Term
| what is the definition of learning how to move? |
|
Definition
| over time behavior changes in relation with functional neural anatomy |
|
|
Term
| what is the internal reference of correctness? |
|
Definition
| you can internally represent the movement and how to do it correctly. |
|
|
Term
| when do you have the internal reference of correctness? |
|
Definition
| when you learn to perform a movement the proper way and can distinguish when you do it wrong. |
|
|
Term
| T/F you will already have an internal reference of correctness before you learn a movement. |
|
Definition
|
|
Term
| what are the three main steps to changes in behavior and neuroanatomy? |
|
Definition
gradual progression->
neural modifiability->
gradual structural changes |
|
|
Term
| what is the mechanism of long term potentiation? |
|
Definition
|
|
Term
| what is long term potentiation? |
|
Definition
| persistence of a neural impulse to internalize a movement to change the efficiency of the synapse |
|
|
Term
|
Definition
| interpretation of stimulus events |
|
|
Term
|
Definition
| interpretation through multiple cortices |
|
|
Term
| what two structures are an important part of the motor cortex? |
|
Definition
|
|
Term
| during the interpretation of a stimuli, what happens sub cortically? |
|
Definition
| millions of highly myelinated axons are interpreting stimulus events |
|
|
Term
| what are the three forms of learning? |
|
Definition
perceptual learning
procedural learning
declarative learning |
|
|
Term
| what is perceptual learning? |
|
Definition
| a process of long lasting improvement in performing perceptual (visual, auditory, tactile, olfactory) tasks based on experience and practice |
|
|
Term
| T/F perceptual learning is activity dependent |
|
Definition
|
|
Term
| what are the two main points of perceptual learning? |
|
Definition
simple sensory discrimination
categorizations of spatial and temporal patterns |
|
|
Term
| T/F perceptual learning is not retained throughout life. |
|
Definition
|
|
Term
| give an example of the cognitive processes that founded upon perceptual learning. |
|
Definition
language
interacts with other kind of learning
based on changes in neural circuitry
retained throughout life |
|
|
Term
| T/F the ability to extract information from sensory displays improves dramatically with practice. |
|
Definition
|
|
Term
| name three everyday properties that are associated with perceptual learning. |
|
Definition
motion discrimination
orientation sensitivity
visual search |
|
|
Term
| if perceptual learning can become better with practice, what are some of the improvements that can be made? |
|
Definition
get better at discriminating between different stimuli of different categories
become less sensitive to differences between two instances of the same category |
|
|
Term
| what does the higher order sensory association areas store? |
|
Definition
data
size, color, texture, shape |
|
|
Term
| what does procedural learning refer too? |
|
Definition
| tasks that can be learned with out attention or conscious thought |
|
|
Term
| what two words should you think of when you think of procedural learning? |
|
Definition
|
|
Term
| explain the mechanism behind procedural learning |
|
Definition
| memory below the level of conscious awareness that when needed can be retrieved and utilized for the EXECUTION OF THE INTEGRATED PROCEDURES INVOLVED IN BOTH COGNITIVE AND MOTOR SKILLS |
|
|
Term
| T/F with procedural learning, you can tell internally how to ride a bike. |
|
Definition
false
can tell the sensation of riding a bike but cannot tell internally |
|
|
Term
| what does procedural memory guide? |
|
Definition
| guides our actions but resided below the level of conscious awareness |
|
|
Term
| T/F procedural memory is a type of long term memory |
|
Definition
|
|
Term
| explain how procedural memory is specifically implicit memory. |
|
Definition
| by repeating a complex activity over and over again until all of the relevant neural systems work together to automatically produce the activity |
|
|
Term
| what is declarative learning? |
|
Definition
| learning that requires conscious processes such as awareness and attention, resulting in knowledge that can be expressed consciously and expressed in a form other than that which was learned |
|
|
Term
| what are the two sub-parts of declarative memory? |
