Term
| skill is used in 2 different ways |
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Definition
performance of complex motor acts
High quality performance description |
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Term
| motor learning occurs as a direct result of _____________ |
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Definition
| motor learning occurs as a direct result of PRACTICE/EXPERIENCE |
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Term
| Motor Control is how the neruomuscular and other systems function to ________ and _________/ regulate and direct _________ and _______ involved in the performance of _________ or __________ |
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Definition
| Motor Control is how the neuromuscular and other systems function to ACTIVATE and COORDINATE/ regulate and direct MUSCLES and LIMBS involved in the performance of POSTURE or MOVEMENT |
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Term
| Movement occurs because of the Interaction of 3 elements: |
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Definition
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Term
Motor skills/tasks are:
1. _________-oriented
2. _______ and ______ movements required to accomplish a goal
3. __________
4. __________ or _________ |
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Definition
Motor skills/tasks are:
1. GOAL-oriented
2. BODY and LIMB movements required to accomplish a goal
3. VOLUNTARY
4. LEARNED or RE-LEARNED |
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Term
Ways to classify motor skills/tasks
1.
2.
3.
4.
5.
6. |
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Definition
Ways to classify motor skills/tasks
1. PRECISION OF MOVEMENT
2. TASK BY NATURE OF MOVEMENT ORGANIZATION
3. PACING
4. BY RELATIVE IMPORTANCE OF ELEMENTS
5. PERFORMANCE PROFICIENCY ENERGY REQUIRED
6. PERFORMANCE PROFICIENCY MOVEMENT TIME |
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Term
Skill/task: Precision of Movement
components |
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Definition
Skill/task: Precision of Movement
GROSS MOTOR
FINE MOTOR |
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Term
Skill/task: Task by Nature of Movement organization
components |
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Definition
Skill/task: Task by Nature of Movement organization
DISCRETE
SERIAL
CONTINUOUS |
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Term
Skill/task: pacing
components |
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Definition
Skill/task: pacing
SELF-PACED
EXTERNALLY PACED |
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Term
Skill/task: By Relative Importance of Elements
components |
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Definition
Skill/task: By Relative Importance of Elements
MOTOR
COGNITIVE |
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Term
skill/task: performance proficiency energy requirement
components |
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Definition
skill/task: performance proficiency energy requirement
ENERGY CONSERVATION
DO MORE WITH LESS
ALLOWS FOR MORE ENERGY WHEN YOU NEED IT
ALLOWS FOR ADDITION OF SPECIAL FEATURES TO MOVEMENT |
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Term
Skill/task: Performance proficiency Movement time
components |
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Definition
Skill/task: Performance proficiency Movement time
MOVE AS QUICKLY AS POSSIBLE
>SPEED = >ERRORS |
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Term
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Definition
ACTION REQUIREMENTS
BODY TRANSPORT
OBJECT MANIPULATION |
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Term
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Definition
ENVIRONMENTAL DEMANDS
REGULATORY VARIABILITY
stationary or in motion?
CONTEXT VARIABILITY
inter-trial variability |
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Term
skill/task: By Action Requirements- body transport
components: |
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Definition
skill/task: By Action Requirements- body transport
STABILITY
MOBILITY |
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Term
skill/task: Action requirement- Object manipulation
components |
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Definition
skill/task: Action requirement- Object manipulation
NO MANIPULATION
MANIPULATION |
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Term
| Environmental predictability can be _______ or _______ |
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Definition
| Environmental predictability can be OPEN or CLOSED |
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Term
| Practical application of Gentile's model |
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Definition
start with 1 (simple) progress to 4 (complex)
1. Stationary, no inertial
2. Stationary, inertial
3. In-motion, no inertial
4. In-motion, inertial |
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Term
The person/learner
PERSONAL CHARACTERISTICS |
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Definition
Cognition
Anatomy
Perception |
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Term
| SKILL= ________ + __________ |
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Definition
| SKILL= ABILITY + TECHNIQUE |
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Term
| MOTOR LEARNING is a set of _______ _______ that leads to a ________ __________ _________ in an individual's capacity to respond for skilled performance |
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Definition
| MOTOR LEARNING is a set of INTERNAL PROCESSES that leads to a RELATIVELY PERMANENT CHANGE in an individual's capacity to respond for skilled performance |
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Term
Learning is characterized by:
1.
