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What is motor learning?
- PRODUCES AN ACQUIRED CAPABILITY FOR SKILLED MOVEMENT (HABIT)
- A SET OF PROCESSES THAT LEAD TO SOME FORM OF CHANGE
-IS NOT DIRECTLY OBSERVABLE
-IS RELATIVELY PERMANENT OR STABLE
Stages of ML
Stage 1: Cognitive
need to understand what they need tto do, early stage
Stage 2: Fixation
After determining most effective way to do something, make subtle adjustments, may be in this stage for a while
Stage 3: Autonomous
the skill becomes automatic
idea is you dont have to pay attention to mvmt anymore
may take months or years
Motor Learning Theories
1. Dynamic Systems Theory
motor learning is non linear and systems interact
related to bernstein's 1967 degrees of freedom
many ways to perform a mvmt that meet same goal
2. Schema Theory
Schema = conceptual framework for each type of motor task
we learn by relating a new task to our stored motor patterns
recognition schema
understanding the task, and being able to judge accuracy
based on sensory consequences of a movement
recall schema
remembering what you need to do based on response specifications
affected by things like attention and memory
Types of feedback
Knowledge of Results (KR)
the outcome --> you missed the target
Knowledge of Performance (KP)
Includes info about mvmt executed --> keep your arms closer
too frequent KP or KR can degrade performance and disrupt development of the
recognition schema
KP/KR only helps you know the outcome of a iteration of task,
patient needs to be able to remember what to do, judge accuracy and adapt in environment
concurrent vs terminal feedback
concurrent: at same time as movements/practice, you know how you did right away
terminal: at end of a movement or set of movements. delayed feedback
Types of practice
1. blocked practice
2. random practice
3. massed
4. distributed
5. do it 3x rule
Learning curve of ML phases
acquisition
retention
transfer
motor performance vs learning
performance
refers more to within session, short term gains, poor performance does not necessarily mean no learning
learning
is properly defined as a process inferred from relatively long term stable shifts in the capacity for movement subsequent to practice or exposure
focus of attention: internal vs external
internal - calls attention to body movements
external - calls attention away from the body or external object
extrinsic feedback
clinician cues or biofeedback
motor imagery vs action observation
motor imagery: mental practice generating internal visual and kinesthetic aspects of movement
action observation: watch a person do an action
mental practice is more effective than
no practice
mental practice is not nearly as effctive as
physical practice
limitations in applying motor learning theory to speech
1. most of our data comes from limb tasks that are only visual and have no auditory component
2. motor learning occurs in stages over a long period of time and is dependent on protein synthesis
Methodological limitations to previous studies
few task repetitions
few sessions
novice learners performing simple tasks
implicit vs explicit instruction
implicit:
general modeling and imitation
trial and error w/ conscious awareness of what is actually happening
supporters prefer this because it is more natural and doesn't require too much thinking
explicit:
exact instructions
bring attention to online body mvmt
more cognitive
supporters prefer this in order to perform a specific task
Motor learning: PD
- literature supports KR at 20%
- dual task interferes w learning
Motor learning: AOS and CAS
- ultrasound biofeedback can be helpful
- need a detailed bottom up phonotactic speech hierarchy