|
Definition
|
|
Term
|
Definition
| describing an event or occurrence |
|
|
Term
|
Definition
| meaning and understandings |
|
|
Term
| what part of the brain is associated with declarative learning? |
|
Definition
|
|
Term
| what is Adam's Closed Loop Theory of Motor Learning? |
|
Definition
| sensory feedback is used for ongoing production of skilled movements |
|
|
Term
| what year did Adam create his theory? |
|
Definition
|
|
Term
| what are the two types of memory proposed by Adam? |
|
Definition
memory trace
perceptual trace |
|
|
Term
|
Definition
| recollection and initiation of movement |
|
|
Term
| what is perceptual trace? |
|
Definition
perceiving what its like
internal reference of correctness |
|
|
Term
| what are some ways to challenge Adam's Closed Loop Theory? |
|
Definition
can produce movement without sensory feedback
accurately produce movements never performed before
unlikely a human could store a separate series of perceptual traces for every movement they learned |
|
|
Term
| what is Schmidt's Schema Theory of Motor Learning? |
|
Definition
| abstract representation stored in memory following multiple presentations of a class of stimuli |
|
|
Term
| what year did Schmidt propose his theory? |
|
Definition
|
|
Term
| According to Schmidt, what four things does a person store to memory? |
|
Definition
1) initial movement conditions
2) parameter used in the generalized motor program
3) outcome of the movement in terms of knowledge of results(KR)
4) the sensory consequences of the movement (how did it look) |
|
|
Term
| what is the basic take away fro Schmidt's Theory? |
|
Definition
| you only need a set of general rules, which can be applied to a variety of contexts. |
|
|
Term
| what are the four steps of the schema theory? |
|
Definition
1) initial movement
2) parameter used in the generalized motor program
3) outcome of the movement in terms of knowledge of results
4) the sensory consequence of the movement |
|
|
Term
| what is another name for Bernstein's Self Organizing Theory? |
|
Definition
|
|
Term
| what is Bernstein's Self Organizing Theory? |
|
Definition
| performance of any kind of movement results from an infinite variety of possible combinations (or degrees of freedom) of neuromuscular and skeletal elements |
|
|
Term
| what does Bernstein's Self Organizing Theory say motor development is dependent on? |
|
Definition
| brain maturation and adaptations to constraints of the body and exogenous conditions |
|
|
Term
| what are the basics of Bernstein's Theory? |
|
Definition
| there is a general representation of motion and then you can make an adjustment based on the external environment stress which is possible because systems are able to work together |
|
|
Term
| what was significant about Bryan and Harter's telegraphy experiment? |
|
Definition
| they found that telegraphy students had periods of improvement followed by plateaus and these plateaus were the result of habits that interfered with further development until a new habit was formed |
|
|
Term
| what is the initial stage of learning? |
|
Definition
|
|
Term
| what is the cognitive stage? |
|
Definition
| most of the learning can be characterized as verbal-cognitive rather than producing the actual desired motor patterns |
|
|
Term
| describe performance in the cognitive stage? |
|
Definition
slow but large gains are made
under close sensory guidance
variable time of performance
finding strategies to achieve the goal |
|
|
Term
| what is the intermediate stage of learning? |
|
Definition
| the performer now knows how to produce the basic motor patterns and has eliminated gross error with increase in speed |
|
|
Term
| describe performance in the intermediate stage. |
|
Definition
| variability decreases because the performer is able to focus on the skill |
|
|
Term
| how long does the intermediate stage usually last? |
|
Definition
|
|
Term
| what is the advanced stage of learning? (Hint: where you ideally want to be). |
|
Definition
|
|
Term
| what is the autonomous stage? |
|
Definition
| the performer is able to demonstrate a high level of proficiency that is characterized by automaticity |
|
|
Term
| T/F conscious thought is needed in the autonomous stage of motor learning. |
|
Definition
|
|
Term
| what is a big deciding factor on getting a performer to the autonomous stage? |
