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56 Cards in this Set
- Front
- Back
Pallesthesia
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Vibration Sense
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Pallanesthesia
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Lack of vibration sense
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2 kinds of errors that can occur with program theory
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Selection Error
Execution Error |
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Motor learning & control is broken down in to 3 parts...
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Precision of movement
Defining the beginning & end points Stability of the environment |
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Precision of movement
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Gross motor (developmental sequence activities/medial activation tracts)
Fine Motor (ADL, dressing//Lateral activation tracts) |
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Defining the Beginning & end points
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Discrete (wall switch, easy button)
Serial (several discrete skills...playing piano or hammering a nail) Continuous arbitrary beginning & end (gait, swimming) |
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Stability of the environment
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Closed Skills: stable environment, self-paced -- unrealistic
Open Skills: changing & unpredictable |
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Basic Motor Learning Principles
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Individual Differences
Motivation Arousal/Attention Types of Feedback Conditions of practice |
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Individual Differences
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Genetic
Experience |
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Motivation
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Task MUST be meaningful to the pt
Internal Locus of Control: if you really want to do it, you will Augmented External: 'great job lu!' -- broken down by anxiety & fatigue |
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AROUSAL/Attention
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There is an optimum level for performance...
Inverted U Hypothesis: Yerkes-Dodson's - increased performance associated w increased stress until a certain point...too little or too much stress = poor performance Easterbrook's Cue Utilization Hypothesis - performance is dependent on cues...when arousal is low pt doesnt get good cuing (eliminate boring tasks)...when arousal is too high also poor cuing & decreased performance (decrease excessive instruction) Perceptual Narrowing - too much distraction or cuing = narrowed focus of attn ... you cant pay attention w so much distraction Hypervigilance - panic! you can make a decision b/c too many options are presented @ one time Vigilance Decrement - loss of alertness over time = loss of individual's state of readiness Dichotic Listening - selective listening...when infor processing picks up on relevant info they tune into what is being said (clinical relevance: pts look around PT department @ other pts/things) Stroop Phenomenon - when 2 or more |
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Arousal/ATTENTION - most important aspects...
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Alertness & preparation of the movement control system to produce response
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If RT is long then it is assumed that...
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it requires more preparation...b/c it is assumed that being preparation takes time...
increased RT also = increased Complexity of movement |
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Foreperiod is time between warning signal & go...what is the optimal time...why?
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2-4 seconds
yields faster/more accurate RTs |
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foreperiod used in sports/dance
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temporal anticipation
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Spatial (event) Anticipation
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pre-knowledge of stimulus & type of response shortens RT (in tennis if you know where your partner likes to hit the ball then you can be there!)
if anticipation correct = decreased RT if anticipation wrong = RT greatly increased |
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Pusher Syndrome (when you always push/go to the affected side)
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if pt watches tape of themselves doing daily activities then they will be able to see that they are putting more stress on affected side
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Effector anticipation
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prediction w respect to the nature & degree of muscular contraction
effectively recruit muscles to lift a box |
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Receptor Anticipation
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prediction of the nature & degree of muscular contraction & component requirements so that some critical aspect of the movement occurs @ the proper time
tracking target which has explicit course (catching ball) |
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Perceptual Anticipation
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synchronization of the movement of performer & target - infer tracking of object thru previous experience
hitting ball, stopping @ red light |
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Fitt's Law
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MT for 2 objects is the same if the distance & size are increased proportionately
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things associated w improvements in performance
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exposure
experience practice |
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Feedforward
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anticipatory pre-set -- called SPINAL TUNING
sensitizes the system for what is about to come |
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Efference Copy
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advanced feedforward
information (copy of motor command) is sent to sensory locations in brain that readies the sensory area for receiving feedback from the periphery |
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Response-Chaining
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stimulus produces a motor response
motor response = feedback for next stimulus to produce the next motor response feedback is not for error detection here! it is a stimulus for the next motor response the afferent system lets the rest of the chain know when to respond...like running up the stairs |
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Important Variables In Motor Control/Learning
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Practice
Feedback |
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KR
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Knowledge of Results
you ran that in 3:25:22 extend to which some external goal was achieved (you had 120 deg of hip flexion, next time fo 130 deg its not effective for learning -- its effective for temporary performance...if you did 18" & i wanted 16" you are not really learning what the difference would be |
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KP
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Knowledge of Performance
"good job Lu!" quality of efficiency of movement (take bigger step next time) videotape replays - effective if cued by 'expert' to novice |
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Types of Feedback
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intrinsic - sensory receptors & systems involved in movement (vestibular, somatosensory, vision)
Extrinsic - "augmented Feedback" - information that is supplmented to intrinsic feedback (KP & KR |
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timing of feedback
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concurrent - happens during event
terminal - happens after event |
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Intrinsic Concurrent Feedback Example
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sensing force while swinging a tennis racket
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Intrinsic Terminal Feedback Example
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force when coming into contact w the ball after swinging tennis racket
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Extrinsic Concurrent Feedback Example
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pacing lights on an indoor track or a metronome for when to step
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Extrinsic Terminal Feedback Example
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KP - PT critique
KR - score distance |
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what type of feedback provides benefit more from slower training activities & is it open/closed loop?
