Week 2 Flashcards
(143 cards)
1
Q
Define theory, theory of motor control, and value of theory to practice
A
2
Q
What are the advantages of theories of motor control? Why should PTs study MC?
A
3
Q
What internal factors lead to external load displacement?
A
4
Q
Define motor learning and motor development
A
5
Q
What are the components that influence movement?
A
6
Q
Explain the subcomponents of the individual aspect that result in movement
A
7
Q
Explain the subcomponents of the task aspect that result in movement
A
8
Q
Explain the task oriented approach
A
9
Q
Explain the subcomponents of the environment aspect that result in movement
A
10
Q
List theories of motor control
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11
Q
Which theory includes: 1) all movements are a result of sensory input, 2) reflexes are the basic unit of movement
A
12
Q
Explain the reflex theory
A
13
Q
What are the limitations and clinical implications of theories reflex theory?
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14
Q
Which theory includes: 1) top down system, 2) neurological system is dominant with the brain controlling all movements
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15
Q
Explain the hierarchical theory
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16
Q
Explain the sequence of movement control in the hierarchical theory
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17
Q
Explain the clinical implications and limitations of theories hierarchical theory
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18
Q
Explain the neural maturational development theory
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19
Q
What are the clinical implications and limitations of motor programming theories?
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20
Q
Explain the central pattern generator in motor programming theories
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21
Q
Explain adam’s closed loop theory and schmidt’s schema theory
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22
Q
Motor programming theory, List the order of events (executive and effector) from input
A
23
Q
Explain
A
24
Q
Which theory includes: redundant degrees of freedom, MSK contributing to movement, synergies, gravity and other forces affect movement
A
25
Explain the system theory
26
In the systems theory, can the same central command result in different movements? Can different commands result in the same movement?
27
Explain
28
Which theory includes: building blocks (systems and environment), driving forces (self organization), stages (relative stability then phase shifts)
29
Explain the dynamic systems theory
30
Define control parameter and order parameter
31
Explain the “self-organization” component of the dynamic systems theory
32
Explain the analogy (dynamic systems theory)
33
Does the dynamic systems theory predict discrete changes in behavior as a result of changes in a movement system?
34
Explain uncontrolled manifold theory
35
Explain the limitations and clinical implications of theories systems/dynamics systems theory
36
Explain the perception action theory
37
Explain how a movement is performed in the perception action theory
38
Explain constraints and affordances as they relate to the perception action theory
39
Summarize each theory
40
Explain the difference between skill vs ability
41
What factors can influence motor learning?
42
Explain the clinical application of neurorehabilitation
43
What are the 3 VIP points in terms of motor learning and recovering function?
44
45
Why is knowledge of ML important?
46
Define and represent the timescale for motor control, motor learning, motor development
47
What is shmidt’s definition of motor learning?
48
Define performance, learning, and transfer or generalization
49
What would a performance curve look like for skill acquisition, transfer to a new condition, then retention of the initial skill?
50
Explain adam’s closed loop theory
51
Explain the limitations and clinical implications for adam’s closed loop theory
52
Explain schmidt’s theory
53
Explain clinical implications and limitations of schmidt’s theory
54
Explain the ecological theory
55
Explain the limitations and clinical implications of theories systems ecological theory
56
Explain the approaches in the ecological theory
57
What are the key points in the ecological theory (Gibson’s)?
58
Explain the development of actions when learning movement
59
Explain the locomotor experience
60
What does this represent?
61
Does learning transfer across postures? Across body dimensions and environment changes?
62
Explain the development of actions for learning specificity and for learning flexibility
63
Are brains wired through hands on interaction?
yes, we learn by doing
64
What is the timeframe for the myelination of sensorimotor cortex, parietal and temporal association cortex, prefrontal cortex?
65
Where are M1, S1, PMA, SMA located?
66
What are the theories that focus on motor learning from a “temporal perspective” and describe how learning occurs over time?
67
Explain the fitts and posner learning phases (early, intermediate, late automatic)
68
Explain the systems theory learning phases (novice, advanced, expert)
69
Explain gentile’s two stage model
70
What are the two types of learning?
