Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Motor Control Motor Learning > Week 9 > Flashcards

Week 9 Flashcards

1
Q

Gross Motor Skills

A

Require the use of large musculature to achieve the goal of the skill

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

Fine Motor Skills

A

Require the use of small musculature to achieve the goal of the skill

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

Manipulation

A

Maintaining/changing position of moveable objects

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

Bimanual Coordination Skills

A

Motor skill that require simultaneous use of two arms

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

Discrete Motor Skills

A

Specified beginning and end points, usually require a simple movement

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

Serial Motor Skills

A

Involve a continuous series of discrete skills

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

Continuous Motor Skills

A

No recognizable beginning or end points; usually involve repetitive uninterrupted movements

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

Body Stability

A

Maintaining base of support in one position

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

Body Mobility/Transport

A

Changing the location of the base of support

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

Closed Motor Skills/Environment

A

Stationary support surface, object and/or other people/animals

The performer determines when to begin the action

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

Open Motor Skills/Environment

A

Involves a supporting surface, object, and/or other people/animal in motion

Environmental feature determine when to begin the action

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

Reflex Theory

A

Sir Charles Sherrington

Complex behavior explained through combined action of individual reflexes chained together

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

Hierarchial Theory

A

Organizational control is top down; each successively higher level exerts control over level below it. Vertical.

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

Dynamic Systems Theory

A

Emphasis on environmental information, mechanical and dynamic properties of the body/limbs.

Behavior organized by interactions among task, environment and individual

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

Motor Programming Theory

A

Central motor program / central pattern generator

Memory-based mechanism that controls coordinated movement

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

Ecological Theory

A

The perception/action system actively explores the environment to satisfy its goals

Environmental properties in relationship to self

Action/movement depends on individual constraints and how well we fit with environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Motor Performance

A

-Observable behavior
-Temporary
-May not be due to practice
-May be influenced by performance variables

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

Motor Learning

A

-Inferred from performance
-relatively permanent
-due to practice
-not influenced by performance variables
-(re)acquisition or modification of motor skills

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

Characteristics of Motor Skill Learning

A

-Improvement over time
-Consistency
-Stability
-Persistence
-Adaptability
-Reduction in attentional demand

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

Retention

A

Test a practiced skill performed following an interval of time after practice has ceased

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

Positive Transfer

A

Beneficial effect of prior learning on learning of a new skill or performance of a skill in a new context

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

Negative Transfer

A

Negative effect of prior learning on learning of a new skill or performance of a skill in a new context

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

Spatial Accuracy

A

Accuracy is required of aiming movements for which spatial position of the movement’s end point is important to task performance

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

Temporal Accuracy

A

Accuracy of timing the movement - when the movement should be executed is important to task performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Motor Development
Motor learning and control issues from the perspective of the relationship to human development from infancy to old age
26
Motor Control
How the neuromuscular system functions to activate and coordinate the muscles and limbs involved in the performance of motor skills
27
Facilitation
Intervention techniques that increase patient’s ability to move
28
Examples of Reflex-Based Neurofacilitation Approaches
-Proprioceptive Neuromuscular Facilitation (PNF) -Quick Stretch -Contract-Relax - Tapping
29
Hierarchical Theory - Postural Reflex controlled by Cortex
Equilibrium Reactions
30
Hierarchical Theory - Postural Reflex controlled by Midbrain
Righting Reactions
31
Hierarchical Theory - Postural Reflex controlled by Brainstem and Spinal Cord
Primitive Reflex
32
Hierarchical Theory - Abnormal Synergistic Movements
Alternate pathways created after damage to UMN/descending pathways (alterations to cortical maps & neural activation patterns) or corticospinal control resulting in abnormal coupling of movements (when movements lack the ability to adapt).
33
Dynamic Systems Theory - How is variability in movement considered?
Variability of movement is necessary condition of optimal function - indication of highly stable, energy efficient behavior
34
Perception-Action Coupling
Linking together information and actions or movements = hand/eye coordination
35
Speed-Accuracy Skills
Trade-off between speed and accuracy with a skill that requires both Fitt’s Law is a mathematical representation of this
36
Long Term Memory - Non-declarative (Implicit)
-Associative Learning (classical/operant conditioning) -Non-Associatvie Learning (reflex) -Procedural Learning (tasks/habits)
37
Long Term Memory - Declarative (explicit)
Facts & Events Steps in a Process
38
Where in the brain are emotional responses occurring?
Amygdala
39
Where in the brain does skeletal musculature conditioning occurring?
Cerebellum Deep Cerebellar Nuclei Premotor Cortex
40
Where in the brain are procedural learning (task & habits) occurring?
Striatum Cerebellum Deep Cerebellum Nuclei Amygdala
41
Where in the brain are declarative memories occurring?
Medial Temporal Lobe Area Sensory Association Cortex Hippocampus
42
What diseases have declarative memory symptoms?
Alzheimer’s Dementia Strokes (dependent on location)
43
What diseases have procedural learning symptoms?
Huntington’s Parkinson’s
44
Habituation
Decreased responsiveness as result of repeated exposure to a non-painful stimulus (Ex: initially being hyper aware of wearing a ring, eventually forgetting you’re wearing it)
45
Sensitization
Increased responsiveness following a threatening or noxious stimulus (Ex: increasing sensitivity to pin push)
46
Classical Conditioning
Predicts Relationships - Pavlov (dog + bell + saliva)
47
Operant Conditioning
Predicts Relationship - animal press a lever and randomly receive food = more pressing of lever
48
Schmidt’s Schema Theory - Recall Schema
Motor parameters and movement outcomes over many trials creates a rule
49
Schmidt’s Schema Theory - Recognition Schema
Sensory consequences coupled with initial conditions to create a representation of expected outcomes
50
Fitts & Posner Three Stage Model
Cognitive Associative Autonomous
51
Cognitive Stage
- Understand the nature of the task - Develop strategies used to carry out task - Determine how task will be evaluated
52
Associative Stage
- Person has learned to associate environmental information with required movements - Refines performance to be more consistent
53
Autonomous Stage
- Performance of the skill is “automatic” - Requiring a low degree of attention for performance
54
Degrees of Freedom
Number of independent elements in a system and the ways each element can act / interact Freeze (regress) & Free (progress)
55
Bernstein’s Three-Stage Approach
1st - Novice 2nd - Advanced 3rd - Expert
56
Bernstein’s Novice Stage
Reduce/Freeze the number of degrees of freedom of joints controlled to a minimum Ex: coactivation of muscles during early stages of acquiring motor skill / primitive synergistic patterns
57
Bernstein’s Advanced Stage
Performer begins to release additional degrees of freedom, some synergies develop Ex: as PT provide more support initially and progress to less and less support
58
Bernstein’s Expert Stage
Individual releases all degrees of freedom to perform the task Ex: Flexible, Functional, Efficient
59
Gentile’s Two Stage Model
Initial Stage (Fixation) Later Stage (Diversification)
60
Gentile’s Initial Stage (Fixation)
- Getting to know the movement - Organizing movement pattern - Learning relevant features
61
Gentile’s Later Stage (Diversification)
- Adapts movement pattern to demands of any performance situation - Increases consistency of achievement - Performs with an economy of effort
62
OPTIMAL (acronym) Motor Learning Theory
Optimizing Performance Through Intrinsic Motivation and Attention for Learning
63
How does the OPTIMAL motor theory expect Enhanced Expecations
- Release of Dopamine: Improves Motor Learning - Readies the Motor System: Improves Goal-Action Coupling - Gives Autonomy Support to Improve Performance: Improves Motor Learning

Motor Control Motor Learning (5 decks)

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