2.
3. |
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Definition
Learning is characterized by:
1. PERMANENT CHANGE
2. NOT DIRECTLY OBSERVABLE
3. PROMOTED WITH PRACTICE/EXPERIENCE |
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Term
| We can't see learning, we see ____________, the act of executing a skill |
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Definition
| We can't see learning, we see PERFORMANCE, the act of executing a skill |
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Term
| 2 basic learning theories: |
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Definition
classical conditioning
operant conditioning |
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Term
Motor Skill learning: concept 1
learning can be inferred from: |
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Definition
Motor Skill learning: concept 1
LEARNING CAN BE INFERRED FROM:
OBSERVATION OF PRACTICE
RETENTION TESTS AND TRANSFER TESTS |
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Term
| Motor skill Learning: Concept 2 |
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Definition
Motor skill Learning: Concept 2
LEARNING MOTOR SKILLS OCCUR IN STAGES |
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Term
Stages of Motor learning
Models |
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Definition
FITTS 3 STAGES OF LEARNING
ADAMS 2 STAGE MODEL
GENTILES 2 STAGE MODEL OF MOTOR LEARNING
NEO-BERNSTEINIAN PERSPECTIVE |
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Term
Fitts 3 stage model
components |
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Definition
Fitts 3 stage model
COGNITIVE STAGE
ASSOCIATIVE STAGE
AUTONOMOUS STAGE |
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Term
Adam's 2 stage model
components |
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Definition
Adam's 2 stage model
VERBAL-MOTOR STAGE
MOTOR STAGE |
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Term
| Adam's 2 stage theory has an emphasis on _________ _______ |
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Definition
| Adam's 2 stage theory has an emphasis on INTRINSIC FEEDBACK |
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Term
| Memory trace is responsible for _________ _____ ______ |
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Definition
| Memory trace is responsible for GETTING LIMB MOVING |
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Term
| Perceptual Trace: determines how ____ ____ ____ _____ |
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Definition
| Perceptual Trace: determines how FAR A LIMB SHOULD MOVE |
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Term
Gentiles 2 stage Model
stages |
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Definition
STAGE1- GETTING THE IDEA
STAGE 2- FIXATION/DIVERSIFICATION |
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Term
| Fixation is a _______ skill requirement, while diversification is an ________ skill requirement |
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Definition
| Fixation is a CLOSED skill requirement, while diversification is an OPEN skill requirement |
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Term
| Neo-Bernsteinian Systems model describes learning at a ________ systems level |
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Definition
| Neo-Bernsteinian Systems model describes learning at a DYNAMIC systems level |
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Term
Neo-Bernsteinian Systems model
Stages |
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Definition
Neo-Bernsteinian Systems model
STAGE 1- NOVICE (freeing df)
STAGE 2- SKILLED/ADVANCED (releasing and reorganizing df)
STAGE 3- EXPERT (exploit) |
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Term
| Learning involves changes in the ________ _______ ________ |
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Definition
| Learning involves changes in the NERVOUS SYSTEM PASTICITY |
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Term
| Nervous system changes are _________ |
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Definition
| Nervous system changes are PHYSICAL/PHYSIOLOGICAL |
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Term
| Declarative memory = _______ which contains _________(_______) + __________ (_______) |
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Definition
| Declarative memory = EXPLICIT which contains SEMANTIC (FACTS) + EPISODIC (EVENTS) |
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Term
| Memory is the ability to _______ and ______ learned experiences |
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Definition
| Memory is the ability to STORE and RECALL learned experiences |
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Term
| Non-Declarative/Procedural= ________ memory which contains __________ + __________ |
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Definition
| Non-Declarative/Procedural= IMPLICIT memory which contains SKILLS AND HABITS + CLASSICAL CONDITIONING |
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Term
| Semantic memory is used in _________ ______ association areas |
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Definition
| Semantic memory is used in TEMPORAL LOBE association areas |
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Term
| Episodic memory uses associate areas of the _______ _______ |
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Definition
| Episodic memory uses associate areas of the FRONTAL LOBE |
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Term
| "knowing how to do" a skill is an example of ________ memory; whereas "knowing what to do" is an example of ________ memory |
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Definition
| "knowing how to do" a skill is an example of DECLARATIVE/EXPLICIT memory; whereas "knowing what to do" is an example of PROCEDURAL/IMPLICIT memory |
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Term
This type of Memory has:
a limitless capacity
Accepts perceptual input & forgets
Selective attention important |
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Definition
SENSORY REGISTER:
a limitless capacity
Accepts perceptual input & forgets
Selective attention important |
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Term
This type of memory:
Plays an active role in processing conscious thoughts
Small capacity, brief duration
Lost without rehearsal
Chunking/grouping items makes for larger collections in memory |
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Definition
SHORT TERM/WORKING MEMORY
Plays an active role in processing conscious thoughts
Small capacity, brief duration
