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Important distinction

Important distinction. Motor learning (little research) vs. Motor control and development (more research). Motor control & development. Fair amount of work done in framework of “ dynamical systems ”. Key point: Interaction of SUBJECT-TASK-ENVIRONMENT. Example: Non-linear dynamics. Example

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Important distinction

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  1. Important distinction • Motor learning (little research) vs. • Motor control and development (more research)

  2. Motor control & development • Fair amount of work done in framework of “dynamical systems” • Key point: Interaction of SUBJECT-TASK-ENVIRONMENT

  3. Example: Non-linear dynamics • Example • Newborn stepping reflex • Reflex “disappears” within a few months • Traditional explanation is that cortical maturation inhibits reflexive movement • However pattern is seen when child is on the back, with limbs in different relationship to gravity • Stepping reflex disappears because legs gain weight rapidly; can’t lift in upright posture • Implication is that development is not necessarily (all) about brain control, but is rather about interactions of tissue and environmental factors

  4. Relevance for LMRVT 5-10 • “Raspberries;” /m/, etc. • “Semi-occluded vocal tract” • Helps to abduct vocal folds (good: counteract hyperfunction) • Helps to oscillate vocal folds (good: intensity) • Titze, 2010

  5. Motor learning • Schema theory (Schmidt, 1975; 1976) • Recall and recognition schemata • Motor program and parameters

  6. Schema theory predictions • (1) Importance of perception in motor learning • Perceptual pre-exposure (tracking task, Adams & Creamer, 1962) • Observational learning (juggling; sign language; dance; surgery; review by Schmidt & Lee, 2010) • Learner’s active responses to exposures appears important for the effects

  7. Effects mediated by mirror neurons? • (e.g. Rizzolatti & Craighero, 2004) http://www.6seconds.org/images-static/neuron.jpg

  8. Relevance for LMRVT 5-10 • LMRVT 5-10 consistently pairs perception and production in voice training

  9. Schema theory predictions • (2) Importance of attention to movement outcomes (not biomechanics) • Extensive work by Wulf & colleagues

  10. Relevance to LMRVT 5-10 • Child’s attention is directed to voice outcomes (buzzy, easy voice), not biomechanics

  11. Schema theory predictions • (3) Variable practice should enhance generalization • Seen for numerous tasks from bean bag throwing to arm displacement • Finding may be heightened for children compared to adults • Effects particularly enhanced under random practice conditions • Review by Schmidt & Lee, 2010

  12. Relevance for LMRVT 5-10 • Child practices buzzy voice in numerous phonetic, physical and emotional contexts

  13. Consistent with schema theory • (4) Infrequent (terminal) KR improves learning in general • (5) Whole practice improves learning for “whole” tasks

  14. Relevance for LMRVT 5-10 • Use of infrequent terminal KR • Use of whole practice (with rare exceptions)

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