Term
| A process associated with practice or experience that leads to relatively permanent changes in the ability to produce skillful responses. |
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Definition
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Term
| Means being able to do it again and again over time. To use long-term. |
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Definition
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Term
| Memorization. Temporary changes |
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Definition
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Term
| Permanent changes. Retention across time. Transfer to other tasks and conditions. Takes practice and long term use. |
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Definition
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Term
| Which on occurs quicker? Performance or learning? |
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Definition
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Term
| What is another term for Implicit learning? |
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Definition
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Term
| Name 3 types of implicit learning. |
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Definition
Associative
Non-Associative
Procedural |
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Term
| Single stimulus repeatedly |
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Definition
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Term
Habiutation (non painful)
Sensitization (noxious) |
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Definition
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Term
| Do we do sensitization in PT? |
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Definition
| No, because it is painful and you learn NOT to do whatever it is |
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Term
| Forming relationships between stimuli |
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Definition
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Term
Classical (pavlov's dog) conditioning
Operant (trial and error) conditioning |
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Definition
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Term
Learning automatic tasks, habits.
Ingrained |
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Definition
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Term
| Not dependent on awareness, attention, higher cortical processes. |
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Definition
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Term
| Develops slowly after many repetitions, varying circumstances (learn the rules) |
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Definition
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Term
Step by step
Takes longer
Takes cognitive processes |
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Definition
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Term
| What is another term for declarative? |
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Definition
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Term
| Can be consciously recalled and articulated. Required higher cortical processes, awareness, motivation, attention, reflection, ability to relate new information to things they already know. |
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Definition
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Term
| Can declarative memory be enhanced by mental practice (going thru the steps in your head, visualizign) |
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Definition
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Term
| Constant repetition transforms _____ to procedural |
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Definition
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Term
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Definition
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Term
| This theory believes that sensory feedback is necessary to learn skilled movement |
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Definition
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Term
| This theory says that internal reference of correctness is stored with repetition of the correct movement |
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Definition
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Term
| Specificity should ___ learning. |
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Definition
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Term
| The closed loop theory believes that errors and variability will ___ learning. |
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Definition
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Term
| What are the limitations of the closed loop theory? |
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Definition
| Doesn't explain accurate performance of novel movements, or movements made without feedback |
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Term
| This theory does not use feedback. |
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Definition
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Term
| This theory believed in a generalized motor program. Recall schema to select a response. Recognition schema to evaluate the response. Error signal used to modify schema |
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Definition
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Term
| This theory believes that more information is better. That variability will INCREASE learning |
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Definition
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Term
| What are the limitations of the Open Loop (Schema theory) |
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Definition
- Is variability better for learning?
- Depends on who is learning?
- Inability to account for the immediate acquisition of new types of coordination or new forms of movement |
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Term
| Changing things up, doing more than one thing at a time. |
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Definition
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Term
| This theory searches for the optimal strategies to solve for the task. Finds appropriate motor responses and appropriate perceptual cues. Learns to distinguish relevant perceptual cues and match these to motor strategies |
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Definition
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Term
| Used to understand the task (goal and movements needed), and as feedback (both during and after movement) |
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Definition
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Term
| This theory wants people to learn to match appropriate movement dynamics to different conditions and to learn how to solve motor problems, not perform a specific movement pattern. |
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Definition
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Term
| Name the 3 stages of motor learning according to Fitts and Posner |
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Definition
Cognitive
Associative
Autonomous |
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Term
Variability (many strategies)
Lots of improvement |
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Definition
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Term
| Less variability (refining one chosen strategy) |
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Definition
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Term
| Can perform another activity simultaneously |
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Definition
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Term
| Name the 3 stages for the Systems 3-stage Model |
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Definition
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Term
| This stage is where the learner simplifies movement by "freezing" degrees of freedom. You lose efficiency and flexibility |
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Definition
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Term
| This stage is where the learner begins to "free" degrees of freedom, allow movement at more joints. This is more adaptable to task and environment demands. |
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Definition
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Term
| This stage is where the learner releases all degrees of freedom necessary to perform task in efficient, coordinated manner. The learner takes advantage of mechanics of system and environment to optimize efficiency of movement. |
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Definition
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Term
| Promotes skill acquisition |
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Definition
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Term
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Definition
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Term
| This type of practice takes less time to learn, but is more easily forgotten |
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Definition
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Term
Decreases skill retention
Exception: task/environment constant |
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Definition
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Term
Improves skill retention.