Lost without rehearsal
Chunking/grouping items makes for larger collections in memory |
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Term
This type of memory:
Has a limitless capacity for rehearsal items, transferred from STM
Different types of information stored: semantic, episodic, procedural
Forgetting possible due to different types of interference or retrieval failure |
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Definition
LONG-TERM/PERMANENT MEMORY
Has a limitless capacity for rehearsal items, transferred from STM
Different types of information stored: semantic, episodic, procedural
Forgetting possible due to different types of interference or retrieval failure |
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Term
| Long-term potentiation (LTP) is ____ lasting enhancement of _______ _______ |
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Definition
| Long-term potentiation (LTP) is LONG lasting enhancement of SYNAPTIC STRENGTH |
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Term
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Definition
| implies that repeated neural activity will produce physical changes in the NS |
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Term
| Neuroplasticity is the __________ of neurons, the ________ of their networks, and their function via __________/________ |
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Definition
| Neuroplasticity is the CHANGING of neurons, the ORGANIZATION of their networks, and their function via EXPERIENCE/PRACTICE |
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Term
| Forgetting is the process that refers to the _____ of the ability to effectively _____ and _____ learned information for producing reliable change in movement performance |
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Definition
| Forgetting is the process that refers to the LOSS of the ability to effectively STORE and RETRIEVE learned information for producing reliable change in movement performance |
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Term
Theories of forgetting
1.
2.
3. |
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Definition
Theories of forgetting
1. TRACE DECAY
2. INTERFERENCE
3. RETRIEVAL |
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Term
| Trace decay is forgetting due to ________ of ______ |
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Definition
| Trace decay is forgetting due to PASSAGE of TIME |
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Term
| Interference attributes forgetting to ______, movement responses that occur |
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Definition
| Interference attributes forgetting to COMPETTING, movement responses that occur |
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Term
| Retrieval is memory trace not being able to be ___________ |
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Definition
| Retrieval is memory trace not being able to be RETRIEVED |
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Term
| Anterograde amnesia- inability to ______ recent memories |
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Definition
| Anterograde amnesia- inability to RECALL recent memories |
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Term
| Retrograde amnesia- inability to ________ _______ memories |
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Definition
| Retrograde amnesia- inability to REMEMBER PAST memories |
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Term
| Reminiscence is __________ past memories |
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Definition
| Reminiscence is RECOLLECTING past memories |
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Term
| Primary + Recency is remembering the ______ and the ______ |
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Definition
| Primary + Recency is remembering the FIRST and the LAST |
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Term
| Warm-up Effect- _____ rehearsal |
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Definition
| Warm-up Effect- VERBAL rehearsal |
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Term
| Memory consolidation increases with ___-____ and _____ sleep |
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Definition
| Memory consolidation increases with NON-REM and REM sleep |
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Term
| How can interventions be organized to improve off-line learning of motor skills practiced in PT? |
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Definition
1. conduct PT sessions later in day, evening
2. quiet environment to assure better sleep
3. nap follow PT session
4. assess effects of depression, medication side effects, sleep apnea |
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Term
| Factors influencing Memory skill |
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Definition
Factors influencing Memory skill
PERSON
TASK
ENVIRONMENT |
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Term
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Definition
| Capability = characteristics that are subject to change as a result of practice |
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Term
| 3 Methods to assess learning |
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Definition
OBSERVE PERFORMANCE/PRACTICE
RETENTION TESTS
TRANSFER TESTS |
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Term
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Definition
| performance on a motor task practiced during acquisition phase is assessed in a phase under conditions |
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Term
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Definition
| Used when the motor task and/or conditions present in the retention phase differ from those that existed in acquisition phase |
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Term
| Retention tells us something about _________ of motor performance learned in acquisition |
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Definition
| Retention tells us something about DURABILITY of motor performance learned in acquisition |
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Term
| Retention is ________ observable, _______ in nature, and _______ in accord with variables that do not affect learning |
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Definition
| Retention is DIRECTLY observable, TEMPORARY in nature, and FLUCTUATES in accord with variables that do not affect learning |
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Term
What characteristics need to be identified to make appropriate inferences about learning?
