Chapter 10: Perception and Motor Learning Flashcards
- Identify: Structures of the eye
-Sclera Maintains the shape of the eye -Choroid Contains blood vessels that nourish the eye -Retina Where the image of the optical system is formed -Cornea Gathers and focuses light -Pupil Hole in the iris that light filters through -Iris Controls size of pupil and amount of light entering the eye -Lens Bends the light entering the eye -Aqueous humor Watery fluid in small chamber behind the cornea -Vitreous humor Watery fluid in large chamber of the eye -Rods Detect intensity of light -Cones Detect colour of light (central vision) -Fovea Centralis Densely packed photoreceptors The “central pit” of cones -Optic Nerve Bundle of axons of the retinal ganglion cells as they exit the eye -Occipital lobe Primary visual processing centre at the rear portion of the brain
Discuss: The relevance of vision in human motion
Awareness of where your body is. Coordination. Vision is a stimulus to motion, reacting to what you see.
Define: Performance and Learning
-Performance: Observable behaviour
(the challenge is that it’s hard to identify the cause of observable behaviour)
-Learning: Must be inferred from behaviour
(the challenge is that we cannot observe learning directly; therefore we need a lot of evidence to know if learning is occurring)
Identify: Key elements that identify whether or not learning has occurred slide 46
Change over time
Therefore, we need to observe people over time
More consistent performance
The same movement patterns are performed consistently
Change is relatively permanent
Two Important notes:
We can learn to do things worse, so the overall change in performance might not actually be a better performance!
Sometimes performance actually gets worse for a while as we learn to perform a skill better!
Describe: Stages of learning:
Stage 1: Cognitive Stage
A large number of errors
Gross errors
-Large, catastrophic
Highly variable performance
-Often a lot of new strategies are attempted
High cognitive involvement
-The information processing demands are very high
Stage 2: Associative Stage
Fewer errors
Ability to detect own errors
-And an ability to detect the reason for the error
Basic fundamentals have been learned
-i.e., The basics of how to produce the movement are known
Decreased variability
-Even the types of errors made are more consistent
Cognitive shift to higher order components
-Especially during open skills
e.g., dribbling a basketball
Stage 3: Autonomous Stage
Skill becomes automatic
-Little or no cognitive involvement needed to produce the skill
Little error
-And the errors that are made are usually decisional rather than technical
There is also a well-established internal standard of performance that allows for the detection and correction of errors
- Application: Identify and discuss the stage of learning for performers of a motor skill
Example Abe juggling skills
