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Motor Learning Test 2 > Chapters 10 & 11 > Flashcards

Chapters 10 & 11 Flashcards

1
Q

Mass Practice

A

Provides relatively little rest between practice trials

Continuous practice with no rest at all

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2
Q

Distributed Practice

A

Calls for much more rest

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3
Q

How does practice influence discrete tasks?

A

There is no evidence that reducing the rest time through massed practice affects learning

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4
Q

How does practice influence continuous tasks?

A

If there are longer rest periods, it leads to more skilled performances during practice

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5
Q

What does distribution of practice have?

A

A performance and a learning effect

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6
Q

Longer rest intervals leads to what?

A

Performance remains large on a retention test

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7
Q

What should learners do during rest time?

A

Mentally practice and observe so they use time efficiently

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8
Q

Goal of Practice

A

Prepare a learner to perform to the highest b=possible level of skill when it counts

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9
Q

What do members (actions) of the same class have in common? (2)

A

Movements

Temporal organization

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10
Q

What can the same action do? (2)

A

Be carried out with different effectors

Differ in surface features on two different occasions

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11
Q

Schema Theory

A

Learner acquires a set of rules (schemas) that relate the surface features of throwing, for example, to the parameter values necessary to produce those actions

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12
Q

Constant-Practice

A

Practicing only a single member of a class of tasks

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13
Q

Variable-Practice

A

Practicing several members for the class of tasks

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14
Q

Compare/Contrast Constant and Variable Practice

A

They have the same amount of practice

They differ in the amount of practice variability they get

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15
Q

What do learners acquire when they practice?

A

Schemas

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16
Q

What does variable practice enhance?

A

Schema development

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17
Q

What do schemas allow for?

A

More effective novel-task performance in the future

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18
Q

What does variable practice enhance?

A

Generalizability

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19
Q

What does the schema theory suggest?

A

Variable practice is best suited for performance that applies novel movement parameters to just a single version of the GMP

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20
Q

Blocked Practice

A

All trials of a given task (for that day) are completed before moving on to the next task

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21
Q

When is blocked practice used?

A

When a skill is practiced over and over with minimal interruption

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22
Q

What does blocked practice allow for learners?

A

To concentrate on one particular task at a time, refine it, and correct it

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23
Q

Random Practice

A

The order of the task presentation is mixed across the practice period

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24
Q

What is another term for random practice?

A

Interleaved practice

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25
Q

How does a random practice work?

A

Learners rotate tasks so they never practice the same task on two consecutive attempts

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26
Q

What type of practice seems optimal for best learning?

A

Blocked

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27
Q

What is blocked practice more effective with?

A

Performance (shorter times)

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28
Q

What does performance not determine?

A

Learning

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29
Q

What do we need to do to determine learning?

A

Retention tests

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30
Q

What kind of practice was more effective according to retention tests?

A

Random

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31
Q

How does random practice work better than blocked practice (in regards to retention)?

A

It forces the learner to become more actively engaged in the learning process by preventing repetition of actions

32
Q

What does random practice give the learner?

A

More meaningful and distinguishable memories of various tasks

33
Q

What does random practice cause?

A

Learners to forget the short-term solutions to the movement problem after each task exchange

34
Q

What happens if one forgets the short-term solution?

A

Forces the learner to generate the solution again on the task’s next trial

35
Q

When will random practice not be effective?

A

If the trial tasks are too challenging

36
Q

Hybrid Practice Schedules

A

Mix of blocked and random

It seems like the best, but it remains insensitive to individual differences

37
Q

Contingency Schedule

A

The “difficulty” of the task and the decision to repeat the same task or switch to and easier/more difficult task depends on the performance success of the individual

38
Q

What is feedback in human performance systems?

A

Info about the movement and movement outcomes, not just errors
It is the result of a movement

39
Q

What are the two types of feedback classifications?