1.
2.
3. |
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Definition
What characteristics need to be identified to make appropriate inferences about learning?
1. IMPROVEMENT
2. PERSISTENCE
3. INCREASING CONSISTENCY |
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Term
What characteristics need to be identified to make appropriate inferences about learning?
1.
2.
3. |
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Definition
What characteristics need to be identified to make appropriate inferences about learning?
1. IMPROVEMENT
2. PERSISTENCE
3. INCREASING CONSISTENCY |
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Term
| How can you maintain patient's performance record? |
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Definition
How can you maintain patient's performance record?
PERFORMANCE CURVE
X-AXIS: TRIALS
Y-AXIS: ERRORS |
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Term
| Performance curves provide insight into ____-_______ changes in performance/practice, but are ____ adequate indicators of _____-_____changes |
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Definition
| Performance curves provide insight into SHORT-TERM changes in performance/practice, but are NOT adequate indicators of LONG-TERM changes |
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Term
| 4 types of performance curves |
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Definition
4 types of performance curves
1. LINEAR
2. NEGATIVE ACCELERATING
3. POSITIVE ACCELERATING
4. OGIVE/S-SHAPE |
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Term
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Definition
| alternative methods to infer learning has occurred |
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Term
| Retention tests are administered after an ________ of time during which the skill is _____ _______ |
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Definition
| Retention tests are administered after an INTERVAL of time during which the skill is NOT PRACTICED |
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Term
| Absolute retention represents: |
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Definition
| amount retained of what was originally learned in acquisition |
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Term
| Relative Retention reflects: |
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Definition
| Relative Retention reflects HOW MUCH TASK-RELATED INFO WAS LOST OR GAINED DURING INTERVAL |
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Term
| Savings is thought to measure: |
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Definition
| Savings is thought to measure HOW QUICKLY AN INDIVIDAL IS ABLE TO RELEARN A SKILL FOLLOWING INTERVAL |
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Term
| Transfer of Learning deals with transferring ________ and _______ from one situation to _________ |
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Definition
| Transfer of Learning deals with transferring KNOWLEDGE and SKILLS from one situation to ANOTHER |
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Term
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Definition
Degrees of Transfer
NEAR
FAR |
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Term
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Definition
Types of Transfer
NEUTRAL
NEGATIVE
POSITIVE
BILATERAL |
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Term
| For Positive Transfer to occur, elements underlying two skills or movement must be _______ or require _____ type of cognitive processing |
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Definition
| For Positive Transfer to occur, elements underlying two skills or movement must be IDENTICAL or require SAME type of cognitive processing |
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Term
| ________ _______ occurs if skills are perceived as similar or if nature of cognitive processing underlying two skills is similar |
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Definition
| POSITIVE TRANSFER occurs if skills are perceived as similar or if nature of cognitive processing underlying two skills is similar |
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Term
| Absolute error is a measure of the ______ ______ of error |
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Definition
| Absolute error is a measure of the TOTAL AMOUNT of error |
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Term
| Constant error measures the ________ difference b/t performer's response on each trial and the _______ of the goal |
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Definition
| Constant error measures the ALGEBRAIC difference b/t performer's response on each trial and the TARGET of the goal |
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Term
| Variable error represents to degree of ________ or variability associated with performance |
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Definition
| Variable error represents to degree of CONSISTENCY or variability associated with performance |
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Term
| _____ ______/ ____ _____ _____ is a measure of consistency and deviation of the error |
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Definition
| TOTAL ERROR/ROOT MEAN SQUARED is a measure of consistency and deviation of the error |
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