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Motor Learning kin377 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

The Neuromotor System

A

Components of the central nervous system (CNS) and peripheral nervous system (PNS) involved in the control of coordinated movement

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2
Q

Neuron

A

= Nerve cell
Basic component of the nervous system
Range in size from 4 to 100 microns

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3
Q

Cell body

A

Contains the nucleus

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4
Q

Dendrites

A

Extensions from cell body – range from 1 to thousands per neuron

Receive information from other cells

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5
Q

Axon

A

Extension from cell body – one per neuron with branches (known as collaterals)
Sends information from neuron

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6
Q

Three Types of Neurons

A
  1. Sensory Neurons or “afferent” neurons
  2. Motor Neurons or “efferent” neurons
    Interneurons
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7
Q

Sensory Neurons or “afferent” neurons

A

afferent or toward the brain-( least numerous

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8
Q

Motor Neurons or “efferent” neurons

Interneurons

A

efferent or away from brain

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9
Q

Interneurons

A

( most numerous)
efferent
**Function as connections between:
-Axons from the brain and synapse on motor neurons
- Axons from sensory nerves and the spinal nerves ascending to the brain

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10
Q

Two components of CNS

A

Brain and spinal cord

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11
Q

4 structural components of the brain most directly involved in the control of voluntary movement

A
  1. Cerebrum
  2. Diencephalon
  3. Cerebellum
  4. Brainstem
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12
Q

Forebrain

A

cerebrum and diencephalon

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13
Q

Frontal lobe

A

voluntary movement, reasoning

  • primary motor cortex
  • premotor area

not fully developed till 20 years old

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14
Q

primary motor cortex

A

movement initiation and sends message to skeletal muscle

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15
Q

premotor area

A

organizes movement PRIOR to initiation

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16
Q

Supplementary motor area

A

Control SEQUENTIAL movements

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17
Q

Parietal Lobe

A

perception of sensory info

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18
Q

Occipital lobe

A

visual perception

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19
Q

Temporal lobe

A

memory, abstract thought, hearing

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20
Q

Basal ganglia

A

Deep in cerebrum; involved with smoothness of movement

deficits: Parkinson’s disease & cerebral palsy

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21
Q

Diencephalon

A

Thalamus

  • Hypthalmus
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22
Q

Thalmus

A

relay station, attention and mood

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23
Q

Hypothalamus

A

regulation of homeostasis (hunger, thirst)

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24
Q

Cerebellum (left and right hemispheres)

A

Execution of smooth, coordinated movement

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25
Comparator
error detection and correction
26
Brainstem
Body functions such as swallowing, chewing, breathing Life support system
27
Limbic system
emotions and visceral behaviors
28
Motor unit
the alpha motor neuron and all of the muscle fibers it innervates
29
theory
Describe a CLASS OF ACTIONS, make predictions about results of future observations
30
Coordination
Regardless of level of skill Pattering of head, body and limb movements at any specific point in time Relative to patterning of environmental objects and events
31
Closed Loop
has feedback(afferent information) - instructions only sufficient to initiate movement
32
open-loop
- no feedback | - instructions contain all info needed to carry out movement
33
Motor Program-Based Theory
Schmidt’s Schema Theory
34
Motor program
memory-based construct controlling coordinated movement
35
Generalized motor program (GMP)
``` mechanism responsible for coordination controls a class of similar actions with common invariant features After the GMP is retrieved, movement specific parameters are added ```
36
Dynamic Pattern Theory
- Emphasizes the role of information in the environment, and dynamic properties of the body and limbs - Describes why changes in behavior can be abrupt, non-linear, in response to linear increases of a specific variable (such as speed) - self-organization, which is the emergence of a specific stable pattern of behavior due to certain conditions
37
Attractors
stable behavioral steady states
38
Coordinative structures or muscle synergies
functionally specific collections of muscles and joints that work together; these can develop naturally OR through practice
39
Perception-action coupling
spatial and temporal coordination of vision with movement of hands or feet to achieve a goal (hand-eye coordination)
40
Attention
characteristics associated with consciousness, awareness, cognitive effort
41
Arousal
general state of excitability
42
Enduring dispositions
things that naturally attract our attention or distract us
43
Momentary intentions
specific self-directed intentions or result of instructions | that direct one’s attention to a certain aspect of activity at that moment
44
Dual-task procedure
common experimental procedure used in research to determine the amount of attention required to perform an action, and what attention issues limit motor skill learning, but not the focus of attention.
45
Attentional or attention focus
directing attention to specific regulatory features in the performance environmen
46
Action effect hypothesis
actions are best planned by their intended effects or outcomes, not by focus on the movement itself
47
Automaticity
performing a skill or activity without requiring attention resources or capacity
48
visual selective attention
- Most commonly studied area of selective attention | - directing visual attention to environmental information
49
visual search
the performer looks for this information
50
Issue of eye movements and visual attention
study of eye movements UNDERESTTIMATES what the person is visually attending to, as it does not take peripheral vision into account
51
Feature integration theory
during visual search, we group stimuli according to unique features such as color or shape, and select cues while ignoring others
52
Processes that are affected by visual search
- action selection - constraining of selected action - timing of action initiation - ENABLES PERSON TO PREPARE/ANTICIPATE ACTION REQUIRED
53
Training visual search strategies LACK of benefit to generalized training because?
need to learn specific strategies for one’s activity, which is learned through experience of that activity
54
Working memory
temporary workspace; stores retrieve info
55
long term memory systems
Procedural Semantic Episodic
56
Procedural
HOW to do something (may not be able to verbally describe) | In motor terms – only acquired through physical practice, like tying shoes
57
Semantic
general knowledge about the world, concepts like “dog”
58
Episodic
personal events, mentally travel back in time
59
Declarative knowledge
"what to do”, can verbalize
60
Procedural knowledge
"how to do”, difficult to verbalize
61
Explicit memory tests
assess what a person can consciously remember
62
Recall test
fill in the blanks (Name the bones of the hand)
63
Recognition test
multiple choice
64
Implicit memory tests
information you can utilize but cannot identify - For motor skills, can perform but not verbally describe - Cannot use recall and recognition tests for this type of memory
65
Proactive interference
activity occurring PRIOR to presentation of information that negatively affects remembering
66
Retroactive interference
interfering activity occurs AFTER presentation of information during the retention interval
67
When does Retroactive interference result in poorer performance
1) If activity is similar to what needs to be remembered | 2) If it exceeds a certain amount
68
Movement characteristics related to memory performance
1. Location and distance - End-point location remembered better than movement distance 2. Meaningfulnes of movement - Movement is remembered better if it is related to something known than to abstraction; can create verbal labels such as clockface for direction
69
Four reasons why use of metaphoric imagery and verbal labels aid learning:
1) reduce complexity of VERBAL INSTRUCTIONS (not complexity of the skill) 2) change an abstract array of movements to a more MEANINGFUL FORM 3) direct performer’s attention to MOVEMENT OUTCOMES (not the specificmovements) 4) speed up the movement PLANNING PROCESS (not the cognitive process for learning the movement)
70
Intentional memory
know in advance that you want to remember this information; leads to better remembering
71
Incidental memory
memory of information that you did NOT know in advance you wanted to recall
72
Encoding specificity principle
memory test performance is directly related to amount of similarity between practice and test contexts

Motor Learning kin377 (3 decks)

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