CSD 528 FINAL - An Intro to Motor Learning

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