Lecture 5

Question 1

A change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience

AKA

Assocaited w/ capability
Can’t be measured itself has to be inferred

Answer 1

Learning

Question 2

Is learning realtively perminant?

Answer 2

Yes

Question 3

Is Learning measurable?

Answer 3

Not directly

Question 4

Does performance indicate a capcity for what you’ve learned

Answer 4

No, sometimes you’re having a bad day and can’t perform - but you’ve learned it

Question 5

KNOW: Learning is inferred from perforamnce over time

Question 6

What are the 4 things that make up motor learning

Answer 6

1) Inferred from performance (we measure it based on performance)
2) Relatively perminant
3) Due to ptractice
4) Not influenced by performance variables

Question 7

What 4 things make up performance?

Answer 7

1) observable
2) Temporary
3) May not be due to practice (might just get lucky or unlucky)
4) May be influenced by performance variables

Question 8

Factors that can affect a persons performance but not the degree of learning the person has achieved are _________. Give some examples

Answer 8

Performance variables - things that affect performance in a moment in time

Alterness
Anxiety
Uniqueness of setting
Fatigue
Temp

Question 9

What are the 6 performance charctertistics that indicate learning? (you can derivie that you’ve had learning if these 6 are happening)

Answer 9

1) Improvement over time

2) Consistency - same or similar each time, less varibility - does the skill come out the same everytime you do it

3) Stability - less disturbance of the performance by internal and external perturbations (increased stability of the skill means that it is less affected by those perforamnce variables)

4) Persistence - performance capability contineus over time (i got from this point to this point w/ practice and i can maintain this level of perfomrnace moving forward)

5) Adabptability to a variety of performance contexts - generalizability - regardless of wahts happening, maybe im ona. different surface or have visual / auditory disturbances i can still adapt

6) Reduction of attention to the tasks demands (don’t even have to think about it)

Achieving these means we can say that motor learning has occured by looking at that motor performance

Question 10

KNOW: We can assess kearning by just watching them move

KNOW: Can plot performance curves where you’re plotting how they’re performing

Question 11

What is a retention test? what does it relate to?

Answer 11

it relates to persistance (retaining skill over time)

Meaning they reatined the skill over time

(type of assessing learning)

Question 12

What is a retention interval?

Answer 12

The time between when you first test them (their performance) and test the second time (type of assessing learning)

Question 13

What are transfer tests? What are they assocaited w/

Answer 13

Associated w/ adaptability (type of assessing learning)

Can we take the tests we’ve learned and switch them to do a different task

Question 14

How well the person can coordinate the movement patterns into the tasks they’re doing is called _____

Answer 14

Coordination dynamics (type of assessing learning)

Question 15

Doing a task w/ a mirrior then taking away the mirrior is what kind of test?

Answer 15

Transfer test - checks their adapitability between skills - if they can do one skill can they change it and still perform the skill

Question 16

If you are working w/ a pt on nice smooth surfaces at the hospital then you take them outside on bumpy surfaces. What kind of test is this?

Answer 16

Transfer tests - tests that adaptability between skills

Question 17

When you change ther personal charcteristics of the test taker - aka they’ve been using two canes to walk and now they are given just one. What kind of test is this (to assess motor learning)

Answer 17

Transfer test - can they adapt their skills to a different skill

Question 18

If I take a pt who is comfortable doing a single task and then make them do another task at the same time as that single tast what kind of transfer test is this called?

Answer 18

Dual task transfer test

Question 19

The pt has been playing tennis but now we want to see how good their skills are at pickleball. What kind of test is this called?

Answer 19

Transfer test - seeing the adaptability of their skills

Question 20

Does performance represent learning?

Answer 20

No - you can be having a bad day

Question 21

KNOW: Period of transition between two phases of acquiring certain aspects of a skill can cause a palteau

Period of moor motivsation, time of fatigue / lack of motiviation can cause a plateau

Ceiling / floor effects can cause a performance plateau

Question 22

What is a floor effect?

Answer 22

test is so hard that it doesnt even represent your score

Question 23

What is a ceiling effect?

Answer 23

Test to easy and doesnt represent your actual score

Question 24

What are the 3 stages of motor learning?

