NeuroPT - 13 - Motor Learning Stages and Types of Learning

File name: "13. Change the Brain_Motor learning stages and types of learning" ; PPT title "Advanced Principles of Intervention using Motor Learning: stages and types of learning"

skill

a _______ is an individual’s ability to consistently achieve goal/s under a wide variety of conditions

motor skill

a _________ is the ability to execute movement in an optimal fashion, with accuracy and uniformity, conservation of energy, and organized sequence of movements that is purposeful and adaptable

discrete

_________ movement has a distinct beginning and end

serial

_________ movement is discrete actions that are linked together

continuous

___________ movement has no distinct beginning and end

discrete

throwing a ball is an example of (discrete/serial/continuous) movement

discrete

striking a match is an example of (discrete/serial/continuous) movement

discrete

striking a piano key is an example of (discrete/serial/continuous) movement

serial

a wheelchair transfer is an example of (discrete/serial/continuous) movement

serial

changing a tire on a car is an example of (discrete/serial/continuous) movement

serial

playing a song on the piano is an example of (discrete/serial/continuous) movement

continous

swimming is an example of (discrete/serial/continuous) movement

continous

running is an example of (discrete/serial/continuous) movement

continous

cycling is an example of (discrete/serial/continuous) movement

TRUE

T/F: just because there is no distinct beginning and end to continuous motion doesn’t mean that you can’t start and stop the motion

PATTERN

continuous movement is more about a continuous __________ of movement that is repeated

complexity

the interaction between task and environment creates ___________

lower

a closed skill has a (higher/lower) task complexity

higher

an open skill has a (higher/lower) task complexity

closed

a/n _________ skill is a skill that is performed in an environment that is predictable or stationary and allows performers to plan their movements in advance

open

a/n _________ skill is a skill that is performed in an environment that is unpredictable or in motion and that requires performers to adapt their movements in response to dynamic properties of the environment

LEARNING

rehabilitation is a __________ process

learning

_________ is the acquisition of new skills

re-learning

___________ is the reacquisition of previously learned skills

problem solving, adaptable

learning requires ___________ and becoming ____________

practice or experience, capability for responding

motor learning is a set of processes associated with ___________ or ___________ leading to a relatively permanent change in the __________________ during a skilled movement

NEUROPLASTICITY

motor learning is _____________ related to practice/experience of a skilled movement

FALSE

T/F: performance and learning are the same

performance

___________ is how you do during a single practice session

learning

___________ is how much you retain following a practice session

BREAK

testing learning requires a ________ after the initial practice session

retention

_______ of a skill is how much is remembered after a break in practice

retention

(retention/transfer) test assesses how someone can perform the SAME task that was practiced after a period of non-practice

transfer

(retention/transfer) test assesses how someone can perform a SIMILIAR task that was practiced after a period of non-practice

retention

performing a 5tSTS at the beginning of the 2nd session after practicing it the first is an example of a (retention/transfer) test

transfer

performing a STS from a couch after learning it with a regular chair is an example of a (retention/transfer) test

cognitive, associative, autonomous/automatic

the 3 STAGES of motor learning are ________, ___________, and ____________

motor learning

the progression between stages of ____________ is marked by

• improved performance

• decr attention demands of the task

• greater ability of the performer to sense errors

cognitive

in the _______ stage of motor learning, the performer begins to understand what must be done to complete the task, a developing strategies that could be used to carry out the task

variable

in the cognitive stage, the performance is _________ as the learner tries different actions or solutions

quiet, consistent

in the cognitive stage, the learner can benefit from a ______ and _________ environment for practice

extra time

in the cognitive stage, _________ may be helpful between trials to allow the learner to consider and even articulate errors in performance

feedback

in the cognitive stage, the learner may need a lot of feedback from the instructor

associative

in the _________ stage of motor learning, performance is refined and variability decreases

internal

in the associative stage, the learner has a good _______ sense of what the movement should feel like

distracting

in the associative stage, the learner should begin to demonstrate the ability to perform more consistently, even when the environment is ___________

