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conferenceseries
.com
Volume 6
Journal of Neurological Disorders
ISSN: 2329-6895
CNS 2018
November 12-13, 2018
November 12-13, 2018 | Edinburgh, Scotland
4
th
International Conference on
Central Nervous System Disorders & Therapeutics
What is trained develops! theoretical perspective on skill learning
Hermundur Sigmundsson
1, 2
, Leif Trana
1
, Remco Polman
3
and
Monika Haga
1
1
Norwegian University of Science and Technology, Norway
2
Reykjavik University, Iceland
3
Queensland University of Technology, QLD 4059, Australia
K
nowledge about developmental theories is important for experts or specialists working with children following normal
development and children who have various kinds of dysfunction, in order to better understand what happens with
processes associated with motor behavior. In this article, we have explored how theories of development and learning can be
used to understand processes associated with motor behavior. A probabilistic perspective emphasizes that the changes taking
place in the development is a result of interaction: structural changes in the nervous system leading to changes in function and
behavior and opposite, functional changes resulting in changes in structure. This bidirectional interaction between biological
and experiential aspects is a continuous process which cannot be reduced to either organism or environment. Dynamical
systems theory (DST) emphasizes that it is the interaction between the person, the environment, and the task that changes
how our movements are, also in terms of how we develop and learn new movements. The interplay between these factors will,
over time, lead to changes in motor development. The importance of experience is central to Edelman’s theory of neuronal
group selection (NGST). Activation of the nervous system increases the connections between certain areas of the brain, and
the selection processes in the brain are a result of enhancement of neural connections involved in a “successful” motion. The
central nervous system adapts its structure and function in response to internal and external influences, and hence neural
plasticity is a prerequisite for learning and development. We argue that Edelman’s approach supports the theory of specificity
of learning. From the perspectives of probabilistic epigenesis, DST, and NGST, we can see that being physically active and
having the opportunity to get different movement experiences are of great significance for promoting motor development and
learning. A variation of purposeful or rewarding physical activity in a variety of contexts will provide individual opportunities
for changes of behavior in terms of both quantitative and qualitative changes in motor development.
Hermundur.sigmundsson@ntnu.noJ Neurol Disord 2018, Volume 6
DOI: 10.4172/2329-6895-C9-050