Karteikarten
Learning & Practice
Karten in diesem Stapel (43)
- 1What is learning?-Process of acquiring knowledge about the world
-Process of acquiring & modifying memories
-Occurs by changing the organisation or strength of neuron connections - 2What is memory?-The storage, encoding & retrieval of info about the world
-Occurs in stages - 3What is explicit & implicit memory?E: (declarative), factual knowledge about people, places & experiences, requires conscious recollection
I: (non-declarative), often used without conscious attention, motor control relies on procedural memory - 4Give an example of explicit vs. implicit learning of topspin forehand in tennis.E: Individual steps/ commands are declared and thought about
I: user generates movement (procedures) using internal system subconsciously, can't verbalise/ declare this process - 5How does motor learning involve modification of implicit memory?-Modifying neural circuits involved in planning & execution of movement e.g. M1, SMA, PM, etc.
-Distributed storage of motor learning
-Less "higher order" processing needed when skills learned well (consolidated) - 6How does representation of M1 change with practice?-Representation increases with practice, decreases with extinction & increases with reacquisition
- 7How are M1 representations flexible?-transcranial magnetic stimulation show that movement direction elicited by stimulation at on cortical site changed after repeated, fast movement coluntarily made in another direction.
- 8How does learning differ from neural changes in development?D: Final stage in critical period is substantial synapse elimination due to competition for space
L: No significant axonal regeneration in CNS - growth inhibitors toxic for regenerating or projecting axons. Subtle changes to synapses & neurons - 9What are the 4 main aspects of motor learning?1)Process of acquiring capability
2) Occurs through practice or experience (not ageing)
3) Not observed directly - is inferred from performance changes
4)Relatively permanent changed in capability - 10What is motor learning?Change in capability for person to perform a skill as a result of practice or experience that is inferred from a relatively permanent improvement in performance.
- 11What is learned from motor learning?-More efficient movement and force production (co-contraction) e.g. agonists & antagonists in multi-joint movements
-Change in control over reflex pathways e.g. backwards walking
-Discovery of a sequence of events e.g. throw ball up & hit with bat - 12Cont.-Developing independent control over muscle group e.g. handwriting
-Discovery of new way of moving e.g. tribes not westernised
-Transition from cognitive to automatic control e.g. resistant to interference - 13What is a performance curve?-Can be called learning curve
- Measures error vs. experience
-Contaminated by effects of other factors
-Short term effect excluded using retention test - 14What are the two main stages of learning?Short term: quickly dissipates when stimulus is removed (seconds to hours)
Long term: persists long after the stimulus removed (days to weeks)
Transferring from short to long term memory is consolidation. - 15What are two forms of implicit learning?Non-associative: (change in response to individual stimulus), e.g. habituation/sensitization
Associative: (change in stimulus response relationship between multiple events) e.g. classical conditioning - 16What is habituation?-Reduction in response to a stimulus with no meaning
-Habituation effects observed in simple neural circuits in simple animals - 17What processes take place to result in habituation?-Decrease strength in synapses from sensory neurons to motor neurons & interneurons
- 18How do we know it is habituation and not fatigue causing decrease in synapse strength?Test with dishabituation
-Undoing or reversing of an habituation effect by presenting an intense or aversive stimulus - 19What happens neurally that causes habituation?-Decrease synapse strength due to reduction in presynaptic release of neurotransmitter
-Effect lasts minutes - 20What is sensitization?Increased response to harmful stimulus and increased response to other stimuli, even harmless
- 21What neurally occurs during sensitisation?-Increased synapse strength due to increase in presynaptic release of neurotransmitter
- 22How does long & short term sensitisation & habituation differ?Short term: Change in NT release
Long term: Involves formation or elimination of synaptic contacts - 23What does classical conditioning require?-Conditioned Stimulus: stimulus to be conditioned e.g. ringing bell
-Unconditioned stimulus: Stimulus always produces a strong response regardless of context e.g. shock of tail
-The CS precede US
-Stimulus have to be paired consistently - 24How to maximise conditioning effects?-Make CS obvious
-Don't have anything else in interstimulus interval
-Make the ISI short
-Use surprising stimulus as CS
-Use CS that belongs with US
-Make sure CS predicts the US - 25What are the mechanisms of early phase and late phase Long term potentiation (LTP)?Early: more reliable neurotransmitter release, more sensitive postsynaptic receptors, 1-3 hrs
Late: synapse formation, longer (protein synthesis) - 26What is Long term depression?-Induced by low frequency, long duration stimuli e.g. 1-5 Hz for 25s
-Drives the learning process in cerebellum - 27What are some characteristics of skilled performers?-Less conscious involvement
-Smoother movements
-Increased efficiency
-Increased options/flexibility
-Increased ability to multitask - 28Can start motor learning in two states.-Being able to do necessary things but don't know what they are e.g. changing gears
-Not able to do necessary things - 29What are the three stages of motor learning?Cognitive associative, autonomous
- 30What are the characteristics of the cognitive stageAttention demanding: constanlty thinking about what you're doing
Slow: attending to performance & making decisions take time
Fragile: can't deal w/ unexpected pertubations
Inconsistent: performances different from one another - 31What characterises associative & autonomous stage?-Distinguished by degree of resistance to interference
-Autonomous is maximally resistance to interference e.g. wind during juggling - 32What is the power law of practice?-Amount of learning decreases with more practice
-Not linear!
--ve curve - 33Are demonstrations or verbal instructions better?-Kinematics more smooth & consistent after receiving demo
-Demonstration more effective in learning new movement patters than instruction
-If modifying an old pattern, demo no better than instructions - 34What are mirror neurons?-Neurons in motor cortical areas (esp PM cortex) that respond to action is observed
-Observing model perform ballistic thumb movements causes change in direction of twitches evoked by brain stimulation - 35How many times to show demonstrations?5 demos, 15 practice
-Few demos followed by practice best
-Need a few views to obtain important info, then integrate that with action - 36Are instructions effective?Some type of instruction is needed in most settings when a skill must be learned e.g. can't let straight into gym to practice without safety info
- 37What types of instructions are there?-Broad instructions on what to do can be useful, not 'process' referenced
-Too much info can exacerbate the problem, short 'cues' may be best
-Referencing instruction to 'meaningful' outcomes, analogies e.g. reach into cookie jar - 38Is massed practice or distributed practice better?-Distributed, longest rest period group
-e.g. pursuit rotor task - 39What are the benefits of variable practice?-Likely to increase no. errors in practice
-Works for novices learning to shoot free throws
-Strengthen link between goal & movement details - rTMS interference at pre-frontal cortex impairs consolidation
-Constant practice strengthen 'execution' stages of motor planning - 40What is blocked and random practice?B: under 1 set of conditions a number of times (a blocks of trials) then practicing another set etc.
R: Conditions of practice on any trial are randomly assigned - 41Is the randomness in random practice important?Possible that variability from trial to trial cruicial, not a random order
- 42How effective is mental practice?-Activates similar areas of brain involved in planning of movement
-Probably advantageous
-Better than control, but not as good as physical practice - 43Explain the pros and cons of part vs whole practicePart: Can be effective if some parts of series much simpler than oters
More training time on hard parts
Must retain transitions between components
Informationen
- Beschreibung
- NEUR2530 Karteikarten am Learning & Practice, erstellt von Mikaela Sullivan am 05/11/2017.
- Erstellt von
- Mikaela Sullivan
- Aufrufe
- 1
- Tags
- Bewertung