Takes longer but can be remembered longer |
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Definition
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Term
| Gentile's 2 stage theory. |
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Definition
1: Learner develops understanding of task dynamics
2: Learner refines the movement |
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Term
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Definition
| Understand goal, develop movement strategies, determine regulatory featurs of the environment |
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Term
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Definition
| Develop adaptability to changing task and environment demands, perform consistently and efficiently |
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Term
| What is Stage 1 of motor learning? |
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Definition
Skill Aquisition
-lots of cognitive processes
-novice (new)
-learning to understand the movement |
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Term
| What is Stage 2 of motor learning? |
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Definition
Skill Refinement
-Associative
-Advanced
-Refine the movement |
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Term
| What is Stage 3 of motor learning? |
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Definition
Skill Retention
-Automatic
-Expert
-very fluid |
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Term
| Does practice make perfect? |
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Definition
| Appropriate practice does |
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Term
| Does practice need to be error free? |
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Definition
| No, you just need to recognize and correct the errors |
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Term
| The schedule and environment of practice will influence motor learning |
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Definition
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Term
| This type of practice environment is always the same. Finite, constant, predictable. Promotes skill aquisition, impedes skill retention. |
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Definition
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Term
| This type of practice environment is constantly changing. Infinite, changing, unpredictable. It delays skill aquisition, but increases skill retention |
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Definition
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Term
| During what stage should the task be single, self-paced, a drill schedule and in a closed environment |
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Definition
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Term
| During what stage should there be multiple tasks, external timing demands, a blocked schedule, and a limited open environment. |
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Definition
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Term
| What stage should there be concurrent tasks, a random schedule, and a completely open environment? |
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Definition
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Term
| Retention and transfer are best when processing demands of practice environment match those of the what? |
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Definition
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Term
| Should you practice parts of a task or the whole thing? |
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Definition
| Depends on skill you are doing |
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Term
| When would practicing parts of a task be effective? |
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Definition
1. if the task can naturally be divided into units
2. parts must be practiced in the context of the task
- must practice the task as a whole eventually in the appropriate environment |
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Term
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Definition
1. error recognition (actual vs. intended)
2. error correction (cues to improve)
3. Reinforcement and increased motivation (increases attention to and duration of practice)
4. guidance of ongoing movements (only for very slow, especially novel movements) |
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Term
| This type of feedback comes from the patient themselves |
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Definition
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Term
| This type of feedback comes from external sources. Can be concurrent or terminal. |
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Definition
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Term
| What is concurrent feedback? |
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Definition
| When you give feedback step by step thru the task |
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Term
| What is terminal feedback? |
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Definition
| When you give feedback at the end of the task |
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Term
| Augmented feedback is of greatest value when: |
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Definition
-intrinsic sensory mechanisms are impaired
- provides new or additional information
- provides specific information to guide subsequent attempts |
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Term
| Name 3 types of people in which augmented feedback would speed up their skill aquisition. |
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Definition
Healthy, young
Neurologically impaired
Elderly |
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Term
| When is it best to give immediate, continuous feedback? |
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Definition
| when they are slow learners and to make their performance better |
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Term
| When is it best to give delayed, summary feedback? |
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Definition
| Every 5-15 trials, when their performance is worse than usual, and when they are learning faster they do not need feedback as much |
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Term
| What does "fade" the feedback mean? |
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Definition
In stage 1 feedback should be continuous, immediate and prescriptive. In Stage 2, it should be delayed and descriptive
In Stage 3, it should only be after long intervals |
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Term
| Increase __ __ and decrease __ as the learner improves |
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Definition
Practive Variation
Feedback |
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