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ML Concept Map
ML Concept Map
Practice Conditions
Transfer of Learning
Declarative and Associative Learning Adams Theory Schmidts Theory
DM McKeough 2009
Motor Learning
Define learning and motor learning Declarative and associative learning Procedural learning Adams theory of motor learning Schmidts theory of motor learning Motor learning occurs in stages Transfer of learning Feedback Practice conditions Motor Learning variables
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Motor Learning
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The aspect of Motor Control concerned with the acquisition of novel action or movement As applied to patients, Motor Learning is the re-acquisition of previously learned actions in the presence of altered morphology (sensory, motor, or cognitive impairment)
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Motor Learning
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How can I best structure practice (therapy) to insure learning? How can I ensure that skills learned in one context (PT) will transfer to another (home)? Will simplifying a task result in more efficient learning?
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Motor Learning
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What is Learning?
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Definition: a relatively permanent change in behavior due to practice. Motor learning: a set of processes associated with practice leading to a permanent change in the capacity for skilled action
Learning is a process of acquiring the capacity for skilled action Learning results from practice Learning cannot be observed directly but must be inferred from behavior (performance) Learning produces a permanent change in behavior
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Motor Learning
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Performance Learning
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Motor Performance is the temporary change in movement behavior seen during a practice session
Facilitation Fatigue
Motor Learning is a permanent change in movement behavior measured after a retention period
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Motor Learning
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Types of Learning
Declarative Learning
Controlled by the cortex Practice can transform declarative learning to procedural learning
Associative learning: discover the cause and effect relationship between variables
During my sit-to-stand transfer, I fell backward because I began standing before I had my nose over my toes.
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Motor Learning
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Types of Learning
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Procedural Learning
Develops slowly through very high repetition Expressed through improved performance on a task Controlled by the cerebellum
Therefore performance is still possible in the absence of cortex (brain injury, dementia)
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Types of Learning
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Procedural Learning
Anterior displacement of line of gravity into a new base Produce extensor force > gravity (hip and knee components should proceed and end simultaneously)
Learning the rules of performance enables successful performance of action in variable performance environments (transfer of the strategy)
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Motor Learning
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Sensory FB is used for the ongoing production of skilled movement Movement errors are detected by comparing movement produced FB with a memory of the intended movement Memory trace used in the selection and initiation of a movement Perceptual trace, built-up over practice, becomes the reference of correctness
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Clinical Implications
Accuracy of a movement is proportional to the strength of the perceptual trace Patient must practice the movement repeatedly to develop and strengthen the perceptual trace Accurate movement can occur in the absence of FB Would require a separate perceptual trace for every possible movement
Limitations
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Motor Learning
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Schema is an abstract representation stored in memory following multiple presentations of a class of objects (tasks) Emphasizes open-loop control processes and generalized motor program concept Motor programs do not contain the specifics of a movement but rather contain general rules for a specific class of movements
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Motor Learning
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Recall schema used to select a specific response (Adams memory trace ) Recognition schema used to evaluate response correctness (Adams perceptual trace) Movement is regulated by a negative FB system What is fed back to the controller is an error signal (e.g. thermostat, toilet, muscle spindle)
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Motor Learning
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Decision process involves formulating an error signal and feeding it back to the recognition schema which becomes more refined with practice With increased variability of practice, the recognition schema becomes more generalized and stronger
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Motor Learning
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Clinical Implications
Limitations
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Motor Learning
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Motor Learning
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Cognitive: Learning what to do Associative: Refining the movement pattern Autonomous: Developing skill Early stage: Getting the idea of the movement (Equivalent to Fitts & Posner Stage 1) Late stage: Fixation/ diversification (Equivalent to Fitts & Posner Stage 2 & 3)
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Stages
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Motor learning probably occurs in stages Activity of the learner is different in the different stages Activities of the instructor should be different in the different stages
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Stages
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Cognitive Stage
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Performers activity
Learner is getting the idea of the task, developing a cognitive map Assesses own abilities Develops strategies Learns regulatory constraints Selectively attends to regulatory constraints Formulates a motor program Changes performance to successively approximate task Visual FB (KR) most important
Learning what to do
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Cognitive Stage
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Intervention Strategies
Instruction
Highlight purpose of task in functionally relevant context Demonstrate task accurately, at ideal speed (best model is another learner at same stage) Draw attention to regulatory constraints Have performer verbalize strategy and regulatory constraints May require manual guidance or assistance Break complex tasks into component parts (progressive-part technique)
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Stages
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Cognitive Stage