LESS FREQUENT

in the associative stage, the instructor can provide _____________ feedback as the learner becomes more adept in identifying errors

autonomous/automatic

in the _________ stage of motor learning, there is skilled performance that is achieved with few errors and little attention devoted to the performance

error augmentation

the autonomous stage of motor learning is where __________ creates more learning

consistent, accurate

in the autonomous stage, performance should be _______ and _________, even with environmental distractions

detecting, identifying

in the autonomous stage, the instructor can play a less active role in _________ and _________ errors

DOES DRAMATICALLY

the role of the clinician (does/does not) change as the client moves through the 3 stages of motor learning

decreases

the amount of attention needed for a motor task (increases/decreases) as you progress through the stages of learning

declarative, procedural

long term memory and learning has two subdivisions, _________ learning and _________ learning

declarative

(declarative/procedural) is the “describing”

procedural

(declarative/procedural) is the “doing”

declarative

(declarative/procedural) is the facts and things

declarative

(declarative/procedural) is the tasks and methods

procedural

(declarative/procedural) is the motor skills

procedural

(declarative/procedural) is the mental skills

declarative

_________ learning is understanding how to do something

SAY, HOW

declarative learning often results in being able to _____ what you did or _____ to do something

TRUE

T/F: declarative learning doesn’t have to be verbal but you have to be aware enough to know it

procedural

_________ learning is knowing how to do something

conscious attention

procedural learning is changes in performance which are NOT accounted for by ___________ to the task

OBLIVIOUS

with procedural learning, the learner is ________ to the aspects of task practice that are producing the positive change in performance

IS NOT

declarative knowledge (is/is not) necessary to gain procedural knowledge of a skill

habit

procedural learning is also called ______ learning

FALSE - can shift both ways

T/F: motor learning progresses only from procedural learning to declarative learning

declarative → procedural

with ___________ → ___________ motor learning, repetition may shift a skill to habit, like learning to drive a car

procedural → declarative

with ___________ → ___________ motor learning, learner becomes aware of rules or procedures with practice

TRUE

T/F: no single area of the brain appears to contribute to all procedural motor learning

• cerebellum

• basal ganglia

• sensorimotor cortex

three critical regions of the brain for procedural and declarative learning:

cerebellum

the _________ is the mechanic of movement and subconscious algorithm builder and adjuster

sensory

the cerebellum uses _______ information to guide procedural learning

basal ganglia

the ___________ allows for automaticity of movement and skills requiring less attention

FALSE: doesn’t eliminate, but SLOWS it

T/F: a unilateral basal ganglia stroke eliminates the capacity for procedural learning

primary motor cortex PMC, supplementary motor area SMA

the ____________ and ____________ areas have activation with initiation of movement and motor coordination

PMC

the (PMC/SMA) is more active early on in the cognitive phase

SMA

the (PMC/SMA) activity increases after a movement sequence becomes more automatic/autonomous

PMC

disruption of the _____ area decreases integration of declarative information into planned sequences of movement

DECLARATIVE INSTRUCTIONS

clinical bottom line: ______________ may disrupt procedural learning if the PMC is damaged

declarative

the __________ memory system functions to transition short term memories into long term memories

amnesia, encephalitis, alzheimer’s

the declarative memory system is disrupted with these three conditions:

hippocampal formation

the medial temporal lobe contains the ____________ which is a critical support for the formation of declarative learning and memory

declarative knowledge, procedural learning

damage to the hippocampal formation decreases the ability to form ________________ but retains the ability for _____________

prefrontal cortex

the _______________ area allows declarative knowledge to be used to guide motor performance

movement

damage to the prefrontal cortex decreases the ability to integrate declarative knowledge into ___________

procedural skills

in adults with brain pathology, impaired cognitive abilities may be able to learn _______________

declarative instructions

in adults with brain pathology, ____________ may interfere with motor skill learning

VERBAL INSTRUCTIONS

clinical bottom line: evaluate and consider the impact of ____________ on a patient’s learning

procedural

a large portion of the rehabilitation experience after stroke relies on ___________ learning

procedural, declarative

(declarative/procedural) learning is often maintained when (declarative/procedural) learning is compromised