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(UTEP) Motor Learning and Control > Attention > Flashcards

Attention Flashcards

1
Q

Theoretical Importance of Attention

A

Attention underlies the process of memory and learning

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2
Q

Practical Importance of Attention

A

Attention has a central role in almost all facets of motor skill execution

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3
Q

Defining Attention

A

Attention has elusive definitions, there are several perspectives for defining attention

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4
Q

Attention as Consciousness

A
  • Attention is an internal and external awareness of the environment
  • There are conscious and unconscious neural processes
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5
Q

Attention as Effort or Arousal

A
  • Attention requires mental effort
  • Attention can be measured through physiological measures
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6
Q

Attention as a Limited Resource

A
  • People have a limited capacity for processing information from the environment
  • Because of this limitation, we have selective attention
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7
Q

Single-Channel/Bottleneck Theories

A
  • Cognitive processes occur in serial order
  • There are stages in processing, narrowing what we can pay attention to
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8
Q

Broadbent’s Filter Model

A
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9
Q

Central-Resource Theories

A
  • We can pay attention to multiple tasks or situations at one time
  • First proposed by Daniel Kahneman
  • Basic Assumption of Theory
    • There’s a central reserve of attentional resources
    • There’s a flexible attentional capacity
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10
Q

Factors affecting availability of attentional resources

A
  • Arousal
  • Anxiety
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11
Q

Effect of arousal on attentional resources

A

Positive effect on attention

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12
Q

Effect of anxiety on attentional resources

A

Negative effect on attention

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13
Q

Competiton for Attention

A

We have selective attention based upon learning, interests, habits, and needs

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14
Q

Incidental Competition Factors

A

Sudden capturing of our attention

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15
Q

Intentional Competition Factors

A

Purposeful direction of attention

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16
Q

Stroop Effect

A
  • Evidence for central-resource theories
  • A mental experiment showing that humans are able to process 2 stimuli in parallel during the stimulus-identification stage
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17
Q

Cocktail Party Effect

A
  • The ability to be in a noisy room and listen to the person next to us
  • We are able to attend to a stimulus even if we don’t draw attention to it
    • Happens when we hear our name
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18
Q

Change Blindness

A
  • We only take in the meaning of what’s going on
  • We easily miss lots of possibly important stuff
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19
Q

Psychological Refractory Period

A
  • Evidence for bottleneck theories
  • The period of time during which the response to a second stimulus is significantly slowed because a first stimulus is still being processed
    • EX: A juke in football
20
Q

Styles of Attentional Focus

A
  • Width
    • Broad
    • Narrow
  • Direction
    • External
    • Internal
21
Q

External Focus

A
  • Attending to cues or information in the environment
  • Focussing attention on the goal, net, where to kick the ball, etc
22
Q

Internal Focus

A
  • Attending to internal processes
  • Thoughts, feelings, biomechanics, etc
  • Important during learning
23
Q

Broad Focus

A
  • Attending to as much information as possible
  • Ex: court vision
24
Q

Narrow Focus

A
  • Paying attention to single items at a time
  • Ex: Focusing on the person you are defending
25
Q

Broad-External Attentional Focus

A
  • Assessing broad amounts of information external to the person
  • Ex: Assessing the defense as a point guard
26
Q

Narrow-External Attentional Focus

A
  • Assessing broad amounts of information external to the person
  • Ex: A point guard focusing on the player defending him
27
Q

Broad-Internal Attentional Focus

A
  • Assesing broad areas of attention, focusing inward
  • Assessing fatigue, organizing complex serial responses
28
Q

Narrow-Internal Attentional Focus

A
  • Assessing a singular area of attention, focusing inward
  • Ex: finger tips during a basketball shot
29
Q

Internal vs External Focus and Learning

A

Internal focus is most appropriate at early stages of learning, but harmful at later stages

30
Q

Reinvestment Theory

A
  • Motor skills that have been learned to an advanced level are interrupted when individuals revert back to a conscious form of movement control
  • Moving from external to internal focus
  • THINKING TOO MUCH
31
Q

Anxiety and Decision Making/Performance

A
  • A person’s interpretation of a particular situation
  • Perception of a threat
32
Q

Arousal and Decision Making/Performance

A

The level of excitement of a person’s CNS

33
Q

Inverted U

A
  • Performance is degraded when arousal levels are too high
  • Moderate arousal levels result in the best performance compared to low and high levels of arousal
  • Graph shifts to the left for fine and complex skills
  • Graph shifts to the right for gross and simple skills
34
Q

Cue Utilization and Low Arousal

A
  • Attentional focus is wide
  • A great deal of information is picked up
35
Q

Cue Utilization and High Arousal

A
  • Attentional focus narrows to the most relevant cues
  • Performance improves up to a point
36
Q

Cue Utilization Hypothesis

A
  • There is an optimal level of arousal
    • Narrow enough to exclude irrelevant cues
    • Wide enough to gather the most important cues
37
Q

Muscle-to-Mind Skills

A
  • Techniques that regulate arousal
  • They involve somatic activities such as breathing exercises, progressive relaxation, and contraction-relaxation techniques
38
Q

Mind-to-Muscle Skills

A
  • Techniques that regulate arousal
  • They involve cognitive activities such as relaxation, meditation, and visualization (creating a mental picture)
39
Q

Quiet Eye

A
  • Attention frequently follows vision
  • Expert performers are able to perform certain tasks better than novices:
    • Fixate gaze on target, with little to no deviation from target
    • Initiates fixed gaze sooner
    • Duration of fixed gaze is longer
    • Length of quiet eye period is longer
  • Queting the eye frees up the rest of the system to perform the task
40
Q

Guidance

A

Guidance procedures direct learners through a task by providing temporary assistance during early rehearsal

41
Q

Forms of Guidance

A
  • Physical
  • Verbal
  • Visual
42
Q

Physical Potential Problems with Guidance

A
  • Physical guidance could change the feel of the task OR
  • Deprive the learner of the opportunity to correct errors
43
Q

Movement professional’s role in guidance

A

Make sure that guidance does not interfere with the learner’s ability to perform in the target context

44
Q

Active Guidance

A
  • The practitioner manipulates the environment so that the learner assumes control of the movement in an otherwise independent fashion
  • Promotes the development of the desired coordination pattern without the assistance of guidance
  • Ex: spotting in gymnastics
45
Q

Benefits of Physical Guidance

A

Beneficial in learning situations that contain an element of fear or place people at risk of injury

46
Q

Passive Guidance

A
  • More subtle than active guidance
  • May modify the feel of the movement compared to when the movement is independent
  • Decision-making process may be different when learners are not required to control their movements
  • May diminish the learner’s experience of being able to feel and correct performance errors

(UTEP) Motor Learning and Control (7 decks)

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