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Intervention Strategies
Transfer
Transfer information in from other known motor skills Highlight similarities to other learned tasks Distributed practice to avoid fatigue (safety) Limit distracters or interference Stress slow, controlled movement Randomize practice among 2 or more variables
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Stages
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Cognitive Stage
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Feedback
Positively reinforce correct performance Provide FB along appropriate sensory channels Augment visual FB (mirror, video) Balance FB for correct performance with errors since errors are variable AVOID VERBAL BOMBARDMENT Closed
Practice environment
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Stages
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Associative Stage
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Performer Activities
Performer practices movement Spatial and temporal aspects of movement are becoming better organized Extraneous movement errors decrease Dependence on visual FB decreases, on proprioceptive FB increases (KR KP) Cognitive monitoring decreases Refining the movement pattern
(The goal of this phase is to improve the organization of the motor program)
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Associative Stage
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During stage 2, closed skills become more consistent and open skills become more diversified
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Stages
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Associative Stage
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Intervention Strategies
Instruction
Help performer develop own decision-making abilities Facilitation or guidance may be counterproductive Random practice of 2 or more tasks in larger blocks of trials Repeat practice conditions at least twice to permit performer to correct errors Introduce elements of real world performance scenarios including distracters and interference as appropriate
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Stages
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Associative Stage
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Intervention Strategies
Feedback
Identify movement errors, intervene when errors become consistent Augment KP (reference of correctness) Increase detail or specificity, decrease total amount Allow brief period of introspection between performance and FB
Practice environment
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Stages
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Autonomous Stage
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Performer Activities
Most patients are discharged prior to this stage Practice task in different performance environments Spatial and temporal components become highly organized Movement becomes increasingly autonomous requiring little cognitive control Developing skill (Consistent goal attainment)
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Stages
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Autonomous Stage
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Intervention Strategies
Practice environment
Use performance conditions with all appropriate distracters and interference (open, actual speed and accuracy) Repeat practice conditions at least twice to permit performer to correct errors Confirm/ augment the performers analysis of the performance Increase detail or specificity Decrease total amount
Feedback
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Stages
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Autonomous Stage
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Intervention Strategies
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Stages
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Transfer of Learning
The role of transfer in rehabilitation. Transfer of learning (training): it is not known what is being transferred (task specificity). If it is the process for solving a type or class of motor problem, then experience solving similar problems should assist in transferring the learning.
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Motor Learning
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Feedback
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Types of FB
Intrinsic FB
Proprioception about the movement process (KP) Information about the result of the movement (KR)
Extrinsic FB
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Motor Learning
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Feedback
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Definition
Frequency
Type
Specificity
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Characteristics of Good FB
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Timely
Accurate
Allow brief period of introspection between performance and FB Positively reinforce correct performance Balance FB for correct performance with errors since errors are variable Provide FB along appropriate sensory channels Increase detail or specificity Confirm/ augment the performers analysis of the performance Augment visual FB (mirror, video)
Augmented KR
Augmented KP
Total amount
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Practice
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Schedule
Conditions
Constant practice improves performance Variable practice improves learning and transfer
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Motor Learning
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Practice Conditions
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Task specificity says the best practice is the test itself If utilizing a part technique, the part must be a naturally occurring component of the whole
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Motor Learning
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Practice Conditions
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Transfer
Amount of transfer is determined by the similarity between the two tasks or the two environments The more closely the demands of the practice environment resemble those in the performance environment, the better the transfer
Experimental results are equivocal about whether guidance produces better learning
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Motor Learning
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Practice Conditions
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Mental Practice
Can produce large positive effects on performance of the task (Rawlings 1972) During mental practice the same brain areas (primary and supplementary motor areas) are active that are active during the physical performance of the task
Research results indicate combination of physical and mental practice produces best results of all
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Motor Learning
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Stages of motor learning: Fitts & Posner/ Gentile Types of movement goals: movement pattern/ environmental result Environment: closed/ open Task specificity: Gentiles taxonomy Feedback: frequency, type (KR/ KP, +/-), specificity Practice schedule: distributed/ massed Transfer of learning: transfer-in/ transfer-out Practice conditions: constant/ variable, blocked/ random, whole/ part, guided/ discovery Mental practice
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Motor Learning
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The End
DM McKeough 2009
Concept Map