IPHREHAB : MOTOR LEARNING WITH Learning Theory and Behavior modification

IPHREHAB


Learning Theory (Behavior Modification)
Non-Associative Learning:

• Habituation: desensitization that results from repeated exposure to a nonpainful stimulus (e.g., Ignore stimuli that trigger nonfunctional responses)
• Sensitization: increased responsiveness (e.g., Pay attention to safety features, such as water on the floor, or obstacles in one’s path)

Learning

1. Associative Learning:

• Classical & operant conditioning (considers past and current environmental influences)
• Procedural learning: performed without conscious attention (develops slowly through many repetitions to become habitual, stored in brain as “movement schema”) (e.g., walking)
• Declarative learning: results in knowledge that can be consciously recalled, requiring awareness, attention, and reflection (e.g., words)

Learning

• Variable practice, using motor/perceptual skills under varying conditions, works best for generalization of learning
• Contextual interference, using motor perceptual skills in random order, increases spontaneous use for new tasks
• Individual characteristics, such as level or experience & intellectual ability influences motor learning
• Transfer of learning occurs more easily when tasks are similar (Toglia – near transfers)

Learning

• Schmidt’s “schema theory” uses sets of general rules that apply in variety of contexts
• Schema: a generalized motor program that consists of 4 parts:

1. Initial situation
2. Parameters used
3. Outcome (knowledge of result)
4. Sensory consequence (how movement feels)

• Example: swinging a golf club or donning a coat

Learning

• Newell’s Ecological Theory clarifies the role of perceptions in motor learning.

1. Recognition of goal or task
2. Regulatory cues (sensitize to what is relevant to the task)
3. Knowledge of Performance (KP): feedback during performance, how movement felt
4. Knowledge of Result (KR): feedback on goal achievement