Motor Learning (Exam 2) Flashcards
(112 cards)
1
Q
What is implicit motor learning?
A
Learning which progresses with no or minimal increase in verbal knowledge of movement performance and without awareness
2
Q
What is explicit motor learning?
A
Learning which generates verbal knowledge of movement performance, involves cognitive stages within the learning process and is dependent on working memory involvement
3
Q
Non- associative learning is done through?
A
Reflex pathways
4
Q
Non- associative learning shows that response to repeated stimulus causes one to be (BLANK)
A
more reflexive
5
Q
Non- associative learning shows habituation is?
A
Decrease in responsiveness as a result of repeated exposure to non-painful stimuli
6
Q
Non associate learning show sensitization is?
A
Increased responsiveness following noxious stimuli
7
Q
What is associative learning through?
A
amygdala, cerebellum, premotor cortex
8
Q
Associative learning shows the classical conditioning is?
A
Pair stimuli to produce a conditioned response
9
Q
Associative learning shows that operant condition is?
A
Rewarded behaviors are typically repeated (trial & error) where those with negative consequence are not (fear of falling in adults)
10
Q
What is procedural learning done through?
A
Basal ganglia
11
Q
What is procedural learning?
A
- Repeating movement continually under varying condition can automatically (without attention) improve performance
- Automatically learn rules for movement & apply to new situations
12
Q
How does procedural learning develop?
A
Slowly through repetition
13
Q
What does explicit learning involve?
A
Encoding, consolidation, storage & retrieval (results in structural changes in neurons)
14
Q
In explicit learning how is learning optimized?
A
With motivation, attention to task & ability to associate new information with familiar tasks already in memory
15
Q
T/F: you can also practice declarative learning through mental imagery
A
True
16
Q
Implicit forms of Motor Learning need
(BLANK) instruction
(BLANK) extrinsic feedback
A
Minimal instruction
No extrinsic feedback
17
Q
Explicit Forms of Motor Learning need:
(BLANK) instruction
(BLANK) feedback
A
- More instruction
- Extrinsic Feedback
18
Q
What is performance?
A
- Observable behavior
- Varies between trials
- Temporary change in movement behavior
- Does not equal capacity
19
Q
What is learning?
A
- Acquiring (re- acquiring) capacity to perform motor skills
- Internal mental process
- Rarely observable, inferred from carefully designed observation of motor behavior
- Relatively permanent change in behavior (retained after a period of time)
20
Q
In regards to measuring motor learning what does performance result from?
A
Practice & experience
- Short lasting change
21
Q
In regards to measuring motor learning what is retention?
A
Able to demonstrate a skill after a period of time of not practicing it
22
Q
In regards to measuring motor learning what is adaption of motor skills/transfer of skill?
A
Able to modify or adapt a movement pattern to a different environment or task
23
Q
What does adaption of motor skills/ transfer of skill depend on?
A
Whether the neural processing demands are similar between the 2 tasks or 2 environments
24
Q
How does Schmidt’s Schema Theory coincide with motor programming theory?
A
- Motor programs contain rules for specific patterns of movements
- Apply these rules to different contexts
25
What is a schema?
Abstract representation stored in memory following multiple exposure
26
What is recall schema?
Store basic parameters of the movement in short term memory, motor system creates the movement
27
What is recognition schema?
Evaluate the effectiveness of the movement based on sensory inputs
28
In Schmidt's Schema Theory what happens after the movement?
Any error is fed back into the schema to make modification to the movement or reinforce the movement
29
According to Schmidt's Schema Theory, learning is.....?
Ongoing process of updating recall and recognition schemas
30
According to Schmidts Schema Theory what does variability do?
- Variability of practice improves motor learning and the schema becomes stronger
31
What is the clinical implications of Schmidt's Schema Theory?
Practice tasks under different conditions
32
What are some limitations of Schmidt's Schema Theory?
- Lacks specificity (Doesn't describe how schemas interact with other systems)
- Cannot account for how the motor program is initially formed, when there is no schema
- Evidence more supportive in children than adults as it relates to variability
33
According to the Ecological Theory what is motor learning?
A process that increases the coordination between perception and action in a way that is consistent with the task and environmental constraints
34
According to the Ecological Theory what occurs during practice?
- There is a search for the optimal strategy to complete a task
- Finding the appropriate motor response
- Finding the most appropriate perceptual cues
35
According to the Ecological Theory what are perceptual variable that impact movement?
- Understand goal of task (provide demonstrations)
- Augmented Feed back Provided
- Distinguishing between relevant vs irrelevant cues (transferring from tub or car vs color of car)
36
What are the clinical implications to the Ecological Theory?