|
Definition
| the quality and type of practice |
|
|
Term
| describe the performance of the autonomous stage. |
|
Definition
| the performance is so well learned that secondary tasks can be performed without interfering with the primary outcome |
|
|
Term
| what is William James' definition of attention? |
|
Definition
| the taking possession by the mind, in clear and vivid form, of one out of what seem reveal simultaneously possible trains of thought |
|
|
Term
| T/F you can focus on two things at once. |
|
Definition
false
can only focus on one, only one stimulus with have your attention |
|
|
Term
| how can we measure, quantify consciousness? |
|
Definition
|
|
Term
| what is selective attention when it is voluntary? |
|
Definition
| limit your attention to a signal |
|
|
Term
| what is selective attention when it is involuntary? |
|
Definition
| where the stimuli is so compelling that your attention is drawn toward the stimuli |
|
|
Term
| what is limited capacity? |
|
Definition
| focusing attention on an aspect of the environment |
|
|
Term
| what are the two ways to look at limited capacity? (hint: A and B) |
|
Definition
may be viewed as a limiting factor in that you are unable to attend to something else
if you attend to B, then A suffers |
|
|
Term
| T/F when attaining to task A, task B will take longer due to limited capacity |
|
Definition
|
|
Term
| what was Keele's experiment in 1978? |
|
Definition
|
|
Term
| what is Keele find in his experiment? |
|
Definition
| recognition of word and color simultaneously interfered by requiring the subject to interpret the stimuli before responding |
|
|
Term
what is the psychological refractory period?
give an example. |
|
Definition
when two stimuli are presented (in close proximity) the time taken to react to the 2nd stimulus will always take longer
in football when a runner "shakes" the defender. The defender is cognitively focused on the fake (first stimulus) and reacts slower to the runner going to other way |
|
|
Term
| what factors influence refractoriness in sport? |
|
Definition
practice
complexity
stimulus-response compatibility |
|
|
Term
| what is the bottle-neck theory? |
|
Definition
| limited capacity to handle multiple stimuli at one time |
|
|
Term
| what is the basis of anticipation? |
|
Definition
| anything that involves moving, perceiving and adjusting to, take into account upcoming stimuli and you don't have to identify task A, B, and C separately, but use them to respond faster |
|
|
Term
| what are the three types of anticipation and who identified them? |
|
Definition
receptor
effector
perceptual
Poulton 1957 |
|
|
Term
| what is receptor anticipation? |
|
Definition
| performer detects upcoming events with various sensory receptors |
|
|
Term
| what is effector anticipation? |
|
Definition
| performer takes into account how long his/her movement will take when preparing to initiate an action |
|
|
Term
| what is perceptual anticipation? |
|
Definition
| predictable environmental events that are not viewed directly |
|
|
Term
what is temporal anticipation deal with?
give an example. |
|
Definition
false starts
there is a cost to benefits ratio when you anticipate environmental events.
in sprinting the runner attempts to time the start coincident with the gun that could result in disqualification |
|
|
Term
| what is the the runner using when he/she attempts to time the start coincident with the gun? |
|
Definition
|
|
Term
| what can reduce the decision making process? |
|
Definition
knowing the stimuli that is going to be presented
knowing what kinds of responses are required |
|
|
Term
| what is spatial or event anticipation? |
|
Definition
| having advance information enables one to anticipate and by-pass response selection, which will shorten response time |
|
|
Term
| what does feedback concern? |
|
Definition
| information that is provided to the learner about the performance of a movement or skill |
|
|
Term
| where can feedback come from? |
|
Definition
| both internal or external sources |
|
|
Term
what is intrinsic feedback?
give an example. |
|
Definition
use the senses to make a decision about movement
where is the body? |
|
|
Term
what is augmented feedback?
give examples. |
|
Definition
knowledge of results
knowledge of performance
use these to make a decision about the movement
how did it look?
