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MOTOR LEARNING > TEST #2 > Flashcards

TEST #2 Flashcards

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1
Q

The group of characteristics that are influenced by our tactile sensory motion

A

ACCURACY ;TIMING, FORCE, MOVEMENT; TACTILE INFO

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2
Q

ACCURACY ;TIMING, FORCE, MOVEMENT; TACTILE INFO ARE ______________

A

Group influenced by tactile sensory motion

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3
Q

Technique researchers use to study the world of proprioception in motor control

A

TENDON VIBRATION

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4
Q

The 2005 experiment by spencer and others regarding neuropathy patients

A

CIRLCES WERE DIFFERENT WHEN COMPARED TO CONTROL PATEINT

FUNCTIONAL: DISTORTED

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5
Q

CIRLCES WERE DIFFERENT WHEN COMPARED TO CONTROL PATEINT

FUNCTIONAL: DISTORTED was ________ experiment regarding __________ patients

A

2005; neuropathy

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6
Q

The part of the eye where the neural aspect of vision begins

A

RETNA

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7
Q

The Lee Erikson

A

WALLS MOVED BUT THE FLOOR DIDN’T, CHILDREN MADE POSTURAL ADJUSTMENT; VISUAL STIMULATION HAD ON POSTURE ALSO

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8
Q

The role that vision and monocular vision plays in reaching and picking up objects

A

THE FURTHER AWAY THE MORE THE ACCURACY AND MORE EFFIENCY DECREASES

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9
Q

The role peripheral vision and reaching and grasping

A

W/O PERIPHERAL THE GRASPING WOULD BE AFFECTED

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10
Q

The 2 different visual systems for the control of movement and what each does

A

PERIPHERAL: KINETIC VISUAL CHANNEL : MOVEMENT

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11
Q

The most reasonable estimate we have of the amount of time required for visual feedback to equilibrium correction

A

100 – 160 MILLISECONDS

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12
Q

The optical variable tall and what it influences

A

THE AMOUNT OF TIME THAT IS REMAINING

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13
Q

Fitt’s Law and speed accuracy tradeoff

A

DISTANCE & SIZE OF TARGET

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14
Q

The index of difficulty that can be derived from Fitt’s Law

A

SAME AMOUNT OF COMPLEXITY BUT VARYING LEVELS OF DIFFICULTIES

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15
Q

The current views of how we control prehension

A

SYNERGY : COMES FROM DIFFERENT PLACES

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16
Q

What happens to the fingers when we reach to grasp an object

A

FINGERS ARE GOING TO BEGIN TO CLOSE ( 2/3RDS OF THE WAY)

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17
Q

The kinematic characteristics of the transportation phase during prehension

A

SCENARIO 1: CUP TO DRINK
SCENARIO 2: CUP IS PICKED UP AND MOVED TO A DIFFERENT LOCATION
TRANSPORT PHASE: DIFFERENT

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18
Q

The work of Burnstein

A

MOTOR EQUIVALANCE

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19
Q

Calculate the index of difficulty and what those numbers represent

A

WHEN WILL EACH HAND ARRIVE AT THE TARGET : SAME TIME

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20
Q

Spatial intent role controls underlining the performance of asymmetrical bimanual actions

A

ARMS WANT TO DO THINGS SYMMETRICALLY .. MIRROR EACH OTHERS MOVEMENT; KEEP SAME BASIC MOVEMENT PATTERNS

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21
Q

How we can observe the rhythmic structures of movements that could be involved in gait

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A

OPPOSITION BETWEEN ARMS AND LEGS

22
Q

The most common performance measure we use for inferring the amount of time required for action preparation

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A

REACTION TIME

23
Q

Hick’s Law

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A

THE NUMBER OF RESPONSE CHOICES INCREASE LOG RHYTHIMICALLY BY 2

24
Q

Reaction time and the number of response choices that we have and how they can affect it

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A

BASKETBALL PLAYER: SLOWER BY 20 MILLISECONDS

25
The stimulus response compatibility
BEST STIMULUS RESPONSE : HORIZONTAL, HORIZONTAL : LAST ANSWER C CHOICE : TABLE TOP DIRECTLY BEHIND RESPONSE BUTTONS
26
What happens when movement complexity increases and how it affects reaction time
REACTION TIME FROM 3 TO 6 MOVEMENTS: 3 MOVEMENTS WOULD BE FASTER THAN 6 MOVEMENTS : THE MORE COMPLEXED THE SKILL THE LONGER IT TAKES THE MOTOR COMMANDS
27
What we do between the warning and start signal and how it will affect our reaction and movement time
VARY PAUSE IN BETWEEN WARNING SIGNAL AND START SIGNAL
28
What visual research says about maintaining a work ____ for long periods of time
REACTION TIME INCREASES
29
What EMG activity would indicate when we look at muscle activation
POSTURAL LEG MUSCLES
30
What research related to movement complexity is shown?
PREMOTOR TIME
31
The organization of postural muscle preparations for performing well learned skills
REACT QUICKER & MORE FLEXIBLE ORGANIZED SYNERGY
32
The Kahneman’s model of attention
LIMIT CAPACITY THEORY: FLEXIBLE CAPACITY THEORY ALLOCATION FACTOR: MOMENTARY ATTENTION CENTRAL CAPACITY LIMIT: MULTIPLE RESOURCE
33
The research theory most commonly used to investigate attention learning issues for motor learning skills learning performances is known as
Dual Task
34
The difference between capacity, demands, focus, and switching as it applies to directing attention to specific revelatory features in the environment
ATTENTION FOCUS
35
The process that direct in visual attention to locate relevant environmental context cues is known as
VISUAL SEARCH
36
What has research shown us about the relationship between eye movement recordings and visual attention indicates
FOCAL
37
The theory that indicates when you select certain cues the environment during visual search is known as
Feature integration theory*
38
The advantage of a fast and accurate surgery while performing a motor skill does what?
ANTICIPATE THE ACTION REQUIRED
39
What the research shows concerning the effectiveness of general visual training programs for athletes
LITTLE IMPROVEMENT
40
The terms that william james used in 1890 to distinguish between memories of recent events and memories of informations stored permanently
PRIMARY & SECONDARY
41
The Atkinson and shiffrin model of memory
STRUCTURE & CONTROL PROCESS
42
What is working memory
TEMPORARY WORKSPACE
43
ESP: knowledge about personally experienced events, along with information about the time that they were experienced
Episodic
44
ESP: representing states of the world that are not perceptually present Ex. Love, dog, factual knowledge
Semantic
45
ESP: a subsystem of long-term memory that stores and provides knowledge about “how to do” a skill.
*Procedural Memory
46
The commonly accepted reason that serial discrete motor skills seem to be forgotten more quickly than continuous motor skills
LARGELY VERBAL
47
What will happen when contacts characteristics of presentation recall conditions of memory test are considered; how will the memory performance be?
MEMORY TEST ARE BETTER IF CONTEXT SIMILAR THAN PERFORMANCE WILL BE BETTER
48
What happen to participants in the memory experience that were given clock-face labels to associate with curvilinear limb positioning movements; what does that retention test result show?
NO INCREASE IN ERROR DURING A 60- SEC RETENTION INTERVAL
49
Why verbal labels and visual metaphoric imagery aid the learning of complex motor skill
THEY CHANGE AN ABSTRACT ARRAY OF MOVEMENTS TO A MORE MEANINGFUL FORM
50
GYMNASTICS SCORING:
: PROACTIVE EFFECTS

MOTOR LEARNING (4 decks)

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