Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

NM PCM > Motor Function > Flashcards

Motor Function Flashcards

1
Q

Motor Control

A

Ability to regulate or direct the mechanisms essential to movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Motor Skills

A

Learned through interaction and exploration of the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Are motor and sensory functions connected?

A

Yes. Motor and sensory brain areas are right next to each other. Lots of cross communications. Sensory stimulation is important for motor development.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Motor Program

A

Abstract representation of movement that results in production of coordinated movement sequence (riding a bike)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Motor plan

A

Idea or plan for purposeful movement that is made up of several component motor programs (AKA complex motor program)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Motor memory

A

a.k.a. PROCEDURAL memory

recall of motor programs or subroutines.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What does procedural memory include information on?

A

Initial movement conditions
Sensory situation
Specific movement parameters
Outcome of movement (KoR)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Neuroplasticity

A

Neural modifiability. short term change (efficiency/strength of synaptic connections), long term change (organization and numbers of neural connections)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Motor Learning

A

Internal processes associated with practice or experience leading to relatively permanent changes in capacity for skilled behavior (sit up, stand, walk, etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What does associative learning do?

A

predicts relationships. One stimulus to another (classical conditioning), ones behavior to consequence (operant conditioning)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Feedback

A

Response-produced information received during or after the movement; monitor output for corrective actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Feedforward

A

Sending signals in advance of movement to ready the system; allows for anticipatory adjustments in postural activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Factors that influence motor control

A

Task
Individual
Environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What would you test for mental status in an exam?

A

Memory
Orientation
Level of consciousness
Executive or higher cognitive function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Ascending reticular activating system (RAS)

A

Exerts an excitatory influence on the cerebral cortex to maintain the alert state.
Receives input from all afferent systems [tactile, thermal, vestibular, auditory, chemical]

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Levels of consciousness

A 
Alert
Lethargic
Obtunded
Stupor
Coma
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Lethargic

A

Slow to respond, drowsy

If you are lethargic it doesn’t take much to get them to an alert state, maybe just say their name

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Obtunded

A

Dull, blunted response, difficult to arouse, appears confused
May need to pat on the back or pat their feet. Feet is what you do in the hospital.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Stupor

A

Semiconscious, aroused only with intense stimuli (sternal rub, nail bed pressure)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Coma

A

no response to stimuli at all

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is oriented x3 & x4?

A

Time*
Place*
Person*
Circumstance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Attention

A

the ability to focus and maintain one’s consciousness on a particular stimulus or task without being distracted by other stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

How can attention be tested?

A

asking pt to repeat short lists of numbers/letters or objects. Inability to repeat six items indicates attention problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Types of attention

