Ch. 7 Flashcards
Approaches to the Study of Motor Learning
Traditional Approach Method-Oriented Approach Problem-Priented Approach Doctrine of Disproof Approach Cooperative Approach between Basic and Applied Research
Traditional Approach
Scientific Method Identify problem Define dependent variable Develop, design, procedures, and learning opportunities Observe, record, and analyze Make inferences
Method v. Problem-Oriented Approach
MOA- Restricts the study of motor learning problems to one particular method
*This method is not recommended
POA- Methods are determined by problem to be solved
Doctrine of Disproof Approach
Science advances only through disproof
Requires method of inductive inference:
Formulate alternative hypotheses
Design on for more decisive experiments with alternative outcomes, each of which will exclude at least one hypothesis
Conduct each experiment so as to obtain an unambiguous result
Repeat the previous steps to refine the remaining possibilities
Cooperative Approach between Basic and Applied Research
Basic and applied research as independent but cooperative:
Level 1 - Basic research
Develop theory based knowledge to understand learning in general
Level 2 – Applied research
Develop knowledge to understand learning in practical settings
Level 3 – Applied research
Find immediate solutions
Assessing Motor Learning in Acquisition
Setting a criterion of mastery - *Setting a free throw standard for the team
Arbitrary level of performance
Over-learning
Practice after criterion of mastery is achieved.
Level of automaticity
The more automatic the higher chance of retention
Dual-task
Performance curves
Limitations of assessing motor learning in acquisition
Performance Curves
Plot of performance on some dependent measure as a function of practice trials in acquisition.
Shape depends on:
Nature of the task to be learned;
The learner;
The conditions under which the task is learned;
And how the performance was measured.
Scoring sensitivity can affect the shape.
Ceiling and floor effects occur when the task is too easy or too difficult.
**Floor effect: changing presidential test for pull-ups
A learning plateau represents a leveling off in performance.
Why Does a Learning Plateau Occur?
Transition between performance strategies
“Prerequisite skills” have to be acquired while attempting to learn a complex motor skill.
Psychological factors:
(a) inability to control emotional arousal;
(b) lack of motivation;
(c) personal problems;
(d) fear of failure.
Physical factors (fitness) or physical readiness
The Power Law of Practice
The power law of practice is a very general law in human cognition, and in particular in human learning. The higher the level of expertise and the time spent on the task, the more difficult it is to improve.
Limitations of Performance Curves
Performance curves should not be used as the main or sole source for inferences about motor learning.
Do not provide evidence for reliable learning;
Do not rule out the possibility that sources other than learning contribute to the changes (e.g. maturation).
Differences between performers masked
Differences between trials within the same person masked
How to Assess Motor Learning in Post-Acquisition Phase?
Retention Test
Transfer Test
Retention Tests
Administered after interval of time during which the skill is not practiced.
Performed in the absence of feedback.
Three retention scores:
Absolute retention score;
Relative retention score (how much was lost);
Saving score (how long it takes to achieve performance in acquisition).
Transfer Tests
Measure performer’s ability to adapt what they have learned to different conditions (intratask transfer test or near transfer test) or to different task (intertask transfer test).
Transfer tests can determine
If the performance changes are permanent or temporary
The direction of transfer (enhance, impede, or neutral)
The generalizability of transfer
Measuring Learning-Related Changes in Perception and Cognition Using Expert-Novice Comparisons
Research techniques:
Visual occlusion techniques;
Eye movement recordings;
Memory recall tests.
Findings:
Experts search and extract relevant info more quickly from visual displays;
Experts can better interpret and organize skill-related information for superior recall;
Experts are better able to predict outcomes of actions.
Weakness: Provides little insight about “how” a novice becomes an expert.
Research Using Knowledge-Based Paradigm
Three techniques:
Knowledge and skill-specific tests;
Verbal interviews of declarative and procedural knowledge;
Videotape coding of game performances
General Conclusions:
Expert performers possess a larger, more complex and better organized knowledge base;
Major differences lie in expert’s ability to develop IF-THEN-DO productions;
The incorporation of the DO is the defining element of expertise.
