Retention and Transfer
factors influencing retention of motor skills
- amount, duration and effect of practice - types of skills to be retained - parameterization of skills - pre-selection of self-selection effect - spacing of repetitions - type of disorders/ diseases
difference score
- difference between the performance level at the end of original learning session and the beginning of the retention test
what similar characteristics do tasks need to have for positive transfer?
- goals and shapes - body kinematics and kinetics - phase relationship - type of movement performance (continuous or discrete) - similar mechanism of sensory corrections
what are examples or spatial parameters
- initial position -distance
intra-task transfer
- provides maximal skill transfer - when the same task is practiced in different conditions
what are examples of temporal parameters
- speed - temporal sequence
absolute retention score
- the level of performance on the initial trial - represents the amount retained or what was originally learned in acquisition -defines a patient initial performance level during return
inter-task transfer
-provides moderate skill transfer - when patient practices task A, which is a component of task B
what is considered to be a good percentage score?
< 5-10%
retention
persistence of performance after a time interval
are temporal or spatial parameters memorized better?
spatial
t/f: continuous motor tasks are retrained better
t
t/f: discrete motor tasks are poorly retained
t
t/f: if you measure skill retention in the same patient, retention interval should be equal or longer than the length of practice
t
t/f: inter-task tranfser provides less than moderate/ moderate skill transfer
t
t/f: retention effect is enhanced if the repetitions themselves do not occur immediately but instead are spaced apart
t
t/f: retention is increased when motor skills that are being learned are parameterized
t
t/f: the difference score defines whether improvement is still within minimal clinically important difference in PT practice
t
t/f:l bilat coupling is provided at many levels of the CNS
t
transfer of learning
the gain (or loss) in proficiency one skill as a result of practice on some other skill
when should the retention test be administered?
after a retention interval
retention of skills is correlated moderately with
amount of practice
warm up decrement
a decrease in the level of motor performance after break (or rest) not related to the loss of motor memory
what is the percentage score used to predict
a patient's further progression
retention interval
a time interval, during which the skill was not practiced
successive interference
components of task A, performed successfully interfere with performance of task B more, characterized by greater difficulty
simultaneous interference
contradiction between levels of movement control
immediate response of contextual interference
destabilizing of learned movement pattern
long term effect of contextual interference
developing better retention
what reflects how much task- related information was lost during the retention interval
difference score
retention of skills is correlated strongly with
effects or outcomes of practice
are gross or fine motor skills retained better?
gross
simulation
imitation of a real world environments, scenarios
forgetting
in contrast to learning, refers to loss of capability for performance
retention test
indicates persistence of acquired habit in absence of practice
what type of transfer is it when performance of task A, may require involvement of the same muscle groups, but kinetic, kinematics, environmental setting type of motion is different?
inter-task
how can you prevent warm up decrement at early stages of learning?
keep contextual setting unchanged
percentage score
measures of "amount" of skill lost during retention interval to the amount of improvement during original learning session
contextual interference
when performance of successive trails is disrupted by performance of random movements that have the dame goals, but practiced in different context
negative transfer
when practice on task A has detrimental effect on task b
positive transfer
when practice on task A improves the performance on task B