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kin 3050 > chapter 4-8 (TEST 2) > Flashcards

chapter 4-8 (TEST 2) Flashcards

(60 cards)

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1
Q

Exteroceptors

A

detect stimuli outside the body, provide information about the environment
Sense: pain, touch, temperature, vibrations, hearing, visions, smell, and pressure.

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2
Q

Interceptors

A

Detect stimlu from the internal viscera
Provide information about the internal environment
Sense: hunger or nausea

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3
Q

Proprioceptors

A

Located in the muscles, tendons, joints, and internal ear
Provide information regarding body position and movement changes through muscle tension, joint position, and equilibrium

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4
Q

Optic Flow

A

the perceived visual motion of objects as observer moves relative to them

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5
Q

Feedforward

A

Allows information to be sent ahead of the movement to prepare/adjust the movement in advance

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6
Q

Manual Aiming

A

involves transporting the hand to target location

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7
Q

Prehension

A

includes reach for, grasping, and manipulating an object to achieve a goal

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8
Q

Spinothalamic pathway

A

conducts impulses associated with pain, temperature, crude touch, and deep pressure

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9
Q

Posterior/dorsal column pathway

A

proprioception, discriminative touch, lighter pressure, and vibrations

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10
Q

Reflex Arc

A
  1. The receptor
  2. The sensory neuron
  3. The integrating center
  4. The motor neuron
  5. The effector
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11
Q

Sensory Areas of Cerebral Cortex

A

Information is processed and an individual becomes consciously aware of the sensation itself and also exact location from which the sensation arose

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12
Q

Primary Motor Cortex

A

region responsible for initiating skilled voluntary movements

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13
Q

Premotor cortex

A

decisions regarding how to initiate those movements
Organizes learned coordinated movements that involve complex sequencing of decisions regarding which muscles to contract, in what order, and to what degree

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14
Q

Basal Ganglia

A

initiation and control of subconscious gross body movements

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15
Q

Cerebellum

A

monitors movement by comparing the intended movement to what is actually taking place
Detects and corrects errors

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16
Q

Sensory Memory

A

The point at which information enters the nervous system through the sensory system

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17
Q

Working Memory

A

Set of interacting information-processing components that actively stores and manages information required to carry out complex cognitive tasks
Central executive, Visuospatial sketchpad, phonological loop

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18
Q

Visuospatial sketchpad

A

responsible for temporary storage and manipulation of spatial and visual information

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19
Q

Phonological loop

A

deals with short term storage of spoken and written material

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20
Q

Central executive

A

controls the flow of information between the 2 storage systems, regulates info processing and governs attentional activities

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21
Q

Procedural Memory (Long-term)

A

retains information regarding how to perform different skills and action

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22
Q

Declarative Memory (long-term)

A

memory for facts or events
Episodic and Semantic

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23
Q

Episodic Memory

A

information about personal experiences and events that are associated with a specific time and context

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24
Q

Semantic memory

A

represents general knowledge that is developed by our experiences but not associated with time

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25
proactive interference
old memories interfere with the retention of newly presented info that is to be remembered
26
retroactive interference
occurs when learning something new interferes with the retention of older memories
27
Retention test
Measures persistence of improved skill performance After a period of no practice
28
Transfer test
measures the degree to which a learner can adapt the practiced skill to a different performance situation
29
Identical elements theory
transfer is based on the number of common elements that 2 skills might share
30
Transfer appropriate processing theory
accounts for cognitive processing similarities that occur between practice conditions and performance criterion
31
Hands on instruction
Characterized by use of verbal instructions and demonstrations to convey information to the learner as well as provision of feedback to guide skill development
32
verbal cues
word or concise phrase that focuses the learner's attention or prompts a movement or movement sequence
33
Social cognitive Theory of Observational Learning
suggests that when a learner observes someone else modeling a movement the learner processes the information conveyed by the model and transforms it into a cognitive memory representation of the activity
34
Hands off instruction
provide learners with the goal to achieve while minimizing the specific details about how to do it in order to promote the exploration of potential movement solutions
35
coordination
the body's ability to organize movement based on the available degrees of freedom into an efficient movement pattern to achieve a specific goal
36
Control
manipulation of variables to meet the demands of a task
37
Degrees of Freedom Problem
how we coordinate and control the available degrees of freedom to produce a particular movement
38
Early Motor Program theories and their problems
For each movement made there was a separate motor program stored in memory Problem: you would need an insane amount of storage in brain for this to be true
39
Generalized Motor Program
Group of actions or movement patterns that can be modified for various outcomes Invariant Features, Parameters, Schema
40
Invariant Features
Elements of motor program that are FIXED trial to trial Defines the foundations of the motor program Action sequence, relative timing, relative force
41
Action sequence
order of the steps/phases to complete the task remain the same regardless
42
Relative timing
internal rhythm of the skill - the proportion of time spend doing each step/phase of the task will remain the same
43
Relative force
the tension created in each muscle throughout the movement should remain proportionate
44
Parameters
Elements of a motor program that are more flexible trial to trial Define the program's execution Overall duration, overall force, movement direction, muscle selection
45
Overall duration
The speed of the skill performed can be varied
46
Overall force
the overall force/amplitude of movement can be modified (weight, distance, size)
47
Muscle selection
different limbs or muscles can be used to perform movements
48
Schema
an abstract representation of a rule/set of rules that determine discrete movement Develops as a result of practice Initial conditions, response specification, sensory consequences, response outcome
49
Initial conditions
limb/body position and environmental conditions at the start of the movement
50
response specification
parameter information used to complete the movement in the attempt
51
Sensory consequences
sensory information/feedback of how the movement felt in the attempt
52
response outcome
how do the outcome of the attempt compare with the originally intended goal/outcome
53
Recall schema
organizes the motor program that initiates and controls the desired movement
54
Recognition schema
evaluation of current movement attempt
55
Motor response schema
develops based on the relationship between recall and recognition schema
56
Open-loop control
1. command center generates action plan with info to carry out action 2. Effector level - carries out the action plan
57
Closed loop control
adjustments can be made once the movement has been initiated with feedback provided throughout the movement
58
Dynamic systems theory
movement patterns self organize as a function of the interacting and dynamic individual, environmental, and task constraints NOT generated by a motor program
59
Constraints
boundaries that determine the individual's movement capabilities Individual, environmental, task
60

kin 3050 (1 decks)

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