Theories of motor learning
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Motor learning is the understanding of acquisition and/or modification of movement. As applied to patients, motor learning involves the reacquisition of previously learned movement skills that are lost due to pathology or sensory, motor, or cognitive impairments. This process is often referred to as recovery of function.
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Theories of motor learning
- 1. Theories of Motor Learning Dr. Maheshwari H M.P.TH (Neurosciences) Asst. Professor DVVPF College of Physiotherapy, Ahmednagar
- 2. Objectives 04/11/18Motor learning2 What is motor learning Theories of Motor learning How it will be apply on patients
- 3. Contents 04/11/18Motor learning3 Define motor learning and learning Procedural learning Declarative and associated learning Adam’s theory Schmidt’s theory Ecological theory Motor learning occurs in stages Measuring learning outcomes Transfer of learning Feedback and giving augmented feedback Practice conditions
- 4. Definition 04/11/18Motor learning4 Motor learning is the understanding of acquisition and/or modification of movement. As applied to patients, motor learning involves the reacquisition of previously learned movement skills that are lost due to pathology or sensory, motor, or cognitive impairments. This process is often referred to as recovery of function.
- 5. Learning vs. Motor Learning 04/11/18Motor learning5 Learning is a process of acquiring knowledge about the world. Motor learning: a set of processes associated with practice leading to a relatively permanent change in the capacity for skilled actions.
- 6. Concepts of Motor Learning 04/11/18Motor learning6 Learning is a process of acquiring the capacity for skilled action Learning results from experience or practice Learning cannot be measured or observed directly; it is inferred from behavior Learning produces relatively permanent changes in behavior; short term change is not learning)
- 7. Motor Performance ≠ Motor Learning 04/11/18Motor learning7 Motor Performance is the temporary change in motor behavior seen during a practice session e. g. A patient learns how to shift more body weight over the weaker leg at the end of the therapy session. However, the patient still bears more weight on the unaffected leg at the next visit to PT. Learning has not occurred.
- 8. Motor Performance ≠ Motor Learning 04/11/18Motor learning8 Performance may be influenced by many other variables, e.g. fatigue, level of learning/skills, anxiety, motivation, cues or manual guidance given to the learner Motor Learning is a relatively permanent change in motor behaviors that are measured after a retention period and only result from practice.
- 9. Forms of motor learning 04/11/18Motor learning9
- 11. Nondeclarative (Implicit) Learning: Non-Associative Learning 04/11/18Motor learning11 A single stimulus is given repeatedly and the nervous system learns about the characteristics of the stimulus Habituation ↓ response to the stimulus, e.g. exercises to treat dizziness in patients Sensitization ↑ response to the stimulus, e.g. training to enhance awareness of loss of balance
- 12. Nondeclarative (Implicit) Learning: Associative Learning 04/11/18Motor learning12 Classical Conditioning learn to predict relationships between two stimuli e.g. before learning: verbal cues + manual guidance stand up; after learning: verbal cue stand up patients are more likely to learn if the associations are relevant and meaningful
- 14. Nondeclarative (Implicit) Learning: Associative Learning 04/11/18Motor learning14 Operant Conditioning learn to associate a certain response, from among many that we have, with a consequence; trial and error learning e.g. relearn stability limits after ankle sprain; verbal praise from PT behaviors that are beneficial and rewarded tend to be repeated
- 16. Procedural Learning 04/11/18Motor learning16 Does NOT require attention, awareness, or other higher cognitive processes One automatically learns the rules for moving, i.e. movement schema Learning requires repeating a movement continuously under a variety of situations Patients with damage to cortex (e.g. TBI, dementia, aphasia) can still ↑
- 17. Declarative (Explicit) Learning 04/11/18Motor learning17 Require attention, awareness, and reflection Results in knowledge or facts (e.g. objects, places, events) that can be consciously recalled and expressed in declarative sentences, e.g. “1st I move to the edge of chair. 2nd I lean forward and stand up”; instruction from PT; mental rehearsal; motor imagery
- 18. Declarative (Explicit) Learning 04/11/18Motor learning18 Practice can transform declarative into procedural or nondeclarative knowledge e.g. a patient first learns to stand up may verbally repeat the instruction; after repeated practice, the patient may be able to stand up without instruction Processes of declarative learning: encoding consolidation storage retrieval
- 19. Theories of motor learning 04/11/18Motor learning19
- 20. Adams Closed-Loop Theory 04/11/18Motor learning20 In motor learning, sensory feedback from the ongoing movements is compared with the stored memory of the intended movement Memory trace selects and initiates a movement Perceptual trace, built-up over practice, is the internal reference of correctness
- 22. Adams Closed-Loop Theory 04/11/18Motor learning22 Clinical Implications Accuracy of a movement is proportional to the strength of the perceptual trace Patient must practice the movement repeatedly to ↑ the perceptual trace Limitations Cannot explain open loop movement.
