and attention can be directed elsewhere
-can now introduce distracters during therapy such as conversation
What are the three stages in the Neo-Bernsteinian Perspective of Motor Learning?
Novice
Advanced
Expert
Neo-Bernsteinian:
Novice
Learner simplifies movement problem by freezing out some of the available degrees of freedom
Neo-Bernsteinian:
Advanced
Learner begins to reinstate and/or release additional degrees of freedom
Neo-Bernsteinian:
Expert
Additional degrees of freedom released, additional passive forces exploited
What are the 4 components of the Assessment of Motor Learning?
- Acquisition Phase
- Overlearning (post-mastery learning)
- Level of automaticity
- Post-acquisition
Acquisition phase
Setting a criterion of mastery Arbitration definition of performance: Trials needed Time needed # of errors # of trials without errors
Overlearning (postmastery learning)
-Level expressed by # of practice trials AFTER criterion of mastery has been achieved
Level of Automaticity
Dual task paradigm used to determine the degree of automaticity
Level of Automaticity:
What is the acceptable degree?
when neither task causes a decrement in the other
Post Acquisition components
Retention
Transfer
Retention
Conditions the same as in the acquisition phase
Transfer
Conditions differ from those in the acquisition phase