71
What are the basic forms of long term memory?
72
Explain explicit learning
73
What type of learning is declarative?
74
Explain implicit learning
75
What are the characteristics of implicit learning?
76
What are the dimensions of attention?
77
Explain skill characteristics that can influence practice choices
78
Explain task variability
79
Explain task taxonomy
80
What are the motor learning tools?
feedback and information
Practice
Experiences
Environment
81
Explain feedback and information as a motor learning tool
82
Explain implicit/explicit feedback
83
Explain knowledge of results and of performance
84
What are the steps of instruction and feedback?
85
When you train a person to learn or improve in a motor task, how much extrinsic feedback is helpful?
86
What is the timing for concurrent, terminal, and constant feedback?
87
what is the timing for summed, fading, bandwidth, delayed, and user feedback?
88
What are the feedback recommendations?
89
How many concepts at a time when instructing?
90
Give an example of describing the effects of an action and relate it to prior experiences or perceptions
91
What are the components of the information processing model?
92
How do you structure a demonstration?
93
How do you guide the patient?
94
Explain physical and mental practice
95
Is a combo of mental and physical practice better?
96
Explain mental practice
97
Does practice amount matter? What differentiates proper practice?
98
Explain practice conditions
99
What are the types of physical practice?
100
Explain the types of part practice
101
What is part practice good/not good for?
102
Explain slow motion practice
103
Explain error detection practice
104
Give examples of simulators
105
Give examples of practice schedules
106
Explain single task practice
107
Explain random vs blocked practice
108
When to use blocked vs random practice?
109
How to get the contextual interference effect?
110
Why is random practice better?
111
Explain the “elaboration hypothesis” regarding why random practice is “better”
112
Explain single skill vs multiple skills practice schedules
113
Explain constant vs variable practice
114
Explain variable practice
115
Explain the progression to variable practice
116
Compare practice (blocked vs random) and (constant vs variable)
117
Why are random and variable practice schedules better for learning?
118
Give some examples of experiences and environments
119
what are the types of learning transfer?
120
Does practice of a skill under one set of conditions transfer to another set of conditions?
121
Explain specificity of practice (task, environmental)
122
Explain environmental constraint on movement
123
What are the important concepts for learning?
124
Explain how to simplify a task for practice
125
Explain activity focused interventions
126
What are some practical questions to ask for proper applications?
127
Explain motor task/skill proficiency
128
Does training have to be demanding for learning? List the 3 VIP components for motor learning
129
Is direct PT service time enough?
130
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) stages of skill acquisition, 2) goal setting, 3) active involvement, 4) challenge/task difficulty
131
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) implicit vs explicit learning, 2) classification of motor skills/type of task
132
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) content and type of feedback, 2) frequency and/or timing, 3) focus on instructions (external/internal)
133
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) task breakdown, 2) amount of practice, 3) practice variability, 4) order of practice
134
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) distribution of practice, 2) specificity of practice, 3) positive reinforcement
135
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) trial and error learning, 2) observational learning, 3) errorless learning, 4) movement imagery
136
Explain how you would apply each of the following at the novice, intermediated, and advanced levels. 1) discovery learning, 2) dual task learning, 3) analogy learning
137
(Optional) What are the 15 motor learning principles?
138
(Optional) Does KR or KP provide a better option for younger adults to retrain motor skills?
139
(Optional) What is the 3 layers of clinical application of motor learning in neurorehab?
140
(Practice) define motor control
the processing of information related to activities carried out by central nervous system that organize the musculoskeletal system to create coordinated, goal-directed movements.
141
(Practice) Which motor control theory supports the idea that motor control emerges from reflexes nested within hierarchical CNS levels?
hierarchical theory
142
(Practice) what is the best definition for performance?
the observed changes observed in short term trials (acquisition) which are more sensitive to fatigue and emotions
143
(Practice) define knowledge of results
terminal feedback about the outcome of the movement in relationship to the movement’s goal
