CH 12- THE LEARNING PROCESS Flashcards
theoretical perspectives on the stages of motor learning
-conceptualize the motor learning process
-basic goal is to understand changes in skill that occur with practice
explanations + levels of analysis to the stages of motor learning
-biomechanical
-cognitive
-neurophysiological
practice leads to increased ____ in task performance
proficiency
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Fitz’s 3-stage view of learning
there are 3 stages (cognitive -> fixation -> autonomous) which have modifiable borders, not discrete/fixed, malleable
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3 stages of motor learning
cognitive
fixation
autonomous
stage 1: cognitive
-this is the verbal-motor stage
-you are first introduced to a task- you get some instructions or see a demo to do movement in response to stimulus- becoming aware of that task is pretty quick
-learner determines appropriate strategies; retain effective + discard ineffective ones
-dramatic
-generally, results in larger performance gains
-instruction, models, + augmented feedback are useful
-verbal-cognitive improvements- information on what to do, rather than motor patterns themselves
stage 2: fixation
-this is the acquisition stage
-when the individual has already determined the most effective way to do the task, they are really just focused on making subtle adjustments on how the skill is performed
-what muscles do we turn on? For how long? For what reason?
-performance improvements are gradual; movements are more consistent
-lengthy stage- eventual changes in motor patterns
stage 3: autonomous
-in this stage, person becomes professional + can do movement with no attention being directed to it, it is automatic
-takes time
-skills become largely automatic; task can be performed with almost no interference
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Adams, 1971
coined the term “closed-loop theory of motor learning”
-this is the closed-loop we learned about that had feedback; instructions sent to effectors, which get feedback back to where we try to minimize error
-principles of performance + learning are the same for all movements
-explained learning for slow movements
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closed-loop theory
all movements are made by comparing effector feedback to the ideal goal/target (aka, feedback from muscles are sent back to brain to compare to the target)
-improvements occur with practice + KR, minimizing the difference between effectors + the correct movement
-perceptual trace becomes stronger with each KR trial, reducing error in performance with practice
-making errors while learning the task can be detrimental; reduces perceptual trace
-guidance can be used to cut out errors when learning a task
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Schmidt, 1975
-schema theory of motor learning
-formulated as alternative to Adams’ closed-loop theory
-explained learning for both rapid + slower movements
-slow movements are feedback based
-rapid movements are program based, GMPs
according to schema theory, slow movements are ___ based + rapid movements are ____ based
slow = feedback based
rapid = program based, GMPs
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schema theory
-there are 2 states of memory responsible for movement evaluation (recall memory + recognition memory)
-with learning, the learner develops rules/schemas that allow the generation of new movements
ex: when we have a heavier racquet, we have schema that we must swing with more force
schema theory
recall memory
responsible for production of movement
-motor programs + parameters, with limited peripheral feedback involvement
-ex: I pull up a file for swinging a racquet, I must input parameters + describe the racquet, how am I going to adjust?
schema theory
recognition memory
responsible for movement evaluation
-evaluating inherent feedback after movement completion, informing the learning about the amount + direction of error
-this is where we evaluate inherent feedback, sensory receptor feedback after we complete a movement
-ex: how accurate was it in getting my tennis ball to come in contact with my racquet? How accurate was I in the swing to get tennis ball to target?
