Human Brain Mapping - Motor Output and Behavior

Motor Output and Behavior

  • Motor skill - a learned sequence of movements that combine to produce a smooth, efficient action in order to master a particular task. The development of motor skill occurs in the motor cortex, the region of the cerebral cortex in the brain that controls voluntary muscle groups. Covers developmental aspects (how children develop skills allowing coordinated movement) and influences such as stress, arousal, fatigue, and vigilance.
  • Muscle memory – the retention in the brain of memories of certain muscle movements, often enabling those specific movement to be duplicated in the future. Also termed motor learning, it's a form of procedural memory that involves consolidating a specific motor task into memory through repetition. When a movement is repeated over time, a long-term muscle memory is created for that task, eventually allowing it to be performed without conscious effort. This process decreases the need for attention and creates maximum efficiency within the motor and memory systems. Examples of muscle memory are found in many everyday activities that become automatic and improve with practice, such as riding a bicycle, typing on a keyboard, rote typing in a bank Personal identification number (PIN), playing a melody or phrase on a musical instrument, playing video games, or performing different algorithms for a Rubik's Cube.
  • Behavioral neuroscience

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Famous quotes containing the words motor, output and/or behavior:

    What shall we do with country quiet now?
    A motor drones insanely in the blue
    Like a bad bird in a dream.
    Babette Deutsch (1895–1982)

    Lizzie Borden took an axe
    And gave her mother forty whacks;
    When she saw what she had done,
    She gave her father forty-one.
    —Anonymous. Late 19th century ballad.

    The quatrain refers to the famous case of Lizzie Borden, tried for the murder of her father and stepmother on Aug. 4, 1892, in Fall River, Massachusetts. Though she was found innocent, there were many who contested the verdict, occasioning a prodigious output of articles and books, including, most recently, Frank Spiering’s Lizzie (1985)

    The fact that behavior is “normal,” or consistent with childhood development, does not necessarily make it desirable or acceptable...Undesirable impulses do not have to be embraces as something good in order to be accepted as normal. Neither does children’s behavior that is unacceptable have to be condemned as “bad,” in order to bring it under control.
    Elaine Heffner (20th century)