Chap 12 Flashcards
Motor Skills
Essential ingredient for ALL types of learned behaviors.
Much of the early research on motor skill learning had a behavioral character.
True
Discrete motor skills
They are completed shortly after they have begun.
Continuous motor skills
They extend for an indefinitely long period of time.
Continuous movements = closed loop movements
The individual continually receives and can react to feedback about wether the movement is proceeding correctly.
Discrete movements = open loop movements
The fact that once the movement begins, it is too late to make any corrections.
The reasons motor-skill researchers study these unusual tasks is because they represent a wide range of everyday movements and they are selected to be as simple as possible so that unnecessary complexities will not make the results difficult to interpret and the researcher can witness the acquisition of a new motor skill.
True
Thorndike experiment
- Line met criteria = right
- Line not met = Wrong
- Participants with reinforcement showed increase in accuracy over trials.
- Law of effect is just as important in human motor learning as it was for his animals in the puzzle box.
Trowbridge + Cason
Argued that although saying “right” after a response might serve as a reinforcer, in Thorndikes experiment, it was important because it gave the participant information or feedback about the accuracy of each response.
Knowledge of results
KR
Trowbridge + Cason Experiment
- 4 groups =
- No KR group
*Qualitative KR group (right, and wrong). - Quantitative KR group ( told direction and magnitude of each error)
- Irrelevant KR group (useless feedback)
- No Kr and Irrelevant KR groups showed no improvement
- Qualitative KR had clear improvement.
- Performance of the Quantitive KR group was vastly superior to that of the Qualitative KR group.
- Conclude that information, not reinforcement was the crucial factor.
If quantitative KR is given after every trial the learner may actually become to reliant on this constant feedback and may be less skillful when they need to perform without feedback.
True
Those who received the intermittent feedback performed better on later tests without feedback
True
Guidance Hypothesis
According to this, KR provides information that helps the person learn the new motor skill.
In tasks where the individual usually receives continuous immediate feedback, even small delays in this feedback can produced marked deterioration in performance.
True
Smith found
Performance worsened as delays in feedback got longer
Delaying KR has little or no detrimental effect on tasks where the learner normally gets KR only after the movement is over.
True
When participants were given delayed KR, they relied on types of intrinsic feedback such as their hand positions and the estimated duration of their movement.
True
Knowledge of Performance
- KP
*EX: coach may discuss various details related to the athletes take- off, approach, pole placement, ascent, limb positions, and the like = each piece of information might help to improve the athletes future performance.
Hatze experiment
- Stand in front of target, raise right foot, and kick target as fast as possible.
- First 120 trials = quantitative KR
- After these, participant was shown a video of performance being compares to a stick figure performing the response the best possible way.
- After shown this, participant immediately began a new phase of improvement.
Kernodle and Carlton Experiement
- 4 groups throw with non dominant hand
- Kp plus instructions group shows the greatest improvement.
Although quantitative KR can be quite helpful in learning a motor skill, more elaborate types of feedback can produce even greater improvements in performance.
True
Distributed practice is better than massed practice.
True