motor behav
DESCRIPTION
motor behaviourTRANSCRIPT
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Motor Learning and Control
• Defining learning and control
• Measurement Schemes
• Open vs. Closed loop control
• Stages of Learning
• The role of practice– Amount– Composition – Scheduling
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Motor Control
Understanding the execution of the events (physiological or behavorial/psychological description) that lead to skilled human movement
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• How do we control how much force we produce ?
• What aspects of a movement are remembered to help recall a movement ?
Motor Control: Questions
# of motor units rate coding
spatial location effector used Psychological level
Physiological level
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Motor Learning
involves changes in the execution of the events (physiological or behavioral/ psychological description) that lead to improvements (skilled) human movement
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• Can we become more efficient in the way we produce force?
Can we recruit motor units differently with practice?
Can we use different frequency to recruit units?
Do we change the manner in which we remember a movement ?
Do we use different information about movement to remember it change (spatial features of movement followed by motor features (flexion-extension)
Motor Learning: Questions
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Motor Development
study of changes in human movement behavior across the lifespan and the influence of these changes on human motor performance (p. 238) –
We will get to this in a later section
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Measuring Motor Control
• Latency Measurements– Reaction Time
• assessment of planning operations that contribute to organizing/planning a movement
– Movement Time• assessment of movement implementation
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Measuring Motor Control
• Error Measures– Absolute Error
• absolute deviation from a target
– Constant Error• movement bias
– Variable Error• movement variability
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Measuring Motor Control
• Movement Quality– Kinematics
– Kinetics
– Electromyography
Position, velocity, acceleration, jerk (see biomechanics)
Force, torque (see biomechanics)
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Controlling Movement
• Open-Loop (memory-driven)movements are completely pre-planned and
subsequent feedback during the movement doesn’t change the nature of the plan (e.g., traffic lights)
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Using Reaction Time to examine movement planning
Warning “GO” Initiation Termination
foreperiod RT MT
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Sternberg’s (1969) planning model
Perception Decision Motor PlanI O
Reaction Time
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Perception: SRT
F F F F FF E F F FF F F F FF F F F F
O O O O OO E O O OO O O O OO O O O O
YES NO YES NO
Plot reaction time for simple and complex perceptual cases
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Perception in Real World
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Decision-making: CRT
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Decision-making: CRT
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One Light Two Lights
RT
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Choice impacted by Compatibility
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Real World Compatibility Effects
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Real World Compatibility Effects
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Motor Plan: Movement Complexity
Say /ba/ when the circle changes color
Say /ba/ x 4 when circle changes color
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Motor Plan: Movement Complexity
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ba x 1 ba x 4
RT
RT in this case is time to start to say /ba/
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Simplifying Movement Planning
• Using feedback or closed-loop processing
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Closed-Loop Control: Evidence
0
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150 250 350 450
Light Off
Light On
Keele and Posner (1968)Keele and Posner (1968)
Pro
port
ion o
f Targ
ets
mis
sed
Required Movement Time between Targets
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Closed and Open-Loop Control
Perception Decision Motor PlanI O
Open
Closed
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Fitts and Posner’s Stages of Learning
• Cognitive– high verbalization
• Associative– fine-tuning
• Autonomous– attention-free
Closed-loop
Open-loop
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Distinguishing Performance from Learning
• Performance (or acquisition)
• Learning – retention of what is practiced– generalizibility of what is practiced
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Transfer Paradigm
Acquisition Retention (transfer)
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Importance of Practice: Anecdotal
• “It appears that the patient will require much more opportunity to practice if motor control is to improve” (Duncan, 1997).
• “Skill acquisition is impossible without practice” (Winstein, 1997).
• Practice is repetition without repetition (Bernstein, 1967).
• Practice problem-solving is more effective for learning than simply repeating the solution (Lee et al., 1994)
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Importance of Practice
• Power law of practice: Practice Extent
• Composition and Scheduling of practice
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Pre-practice considerations
• Pre-practice Considerations– motivation for learning– making the task seem important (rationale)– goal setting (see Fig 11.1 Schmidt & Lee)
• Verbal information (overused, Wulf & Weigelt, 1997)– perceptual presentations better than verbal
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Verbal instructions can sometimes interfere (implicit learning)
DV:AmplitudeFrequency
IV:InstructionNo Instruction
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Verbal instructions can sometimes interfere (implicit learning)
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Change in RT with practice
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Change in RT with practice
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Power Law of Practice
• The power law of practice is a very general law in human cognition, and in particular in human learning. The higher the level of expertise and the time spent on the task, the more difficult it is to improve (principle of diminishing returns).
• Previous graphs reveal a typical example of data showing a power law (first graph). An interesting feature of the power law is that , when data are plotted by taking their logarithms, they are well fitted by a straight line. (second graph).
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Can we make a practice trial more useful?
• Practice Composition– Practice Variability– Mental Practice– Part vs. Whole Practice
• Practice Scheduling– Practice Distribution– Contextual Interference
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Practice Variability vs. Specificity
ACQ RET TRAN
Specificity AAAAAAAA A E
BBBBBBBBB B E
CCCCCCCCC C E
Variable AAABBBCCC ABC E
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Practice Specificity or Variability?
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Mental Practice
• Skill acquisition (?)
• Skill Maintenance (?)
• Arousal Regulation (√)
• Planning and event management (√)
• Stress Management (√)
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Whole vs. Part Practice
• Nature of the Skill– task component interdependence
• Capability of Learner– beginners, low aptitude
• Organization of Parts– Segmentation (progressive part),
simplification, fractionation
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Key for whole is Interdependence of Parts
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Practice Distribution: Using Time
• How to best use 60 hours of training to maximize performance and learning? (e.g., 2-a-days)
1 hour
2 hour
1 Session 2 Session
12 weeks 6 weeks
6 weeks 3 weeks
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Baddeley & Longman (1978)
Practice Schedule
# of hrs to learn keyboard
Number of hrs to type 80/min
1 hr / 1 session 34.9 55
1 hr / 2 session 43 75
2 hr / 1 session 43 67
2 hr / 2 session 49.7 80+
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Correct # of Keystrokes as a function of practice distribution
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Can this work with verbal material: Melton (1970)
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Structuring Variability: Contextual Interference
ACQ RET TRAN
Specificity
AAAAAAAA A E
BBBBBBBBB B E
CCCCCCCCC C E
Variable 1
AAABBBCCC ABC E
Variable 2
ABCBCACAB ABC E
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A practical Example : Badminton
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Shea & Morgan (1979)
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Contextual Interference: Applied Examples
• Baseball (Hall et al., 1994)
• Badminton (Goode & Magill, 1986; Lui, 1991)
• Volleyball (Bortoli et al., 1992)
• Pawlata Roll (Smith et al., 1995)
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Motor Learning and Control
• Defining learning and control
• Measurement Schemes
• Open vs. Closed loop control
• Stages of Learning
• The role of practice– Amount– Composition – Scheduling