Forgetting
Traces(connections between structures) can change over time (change in a memory) and there some features that help maintain a trace
visual/metaphoric imagery
intention to remember
Repetition
multimodal engagement
movement type
visual/metaphoric imagery
relating features of motor skills to other memories
very common is a natural part of language
the association btween the new skill + older imagery provides meaning to the movement -> “movement meaningfulness”
intention to remember
attention + vigilance -> allocating more resources
Repetition
resuing during and after consolidating maintains that trace
requires engaging your working memory
multimodal engagement
modality refers to the type of info (vision, sound, proprioception)
traces with more sensory modalities are more resistant to change
recalling one part of the trace (auditory) helps recall other parts (motor)
movement type
continous motor skills are more resilient against trace modification
engaging and storing continous motor skills use more resources
a lot more built in repetition(walking 200m~200steps) -> each cycle is like one repetition (more instances of engagement)
Memory disorders
Retrograde Amnesia -> memories before an event (Injury Disease, surgical Complication) are lost
likelihood of memory loss ^ with proximity to the efvent
no loss of identity or personality
Anterograde Amnesia
Unable to form new long term memories
working memory remains unaffected
Retain all info before event
Learning new skills (sequence learning)
Incrementally piece together discrete motions
- creates complex actions(words) by combinging(letters)
-Effective for brand new motor skills -> creating GMP
Chunking
-Combining sequences of actions into a signle action
- generally defined by timing
3063712854 -> not chunking
306-371-2854 -> chunked (less info to remember(working memory)
Recall piano demo
- memorizing individual notes -> not chunked
-Group notes into patterns -> chunked
Co-articulation
- Prior inputs/info influence later ones
- Blend those previously discrete parts/chunks to create a smooth motion
-turn stilted movements into a seamless single skill
To become proficient in a motor skill
-Start with chunking -> define useful, discrete motions
-move onto co-articulation -> synthesize the motor skill
Motor Adaptation
(adjusting to features of the enviroment,
reduce errors between efferent copies with afferent feedback up to three phases)
1) adaptation -> modifying motor commands to align with new scenario
2) after effect -> motor command remain altered when scenario reverts back to original state
3) Deadaptiaion -> revert back to orginal motor commands
Fitts - Posner Model 1
1) cognitive stage -> beginners/novices
-Thinking about the sequence/adaptation
-explicit decisions, requires instruction
high attention demand
-errors are frequent and need external cues(someone else or outside source Iding error) to fix
(not just learning the skill, but learning how to self-correct)
Fitts - Posner Model 2
Associative stage -> Refine motor skill
-Done through self correction -> improve using Internal cues(sensory feedback)
-Fever errors, reduced attentional demand
-Increases in consistency
Fitts - Posner Model 3
Autonumous stage -> highest level of proficiency
-Drastically reduced attentional Demand -> W errors, ^^consistant (assessed via dual-task cost decreases)
-Not everyone can attain this level
Fitts - Posner Model Progressioin through these stages involve neuroplastic changes
Can be undone, but it takes longer to undo than to create them (relatively permanent change in neural function[how theyre connected how they respond])
Doyons model
Describes structures that undergo neuroplastic changes as we progress through fitt-posner stages of motor learning
-The progression from fast to slow learning are defined by changes in parallel network(basal ganglia, cerebellum)
Pre-consolidation
^^^ associative network
^Sensorimotor Network
Post-consolidation
^Associative
^^^sensorimotor
Pre-consolidation ->Post-consolidation
Neuroplastic changes are this gradual shifting from prefering associative to more sensorimotor
-Theyre what you need to progress to the next stage
(there are both basal Ganglia + cerebellar associative + sensorimotor networks
While I said it out loud in class today; I realized I didn’t write it down:
- Both sequence & adaptation learning rely on both the BG & Cerebellar Networks (Associative & Sensorimotor) pre-consolidation.
- post-consolidation, sequence learning uses only the BG networks (mostly sensorimotor) and adaptation uses only the Cerebellar network (mostly sensorimotor as well)
This information is also “covered” by the first-page flow chart in this document.
What makes instructions good
Demo - precede practice and repeat often
- make learner ID when they need a demo(brings awareness to their motor learning - promotes self-correction
Intruct -> encourage external focus(how to acheive outcomes)
- Use positive cues: tell them what to do
Negative Cue -> “dont raise your arm”
Mirror Neuron Network for instructions
Brain structures active when you watch a demo
- Active when theres intent or need to perform the motor skill you’re watching
Mirror neuron network:
-observing = SMA(coordination) and S1(localization)
-Imitate = SMA and S1 used in observation and superior(ventral stream of visual processing) temporal sulcus (STS)