A

Selective
Sustained
Alternating
Divided

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Sustained attention
vigilance, time on task. "undivided" attention
26
Alternating attention
Attention flexibility, able to pay attention to two things at one time
27
Divided attention
Performing two tasks simultaneously. I.e. walkie-talkie test
28
Declarative memory
recall of facts/events
29
Immediate memory
recall after a few seconds
30
Short term memory
Recall minutes to days
31
Long term memory
recall years, general knowledge
32
Amnesia
Wake up and can't remember who you are
33
Anterograde amnesia
i.e. post traumatic amnesia | Poor new learning
34
Retrograde amnesia
Unable to remember previous learning
35
Tip of tongue phenomena
Seems to be retrieval problems
36
Language functions
Spontaneous speech, fluency, comprehension, repetition, naming and word finding, reading and writing.
37
Dysarthria
Hard to get words out, problem with articulation. Timing, vocal quality, pitch, volume, breath control.
38
Fluent/Wernicke's aphasia
Not using real words. neologisms, circumlocutions, not sure if they understand what you are saying
39
Non-fluent/Broca's aphasia
Could have no language, could be stuck on a word/phrase or two, anomia, almost always understand but can't verbalize.
40
Calculation ability
very simple addition for example. Basic life skill type of math
41
Fund of knowledge
that persons experiences and learning. Whole experiences/concrete knowledge
42
Constructional ability
copy figures, shapes, clock.
43
Gnosia/Agnosia
could involve any of 5 senses. Lack of knowing
44
Ideomotor apraxia
mv’t automatic, not on command [dominant hemisphere damage (frontal, parietal); perseveration] can’t do it on command but can when you need something
45
Ideational apraxia
purposeful mv’t not possible, not on command, not when you want to do something.
46
Yerkes-Dodson Law
a.k.a inverted U theory of arousal. Motor performance vs. emotional arousal. moderate arousal = maximum performance. Finer skill on lower side, larger gross on upper side
47
Closed loop system of motor control
Uses feedback from sensory system, somatosensation
48
Open loop system of motor control
Does not use feedback or error detection. Rapid or well learned movements.
49
Tone
Resistance of muscle to passive stretch, while attempting to maintain muscle relaxation.
50
What affects tone?
physical inertia, intrinsic mechanical-elastic stiffness of muscle/CT, reflex muscle contraction
51
Spasticity
Hypertonic motor disorder characterized by | velocity-dependent resistance to passive stretch
52
Clasp-knife response
Slow moving and resistance at first then you hit a point where it is moving much better. Difficult at first, then you’ve overcome the resistance. Injury to corticospinal pathways/pyramidal tracts. part of UMN syndrome
53
UMN syndrome tests
Hyperactive stretch reflexes, involuntary flexor/extensor spasms, clonus, plantar reflex (babinski), oppenheim, exaggerated cutaneous reflex, chaddocks reflex, loss of automatic control
54
Leadpipe rigidity
the limb is just straight, its possible to create a Fx before you move someone with leadpipe rigidity. Avulsion Fx not uncommon . Basal ganglia system problem.
55
Cogwheel rigidity
lots of resistance, it will finally give but only a little bit. It doesn’t just get to a place and then give like clasp knife. Commonly seen in patients with Parkinson’s Disease
56
Decorticate rigidity
Sustained posturing UE flexion, LE extension (PF, IR, adduction) Disinhibition of red nucleus, facilitation of rubrospinal tract Disruption of corticospinal tract Lesion at diencephalon above superior colliculus
57
Decerebrate rigidity
Sustained posturing UE & LE extension (UE wrist and fingers still flexed) Lesion between superior colliculus and vestibular nucleus
58
Opisthotonus
Sustained contraction of neck and trunk extensors Cant leave them alone in a chair because they can fall out of their chair, tone pushes them forward. Hard to work with; can’t really sit alone, hard to transfer, etc.
59
Hypotonia
Flaccidity: nothing working Decreased or absent tone Decreased resistance to passive stretch, decreased or absent stretch reflexes Part of lower motor neuron (LMN) syndrome Children with Downs syndrome often have this
60
LMN syndrome
Lesion in anterior horn cell, peripheral nerve
61
Symptoms in LMN syndrome
``` Decreased or absent tone Decreased or absent reflexes: dulled or no Paresis Muscle fasciculations/fibrillations Neurogenic atrophy ```
62
Examination of tone
Observation Palpation PASSIVE motion testing Active motion testing
63
Grades of Tone
``` 0 - no response (flaccidity 1+ - decreased response (hypotonia) 2+ - Normal 3+ - Exaggerated response (hypertonia) 4 + - Sustained response (rigidity) ```
64
What is the modified Ashworth Scale used for?
Examination of tone/spasticity for the UE only> would test at slow velocity and fast and document both scores
65
What numbers are on the modified Ashworth scale?
0, 1, 1+, 2, 3, 4
66
Grade 1 on modified Ashworth scale?
Slight increase in muscle tone, manifested by a catch and release or by minimal resistance at the end of the range of motion when the affected part(s) is moved in flexion or extension.
67
Grade 1+ on modified Ashworth scale?
Slight increase in muscle tone, manifested by a catch, followed by minimal resistance throughout the remainder (less than half) of the ROM
68
Grade 2 on modified Ashworth scale?
More marked increase in muscle tone through most of the ROM but affected part(s) easily moved
69
Grade 3 on modified Ashworth scale?
Considerable increase in muscle tine, passive movement difficult
70
Grade 4 on modified Ashworth scale?
Affected part(s) rigid in flexion or extension
71
What do you look for when examining force control?
ability to: initiate, sustain, regulate, terminate force timing/speed/direction control
72
Deep tendon reflex grades
0-5+ (all plus) | none, hypo, normal, hyper, clonus 1-3 beats, >3 or sustained response
73
Flexor Withdrawl
Opposite of typical LE extensor synergy. ABduction, ER, flexion.
74
What are associated reactions?
Involuntary movements of the resting extremity
75
Types of atrophy
neurogenic, disuse
76
What does an active restraint with MMT indicate? passive?
abnormal synergies or reflexes contracture
77
Categories of motor skills
mobility, static postural control, dynamic postural control, skill
78
Static postural control
COM over BOS at rest – not moving but standing/balancing
79
Dynamic postural control
COM over BOS with body movement | Walking, reaching, twisting.
80
Skill
Coordinated distal movement with proximal segment stabilized. (typing, piano, etc.)
81
Closed motor skill
Performed in a stable, non-changing environment
82
Open motor skill
Performed in a variable, changing environment | This is better for the person, they can perfect it and do it in different environments.
83
How to you test limits of stability?
maximum distance able to lean in any direction without loss of balance
84
Clinical test for sensory interaction in balance?
Nashner's Foam and Dome.
85
Righting reactions
``` orient head in space and body to head and support surface Optical RR Labyrinthine RR Body on head RR Neck on body RR Body on body RR ```
86
Equilibrium reactions
Looking for reactions to maintain COG over BOS before using protective extension or stepping strategy
87
Types of balance strategies
Ankle, hip, stepping | suspensory
88
Fixed support strategies
Ankle, hip, suspensory
89
Change in support strategies
Stepping, protective extension
90
How to measure performance changes?
FIM (lower score = more assistance) 0-7. 5 or lower need another person Qualitative changes, error scores, reduced effort and concentration.
91
Retention tests
Patient demonstrates skill after period of not practice (retention interval)
92
Transfer tests
the gain (or loss) in capability for performance in one task as a result of practice or experience on some other task
93
Positive transfer
enhancement or gain of ability
94
Negative transfer
diminishes ability
95
Generalizability
Extent to which practice on one task contributes to the performance of other, related skills. Resistance to contextual change Adaptability required to perform a motor task in altered environmental situations
96
Learning styles
Auditory Visual Verbal Kinesthetic Step-by-step, procedural Global/intuitive

NM PCM (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions