Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EXB 102 Final > 10. Motor Learning & Performance > Flashcards

10. Motor Learning & Performance Flashcards

1
Q

How does info processing influence decision making?

A
  • Through our senses (primarily vision)
  • Info sent to brain
  • Make best decision, adjustments based on info
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How do Neuromuscular Systems influence Movement Control Systems?

A
  • How the brain gets body to do the movements you want in the manner you want
  • Can now use modern tech (fMRI, PET scans) to get insight as to the workings of the brain
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How does Proprioception influence Motor Programs?

A
  • Comes w/ practice
  • Using brain to control body & know where it is in space
  • Better proprioception = improved motor programs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How does anticipation timing influence attention?

A

Attention & focus is crucial for skill honing & execution

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How do individual differences influence motor abilities?

A
  • Diff people have diff abilities

- Need to know how to work w/ the indivual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Skills vs. Abilities

A
  • About 50 abilities the human body can do

- Countless skills one can learn using abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Explain the importance of skill presentation.

A
  • Expert demonstration is important for athletes to see how a skill is supposed to be performed
  • Professional coach vs. Peer coach
  • Good to make elite athletes beginners for novel skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the significance of feedback for skill learning?

A

When & how you give feedback when learning a skill is crucial to how one learns it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

How does knowledge of results affect the transfer of learning?

A

Sometimes knowing the outcome of movement help guide the movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the different types of transfer of learning?

A
  • Across the body = dominant to non-dominant hand

- Between skills = highest amount of transfer when the skills are similar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

How does memory influence motor learning?

A
  • Uses previous movements and experiences

- Helps w/ transfer of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How does motivation influence motor learning?

A

Motivated learner will learn more efficiently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Define reflex.

A
  • Simplest functioning unit of nervous activity
  • Relatively constant pattern of response or behavior that is similar for a given stimulus
  • Genetic
  • Automatic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What criteria need to be met for something to be an instinct?

A
  • Unlearned
  • Uniform = movement always looks the same
  • Universal = has to look the same across species
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Define skill.

A

Action or task that has a goal and requires voluntary body and/or limb movement to achieve goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Define ability.

A

General capacity of an individual

17
Q

Define motor ability.

A

Related to movement and motor skills

18
Q

What are the components of skill?

A
  • Complex
  • Cognitive
  • Sensation & perception
  • Muscular/Motor
  • Muscular output/posture
19
Q

Open vs. Closed motor skill. Examples?

A
  • Open = a lot of degrees of freedom, variation, room for error (surfing, dribbling a ball through defenders)
  • Closed = few degrees of freedom, always the same, less room for error (free throws)
20
Q

Discrete vs. Continuous motor skill. Examples?

A
  • Discrete = distinct beginning & end to movement (spiking or shooting a ball)
  • Continuous = has no beginning or end (running, cycling, swimming)
21
Q

Gross vs. Fine motor skill. Examples?

A
  • Gross = uses more general motor skills

- Fine = uses fine motor skills

22
Q

Cognitive vs. Motor motor skill.

A
  • Cognitive = requires more thought

- Motor = more effort required than thought

23
Q

What makes a motor skill serial? Examples?

A
  • Put a series of individual movement skills together to make a movement
  • Break down overall skill into smaller skills in order to master
  • Ex) gymnastics, figure skating, pole vaulting, layup
24
Q

Define learning a motor skill.

A

Process (unending) of acquiring the capability for produced skill actions

25
Q

What are the requirements that must be met in order to learn a motor skill?

A
  • Set of underlying events, occurrences, or changes happen when practice improves skill
  • Occurs as a direct result of practice or experience
  • Can’t be observed directly (performance, behavior is observed)
  • Produces relatively permanent changes in the capability for skilled behavior
26
Q

What are the layers of the scientific method?

A
  1. Observation/Description
  2. Causal relationship (vs. correlational)
  3. Generalization (across events, situations, samples, times)
  4. Application
27
Q

What do performance curves show us about motor learning?

A
  • Relationship between # of trials and performance
  • Performance generally increases w/ # of trials
  • Can take diff slopes depending on the individual & skill being learned
28
Q

What is the most common way to represent performance data regarding learning progress during practice?

A

Performance curves

29
Q

What is Snoddy’s Law of Practice?

A

Performance curves that are steep at first then become more gradual later are one of the most common features of learning any task

30
Q

Are performance curves the same as learning curves?

A

NO

31
Q

Ceiling effects vs. Floor effects (examples)

A
  • Ceiling = highest level humans can measure/achieve (high jump, weight lifting)
  • Floor = trying to get numbers (time, errors) as low as possible (sprinting, body awareness lab)
32
Q

What are the effects of plateaus on learning?

A
  • Not much

- Still practicing & learning, but not improving performance

33
Q

What are the different types of performance curves?

A
  • Linear
  • Negative Acceleration
  • Positive acceleration
  • S-shaped
34
Q

List the reasons for plateaus.

A
  • Injury
  • Fatigue (mental, physical)
  • Motivation
  • Lack of confidence
  • Age
  • Lack of challenge (boredom)
  • Disbelief that you can improve beyond a certain point
35
Q

What are performance effects?

A

Learning

36
Q

What are temporary effects? (+/-)

A
  • Vanish w/ time
  • Positive = elevation of performance due to guidance or coaching
  • Degrading performance due to fatigue, boredom, overwork

EXB 102 Final (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions