Motor Control Motor Learning

Front 1

Motor Control

Back 1

Ability to regulate/direct mechanisms essential to movement

Front 2

Motor Learning

Back 2

Set of processes associated with practice/experience that lead to relatively permanent changes in capability for skilled movement

Front 3

What components make up the continuum of movement?

Back 3

Learned "skills, genetics, injury/disease (adaptation/modification)

Front 4

Motor Skill

Back 4

Mutual interaction between our motor system and the environment

Front 5

Discrete task

Back 5

Recognizable beginning and end. Ex. throwing, striking a match, shifting gears

Front 6

Serial Task

Back 6

Discrete actions strung together, order and timing important. ex. playing the piano, assembly-line, gymnastics routine

Front 7

Continuous task

Back 7

No recognizable begging or end, could stop/start at any point, continues until arbitrarily stopped. ex. swimming, steering car, tracking

Front 8

Open environment

Back 8

Changing environment, unpredictable, cannot plan movement in advance, requires flexibility in planning/responding

Front 9

Close environment

Back 9

Predictable, can plan several seconds ahead, more experienced learner

Front 10

Motor Program

Back 10

an abstract representation that when initiated results in the production of a coordinated movement sequence, with fundamental spatial and temporal features to determine the relative timing of each component of a movement. (contains fixed and flexible features)

Front 11

Central pattern generator

Back 11

"pre-wired" patterns that allow muscles to act without input from higher centers or feedback from limbs.

-occurs with stereotyped "automatic" activity such as walking

Front 12

Neuro-regulation

Back 12

control of muscle activation patterns to generate forces that stabilize joints and move segments

Use of sequence, magnitude, timing, coordination

Front 13

A single neuron fires how many times/second?

Conscious processing requires how many milliseconds?

We are capable of how many conscious calculations per second?

Conscious mind processes how many bits/second? Subconscious processes?

Back 13

-200 times/second

-300-700 milliseconds

-2 conscious calculations per second

-7 bits/second, subconscious 140 bits/second

Front 14

What is the correct sequence of events for Reaction time?

Back 14

Stimulus identification --> response selection --> response programming

Front 15

What is the process of processing?

Back 15

Input-->processing-->output, can occur in parallel or series

Front 16

What contributes to a shorter reaction time?

Back 16

Simple choice, clarity, intensity, combined stimuli (auditory+tacticle+visual), dominant hand, more practice ,fewer errors, no fatigue, concussion without headaches, from infancy through 20's

Front 17

What contributes to a longer reaction time?

Back 17

several choices, visual cues (not auditory or tactile), non-dominant hand, less practice, more errors, fatigue, concussion with headache, from 20s and beyond

Front 18

What are some things that change with aging?

Back 18

Reaction time increases, slowed choice reaction time, slowed retrieval, greater decrements in explicit (declarative memory), deficits in holding info and performing cognitive function simultaneously (complex directions)

Front 19

What are direct and indirect influences of consequences of information processing?

Back 19

direct: retrieval of prior experience

indirect: natural and instinctive (ex. walking)

Front 20

ST sensory store

Back 20

stores for less than 1 second, literal coding, limitless coding

Front 21

STM (working memory)

Back 21

stores for 1-60 seconds, abstract coding, stores 7 +/-2 items, allows for rapid access but quick loss without attention

Front 22

Long term memory

Back 22

stores for limitless duration, abstract coding, limitless capacity

Front 23

Internal Focus of attention

Back 23

intrinsic feedback, sensory consequence, benefits novice performer

Front 24

External focus of attention

Back 24

extrinsic feedback, environmental cues, expected outcome, benefits skilled performer

Front 25

Motor Performance

Back 25

short term, acquisition (teaching of skill) of motor behavior, observed during practice session

Front 26

Motor learning

Back 26

long-term, permanent change, measured/observed with retention and transfer (occur after acquisition)

Front 27

What are the 3 stages of learning?

Back 27

1.) cognitive (closed loop control)

2.) associative (open/closed loop)

3.) autonomous (open loop control)

Front 28

What are some constraints on performance/learning?

Back 28

Individual (age, disease, goals), task (simple, complex, discrete, ect) environment (open/closed, predictability, noise)

Front 29

What are some types of practice?

Back 29

active, deliberate, massed, distributed, part, whole, random, blocked, varied, constant

Front 30

Contextual Interference

Back 30

delayed performance benefits due to high cognitive difficulty. The more cognitive effort to learn a task, the higher the CI. (increasing difficulty during acquisition decreased performance but increases learning)

Front 31

Elaborative Processing Hypothesis

Back 31

promotes comparative analyses. When a learner shifts from one task to another, they become more aware of the distinctiveness between tasks making more meaningful in LT memory

Front 32

Reconstruction Hypothesis

Back 32

Reconstructing what was forgotten back into working memory promotes LT learning (ex. task A requires action plan A (repeat for task B), when switching from A to B you forget aspects of A in order to perform B.

Front 33

Challenge Point Hypothesis

Back 33

Recognizes benefits of CI and individuality of learner. There is a point of optimal challenge that yields maximum practice benefits.

-Scale challenge appropriately

Front 34

What are the benefits of concurrent vs. terminal feedback?

Back 34

concurrent improves performance, while terminal improves retention

Front 35

What are benefits of immediate vs. delayed feedback?

Back 35

delayed supports retention and encourages active practice, too much=forget task, immediate FB may limit processing of movement

Front 36

Knowledge of Results

Back 36

Quantitative or qaulitative, movement outcome relative to environment

ex. short by 2 inches, a little high

*Use for more experienced learner, deliberate practice, associative/autonomous stage of learning

Front 37

Knowledge of Performance

Back 37

qualitative, kinematics of movement patterns, biofeedback, commonly used in clinic

ex. bend a little less here, short your weight in this direction, hold that position in the mirror

*use in novice learner, need to focus attention, cognitive stage of learning

Front 38

Closed Loop control

Back 38

experienced movements, slow movements, feedback, ongoing corrections during movement

Front 39

Open Loop Control

Back 39

when intrinsic sources of FB are unavailable during movement

-novel movements, quick (mostly) and slow movements, discrete and automated movements, anticipation of environment/task, feedforward, guidance dominates

Front 40

Feedforward

Back 40

expected sensory qualitites of a movement/task goal and/or planned/intentional movement, unconsious movement corrections occur before conscious processing to prepare for upcoming movement and/or feedback

Front 41

Feedback

Back 41

used to motivate performance and improve learning by providing information about error detections and error correction, should be perscriptive!