did you hit the target? |
|
|
Term
| what are the dimensions of augmented feedback? |
|
Definition
concurrent
knowledge of results
terminal
knowledge of performance |
|
|
Term
| what is the concurrent dimension of augmented feedback? |
|
Definition
| presented during the movement |
|
|
Term
| what is knowledge of results in terms of augmented feedback? |
|
Definition
| verbalized or verbalizable post-movement information about the outcome of the movement |
|
|
Term
| what is the terminal dimension of augmented feedback? |
|
Definition
| presented after the movement |
|
|
Term
| what is knowledge of performance in terms of augmented feedback? |
|
Definition
| verbalized or verbalizable post-movement information about the nature of the movement pattern |
|
|
Term
| what is the instrumental learning paradigm? |
|
Definition
| the knowledge of results are provided at the end of the trial to increase the likelihood of a correct response |
|
|
Term
| what have studies shown with knowledge of results? |
|
Definition
| KR increases the performance |
|
|
Term
| what did Bernstein say about the practice context? |
|
Definition
motor learning context should force the learner to problem solve from repetition to repetition
that repeating the same task over an over again does not promote problem solving |
|
|
Term
| what did Craik and Lockhart say about the practice context? |
|
Definition
| a learning context that is made to be difficult enhances learning by forcing the learner to process information more thoroughly and deeply |
|
|
Term
| what is contextual interference? |
|
Definition
| switching from one skill to another or changing the context in which the task is practiced from trial to trial |
|
|
Term
| T/F studies have shown the contextual interference enhances learning, retention and transfer |
|
Definition
|
|
Term
| what are the key elements of contextual interference? |
|
Definition
subjects respond to situations of high and low interference with correspondingly high or low levels of elaborative and distinctive processing
the order in which items are practiced determines the level of interference
if the times practiced are quite similar the subject experiences greater interference |
|
|
Term
| if all the tasks are presented together, learning will be low at first but will become better as the attention intervals increase. the information will be retained better. what is this an example of? |
|
Definition
|
|
Term
| what are the three component parts of the human memory? |
|
Definition
sensory
short-term
long-term |
|
|
Term
|
Definition
|
|
Term
| what is procedural memory? |
|
Definition
|
|
Term
| what is declarative memory? |
|
Definition
|
|
Term
| where are short term memories located? |
|
Definition
| in the prefrontal cortex and temporal lobe |
|
|
Term
| where are semantic and episodic memories located? |
|
Definition
| frontal and temporal lobes |
|
|
Term
| where are procedural memories located? |
|
Definition
| cerebellum and motor cortex |
|
|
Term
| what is the hippocampus important for? |
|
Definition
| the consolidation of semantic, episodic and procedural memories |
|
|
Term
| what are emotional memories dependent on? |
|
Definition
|
|
Term
| T/F memory is plasticity as a result of repetition. |
|
Definition
|
|
Term
| explain the track of consolidation of memory. |
|
Definition
external stimulus
initial processing
put into short-term memory
through repetition the stimulus is repeatedly put into short-term memory
changes in neural coding causes the stimulus to be put into long-term memory |
|
|
Term
| what is short-term sensory store (STSS)? |
|
Definition
| from an information processing standpoint, the system receives tremendous amounts of information that is retained for brief periods while we consciously (or unconsciously) attend to select pieces of information |
|
|
Term
| what is the storage duration for the STSS? |
|
Definition
|
|
Term
| what is the type of coding for the STSS? |
|
Definition
|
|
Term
| what is the capacity for the STSS? |
|
Definition
|
|
Term
| what was Sperlings experiment in 1960 concerning the STSS? |
|
Definition
showed four rows of letters with four different tones identifying each row.
the tone was showed played first and then the letters were shown - resulted in high capacity to remember all the letters
when the tone was presented after the letters were shown the capacity to remember the letters decreases |
|
|
Term
| what is short-term memory? |
|
Definition
memory that comes from the short term sensory memory or from long term memory
also described as a holding area with a limited capacity |
|
|
Term
| how does man seek to control his environment? |
|
Definition
| one the fly with short term memory |
|
|
Term
| T/F increased retention interval = increased performance. |
|
Definition
false
decreased performance |
|
|
Term
| what is long term memory? |
|
Definition
| once an item or movement is practiced, that information moves from short term memory to long term memory |
|
|
Term
| what does long term memory appear to be? |
|
Definition
|
|
Term
| what three systems are included in long term memory according to Tulving? |
|
Definition
procedural
episodic
semantic |
|
|
Term
| what does procedural memory refer to? |
|
Definition
|
|
Term
| what does episodic memory refer to? |
|
Definition
| personally experienced events |
|
|
Term
| what does semantic memory refer to? |
|
Definition
| our general representation o the world and events surrounding our world |
|
|
Term
| how does long term potentiation effect our memory? |
|
Definition
| there is an X number of pre and post synapses, and this number is changed it increase the strength of the synapse |
|
|
Term
| what is the primary neurotransmitter of the nervous system? |
|
Definition
|
|
Term
| what is memory consolidation? |
|
Definition
| a category of processes that stabilize a memory trace after the initial acquisition |
|
|
Term
| what two processes make up memory consolidation? |
|
Definition
synaptic consolidation
systems consolidation |
|
|
Term
| when does synaptic consolidation occur? |
|
Definition
| within the first few hours after learning |
|
|
Term
| what is the mechanism behind synaptic consolidation? |
|
Definition
|
|
Term
| what are the three stimuli that trigger the release of BDNF? |
|
Definition
exercise
cognitive activity
intermittent fasting |
|
|
Term
| how can you form strong neural connections? |
|
Definition
increase the number of TrkB receptors
increase BDNF |
|
|
Term
| what does synaptic consolidation trigger? |
|
Definition
| downstream transcription to copy DNA to make more TrkB receptors and BDNF |
|
|
Term
| how can you decreases chances of dymensia? |
|
Definition
| increase BDNF by being lean, engage in vigorous activity, engage is cognitive activity |
|
|
Term
| what do elevated BDNF levels result in? |
|
Definition
| increase in neural connections |
|
|
Term
| T/F to elevate BDNF is activity dependent. |
|
Definition
|
|
Term
| what is systems consolidation? |
|
Definition
| novel information which is encoded and registered in both the hippocampus and cortical regions |
|
|
Term
| what is the hippocampus-dependent stage? |
|
Definition
| memory is retained in the hippocampus for up to one week after initial learning |
|
|
Term
| T/F systems consolidation is related to "move it or lose it" |
|
Definition
|
|
Term
| what structure is a part of systems consolidation that can support memory indefinitely? |
|
Definition
|
|
Term
| what is non associative habituation sensitization? |
|
Definition
| habituate to the stimulus as a result you reduce the connections as you override the response to the stimulus |
|
|
Term
| what is an example of associative classical operant? |
|
Definition
| Pavlov's dogs when he would ring the bell and feed them |
|
|
Term
| explain systems consolidation. |
|
Definition
an experience triggers the hippocampus
as the neurons continue to fire they become effective |
|
|
Term
| T/F systems consolidation is not activity dependent. |
|
Definition
false, it is activity dependent
move it or lose it |
|
|
Term
| what is believed to be where long-term memory is stored? |
|
Definition
| neocortex of the temporal lobe |
|
|
Term
| what is located within the temporal lobe? |
|
Definition
|
|
Term
| the hippocampus and the amygdala are responsible for forming what type of memory? |
|
Definition
|
|
Term
| what is the amygdala associated with? |
|
Definition
|
|
Term
what did Lashley find in his rat experiments in the 1920s?
