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Motor Learning Final > CH 13- RETENTION + TRANSFER > Flashcards

CH 13- RETENTION + TRANSFER Flashcards

1
Q

**

retention + transfer

A

the golden standard for measuring resistance or lack of persistence of the performance
* behavioral rather than theoretical

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2
Q

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retention test

A

-performed a period of time after practice trials ended
-if performance is proficient like at end of practice (acquisition), there has been no memory loss (forgetting)
-if performance is poor, memory loss has occurred
-subject to variations that cause performance to change temporarily

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3
Q

**

transfer test

A

-similar to retention test
-individuals switch to different task/condition

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4
Q

motor memory

A

the persistence of the acquired capability for performance

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5
Q

forgetting

A

loss of memory

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6
Q

**

motor learning, theoretical level

A

acquiring the capability for moving, gains in memory

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7
Q

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motor learning, behavioral level

A

relatively permanent gains in performance with practice

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8
Q

**

motor forgetting, theoretical level

A

losing the capability for moving, or forgetting, loss of memory

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9
Q

**

motor forgetting, behavioral level

A

relatively permanent losses in performance, or retention losses

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10
Q

**

absolute retention

A

-most simple + scientifically justifiable
-level of performance in initial trials of retention test

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11
Q

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relative retention

A

-measures express the absolute-retention score in various ways relative to the scores obtained during the practice trials
-difference score, percentage score, savings score

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12
Q

**

difference score

A

-represents “amount” lost in skill over the retention interval
-takes the difference between performance levels at end of practice session + at beginning of retention test
-loosely represents forgetting processes, prone to error

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13
Q

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percentage score

A

-represents “amount” lost in retention over the retention interval relative to amount of improvement that occurred on the task in the practice session
-difference score divided by amount of change in performance during the practice session x 100

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14
Q

**

savings score

A

-Ebbinghaus, 1913
-represents “savings” in relearning
-after a retention interval, a measurement of # of trials needed to reach level of proficiency achieved in the original practice
-generally fewer trials to relearn in first place during acquisition
-more complete retention = faster rate of relearning

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15
Q

who created the savings score

A

Ebbinghaus

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16
Q

more complete retention = ??

A

faster rate of relearning

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17
Q

which retention score minimizes problems

A

absolute
-simplest + most straightforward to use

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18
Q

**

transfer of learning

A

the gain/loss in capability for performance in 1 task as result of practice/experience in another
-ex: badminton -> tennis
-if tennis is more effective after badminton than without, transfer occurs; something learned in badminton was carried over to tennis

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19
Q

transfer experiments

positive + negative transfer

A

-group I had task A before B, + performed B more effectively than group II did, which did not experience task A first
-if group I outperforms II, positive transfer has occurred + we conclude the experience on task A increased capability for task B
-interference from task Z for group III resulted, so negative transfer occurred from task Z to B

20
Q

transfer experiments

proactive + retroactive transfer

A

-proactive: forward in time; A to B or Z to B
-retroactive: backward in time; IV + V perform Bm then either Q or nothing before B

-more enhanced performance = positive retroactive transfer
-less efficient performance = negative retroactive transfer, interference

21
Q

**

continuous tasks

A

well-retained, automatic

22
Q

**

cliche skills

A

very well retained, almost automatic, can go without doing for years
-ex: swimming, biking

23
Q

Fleishman + Parker, 1962

A

-long retention interval studies
-3D compensatory tracking task, moving hands in forward/backward/left/right dimensions + feet in left/right dimensions
-17 days of practice with retest groups at 9, 12, or 24 months
-higher on y-axis = worse performance
-when it comes to continuous tasks, retention is kept for up to even 2 years later

24
Q

discrete tasks

A

superior relearning

25
Q

retention is less visible in discrete or continuous tasks

A

retention less visible in discrete tasks

26
Q

Neumann + Ammons, 1957

A

-display with 8 pairs of switches arranged in 2 circles, learning lights associated with each switch
-learned up to 2 consecutive errorless trials, retested at 1 min, 20 min, 2 days, 7 weeks, + 1 year on different groups
-some losses experienced after only 20 minutes, with losses greater with increased retention intervals
* 1 min: subjects did fairly well
* 20 min: few mistakes, able to retain performance in a few trials
* 2 days: 50% accuracy, longer to get original proficiency
* 7 weeks: worse performance
* 1 year: worst performance, worse than when we started
* greatest after 1 year, even worse than the initial practice, complete forgetting

27
Q

**

in amnesia patients, are verbal-cognitive or motor components forgotten quicker

A

verbal-cognitive components are forgotten quicker

28
Q

**

in amnesia patients, is there more loss in discrete or continuous tasks over time

A

more loss in discrete tasks
-discrete tasks have heavier emphasis on verbal-cognitive elements, so therefore more loss over time

29
Q

patient H.M.