Answer 24

1) Cognitive
2) Associative
3) Autonomous

Question 25

In what stage of motor learning does the BEGINNER focus on cognitvely oriented problems related to what to do and how to do it? There are lots of mistakes, and errors are large in this stage A highly variable performance They need lots of help on how to improve and what to do This is when they're just wrapping their head around it

Answer 25

Conitive stage

Question 26

In what stage of motor learning does the person associate specific environmental cues with the movements required to achieve the goal of the skill? There are fewer mistakes here and erroes are small It is also called the refining stage Decreased performance variability Able to self-assess and identify some of own performance errors

Answer 26

Associative stage - they have a much better handle on the task now

Question 27

in what stage of motor learning has the skill become almost automatic or habitual Person does not consicously think about the movement while perofrming the skill easy for them to dual task Performance variability is very small Consistency from one perfomrance to the next is easy for them (adapitability) Can detect many of their own errors and make proper adjustments without consciousness awareness note much practice varibaility here (even lots of factors like stress don't make them mess up)

Answer 27

Autonomous stage (auto)

Question 28

This is how they move through the sages of motor learning w/ expert being on the end

Question 29

Do the cognitive stage, assocaitive stage and autonomous stage take an even amount of time to get through

Answer 29

No, lots of variability NOTE: We need practice to move from one stage to the next - and not everyone will take the same amount of time in each stage

Question 30

NOTE: Accelerating someone through motor skills we slow them down

Question 31

NOTE: If you change someones movement pattern within the skill they're going to be much worse at the skill (think switching squatting form so you're not hurting yourself will decrease the amount you're able to squat at first)

Question 32

KNOW: Large amounts of improvement occur during early practie; smaller amounts of improvement occur during lateral practice Cognitive --> Assocaitive --> autonmous We need large amounts of change to get us from cognititve to assicative nad less from assocative to autonmous so it will look like you accelerate really quickly at the start then slow down (think noobie gains) Early stages = big changes

Question 33

**What are freezing of the degrees of freedom?**

Answer 33

Hd to toe, if im doing an activity that makes me use multiple parts of my body - it is our nature to protect ourself - so you freeze up most aspects of your body when you're attempting to learn the new movement parttern (more rigid or locking down) - this causes balance issues etc

Question 34

KNOW: we can be fighting prelearned motor pattern if were trying to change a skill

Question 35

KNOW: As the person becomes more coordianted w/ the skill they use their visual attention differently. it becomes more broad and produces more information (less specific)

Question 36

KNOW: Whatever sensory environment the learning occured - the learning is going to be specific to that places

Question 37

**What is the only charcterstic that does not change across the stages of learning?**

Answer 37

Sensory feedback (if you're only ever working w/ pt in your clinic they are always going to have the same sensory environment and does not transfer over well to the real world --> they won't depenstrate the same level of learning when they go to a different environment and ask them to do the same task --> switch up the environment!!!)

Question 38

What is the one thing that takes you from the cognititve phase to the expert phase?

Answer 38

Practice

Question 39

What are the 3 important aspects of practice?

Answer 39

1) Intense practice 2) Deliberate praoctice to improve specific aspects of perforamnce 3) Sucessive refinement (need to refine what you're doing) - can't just do something over and over again and not refine what you're doing - need to be deliberate about what you're doing

Question 40

are experties domain specifc?

Answer 40

Yes, if they are expert in one field they won't be an expert in another one

Question 41

Do novice or experts use more visual attention

Answer 41

Experts - but they get far more from that visual attention than that novice does (they get more meaning from it) they get a lot more meaning a lot faster from that visual attention - can look at environment and get taht information a lot faster than a novice (recognize patterns in the environment faster)

Question 42

KNOW: Trasnfer of learning: previous ability to do amotor skill affect the ability to learn a new one

Question 43

IS transfer of learning good or bad

Answer 43

Can be both

Question 44

What is a posititve transfer?

Answer 44

Previous experience makes learning a new motor skill easier

Question 45

What is a negative transfer?

Answer 45

Previsous experience makes learning a new motor skill harder "I can't learn this because I learned this"

Question 46

KNOW: Negative transfer is when two skills are two similar so I can't unlearn one so I can learn the other

Question 47

Are the effects of negative transfer long lasting?

Answer 47

No! you can typically unlearn something pretty easy

Question 48

What phase of motor learning do positive and negative transfers take place?

Answer 48

Cognitive phase

Question 49

For the electric slide dance, give how we would learn it in the cognittive, associative, and aoutonmous stage

Answer 49

**Cognittive:** Learning direction and timing of movement - lots of repetition (proably mass practice since more novel - do it over and over again without much break between). Do things close to the body because you tend to learn them faster. Slow everything down. Part practice (high complexity low organization). NOTE: you would get the most benefit from mental practice as you're transfering from cognitive to assocaitve phase **Associative: **Change the environment (increase adaptiability), move to whole practice NOTE: You can also use mental practice here "you're visulizing doing this as perfectly as possible" **Autonmous:** in this phase they would just go - don't really need practice here

Question 50

Would mental practice help more with electric slide or roller skating?

Answer 50

Electric slide