big find? |
|
Definition
hw would lesion the temporal lobe of the rat and he found that there was a relationship between the learning the maze or remembering how to navigate the maze with the size of the lesions (not the location)
memory is distributed among neurons of the cerebral cortex |
|
|
Term
| what did Hebb's 1949 book "Organizations of Behavior" argue? |
|
Definition
| internal representation of objects consists of all the cortical cells that are activated by the external stimulus |
|
|
Term
| what did Hebb's work find? |
|
Definition
| engram could include the same cells making up sensation and perception and destruction of some of the cells in the assembly would not eliminate memory |
|
|
Term
|
Definition
| located across neurons making up cell assembly which memory trace is stored |
|
|
Term
| T/F over time engram becomes so connected that you don't need to register a whole piece to know what it is. |
|
Definition
|
|
Term
| what is Delayed Non-Match to Sample (DNMS)? |
|
Definition
| the length of the retention interval will change the memory recognition |
|
|
Term
| what is the role of the parietal lobe? |
|
Definition
integrating sensory information from multiple sources
from a motor standpoint supports sensory awareness dealing with touch and visuospacial relationships |
|
|
Term
| what is the information from the parietal lobe used for? |
|
Definition
| to help control motor behavior controlling movement of the arm, hand, and eye movements |
|
|
Term
| T/F the parietal lobe understands that we are in space. |
|
Definition
|
|
Term
| what is happening subcoritcally? |
|
Definition
| highly, myelinated axons are sending information to the cortices |
|
|
Term
| where is the basal ganglia? |
|
Definition
| in the medial temporal lobe |
|
|
Term
| what is the basal ganglia? |
|
Definition
| a group of nuclei in the brain interconnected with the cerebral cortex, thalamus and brain stem |
|
|
Term
| where does the basal ganglia play a role? give the steps. |
|
Definition
initial thought to move
basal ganglia
back to motor cortex
spinal cord
movement |
|
|
Term
| T/F the basal ganglia isn't needed for voluntary movement. |
|
Definition
false
ABSOLUTELY needed for voluntary movement |
|
|
Term
|
Definition
| part of the basal ganglia, important in the secretion of dopamine |
|
|
Term
| what do rodent studies show with lesions to the striatum? |
|
Definition
| will produce deficits in procedural memory |
|
|
Term
| during the early stages of learning, what is the basal ganglia associated with? |
|
Definition
| sensorimotor associations being made with the prefrontal cortex |
|
|
Term
| during late stages of learning, what is the basal ganglia associated with? |
|
Definition
| the storage of procedural learning experiences |
|
|
Term
| what is the locus of declarative memory (facts and episodic memory)? |
|
Definition
|
|
Term
| where is the hippocampus located? |
|
Definition
| in the medial temporal lobe |
|
|
Term
| what is the function of the entorhinal cortex (EC)? |
|
Definition
| a hub fing a widespread network for memory and navigation and serves as the main interface between the hippocampus and the neocortex |
|
|
Term
|
Definition
|
|
Term
| what does the EC-hippocampus system play and important role in? |
|
Definition
| autobiographical/ declarative/ episodic memories and in particular spatial memories and in particular spatial memories including memory formation, memory consolidation, and memory optimization in sleep |
|
|
Term
| our awareness of general properties of the context as well as very specific representations of information comes from where? |
|
Definition
|
|
Term
|
Definition
| grid cells that allow us to navigate in space |
|
|
Term
| what is the Theory of Prefrontal Cortex Function? |
|
Definition
| cognitive control stems from the active maintenance of patterns of activity in the prefrontal cortex that represents goals and means to achieve them |
|
|
Term
| what does the cerebellum play a role in? |
|
Definition
| integration of sensory perception and motor output |
|
|
Term
| how does the cerebellum fine-tune motor movements? |
|
Definition
|
|
Term
| what is the primary motor responsible for? |
|
Definition
| generating the neural impulses controlling execution of movement |
|
|
Term
| same the secondary motor cortices. |
|
Definition
posterior parietal
pre-motor
supplementary motor area
pre-supplmentary motor area |
