Transcript Motor Learning
Define Learning and Motor Learning
Declarative and Associative Learning
Map of Essential Concepts
Motor Learning
Motor Learning Occurs In Stages
DM McKeough © 2009
Motor Learning
Define learning and motor learning
Declarative and associative learning
Adam’s theory of motor learning
Schmidt’s theory of motor learning
Motor learning occurs in stages
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Motor Learning 1/4
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 Questions for PT 2/4
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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What is Learning? 3/4
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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Performance
Learning 4/4
Motor Performance is the temporary change in movement behavior seen during a practice session May be due to performance conditions Facilitation Fatigue Motor Learning is a permanent change in movement behavior measured after a retention period Motor Learning is only due to practice
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Types of Learning
Declarative Learning Facts or Knowledge that can be expressed in declarative sentences 1 0 lock the brakes, 2 0 remove foot rest, 3 0 scoot forward, etc Controlled by the cortex Practice can transform declarative learning to procedural learning Associative learning: discover the cause relationship between variables and effect “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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Types of Learning 1/2
Procedural Learning Occurs without attention or conscious thought Walking, swimming, riding a bike 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 2/2
Procedural Learning Involves learning the “rules for moving” or “movement schema” Some of the rules for performing a transfer include: 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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Theories of Motor Learning 1/2
Adams Closed-loop Theory (1971) 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 movement used in the selection and initiation of a Perceptual trace , built-up over practice, becomes the reference of correctness
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Theories of Motor Learning 2/2
Adams Closed-loop Theory 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 Limitations Accurate movement can occur in the absence of FB Would require a separate perceptual trace for every possible movement
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Theories of Motor Learning 1/4
Schmidt Schema Theory 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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Theories of Motor Learning 2/4
Schmidt Schema Theory 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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Theories of Motor Learning 3/4
Schmidt Schema Theory 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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Theories of Motor Learning 4/4
Schmidt Schema Theory Clinical Implications Optimal learning occurs with variable practice conditions Limitations Too vague to test Inconsistent experimental support Strong support with children Inconsistent findings with adults Cannot account for one-trial learning (In the absence of a schema)
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Motor Learning Occurs in Stages
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Motor Learning Occurs in Stages
Three-Stage Model (Fitts and Poser 1967) Cognitive: Learning what to do Associative: Refining the movement pattern Autonomous: Developing skill Two-Stage Model (Gentile 1987) 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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Motor Learning Occurs in Stages
What is the take home message here?
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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Cognitive Stage 1/4
Performer’s 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 Performer’s learning focus Learning what to do
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Cognitive Stage 2/4
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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Cognitive Stage 3/4
Intervention Strategies Transfer Transfer information in from other known motor skills Highlight similarities to other learned tasks Practice schedule/ conditions 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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Cognitive Stage 4/4
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 Practice environment Closed
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Associative Stage 1/4
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 Performer’s learning focus Refining the movement pattern (The goal of this phase is to improve the organization of the motor program)
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Associative Stage 2/4
During stage 2, closed skills become more consistent and open skills become more diversified
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Associative Stage 3/4
Intervention Strategies Instruction Help performer develop own decision-making abilities Facilitation or guidance may be counterproductive Practice schedule/ conditions 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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Associative Stage 4/4
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 Closed environment with ITV or open environment
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Autonomous Stage 1/3
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 Performer’s learning focus Developing skill (Consistent goal attainment)
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Autonomous Stage 2/3
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 Feedback Confirm/ augment the performer’s analysis of the performance Increase detail or specificity Decrease total amount
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Autonomous Stage 3/3
Intervention Strategies Practice schedule/ conditions Task sequence remains random with even larger blocks of trials
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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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Feedback 1/3
Types of FB Intrinsic FB Proprioception about the movement process (KP) Extrinsic FB Information about the result of the movement
(KR)
Role of FB in motor learning Some argue that it is the most powerful determinant of learning
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Feedback 2/3
Definition Information about the consequences of action (movement) Frequency Continuous FB Intermittent FB Faded FB Bandwidth FB Type KR KP Positive FB Negative (error) FB Specificity General FB Specific FB
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Characteristics of Good FB 3/3
Timely
Allow brief period of introspection between performance and FB
Accurate
Positively reinforce correct performance Balance FB for correct performance with errors since errors are variable
Appropriate level of detail/ Specific
Provide FB along appropriate sensory channels Increase detail or specificity Confirm/ augment the performer’s analysis of the performance
Augmented KR
Augment visual FB (mirror, video)
Augmented KP
Reinforce/ refine reference of correctness
Total amount
Decrease across stages AVOID VERBAL BOMBARDMENT
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Practice 1/4
Schedule Massed vs Distributed Practice Distributed in early stage, massed in later stage Conditions Constant vs Variable Practice Constant practice improves performance Variable practice improves learning and transfer Role of practice in motor learning Winstein argues that practice is the most powerful determinant of learning
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Practice Conditions 2/4
Random vs Blocked Practice Randomizing practice conditions promote best learning and transfer Whole vs Part Practice 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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Practice Conditions 3/4
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 Guided vs Discovery Practice Experimental results are equivocal about whether guidance produces better learning
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Practice Conditions 4/4
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 Variables
Stages of motor learning: Fitts & Posner/ Gentile Types of movement goals: movement pattern/ environmental result Environment: closed/ open Task specificity: Gentile’s 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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The End
© DM McKeough 2009