Motor Control and Learning

ability to regulate the mechanisms required to generate movement to meet the demands of a given task in a specific movement

individualtaskenvironment

perceptioncognitionaction (motor output from CNS)

discrete or continuousstability or mobility or manipulationopen movement or closed movement

regulatorynonregulatory

shape the movement itselfsize, shape, weight of object to pick up

may affect the performance but movement does not have to conform

between stable and mobile

stimulus->responsedoes not explain movement that occurs without SENSORY STIMULUS, FAST movements, ability to produce NOVEL movements

brain has a higher, middle, and lower level of motor functionorganization is top down (or on both surrounding levels)does not explain dominance of reflex in certain situations (stepping on a tack)

identify central pattern generator (CPG)hierarchically organizedCPG cannot replace sensory input or solely determine action

body is subject to outside and inside forcesbody is mechanical system with many degrees of freedom

seeks physical explanation for movement as opposed to CNSself organizing system

takes into account CNS, mechanical aspects of body, and environment

motor control evolved so animals could cope with environmentperception is important component

a set of processes associated with practice or experience leading to relatively permanent changes in the capability for producing skilled action

process of acquiring knowledge about the worldrelatively permanent change

temporary change seen during practice

nonassociative learningassociative learningprocedural learning

knowledge that can be consciously recalled and requires awareness, attention, and reflection

occurs when given a single stimulus repeatedly-habituation: decreased responseiveness from non paindul stimulus-sensitization: increased responsiveness from painful stimulus

person learns to predict relationships-classical conditioning: weak stimuli paired with strong stimuli-operant conditioning: response paired with consequence

learning tasks that can be performed automatically-develops through repetition- no attention necessary

sensory feedback used for ongoing production of skilled movement-memory trace: selection and initiation of movement-perceptual trace: built over time with practice, internal reference for correctness

abstract representation stored in memory-recall schema: used to select specific response-recognition schema: used to evaluate responsepredictions:1) variability of practice should improve2) movement can be made correctly even if never performed before

increases the coordination between perception and action in a way that is consistent with the task and environment

1. Cognitive: understand task2. Associative: refine skill3. Autonomous: low attention needed to perform

controlling degrees of freedom1. novice stage: simple movement, low DOF2.

advanced stage: add movement at more joints3. expert stage: released all DOF to perform task efficiently

closed: late practice, there is only one optionopen: late practice, there are several ways to perform task

initially performance improves rapidly, adding practice improves slower

intrinsic: inherentextrinsic: augmentedknowledge of results: provide in summary for better learningknowledge of performance:

amount of practice time in a trial is greater than the amount of rest between trials

the amount of rest between trials is equal to or greater than the amount of time for a trial

no change in order or speed of task-use when no variability

change in a variable of practice-transfers learning to novel task

tasks are practice in no order- for higher level

practice a specific task in block then move on to another task in a block-for lower level

process of identifying the components of a skill or movement and then ordering them into a sequence

whole is better for learning

amount of transfer depends on similarity of the two tasks/environments

mentally practicing a skill to produce large positive effect on performance of task