- Repeated practice under varying conditions is important
- Considers more variable in motor learning (Interactions between task, individual and environment)
37
What are some limitation of the Ecological theory?
Newer theory with limited research and application yet
38
What are the 3 stage of learning according to FItts & Posner's Three Stage model?
1. Cognitive
2. Associative
3. Autonomous
39
According to Fitts & Posner, in the Cognitive stage what is the overall focus?
On "what to do"
40
Fitts and Posner's cognitive stage:
(BLANK) consider the goal of the task
(BLANK) feature of the environment
- Consciously
- Recognize
41
42
In Fitts and Posner's cognitive stage what happens to effective and ineffective strategies?
- Effective: built upon
- Ineffective: discarded
43
According to FItts & Posner's in Cognitive stage what is the role of the learner?
- Gather info
- Requires increased focus
- Performs with high variability and inconsistency
- Will see most improvement
44
According to FItts & Posner's in the cognitive state what is the role of the therapist?
- Uses modeling, demonstration, physical guidance
- Provides many trials
- Provides increased feedback & variety in type of feed back
45
According to Fitts Stage, the associative stage what is the focus on?
- "How to do it"
- General movement patterns developed
- Start refining and improve performance
- Begin to adapt skill to varying environments
46
According to Fitts Stage, what is the role of the learner in the associate stage?
- Many practice session
- Identifies and corrects errors
- Shows gradual improvement
- More consistent
47
According to Fitts Stage what is the role of the therapist in the associative stage?
- Provides no modeling, demo or physical guidance
- Provides little to no feedback
- Allows patient to make mistakes
48
What occurs in the Autonomous stage of Fitts stages?
- Skill becomes more automatic
- Learner does not need to focus all of their attention on the task
- Able to focus on other components as the task (refinement)
- Adapt to changes in the environment
49
In the Autonomous (Fitts) what is the role of the learner?
- More automatic
- Has experience with task
- Distraction do not affect performance
- Can do a secondary task
- Requires decreased attention to details
50
In the autonomous stage (Fitt) what is the role of the therapist?
- Provide practice in different types of environment
- Have patient practice secondary tasks
- Give summary or bandwidth feedback
51
Within Gentile Model what is stage 1?
- Develop understanding of task dynamics
- Goal of task
- Appropriate movement strategies
- Critical environmental features (regulatory vs non regulatory)
52
Within Gentile Model what is stage 2?
- Refine the movement pattern
- Performing consistently and efficiently (closed skills)
- Adapting to changing demand (open skill)
53
What is fixation?
Refinement of movement patterns in a consistent environment with minimal variation
54
What is diversification?
Adaption of movement to changing demands of task or environment
55
What are some consideration of the learner to keep in mind?
- Requirements of the learner
- Impact of frequency and type of feedback
- Practice conditions
56
What are the requirements for learning?
- Arousal
- Memory
- Attention
- Motivation
- Stage of motor learning
57
What is arousal?
readiness to accept challenge
58
What are the components of memory?
- Remember the necessary movements
- Limited immediate memory to 3-4 facts at a time
- Memory Strategies (visual cues, home program, review)
59
What is attention?
- Ability to give mental effort
- Implies some level of cognition
60
What is motivation?
- Inner urge to do something
- Associated with improved performance & learning
- PT give external motivation (especially with children)
- Instruction matters
61
In regards to motivation what should you keep in mind when giving instructions?
- Emphasize that errors are part of learning process
- Emphasize that a skill is learnable and not reflection of inherent ability
- Self efficacy can be promoted prior to practice
62
What is the difference between massed and distributed practice?
- Massed: more practice time than rest time
- Distributed: Practice and rest time are equal
63
What is the difference between blocked and random practice?
- Blocked: performing one task repeatedly
- Random: Performing tasks in random sequences
64
What is the difference between constant & variable practice?
Constant: Practice one variation of a movement several times in a row
Variable: Practice several variations of a skill during a session
65
What is the difference between whole and part practice?
Whole: Complete action or task
Part: broken up into component parts
66
What does guided practice refer to?
- Physically moving the learner through a movement sequence
- Preventing incorrect movement by means of physical limitation
- Verbally talking someone through a new situation
- Aim to prevent the learner from making errors in the task
67
What is discovery practice?
trial and error
68
According to research when should guided practice be used?What is the benefit of guided practice?
- Better used early
- Can increase performance but decrease learning
- Early on may increase safety, decrease risk of injury and increase self confidence
69
What is mental practice?