- 23. Schmidt Schema Theory 04/11/18Motor learning23 Emphasizes open-loop control processes and generalized motor program “Schema” is a generalized set of rules for producing movements that can be applied to a variety of contexts Equivalent to motor programming theory of motor control
- 24. Schmidt Schema Theory 04/11/18Motor learning24 Information stored in short-term memory after a movement is produced 1.Initial movement conditions, e.g. body position, weight of an object, step height 2.Parameters of a generalized motor program 3.Outcome of the movement, in terms of knowledge of results 4.Intrinsic sensory feedback of the movement
- 25. Schmidt Schema Theory 04/11/18Motor learning25 Information stored in short-term memory is converted into two schemas 1.Recall schema selects a specific response and contains rules for producing a movement 2.Recognition schema evaluates the response correctness and informs the learner about the errors of a movement
- 27. Schmidt Schema Theory 04/11/18Motor learning27 Clinical Implication Variability of practice↑ learning and generalized motor program rules Limitations Vague; no consistent research finding in support of variable practice Cannot account for one-trial learning (In the absence of a schema)
- 28. Ecological Theory 04/11/18Motor learning28 Learning involves the exploration the perceptual and motor workspace 1.Identify critical perceptual variables, i.e. regulatory cues 2.Explore the optimal or most efficient movements for the task 3.Incorporate the relevant perceptual cues and optimal movement strategies for a specific task
- 30. Ecological Theory 04/11/18Motor learning30 Clinical Implications Patients learn to identify relevant perceptual cues that are important for developing appropriate motor responses, e.g. identify relevant perceptual cues for reaching and lifting a heavy glass: weight, size, or surface of the glass vs. its color?
- 31. Theories of Motor Learning continue……. Dr. Maheshwari H M.P.TH (Neurosciences)
- 32. Fitts and Posner Three Stage Model: Cognitive stage 04/11/18Motor learning32 Learner activities Learn what to do Learn about the task and goals Require high degree of attention Select among alternative strategies Performance may be more variable Fast improvement in performance Develop a motor program
- 33. Fitts and Posner Three Stage Model: Associative Stage 04/11/18Motor learning33 Learner activities Refine the skills Refine a particular movement strategy Performance is less variable and more consistent Cognitive monitoring decreases Improve the organization of the motor program
- 34. Fitts and Posner Three Stage Model: Autonomous Stage 04/11/18Motor learning34 Learner activities Become proficient, save energy Attention demands are greatly reduced Movements and sensory analysis begin to become automatic Able to perform multiple tasks, scan the environment Ability to detect own errors improves
- 35. Implications for PT 04/11/18Motor learning35 Motor learning probably occurs in stages Activities of the patient are different in the different stages Activities of the therapist should be different in the different stages
- 36. Systems Three-Stage Model 04/11/18Motor learning36 Learners initially restrict degrees of freedom (DOF) and gradually release the DOF as the task is learned and the skills improve Novice Stage Simplify movement by constraining joints and ↓DOF, e.g. muscles co- contraction Less energy efficient
- 37. Systems Three-Stage Model 04/11/18Motor learning37 Advanced Stage Gradual release of additional DOF More adaptive to different contexts Expert Stage All DOF released Efficient and coordinated movements Exploit the mechanical and inertial properties of the limbs and the environment
- 38. Gentile’s Two Stage Model 04/11/18Motor learning38 Early stage Understand the task goals, develop movement strategies, recognize regulatory features of the environment Late stage Refine the movement, consistent and efficient performance Closed skills become fixation/consistent Opened skills become diversification/ adaptive
- 40. Think-Pair-Share 04/11/18Motor learning40 A patient is learning to use a walker. What would the patient be able to do at each stage of learning? Cognitive stage (early)- Association stage (late)- Automatic stage (late)-
- 41. Application of motor learning theories 04/11/18Motor learning41
- 42. How to Measure Learning? 04/11/18Motor learning42 To separate the relatively permanent effects of learning from the transient effect of practice, learning can be measured using retention or transfer designs. 1.Test the subject after a retention interval, typically >= 24 hr 2.Choose the same task (retention test) or a variation of the task (transfer test)(e.g. different speed or lighting conditions for walking)
