Cognitive Science 301

Applied Cognitive Science and Education
Fall 2006

Motor Implementation: 

• involves a motor program (goal directed behavior)
  • Levine calls this motor ideas
  • these programs are formed, in part, by watching and imitating another person ("perceptual images", p. 188)
  • these programs are also formed by verbal instructions (sometimes to oneself)
• involves using muscles to move part of the body
• unconscious movements needed for postural control (Levine calls these "prefunctional programs")
• proficiency and experience use sensory data to formulate an appropriate motor response
• repetition of motor programs strengthens our knowledge of spatial ordering
• "Feedback is another indispensable component of goal-directed movement." (p 188)
  • re: force, speed, direction of movement (try the doorway-proprioceptive-feedback scenario)
  • this is constantly compared to the motor program and evaluated for accuracy
• motor memory is very important in motor implementation
• One needs to select the most appropriate motor routine based on memory, feedback, and achievement of the goal.
  • problems in any one of these areas can result in a jerky or ineffective motion
• Movement involves excitation and inhibition to achieve a smooth, controlled gesture or movement.
• "Implementation of the specific pattern of motor actions constitute what is commonly referred to as praxis." (p 190)
• Subconscious automatized movements enable one to refine and add to those movements.
• "kinetic melodies" (motor memory) and serial chaining (temporal-sequential organization of movements that constitute an action)
• Overflow movements usually decrease with age and are common before the age of seven
  • e.g., moving one's mouth when writing words
  • are irrelevant motor movements
• Three main categories of motor implementation
  • gross motor function
  • fine motor function
  • graphomotor function

Gross Motor Function

• involves large muscles and/or whole body movement
• involved in sports and physical labor
• clumsy or awkward behavior can alienate the child/person and negatively affect self-esteem
• Dysfunctions:
  • mixed dominance
  • skill-preference paradox (the dominant hand does worse than the nondominant one)
  • poor motor inhibition (overflow movements)
  • poor reciprocal alternation
  • problems imitating a new sequence of movements
  • slow reaction time
  • problems interpreting spatial information
  • problems interpreting and controlling proprioceptive and kinesthetic information (balance, coordination, position sense)
  • dyspraxia: problems with integration of the action of muscle groups in forming an action
    • problems in any of the above in Motor Implementation may be the cause of the dyspraxia
  • problems with motor memory (procedural memory)
    • cannot recall the sequence of steps to perform an action
    • problems calling up a motor program to activate the sequence
  • "Performance inhibitions", a tendency to avoid movements that were unsuccessful previously
  • Other neurodevelopmental constructs may inhibit or delay activities requiring gross motor function (team sports).
• Assessment: all of the following areas need to be assessed in relation to gross motor function
  • eye-upper limb coordination (throwing or catching a ball)
  • static balance and body position sense (standing on one leg with eyes closed)
  • rapid alternating movement
  • gross motor rhythmic activities
  • Neurological factors may need to be assessed by a neurologist.
• Management: because of the self-esteem and social problems management in school-age years is important
  • occupational therapy, physical therapy, remedial physical education
  • team OR individual sports
  • consider spatial and temporal-sequential ordering skills when choosing the type of gross motor activity
  • for people with gross motor talent, academic or other pursuits may hold little interest
    • This may be problematic for their academic progress because they may enjoy too much success in using their gross motor talents!
  • Cooperation between parents, school, and other professionals is essential in managing gross motor problems.
• Development Output Failure: Motor Underpinnings (see Table 6-2)
  • The child's academic production cannot keep pace with adult expectations and school standards.
  • this might involve
    • problems reading and/or physically writing
    • decoding skills
    • comprehension when reading or listening
    • graphomotor output
    • memory
    • attention, organization skills
    • How are the above neurodevelopmental constructs related to motor implementation?
  • Look at p 203, Evolving Expectations for the evolution through elementary school of different tasks.

  Main ideas

  1. Gross motor function, while not essential for academic pursuits, may greatly influence academic proficiency because of performance anxiety, poor social interactions, and poor self-esteem that may result.
  2. Implementation of a motor action (Figure 6-1 on page 192) involves many different areas of the brain coordinating their input and outputs, quickly and fluidly.
  3. Sensory feedback (visual and kinesthetic) are essential to successful implementation of a motor action (gross motor or graphomotor or fine motor).
  4. Developmental Output Failure may involve dysfunctions in motor implementation on many different levels.

  Questions

  1. What techniques or exercises would you suggest for a child with gross motor problems, such as clumsiness?
  2. How can excellent gross motor skills negatively impact academic success?  Explain.
  3. Can excellent gross motor skills positively affect academic success?  Explain.
  4. What are the different functions of the brain that need to come together to carry out a gross motor act, such as reaching out to grasp someone's hand?