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Flashcards

Learning & Practice

Mikaela Sullivan NEUR2530 English 43 cards

Cards in this deck (43)

  1. 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
  2. 2What is memory?-The storage, encoding & retrieval of info about the world
    -Occurs in stages
  3. 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
  4. 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
  5. 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)
  6. 6How does representation of M1 change with practice?-Representation increases with practice, decreases with extinction & increases with reacquisition
  7. 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.
  8. 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
  9. 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
  10. 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.
  11. 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
  12. 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
  13. 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
  14. 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.
  15. 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
  16. 16What is habituation?-Reduction in response to a stimulus with no meaning
    -Habituation effects observed in simple neural circuits in simple animals
  17. 17What processes take place to result in habituation?-Decrease strength in synapses from sensory neurons to motor neurons & interneurons
  18. 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
  19. 19What happens neurally that causes habituation?-Decrease synapse strength due to reduction in presynaptic release of neurotransmitter
    -Effect lasts minutes
  20. 20What is sensitization?Increased response to harmful stimulus and increased response to other stimuli, even harmless
  21. 21What neurally occurs during sensitisation?-Increased synapse strength due to increase in presynaptic release of neurotransmitter
  22. 22How does long & short term sensitisation & habituation differ?Short term: Change in NT release
    Long term: Involves formation or elimination of synaptic contacts
  23. 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
  24. 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
  25. 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)
  26. 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
  27. 27What are some characteristics of skilled performers?-Less conscious involvement
    -Smoother movements
    -Increased efficiency
    -Increased options/flexibility
    -Increased ability to multitask
  28. 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
  29. 29What are the three stages of motor learning?Cognitive associative, autonomous
  30. 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
  31. 31What characterises associative & autonomous stage?-Distinguished by degree of resistance to interference
    -Autonomous is maximally resistance to interference e.g. wind during juggling
  32. 32What is the power law of practice?-Amount of learning decreases with more practice
    -Not linear!
    --ve curve
  33. 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
  34. 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
  35. 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
  36. 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
  37. 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
  38. 38Is massed practice or distributed practice better?-Distributed, longest rest period group
    -e.g. pursuit rotor task
  39. 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
  40. 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
  41. 41Is the randomness in random practice important?Possible that variability from trial to trial cruicial, not a random order
  42. 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
  43. 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

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NEUR2530 Flashcards on Learning & Practice, created by Mikaela Sullivan on 05/11/2017.
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