Activation of supplementary motor cortex
- Effective way to enhance learning, especially in times where physical practice is not possible
70
Which is better physical or mental practice?
Physical
71
For an early learner what practice conditions should be used?
- Blocked practice to improve performance
- Distributed practice progressing to massed
- Part task practice into whole task within same session
- Closed environment
- Physical guidance
72
What practice conditions should be used for a later learner?
Variable practice
- Helps to generalize a motor skill in different environments
- Enhances learning
73
What is extrinsic feedback?
- Augmented feedback
- Info provided about an action that is supplemental to inherent feedback
- May be auditory, verbal, manual, or visual
74
What is intrinsic feedback?
- Provided by sensory feedback
- Self analyze task performance
- Review video of performance
- Sense where limbs are while moving
75
What is terminal feedback?
Info given at the end of the task
76
What is knowledge of results (KR) feedback?
- Successful or not
- Goal oriented
- Good for children and those with impaired cognition
77
What is Knowledge of performance (KP) feedback?
- Type or quality of movement
- Commonly used by PTs about the pattern of movement
- Helpful early on but patients become reliant and do less self correction
78
What is concurrent feedback?
- Information provided during task performance
- Avoid overuse, patient will depend on feedback for performance
79
What are the types of extrinsic feedback?
- Immediate vs Delayed
- Constant vs Intermittent
- Distinct vs Summary
80
How can summary feedback be given?
- As either KR or KP
- Simple task can be summarizes
81
What does it mean to fade the feedback?
Decreased frequency of feedback over time with increased number of trails
82
What is bandwidth feedback?
Correct only if they go outside certain therapist selected error parameters
83
When is concurrents feedback given?
During the activity
84
When is terminal feedback given?
After the activity
85
When is immediate feedback given?
Immediately after the activity
86
When is delayed feedback given?
After a time delay
87
When is distinct feedback given?
Specific feedback about a component of the task
88
When is summary feedback given?
Accumulated after a set number of trials
89
When is faded feedback given?
After every trial initially and then less frequently after that
90
When is bandwidth feedback given?
Only when performance is outside of a given error range
91
How much feedback should an early and late learner receive?
Early: More feedback
Late: less feedback
92
What impact does concurrent, immediate and constant feedback have on performance and learning?
Improves performance
Decreased Learning
93
What impact does delayed and summed feedback have on performance and learning?
- Decrease performance
- Increase learning
94
What type of feedback is more valuable?
Faded Feedback
95
What impact does bandwidth feedback have on performance and learning?
- Increases both
96
What is self controlled feedback?
Only give it when they ask for it
97
What type of feedback can have negative motivational consequence?
Corrective feedback, given frequently
98
When can feedback undermine autonomy?
Augmented feedback, if given when not requested
99
What should the practice schedule look like in the cognitive stage?
- Closed environment
- Mental practice
- Part
- Blocked progressing to random practice
- Distributed practice
100
What should the practice schedule look like in the associate stage?
- More open environment
- Move toward whole and random practice
- Moving toward massed practice
101
What should the practice schedule look like in the autonomous stage?
- Open environment
- Variable
- Radome practice
- Massed practice
102
What should the feedback be in the cognitive stage?
- Correct consistent errors
- Positive reinforcement
103
What should the feedback be in the associative stage?
- Reduce frequency encourage self relfection
104
What should the feedback be in the autonomous stage?
- Reduced frequency
- Autonomy
- Self controlled feedback
105
What instruction type should be given in the cognitive stage?
- Purpose, relevance & components of task
- Relate to other known tasks
- Physical guidance as needed
106
What instruction type should be given during associative stage?
Reduce guidance
107
What instruction type should be given during autonomous stage?
Limited guidance
108
What are some special considerations of practice in children?
- Repetition is key
- Blocked practice is more effective for a specific skill
- Combined practice is better for transition of skills to more complex situation like sports
109
What are some special consideration of feedback for children?
- Infants respond best to mother demo and praising
- Learn best from constant feedback vs faded
- Benefit from feedback addressing internal requirements of a task vs external results
- KR can not be to specific
110
What are some general special consideration in children?
- Decreased info processing & decreased selective attention
- Benefit from more concrete instruction
- Improved carryover if practice of movement is embedded in tasks
- Require lots of practice for learning
111
What are some special consideration in older adults during practice?
- Able to learn and relearn motor skills with practice
- Random practice is superior to blocked practice
- Distributed practice results in improves recall
112
What are some special consideration in older adults in regards to the type of feedback?
- KR is superior than KP
- Quantitive Feedback is helpfull
- W/ complex & novel task (older adults are more reliant on extrinsic info)
