motor control and learning test #3

Fitts Posner model

3 stages, cognitive stage, associative stage, autonomous stage

Cognitive stage person characteristics

questions about what to do to achieve skill,

movement demands large amount of conscious attention, aware of error but don't know how to correct

cognitive stage performance characteristics

in the ballpark movement pattern, large number of errors, errors tend to be big, high intertrial variablility

associative stage person characteristics

performer begins to associate environmental cues with movement requires, reduced attention demand of movement, inc cap to detect errors, inc cap to perform tasks simulatenously

associative stage performance characteristics

refined movement pattern, fewer and smaller errors, less intertrial variability

autonomous stage person characteristics

little to no attention demanded at movement, movement automatic, capable of performing tasks simultaneously, can detect and correct errors

Autonomous stage performance characteristics

consistent between trials, errors are few and small, refined movement patterns

Gentile Model

2 stages, initial and latter

Initial stage

performance emphasis, action achieved inconsistently and lacks efficiency, begin to discriminate regulatory from nonregulatory environmental conditions, high intertrial variability

performance emphasis

develop movement pattern that allows some degree of success at achieving action goal

latter stage

persona emphasis, more consistent at achieving action goal, refined movement pattern from initial stage, increased economy of effort, achieve goal for both closed and open motor skills

person emphasis

develop capability to adapt movement pattern to situational demands

later stage goals closed skills

Fixation, increasing consistency of producing same movement patten each time, inc cap to adapt to non reg conditions like fatigue and anxiety

later stage goal open skills

diversification, inc cap to adapt to changing spatial and temporal regulatory conditions, modify movement characteristics of movement pattern when needed

what explains stages of learning

1. rate of improvement 2. body limb segment coordination 3. muscle activation during performance 4. energy cost 5. kinematic goal achievement 6. visual attention 7. demand for conscious attention

rate of improvement

Power law of practice- performance improves most at early stages of learning as focus shifts from gross error, to movement errors, to accuracy and consistency errors

body limb segment coordination

progress from freezing to freeing df, initially trying to control by moving some joints as 1 joint, eventually developing a functional synergy of those joints, mirroring to no mirroring

muscle activation during perfomance

decrease in number of muscles activated as one progresses from beginner to advanced, develop sequence of muscle activation (jaegers dart throwing)

energy cost

inc in efficient use of energy, dec in overall energy cost, both physiological (02, cal) and mechanical (work rate, metabolic rate)

kinematic goal achievement

progress from spatial to temporal goals, focus shift from displacement to vel to acc and one progresses from beginner to expert

visual attention

from erratic to more specific visual search, faster visual focus on correct cues, inc cap to shift visual attention

demand for conscious attention

decreases due to chunking, number of parts per chunk increases as skill is learned

What is an expert

Expert is considered elite or world class

characteristics of experts

typically min 10 years of deliberate practice

difference across domain of expertise

expertise is domain specific, little transfer of capabilities from expertise in one domain to a domain where expert has no experience

if experts perform skills automatically, why are they not always perfect

we are naturally inconsistent as humans, ability to get ques from environment can change

memory

capacity to benefit from past experiences, mental faculty of retaining and recalling past experience

2 component model

proposed by braddeley, consists of working mem and long term mem

working memory

incorporates sensory, perceptual, attentional and short term memory processes, where info is stored for a short time

what does working memory play a critical role in

decision making, problem solving, movement production and evaluation, long term memory

is working memory active or passive

functionally active

characteristics of working memory

duration for both cognitive and motor is about 20-30sec, typically has a capacity of 7+/-2 items

long term memory characteristics

duration is relatively permanent we just have trouble locating it, relatively unlimited capacity

long term memory

more permanent memory storage

procedural memories

type of long term memory info, critical to motor skill, able to show action but harder to describe, procedural knowledge

episodic memories

personally experienced events and when they occurred, compare current events to past performance, tell us what to do, declarative knowledge

semantic memories

concept of knowledge such as love, what a car is, factual information like 2+2=4, tell us what to do, declarative knowledge

trace decay

when forgetting occurs due to passage of time, likely a retrieval issue

proactive interference

activities occurring prior to performance that neg affect memory, learning a then b then c but only tested on c

retroactive intereference

activities occurring after the thing needed to be remembered that neg affect memory, learning a then b then c but tested on a

tips to enhance memory

1. ask to remember beginning and end of movement 2. visual and verbal labels 3. tell someone they will be tested to increase effort in practice 4. chunk or subjectively organize movements

Encoding

the closer practice environment resembles test environment, the better retention of learned skill

motor learning

a change in cap of a person to perform a skill that must be inferred from a relatively permanent improvement

improvement

increase in trial to trial consistency, adaptability to environmental context variations, stability,

perfomance vs learning

performance; specific time and situation, observable, temporary, and be influenced by variables. learning; not observable, due to practice and experience, not influenced by variables

why is assessment of learning important

accountability

techniques to assess motor skill learning

1. performance curve 2. retention test 3. transfer test 4. observe changes in coordination dynamics

performance curve

focuses on outcome measures, uses kinematic measures, shows evidence of improvement through increased trial to trial variability, good for showing long term progress

retention test

used to test relative permanence of what was learned, perform same skill as practiced after a period of no practice (hours or days)

transfer test

tests adaptability of what was learned, changes either task characteristics or environmental context conditions, can be conducted immediately after practice or be delayed

observe change in coordination dynamics

asses coordination changes during practice and tests, looks for evidence of consistency and stability

performance variable

a practice condition characteristic that artificially inflates or depress performance but doesn't influence learning, ex. being given more info can help inflate performance without aiding in learning (weinstein 1996 bodyweight exp.)

performance plateau

temporary period of time of no improvement, but eventually improvement continues, likely as focus shifts to another variable

transfer of learning

the influence of previous experience on learning a new skill, or performing an experienced skill in a new context

positive transfer

prev experience aids in learning a new skill or performing in new context

negative transfer

prev experience hinders or slows learning a new skill of performing in new context

zero transfer

prev experience has no effect of learning new skill or performing in new context

why is transfer of learning important

1. sequence activities to help a person learn a new skill 2. evaluate effectiveness of therapy interventions, coaching strat, practice conditions, related to accountability

why does positive transfer occur

2 accepted explanations, 1. similarity of skill or context components 2. similarity of information processing activity requires

similarity of skill or context components thoery

bases on thorndike Identical elemnts theory, pos transfer inc as number of common components inc for two skills/contexts (roller skating and ice skating)

similarity of information processing activity requires theory

based on transfer appropriate processing view of practice-test relation, pos transfer inc as similarity of information processing activity inc for two skills/contexts (problem solving, decision making)

when negative transfer occurs

when two skills have similar environmental context characteristics but difference movements, difference in spatial or timing aspects of movements (new rhythmic structure),

why negative transfer occurs

cognitive confusion-motor control system needs to perform in non preferred manner,

are negative transfer effects permanent

no, typically temporary and can be overcome with practice

bilateral transfer

pos influence or prev experience performing a skill with one limb on learning same skill with different limb (learn skill with one hand makes it easier to learn with the other)

why is bilateral transfer important

rehab; developing therapy for patients with impaired limb on one side, Teaching; develop practice conditions facilitating learning to use either limb to perform skill

does direction of bilateral transfer matter

yes, bilat transfer typically asymmetric, greater transfer from preferred to non preferred limb

what causes bilateral transfer

1. cognitive factors, person already learned cognitive aspect of skill 2. motor control factors, muscles are a parameter of a GMP

is muscle memory real

NO!