- 43. Practice Level: How Much? PRACTICE, PRACTICE, PRACTICE 04/11/18Motor learning43 Animal Studies 9,600 retrievals over 4 week period (Nudo, 1996) 7,000 trials of food catching in 5 weeks (Pavlides, 1993)
- 44. Feedback (FB) 04/11/18Motor learning44 FB is all the sensory information that is available as a results of a movement Types by mode of delivery Intrinsic (e.g. proprioception) Extrinsic (e.g. instruction from PT) Types of FB by information provided Knowledge of results (KR) Knowledge of performance (KP)
- 45. Knowledge of Performance (KP) 04/11/18Motor learning45 Information about the movement patterns Usually intrinsic but can also be extrinsic Proprioception, Biofeedback, video recording, verbal instruction (e.g. “Your elbow was /is in flexed.”)
- 46. Knowledge of Results (KR) 04/11/18Motor learning46 Information about the result or outcome of the movement in terms of the goal Verbal instruction - proprioception (e.g. feeling loss of balance during a fall)
- 47. Characteristics of Good Feedback 04/11/18Motor learning47 Timing Allow some time to reflect between trials Summary FB Summary FB after a few trials works better than after every trial Give more frequent summary feedback (e.g. after every 5 trials) for complex tasks than for simple tasks
- 48. Characteristics of Good Feedback 04/11/18Motor learning48 Accuracy Positively reinforce correct performance Augmented (extrinsic) Feedback Video/visual of movement patterns alone does not help; need to provide error- correcting cues as well AVOID VERBAL BOMBARDMENT Can be given concurrently or afterwards
- 49. Characteristics of Good Feedback 04/11/18Motor learning49 Frequency and Fading Schedule More impaired patients may require more frequent FB. Avoid giving FB every trial. Decrease the amount of FB given across learning stages so the patients won’t become dependent on FB.
- 50. Practice Conditions 04/11/18Motor learning50 Massed vs. Distributed Practice Schedule Distributed in early stage (e.g. 20 min X 3 days) to avoid fatigue and massed in later stage (e.g. 60 min in one day) Constant vs. Variable Practice Usually variable practice (walk at different speeds) results in better learning outcomes than constant practice (walk at the same speed) in health adults
- 51. Practice Conditions 04/11/18Motor learning51 Random vs. Blocked Practice Random practice (practice multiple tasks in 15 min) results in better learning than blocked practice (practice one task in 15 min) in healthy adults but not necessarily patients
- 52. Practice Conditions 04/11/18Motor learning52 Whole- vs. Part-Task Practice Task specificity says the best practice is the task itself If utilizing a part technique, the part (e.g. hip and knee flexion, extension) must be a naturally occurring component of the whole (e.g. walking)
- 53. Practice Conditions 04/11/18Motor learning53 Transfer Amount of transfer is determined by the similarity between the two tasks or the two environments The more closely the practice environment resemble those in the performance environment, the better the transfer
- 54. Practice Conditions 04/11/18Motor learning54 Mental Practice The same neural circuits producing the movement are also active during mental practice Can produce large positive effects on performance of the task (Rawlings 1972) Physical + mental practice produces the best learning outcome
- 55. Practice Conditions 04/11/18Motor learning55 Mental Practice The same neural circuits producing the movement are also active during mental practice Can produce large positive effects on performance of the task (Rawlings 1972) Physical + mental practice produces the best learning outcome
- 56. Summary 04/11/18Motor learning56 Def’n of Learning & Motor Learning Theories of Motor learning Forms of Motor Learning Three stage model Application on patient’s
- 57. Questions 04/11/18Motor learning57 Enlist the name of theories of motor learning. - 3M Write down any three theories of motor learning - 7M Theories of motor learning - 15M
Notas del editor
- Occurs when a single stimulus is given repeatedly and the nervous system learns about the characteristics of the stimulus. Habituation is a decrease in responsiveness that occurs as a result of repeated exposure to a non-painful stimulus. Sensitization: An enhanced response to many different stimuli after experiencing an intense or noxious one. For example, an animal responds more vigorously to a tone of lesser intensity once a painfully loud tone has been played. Here we say that the animal is sensitized.