A

-Henry Gustav Molaison
-operation on temporal lobes; bilateral medial temporal lobectomy to control the epilepsy he was experiencing; caused memory deficit + patient couldn’t form new memories
-only retained short term memory but was able to perform/learn motor skills
-couldn’t learn cognitive/verbal skills

30
Q
A
31
Q

patient M.T.

A

-Alzheimer’s disease, progressively deteriorating memory disorder
-plays 2 rounds of golf, showing poor performance on cognitive verbal memory but retained golf skills
-the existence of motor retention for newly acquired learning in people with amnesia + for a previously learned skill; in the presence of severe retention deficits for other information types, is a type of memory dissociation

32
Q

**

4 methods to investigate retention loss in motor performance

A

-iconic memory + motor performance
-brief post-movement memory
-warm-up descrement
-consolidation

33
Q

4 methods to investigate retention loss in motor performance

iconic memory + motor performance

A

-iconic memory: visual sensory memory pertaining to fast-decaying stores of visual information (less than 1 second)
-aka, seeing something + it disappears
-ex: imagine seeing animal in headlights when driving then it disappears; you can still picture the animal after it disappears, but the longer you wait to reiterate the story, the more you will forget

-motor performance deteriorates quickly because persistence of visual information disappears quickly from sensory memory

34
Q

4 methods to investigate retention loss in motor performance

Elliot + Madalena, 1987

A

-subjects moved with stylus in response to a stimulus that was short-lived, then stimulus is taken away
-it was found that they could remember the stimulus if the stimulus was responded to with their movement very quickly
-delay causes loss of information pertaining to an icon

35
Q

4 methods to investigate retention loss in motor performance

brief post-movement memory

A

2 impacts: facilitation + interference
-facilitation: same parameters of consecutive movements cause remaining memory to facilitate performance
-interference: opposite or different parameters of consecutive movements cause remaining memory to degrade performance

36
Q

4 methods to investigate retention loss in motor performance

warm-up decrement

A

-not all decrements observed in a retention test are due to memory loss; could be loss of motivation, daily fluctuations in performance, drugs, illness
-taking rest is helpful for fatigue but there is a little bit of loss from it

37
Q

4 methods to investigate retention loss in motor performance

Adams, 1952, 1961

A

-pursuit rotor, 36 trials daily for 5 days
-typical improvement with practice shown
-relatively large decrement after each 24 hours rest period
-re-learning occurred quickly
-taking rest is helpful for fatigue but there is a little bit of loss from it

38
Q

4 methods to investigate retention loss in motor performance

consolidation

A

-refers to the amount of time it takes to be able to consolidate or really make a memory solid or stable, so you won’t forget
-practice produces a memory for a motor skill that is unstable for a period of time, stabilizing afterward

39
Q

**

general vision training

A

-training programs designed to improve vision
-claim that improvements in vision will transfer to improvements in performance
-myth

40
Q

3 claims of general vision training

A

-superior athletes have superior visual skills
* rather, evidence suggests superior athletes often have perceptual advantage; experts process specific sport-related perceptual information faster + more precisely
-visual skills can be improved with training
* rather, evidence that some improvement can be gained from general visual skills training, but limited to individuals with visual defects
-visual skills that are trained in sport vision programs will result in superior sport performance
* strongest support from case testimonials, which aren’t experimental evidence

41
Q

**

simulations + transfer

A

-provide a practice task that is supposedly related to another task that cannot be practiced directly with no errors
-physical simulators

42
Q

pros of simulations + transfer

A

-cost; simulation is cheaper than real life experiences
-safety; not actually at risk in a simulator
-convenience

43
Q

cons of simulation + transfer

A

-if simulation isn’t EXACTLY the same, might not transfer completely
-emotions; do I feel at risk in a simulation?

44
Q

summary

____ differs for continuous + discrete skills

A

retention

45
Q

summary

transfer is usually small/large but positive/negative, depends on ____ between tasks

A

-small
-positive
-depends on similarity between tasks

46
Q

summary

devices can assist in ____ transfer, though their value depends on ____

A

positive
specificity

Motor Learning Final (13 decks)

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