Theories of Motor Learning: Adams Closed Loop – Flashcards

Movement-> sensory input-> Sensory compared to movement. Limitation: takes too long to account for quick movements. Storage issue. Variability = error, not good. Practice increases strength of perpetual trace, which means an increase of error detection and movement adjustment

Selection and initiation of movement

Detects error and can adjust movement

Movement plan-> Sensory input-> sensory input used to update motor program but not really to change the movement currently taking place. Two memories: one to set program in motion, one to correct. Implications: -Variability improves schema -error adds to schema -accounts for slow and rapid movements -novel movements Limitations: not really specific on how motor programs/schema are created. Doesn't account for our ability to acquire new coordinated movements with little practice.

abstract memory or representations for events or skilled action

inital conditions, parameters used (what we are measuring), outcome (KR), sensory consequences.

select response from rule created.

evaluates response by the sensory consequence expected.

We search for strategies, optimal motor solution to task in SPECIFIC ENVIRONMENT Motor learning is appropriate motor response gained by mapping out task-specific perception and action based on DEMANDS OF TASK. different task calls for different perceptions (looking for cracks when walking vs. skateboarding). HELP LEARNER UNDERSTAND THE PERCEPTUAL/MOTOR ENVIRONMENT. Clinical Implication: variability/practice important to understand perceptual clues that are important for each task and match them to appropriate motor output. Relevant/non relevant cues. Consider environment-> change perception-> translate to action. Needs more research.

feedback during movement

feedback following movement

parking lot day vs night

1. Averaging hides temporary changes. 2. learning may be quicker than data suggests. 3. celiling/floor effect: get in range that you can improve. challenging but not too much. 4. scoring sensitivity (minA can have alarge range of success) 5. retention/transfer: be able to do novel task with learned skills

Deliberate attempt to recall info

Does not require conscious recall. not bringing info to forefront (describe what muscles in gait).

pairing two stimuli. Conditioned, unconditioned response.

trial and error learning. CIMT.

1. movements perforrmed without attention, conscious thought, awareness. 2. Developed over many reps of varied practice. 3. memories used for motor skills. 4. exploit external forces

1. Learner has ability to conscious recall info and relate it verbally 2. repetition may turn declarative into procedural knowledge. 3. Mental rehearsal ability.

1. process of acquiring capability for producing skilled action 2. direct result of practice or experience 3. cannot be directly observed 4. produces relatively permanent changes.