motor development final

Learning a motor skill is often different from:

Physical adaptations of the body’s growth, maturation, and exercise adaptations

A fine motor movement is commonly associated with:

Smaller muscles and very discrete movements

Different centers of the brain are responsible for actions. Which is correctly matched?

Frontal cortex – reasoning, Occipital cortex – vision, Motor cortex – sensorimotor integration

The left and right hemispheres of the brain:

Control opposite sides of the body, Interact to control muscle and motor function

The brain is thought to adapt to both tasks and environments. This is referred to as:

Neuroplasticity

Motor learning and skill development are refined through:

Error experience, practice, success, variability

Kinesthetic awareness and motor behavior changes relate to:

Age = Motor development

Charles Sherrington introduced:

Reflex Theory

Which of the following are theories of motor control?

Hierarchical Theory, Motor Programming Theory, Schema Theory, Dynamic Systems Theory

The difference between afferent and efferent nerves is:

Afferent nerves bring sensory info to CNS; efferent send motor commands from CNS

The CNS coordinates movement using internal plans rather than reactions:

Motor Programming Theory

Movement emerges naturally from the individual, task, and environment:

Dynamic Systems Theory

Novice movements are:

Simplified to reduce degrees of freedom

Degrees of freedom:

Increase from novice to expert with more motor control and adaptation

Adam’s Closed Loop Theory relies on:

Memory Trace and Perceptual Trace for movement accuracy

Spatial and temporal relationships in motor skills refer to:

Relative space and time specific to act out a skill

Perceptual Trace refers to:

Internal reference of correctness, ability to detect errors and adjust

Fitts and Posner’s stages of motor learning:

Cognitive, Associative, Autonomous

A person in the autonomous stage of skill development:

Performs skills efficiently, automatically, and accurately

Degrees of freedom relate to:

The need to coordinate different movement patterns for various tasks/environments

A motor program is:

A memory-based construct controlling coordinated movement

Motor programs are associated with:

Attractors – energy-efficient, stable behavioral patterns

Spontaneous behavior due to constraints is known as:

Self-organization

Perception-Action Coupling refers to:

Timing and perception working together in movement

Primary sensory characteristics include:

Touch, vision, proprioception

Proximal stability (like the spine) is important to:

Attain distal mobility

Mechanoreceptors send information to the CNS about:

Temperature, pain, movement, and pressure

Motor skill development depends on:

Motor and sensory cortex working together

Motor and sensory cortex rely on:

Afferent sensory info to provide efferent motor responses

Golgi tendon organs

Protect muscles and joints with inhibitory responses

Muscle spindle fibers:

Detect tension and force; result in contraction

Functional motor responses rely on:

Visual, proprioceptive, vestibular feedback

To test the vestibular system:

Rapidly move the head side to side

To knock out proprioceptive and visual systems:

Stand on an unstable surface with eyes closed

Brain development results from:

Enhanced neural connections and motor-unit recruitment

Landmark brain developments occur at:

2, 4, 9, and 12–16 months

Natural reflexes (gripping, breathing, blinking) are:

Root to many motor developments

Binocular vision helps with:

Depth perception, reaching, and grasping

Attention span and focus are essential for

Learning and performing motor skills

Primary sensory characteristics for skill learning:

Vision, touch, proprioception

Kinesthetic awareness relates to:

Body position sense, memory, working memory

Practicing with eyes open vs. closed:

Helps train other sensory systems

Brain activity during skill execution depends on:

Experience, age/maturity, skill difficulty

Long-term memory stores:

Permanent info about past events and general knowledge

Subcortical brain activity refers to:

Well-learned skills with minimal cognitive input

A distracted/overstimulated or understimulated brain:

Impacts learning and performance negatively

You can change a habit in:

3–4 weeks

Brain focus uses approximately:

30%

Three types of long-term memory:

Procedural, semantic, episodic

Procedural memory:

“How to do” skills

Transforming info for memory storage is called:

Encoding

Overstimulation of the brain leads to:

Cognitive fatigue and reduced focus

Attention refers to:

Perceptual, cognitive, motor activity limits on skill performance

Visual selective attention:

Helps multitasking and determines visual info needed for skill

Skill transfer from practice to real life is shown by:

Performing a practiced skill in a real-world or new context

Fitts and Posner’s model includes:

Cognitive, Associative, Autonomous

The Cognitive Stage is when:

The learner focuses on problem-solving – what and how to do

Neuroplasticity refers to:

Brain chemistry, neural connections, and skill learning changes

Associative stage of learning:

Environmental cues are matched with movement for refinement

TDCS has been used for:

Depression, motor skill development, strength, and learning capacity

Skill failure during practice leads to:

Improved neural connectivity and learning over time

Strength gains in athletes can come from:

Brain/nervous system learning to fire more motor neurons

Brain research on neuroplasticity explores:

Environmental variability and degrees of freedom

Learning a skill takes:

Up to 10,000 hours, with a personalized approach needed

Brain changes over time involve:

Chemical and physical changes

Transcranial stimulation:

Primes the brain with chemical, arousal, and motor changes

Neural drive improves skill by:

Increasing motor neuron activity and muscle recruitment

TDCS stands for:

Transcranial Direct Current Stimulation – stimulates motor cortex with low-level electricity

Working memory:

Combines sensory, perception, attention, and short-term processes

Brain stimulation + training can:

Boost performance and muscle strength

CNS fatigue limits performance by:

Brain exhaustion even if muscles aren’t fully tired

Physical changes from learning a new skill occur

In several weeks to months

Motor skills and brain efficiency require:

Repetition and brain connectivity increases

Handedness and dominant motor cortex activity show:

Brain hemisphere controls opposite side for skilled movement and stability