|
|
Term
| this area is involved in planning actions and refining movements based upon sensory input. in order to do these actions the area needs help from what two structures? |
|
Definition
pre-motor cortex
basal ganglia
cerebellum |
|
|
Term
| this area is implicated in the planning of motor actions and bimanual control and implicated in actions under internal control (performance of a sequence of movements) |
|
Definition
|
|
Term
| where is the primary motor cortex located? |
|
Definition
| the posterior portion of the frontal lobe |
|
|
Term
| what is the name of large motor neurons in primary motor cortex(M1)? |
|
Definition
|
|
Term
| T/F M1 is about highly controlled voluntary movements |
|
Definition
|
|
Term
| LTP does what to the pre and post synapse that helps with movement? |
|
Definition
better, stronger connectivity for more precise movements
allows for the right type and number of muscle fibers to create the movement
high level of control |
|
|
Term
| T/F LTP remodels only the pre synapse. |
|
Definition
false
remodels both the pre and post synapse |
|
|
Term
| T/F plasticity is activity dependent. |
|
Definition
|
|
Term
| what part of the neuromuscular junction is altered as a result training? |
|
Definition
| the terminal branch and the post-synaptic receptors of the muscle fibers that it innervates |
|
|
Term
| in relation to calcium what increases due to neuroplasticity? |
|
Definition
voltage-gated calcium channels on the presynaptic neuron to ensure action potential
t-tubule channels to increase release of calcium to initiate power stroke |
|
|
Term
| in relation to the SNARE complex what does plasticity do? |
|
Definition
| improve the efficiency of membrane fusion as well as increased expression of membrane proteins that contribute to fusion |
|
|
Term
| explain calcium activation of transcription factors. |
|
Definition
| signaling molecule that allows for changes in hardware, downstream from calcium entering the cell that leads to copies of DNA |
|
|
Term
|
Definition
| the postsynaptic cell's sensitivity to neurotransmitter in large part by increasing the activity of existing receptors and by increasing the number of receptors on the postsynaptic cell surface |
|
|
Term
| what helps to express agrin? |
|
Definition
|
|
Term
|
Definition
|
|
Term
| what does MUSK and agrin do? |
|
Definition
| increases the changes of the AP getting to the post-synaptic cell |
|
|
Term
|
Definition
|
|
Term
| how can skeletal muscle adapt to stimuli? |
|
Definition
contractile activity
loading conditions
substrate supply |
|
|
Term
| mitochondrial biogenesis is triggered by what? |
|
Definition
| elevations of intracellular Ca++ |
|
|
Term
|
Definition
| auto regulates its gene expression |
|
|
Term
|
Definition
| induces the expression of mitochondrial transcription factor |
|
|
Term
| how is hypertrophy induced/ |
|
Definition
|
|
Term
| how is Ca2+ released during anaerobic training? |
|
Definition
|
|
Term
| how is Ca2+ released during aerobic training? |
|
Definition
| small amounts continuously released to sustain activity of muscle to copy structures |
|
|
Term
| what does DHP interface with? |
|
Definition
|
|
Term
| the interface of DHP and ryanodine receptors trigger what? |
|
Definition
| trigger release of Ca2+ from the SR |
|
|
Term
|
Definition
|
|
Term
| what is key as a response to stress? |
|
Definition
| adaptive structural events |
|
|
Term
| explain signaling pathways and their relation to physiological stress? |
|
Definition
| signaling pathways are master regulators that transduce physiological stress into transcriptional adaptations |
|
|
Term
| T/F overload triggers the pathways that ultimately copy DNA |
|
Definition
|
|
Term
| what is the purpose of creating more mitochondria? |
|
Definition
|
|
Term
| what two molecules trigger upstream mitochondrial biogenesis? |
|
Definition
|
|
Term
| what is important about Ca2+ and AMPK? |
|
Definition
| they trigger PGC-1 alpha which makes it possible for nuclear DNA to enter the mitochondria, where 13 mitochondrial DNA are activated to make more and larger mitochondria to produce more ATP |
|
|
Term
| load promotes hypertrophy and the activation of what types of cells? |
|
Definition
|
|
Term
| what three things contribute to hypertrophy? |
|
Definition
nutrients
IGF-1
mechanical load |
|
|
Term
| how can transcription be triggered? |
|
Definition
|
|
