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motor lrn/neuroplast
| Question | Answer |
|---|---|
| The brain's way of encoding experience and learning new behaviors; the damaged brain relearns lost behavior in response to rehab; alteration in neuron structure and fx in response to internal/external pressures | Neuroplasticity |
| Name the types of changes that occur at the cellular/synaptic level with neuroplasticity | Habituation, long-term potentiation/long term depression, axonal sprouting, synapse sensitivity, unmasking silent synapses (back up plans to keep the brain functioning) |
| What is a decreased response to a repeated innocuous stimuli? Short term and reversible changes resulting from decreased synaptic effectiveness. | habituation (i.e. wearing a watch) |
| What do you call the strengthening of the connection between neurons established over a prolonged period of time? "Neurons that fire together wire together" | Long term potentiation |
| What do you call a reduction in synaptic strength established over a period of time? | Long term Depression (compensatory techniques) |
| Name the 3 ways that synapse sensitivity can be altered. | synaptic effectiveness, denervation hypersensitivity, synaptic hypereffectiveness |
| What do you call the baseline synapse strength that returns upon resolution of edema or inflammation? | synaptic effectiveness |
| What do you call the increase in receptors on post-synaptic neurons due to destruction of pre-synaptic neurons? | denervation hypersensitivity |
| What do you call the increased neutrotransmitter release in available pre-synaptic axon terminals after damage resulting in increased stimulation of post-synaptic receptors? | synaptic hypereffectiveness |
| Describe unmasking of silent synapses. | Previously unused synapses become active (disinhibited) after damage to other pathways. |
| What do you call regrowth of damaged axons in the peripheral nervous system? What are the two ways? | Axonal sprouting: 1. collateral 2. Regenerative |
| What is it called when intact pre-synaptic neurons re-innervate post-synaptic neurons after death of their original pre-synaptic neurons? | collateral axonal sprouting |
| What do you call it when injured pre-synaptic neurons sprout to connect with new post-synaptic neurons? | Regenerative axonal sprouting (1mm/day-peripheral ns); not possible in the CNS (permanent damage) |
| What are the short and long term effects of neuroplasticity? | Short: improved efficiency and increased strength of synapse connections Long: changes in organization and increased number of connections/synapses |
| Type of neuroplasticity where a person may rely on less affected limb after unilateral cerebral damage is associated with neuronal growth and restructuring in the contralateral hemisphere. | self-taught compensatory strategies |
| Reallocation of cortical territory rather than total loss of cortical function occurs after damage resulting in degradation of function | Use it or lose it |
| Forced use corresponds with increased cortical representation of that area and improved functional use. (must be challenging to make changes including motor learning/skill acquisition for plasticity of the motor cortex NOT repetition alone) | Use it and improve it |
| Training a specific skill does not necessarily generalize to the performance of other skills; learning new skills will increase representation at a trained joint not adjacent untrained joints | specificity matters |
| This principle of neuroplasticity increases synaptic strength, number of synapses, and cortical map reorganization; it allows the skill to substantiate within neural circuitry, making it more resistant to decay in the absence of training | repetition matters |
| Physical training after stroke significantly and permanently improves functional recovery; forced overuse of affected limb during the 1st 7 days s/p CVA expanded neural injury and worsened functional outcomes via exaggeration of excitotoxicity | intensity matters |
| Early intervention promotes better functional outcomes through neuroplasticity and limiting self taught compensatory behaviors | time matters |
| Something that a stands out to a patient as valuable or important makes more of an impact and elicit better outcomes/results; | salience matters |
| Can produce variations in behavior including activity choice, approach/avoidance to activity, effort or intensity, longevity of participation, and performance | motivation (under the heading salience matters) |
| Age matters: what is the response to CNS injury | there is a reduced neurogenic response and infarcts are greater in size; brain changes are less profound and or slower to occur than those in younger brains |
| What do you call the ability of plasticity within one set of neural circuits to promote concurrent or subsequent plasticity? | transference |
| What do you call the ability of plasticity within a given neural circuitry to impede the induction of new or expression of existing plasticity within that same circuitry? | Interference |
| What do you call complex internal processes that allow an individual to acquire and permanently retain the ability to complete a skilled movement or task? | motor learning |
| This is described as an observable behavior, involves a person's ability to complete a skill but does not ensure permanent ability to complete skill in all situations, often influenced by fatigue, motivation, confidence, environment, etc. | performance |
| With this, the learner is provided with solutions to problems, and memorizes movement patterns with repetition; the practice of a skill or movement | Training |
| What do you call it if an individual is able to achieve a skill that is completed as it was premorbidly following an injury? | recovery of function |
