CH 13- RETENTION + TRANSFER

Question 1

**

retention + transfer

Answer 1

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

Question 2

**

retention test

Answer 2

-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

Question 3

**

transfer test

Answer 3

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

Question 4

motor memory

Answer 4

the persistence of the acquired capability for performance

Question 5

forgetting

Answer 5

loss of memory

Question 6

**

motor learning, theoretical level

Answer 6

acquiring the capability for moving, gains in memory

Question 7

**

motor learning, behavioral level

Answer 7

relatively permanent gains in performance with practice

Question 8

**

motor forgetting, theoretical level

Answer 8

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

Question 9

**

motor forgetting, behavioral level

Answer 9

relatively permanent losses in performance, or retention losses

Question 10

**

absolute retention

Answer 10

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

Question 11

**

relative retention

Answer 11

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

Question 12

**

difference score

Answer 12

-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

Question 13

**

percentage score

Answer 13

-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

Question 14

**

savings score

Answer 14

-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

Question 15

who created the savings score

Answer 15

Ebbinghaus

Question 16

more complete retention = ??

Answer 16

faster rate of relearning

Question 17

which retention score minimizes problems

Answer 17

absolute
-simplest + most straightforward to use

Question 18

**

transfer of learning

Answer 18

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

Question 19

transfer experiments

positive + negative transfer

Answer 19

-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

Question 20

transfer experiments

proactive + retroactive transfer

Answer 20

-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

Question 21

**

continuous tasks

Answer 21

well-retained, automatic

Question 22

**

cliche skills

Answer 22

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

Question 23

Fleishman + Parker, 1962

Answer 23

-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

Question 24

discrete tasks

Answer 24

superior relearning

Question 25

retention is less visible in discrete or continuous tasks

Answer 25

retention less visible in discrete tasks

Question 26

Neumann + Ammons, 1957

Answer 26

-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

Question 27

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

Answer 27

verbal-cognitive components are forgotten quicker

Question 28

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

Answer 28

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

Question 29

patient H.M.

Answer 29

-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

Question 31

patient M.T.

Answer 31

-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

Question 32

# ** 4 methods to investigate retention loss in motor performance

Answer 32

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

Question 33

# 4 methods to investigate retention loss in motor performance iconic memory + motor performance

Answer 33

-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

Question 34

# 4 methods to investigate retention loss in motor performance Elliot + Madalena, 1987

Answer 34

-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

Question 35

# 4 methods to investigate retention loss in motor performance brief post-movement memory

Answer 35

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

Question 36

# 4 methods to investigate retention loss in motor performance warm-up decrement

Answer 36

-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

Question 37

# 4 methods to investigate retention loss in motor performance Adams, 1952, 1961

Answer 37

-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

Question 38

# 4 methods to investigate retention loss in motor performance consolidation

Answer 38

-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

Question 39

# ** general vision training

Answer 39

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

Question 40

3 claims of general vision training

Answer 40

-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

Question 41

# ** simulations + transfer

Answer 41

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

Question 42

pros of simulations + transfer

Answer 42

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

Question 43

cons of simulation + transfer

Answer 43

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

Question 44

# summary ____ differs for continuous + discrete skills

Answer 44

retention

Question 45

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

Answer 45

-small -positive -depends on similarity between tasks

Question 46

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

Answer 46

positive specificity