- Explore the world to identify the relationships between one’s body and the environment is a critical task for patients with movement problems. Associating a weak, ineffective (unconditioned-U) stimulus with a strong, effective (conditioned-C) stimulus to produce a desired response (R) e.g. Verbal cues (U) coupled with manual guidance (C) to help a patient make the movement (R) Patients are more likely to learn if the associations are relevant and meaningful to them
- Predict one’s behavior with the consequence Therapists use positive feedback(“Good job!”) to reinforce the successful accomplishment of a task Neural circuits involved in operant conditioning Cerebellum for movements Amygdala for emotions Premotor areas for associating sensory events with a specific movement (“Mirror Neurons”)
- e.g. some of the rules for performing a sit to stand Shifting the weight over to a new base of support Produce extensor force in the hips and legs against the body weight Learning under a variety of contexts enables the successful performance of action in variable environments. A patient who had a TBI and cannot verbalize the sequence of use of an assistive gait device may still be able to learn the movement sequence.Neural structure involved cerebellum striatum of the basal ganglia
- With declarative learning, motor tasks can be practiced in a different way, e.g. athlet mental rehearsal before the competition Neural circuits involved in declarative learning Sensory association cortices Medial temporal lobe Hippocampus
- Encoding requires attention: encoding is affected by motivation and attention to the information, and ability to associate it with stored memory. Consolidation convert the memory into long term memory. It involves structural changes of neurons. Storage involves the retention of long term memory. Retrieval is the recall of information and different long term storage. It is subject to distortion since an individual reconstructs the memories from a combination of different sites. Retrieval is most accurate when the context is similar or the same to the context it is created. Declarative memory is stored in the cortex (likely in temporal cortex), not hippocampus!
- Recall schema ~similar to Adams memory trace Recognition schema ~similar to Adams perceptual trace
- Note that Shumway-Cook’s borrowed from Schmidt’s book on this section but she might have missed the point? It was not clear from what she stated in the book. I looked up Schmidt’s original text and this is what he stated. Schmidt and Lee, 2005. Motor Control and Learning, 4th edition. Human Kinetics.
- Note that Shumway-Cook’s borrowed from Schmidt’s book on this section but she might have missed the point? It was not clear from what she stated in the book. I looked up Schmidt’s original text and this is what he stated. Schmidt and Lee, 2005. Motor Control and Learning, 4th edition. Human Kinetics.
- Study of 4 TBI patients with memory deficits (Haring, 2002) 2 patients who received feedback on 75% of movement attempts were more successful in learning a 7-step supine stand transfer task than 2 patients who received feedback on 25% of movement attempts
- Blocked Practice Practice all of one movement at one time and then practice all of another movement Better for performance, but less efficient for learning Random Practice Continuously change the task being practiced Better for learning Forces learner to reconstruct motor program with each movement (active learning process)
- Movements requiring “whole” practice Cyclic movements, e.g. gait Multi-joint movements where timing of movement components is linked, e.g. reaching for a cup to pick up Okay to practice “parts” if: Task is easily broken down into parts Muscle strengthening is desired outcome – be sure to link strengthening type exercise to ultimate task being learning (task specificity) Practicing dorsiflexion while in sitting and expecting carry-over into gait does not work. Gait depends on central pattern generators and many postural synergies where muscles are activated together. Picking up a cup involves the transport task of the arm and the grasp task of the hand. The timing of the grasp is such that the hand will open to prepare to grasp the cup before it reaches the cup
- Thinking about how a movement is done can facilitate learning Cognitively try out different strategies for achieving a motor task, e.g. floor WC transfers SMA is active when doing mental practice of sequence movements
- Thinking about how a movement is done can facilitate learning Cognitively try out different strategies for achieving a motor task, e.g. floor WC transfers SMA is active when doing mental practice of sequence movements