| What do you call alternative behaviors or strategies used to complete a skill? | compensation |
| Name the 3 types of motor tasks | Discrete, serial, continuous |
| A movement with an obvious beginning and end | discrete |
| A series of discrete tasks combined in a particular sequence | serial |
| Repetitive movements with no distinct beginning and ending | continuous |
| What do you call the type of environment where objects and surfaces surrounding the learner do not change; allows the learner to have full attention on completing the task and is self paced; predictable; no inter-trial variability | Closed environment |
| The type of environment where objects or other people are in motion and the surface is unstable; learner must match action and pace of task to changing environment, unpredictable, inter-trial variability | Open environment |
| Other progressions to motor learning besides open and closed environments. | Body stable to body transport, no manipulation of objects to manipulation of objects; |
| Two types of long term memory | non-declarative (implicit): does not require conscious awareness or attention, formed by frequent repetition, reflexive and automatic declarative (explicit): can be consciously recalled and requires awareness and attention; involves association of info |
| Fitts and Posner 3 stage model of motor skill acquisition | cognitive associative autonomous |
| System 3 stage model of motor acquisition | novice advanced expert |
| What stage? high variability in performance, minimal adaptability, requires cognition/attention, many errors, time of most improvement; requires massed/blocked practice and frequent constructive feedback with explanation/demo; closed environment | cognitive/novice |
| What stage? makes subtle adjustments, movement is more consistent, performance will improve more gradually, addition of degree of freedom, able to self correct; fading feedback, random practice incorporated, open environment introduced | associative/advanced |
| Which stage? Able to perform in all environments, requires less attn to detail, efficient; open environment, random practice, feedback is summative or bandwidth | autonomous/expert |
| List pre-participation requirements | be alert, have adequate attn, possess motivation, demonstrate capacity for memory |
| thought to reinforce cognitive component of motor learning and shown to enhance motor skill acquisition when paired with physical practice; activates the supplementary motor area | mental practice |
| actively performing a task | physical practice |
| when a task is broken down into components for the learner to practice individually before combining sequence; progressive: when components are combined additively: serial tasks | part practice |
| Task is performed in its entirety; continuous tasks, discrete tasks | whole practice |
| When rest periods are >practice, may be necessary based on condition of learner; continuous tasks | distributed practice |
| when practice > rest; causes fatigue, discrete tasks, task novelty | massed practice |
| What improves generalization of skills? | Variability: Low variability improves performance High variability results in poor performance initially but then improves performance with task transfer and retention |
| Same task or series of tasks being performed repeatedly, predictable | Blocked practice; (used in which stage of learning? cognitive/novice) |
| variations of same task completed, unpredictable, not good for those with cognitive impairments | Random practice;(introduced in which stage of learning? associative or advanced) |
| What do you call all sensory information used during or after performing a motor skill to influence further motor learning? | Feedback |
| Usually proprioceptive, kinesthetic, tactile, visual or auditory cues; received directly by performing a task, occurs during or directly after, requires use of many areas of the brain (cerebellum, basal ganglia, SMA, PMA) | intrinsic feedback |
| provided in addition to internal feedback, therapist cueing controls type, timing and frequency, mechanical source, processing occurs in medial and temporal lobe areas | extrinsic feedback |
| information about details of movement, quality, pattern, efficiency, cues to encourage the learner to "feel" the tasks and make adjustments accordingly | knowledge of performance |
| info with regard to the amount of the goal achieved, focus on outcomes, research demonstrates improved retention with this form of feedback | knowledge of results |
| information given during the performance of the task: constant: continuous, predictable manner variable: random intervals | concurrent feedback |
| information given after completing or attempting the task immediate: directly after completion delayed: provided after short interval to allow learner to reflect summary: info on avg performance after several trials | terminal feedback |
| higher amount of feedback given during cognitive/novice phase, promotes improved performance in early phases of learning; excessive feedback can lead to dependency on extrinsic feedback and reduced ability to self correct | constant feedback |
| feedback provided after varying number of trials for less predictability, greater opportunity for retention due to developed ability to self correct | variable feedback |
| when you gradually decrease the amount of feedback to allow the learner to problem solve; improves ability to transfer learning to new conditions | fading |
| feedback only given when performance does not meet set standards | bandwidth |
| performing motor skill to set standard after a period of time | retention test |
| ability to apply and perform motor skill in new environment | transfer test |
Created by:
metz
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