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concurrent
closed loop |
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what type of feedback provides morebenefit from faster training activities & is it open/closed loop?
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terminal
open loop |
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TEST QUESTION
learning PWB requires _________ feedback |
concurrent - b/c terminal feedback might be too late & then we have an injury :/
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summed feedback
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feedback given after a set # of trials
given every other or every 3 |
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faded feedback
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given every trial then less & less
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bandwidth feedback
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given only when results are outside range/criteria
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varied feedback
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summed
faded bandwidth slows acquisition of skill but results in improved learning |
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acquisition vs learning/retention
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steps required to tie a shoe lace vs
being able to do it 5 days later |
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Conditions of Practice
Motivation: goal setting |
relative & realistic -high
not too high -> discourage 'do your best' is not a good goal |
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understanding criteria of task
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instruction, modeling, demo, verbal pre-training
always discuss sensations of what the learner will/should feel - ex: WB shift out of base of support describe mechanical components & give hints to avoid possible incorrect responses- ex: learn foreward, lean back, pressure on feet, avoid...) |
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Practice, Practice, Practice...
what 2 things are important? |
KR & KP
w/out learning deteriorates or doesnt occur at all |
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types of practice
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massed vs distributed
constant vs variable sequenced transfer training |
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distributed practice
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rest time = to or more than practice time
preferred for low endurance, short attn pts good for pts w low motivation |
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varied vs constant practice
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blocked (constant) - shooting goals @ free throw line only
transfer to mat only best for acquisition of concept Random (varied) - shooting @ 10, 20, 40 can generalize so you can shoot @30 transfer to bed, toilet,tub, car variable practice increases generalizing the ability to novel tasks |
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sequence or practice order
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blocked order - all trials or given task done before moving onto next: 111,222,333 -- best for immediate performance advantage or acquisition
serial order: 123,123,123 random order: practice of barious skills are randomized - 1321231231 -- most effective & best for learning/retention...b/c the level of processing is higher for random = more meaningful to learning...you need to generate a motor solution every time, this generation of solution is critical for learning |
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Massed practice
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rest time less than practice time
can lead to fatigue good for higher level pts |
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it is best to practice in...
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the same conditions of eventual 'test' condition
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part-to-whole vs whole practice
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part-to-whole: you practice components of task
good for more complex tasks & serial tasks whole: practice entire task good for simple tasks, continuous tasks & coordinated tasks...ex: gait |
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transfer of learning
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gain or loss of performance as a result of practice
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TEST QUESTION
bilateral training |
start w unaffected extremity then move to affected extremity
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Mental Practice
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almost as effective as physical practice
distributed mental practice more effective than massed good for learning cognitive elements of task Good for pts that fatigue or have anxiety |
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Guidance
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verbally talking thru task...
positive effects on performance during trials unguided has stronger effects on retention/learning guidance may be important in early practice stages when task is unfamiliar eliminate guidance ASAP so that it is not a crutch |