A

Inherent feedback

Augmented feedback

40
Q

Another name for inherent feedback

A

Intrinsic feedback

41
Q

Inherent Feedback

A

Info provided as a natural consequence of making an action that is inherent to performing the task
Able to perceive directly

42
Q

Example of Inherent Feedback (4)

A

When swinging a tennis racket, you feel your hips, shoulders, and arms move
You see the racket move
You see, feel, and hear the ball contact the racket

43
Q

Another example of Inherent Feedback

A

Sounds of smells made by a racer engine

44
Q

Augmented Feedback

A

Info from the measured performance outcome that is fed back to the learner by some artificial means

45
Q

Example of augmented feedback

A

An instructor’s voice

46
Q

What kind of info does the instructor have control over?

A

When info is given, not given, written at different times, or in different forms

47
Q

Knowledge of results

A

Usually verbal info about the success of an action with respect to the environmental goal

48
Q

Example of how knowledge of results are sometimes redundant

A

Telling someone he missed a free throw is duplicating info the performer received anyway

49
Q

Example of how knowledge of results are not redundant

A

Waiting to know the success of a performance (DWTS, gymnastics)

50
Q

What happens when learners cannot detect their own performance errors through inherent feedback?

A

No learning occurs at all

51
Q

Knowledge of Performance

A

Info about the movement pattern the learner has just made

52
Q

What does the knowledge of performance tell the learner? (2)

A

Something about the movement or movement patterns

About the nature of the movement pattern that the learner actually produce

53
Q

What does the knowledge of performance not tell the learner?

A

If the goal was met or not

54
Q

Faded Feedback

A

Learner is given feedback at high relative frequencies in early practice, but the instructor gradually reduces the relative frequency of feedback as the skill develops

55
Q

How does high relative frequency of feedback influence the learner?

A

Strongly toward the movement goal

56
Q

Why does an instructor gradually reduce the relative frequency of feedback?

A

To prevent the learner from developing a dependency to feedback

57
Q

Goal of faded feedback

A

Generate the capability for the learner to produce the action on their own (without feedback dependency)

58
Q

How to accomplish permanent skill learning?

A

Feedback must be eventually removed

59
Q

Bandwidth Feedback

A

The decision to provide a learner with feedback is based on a preset degree of acceptability of performance (accuracy and time/duration)

60
Q

Example of bandwidth feedback

A

Instructing physician saying “good job” to a resident giving stitches correctly

61
Q

If a learner’s time/accuracy/duration was not acceptable, what happens?

A

The physician might provide precise feedback about the nature of the errors made and what needs to be improved

62
Q

What kind of feedback doesn’t give reassuring feedback if a learner does something right?

A

Bandwidth

63
Q

Precise Feedback

A

Indicates the amount and direction of one’s error

64
Q

When is precise feedback given?

A

If and when a performance falls outside the acceptable range of correctness

65
Q

One issue with bandwidth feedback

A

Trying to decide what level of error tolerance is appropriate for the learner

66
Q

What does bandwidth feedback produce?

A

Faded feedback frequency as a by-product

67
Q

What does eliminating trial to trial corrections do?

A

Eliminating small trial to trial corrections has a stabilizing influence on performance
The learner is not encouraged to change the action every time

68
Q

Summary Feedback

A

Feedback is withheld for a series of trials and after, the feedback is summarized for the learner

69
Q

What does summary feedback avoid?

A

Detrimental effects of every trial feedback

70
Q

Summary feedback is less effective than what kind of feedback? And in what situation?

A

Every trial feedback

Performance during practice

71
Q

How does summary feedback work?

A

Prevents dependecy-prodocing effects of frequent feedback
Produce more stable movements
Encourages learners to analyze their inherent movement-produced feedback

72
Q

What does preventing dependency-producing effects do?

A

Causes the learner to perform independently before receiving feedback and then be able to make corrections

73
Q

Average Feedback

A

Learners wait for a series of trials before receiving feedback info about their scores
Only receive the avg score on those trials instead of trial by trial

74
Q

What is average feedback more effective than?

A

Summary feedback

75
Q

What does average feedback give the learner?

A

More reliable info about what to change/how much to change it

Motor Learning Test 2 (4 decks)

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