Exam 1 Flashcards
1
Q
Learning
A
change as a result of practice in some internal relative stable state which permits a change in behavior
2
Q
Key Terms of Learning
A
change, practice, internal, stable, and change
3
Q
Habit Strength
A
persisting state of a individual which is neccessary but not sufficient to evoke the action
4
Q
3 Scholars on the Types of Learning
A
Bloom, Melton, Gagne
5
Q
Bloom
A
cognitive, affective, psychomotor
6
Q
Melton
A
classical, wrote/verbal, probability, short term memory, concept, problem solving, and prespectional motor skills
7
Q
Gagne
A
motor skills, verbal skills, intellectual skills, cognitive, attitude
8
Q
Motor Skills
A
are a set of perceptional and motor responses into a integrated functional and organized pattern
9
Q
Spatial
A
right muscles brought into play/ technical aspects
10
Q
Temporal
A
timing elements of WHEN they are brought into play
11
Q
Fine
A
eye-hand coordination activities (pulling the trigger of a rifle)
12
Q
Gross
A
large muscles, big movements, whole body (tennis serve)
13
Q
Discrete
A
single exertion with a definite beginning and end
14
Q
Serial
A
there is a beginning and end but happen in rapid sucession
15
Q
Continous
A
rhythmical whole body movements with no beginning or end (swimming)
16
Q
Self Paced
A
you initiate the activity when you want
17
Q
External Paced
A
a skill in which the environment/opponent or object initiates the action
18
Q
Closed
A
predictable unchangeable environment
19
Q
Open
A
variables in environment are changing
20
Q
Manipilation
A
interacting with or changing the object
21
Q
Non Maniplation
A
not interacting with or changing the object
22
Q
Body Transport
A
moving the body horizontal or vertically
23
Q
Non Body Transport
A
body moving in stationary position
24
Q
Performance
A
temporary occurrence that fluctuates from time to time due to many pov’s
25
POV
performance operating variable (surface, coach, eating, sleeping, time of day, temperature outside)
26
Latent Learning
learning may be taking place during practice but may not be demonstrated until a salient reinforcement is given
27
Example of Salient Reinforcement
getting a staring position instead of sitting the bench
28
Gentile's Taxonomy
environmental context and function of action
29
Environmental Context
in what environment the skill is performed
30
Function of Action
does it involve moving or manipulating the body
31
Environmental Context Categories
regulatory conditions and intertrial variability
32
Regulatory Conditions
environmental context that determines or regulates the characteristics of the objects in the environment
33
Intertrial Variability
not all trials are the same
34
Regulatory Conditions Categories
stationary or motion orientated
35
Intertrial Variability Categories
present or absent
36
Function of Action Categories
body orientation or object manipulation
37
Body Orientation Categories
body stable or body transport
38
Object Manipulation Categories
object manipulation or no object manipulation
39
Skill Proficiency
- max certainty of goal achievement = performance on demand
- min. energy expenditure
- min. movement time
40
A situational approach
Who? What? Where?
41
Choking
a big drop in performance in a otherwise well learned proficient task which generally occurs at a critical moment
42
Implict Learning
improves your responses through repeated trials without awareness
43
Automated Movements (processing)
executed without conscious attention
44
Choking Categories
distraction or controlled processing
45
Distraction
to become aware of external and internal distractions instead of being automated
46
Controlled Processing
control your movements instead of having them be automated
47
Classical Condition
- learning by contiguity
- stimulus response
- signalization
48
Learning by Contiguity
learn as two event occur at the same time and form an association
49
Signalization
forming SR bonds in your brain
50
Stimulus Substitution
conditioned stimulus is substituted for unconditioned response
51
Counteract Negative SR
- countering - general
- factorial disputing - specific
- convey positive future expectation
52
Thorndike - Learning is
- trial and error
- mechanical
- problem solving
- Law of Exercise
- Law of Effect
- Identical element theory of transfer
53
Law of Exercise
during repetition SR bonds are strengthen
54
Law of Effect
if a response is followed by a statisfer then the SR bond is strengthen
55
Identical Element Theory of Transfer
learning is always specific never general. you will respond in the new situation as you did in the previous situation only as much as they share common elements
56
Skinner
- behaviorism
| - instrumental conditioning
57
Instrumental Conditioning
- voluntary responses
- rewards and punishment
- don't believe in SR bonds
- action and consequences
- leader is the architect
- scientific principles
58
Scientific Principles
- not out of habit
- not because it is common
- not because of chance
59
Shaping Concept
the chance for a successful response is increase if that response is rewarded or reinforced
60
Secondary Reinforcer
any reinforcer that is paired with a primary reinforcer can gradually acquire the ability to similarly reinforce that behavior
example - stickers on football helmets rewarding a good effort
61
Successive Approximation
- end goal
- where are they now?
- steps to get them there
- reinforce successive steps to that goal
62
To Strengthen New Behavior
positive reinforcement principle
63
Positive Reinforcement Principle
to improve or increase a person's performance of a certain activity, arrange for an immediate reward after each correct performance
64
To Develop New Behavior
- successive approximations principle
- modeling principle
- cueing principle
- discrimination principle
65
Successive Approximation Principle
to teach a person to act in a manner in which he/she has seldom or never before behaved, reward successive steps to the final behavior
66
Modeling Principle
to teach a person a new way of behaving allow her/him to observe a prestigeful person performing the desired behavior
67
Cueing Principle
to teach a person to remember to act at a specific time, arrange for him/her to receive a cue for the correct performance just before the action is expected rather than after it has been performed incorrectly
68
Discrimination Principle
to teach a person to act in a particular way under one set of circumstances, but not another, help her/him to identify the cues that differentiate the circumstances and reward only when the action is appropriate to the cue
69
To Maintain New Behavior
- substitution principle
| - intermittent reinforcement principle
70
Substitution Principle
to reinforce a person with a previously ineffective reward, present it just before, or as soon as possible after the time you present the more effective reward
71
Intermittent Reinforcement Principle
to encourage a person to continue performing as established behavior with few or no rewards, gradually and intermittently decrease the frequency with which the correct behavior is rewarded
72
To Stop Inappropriate Behavior You May Choose From 4 Alternative Principles
- satiation principle
- extinction principle
- incompatible alternative principle
- negative reinforcement principle
73
Satiation Principle
to stop a person from acting in a particular way, you may allow her/him to continue ( or insist that the behavior continue) performing the undesired act until the individual tires of it
74
Extinction Principle
to stop a person from acting in a particular way, you may arrange conditions so that no rewards are received following the undesired act
75
Incompatible Alternative Principle
to stop a person from acting in a particular way, you may reward an alternative action that is inconsistent with or cannot be performed at the same time as the undesired act
76
Negative Reinforcement Principle
to stop a person from acting in a particular way, you may arrange for her/him to terminate a mild aversive situation immediately by improving the behavior
77
To Modify Emotional Behavior
- avoidance principle
| - fear reduction
78
Avoidance Principle
to teach a person to avoid a certain type of situation, simultaneously present to the person the situation to be avoided (or some representation of it) and some aversive condition (or its representation)
79
Fear Reduction Principle
to help a person overcome a fear of a particular situation, gradually increase her/his exposure to the feared situation while the person is otherwise comfortable, relaxed, secure, and rewarded
80
Continuous Reinforcement
1-1 ratio
| -use with new skill
81
Extinction
athlete becomes dependent on reinforcement, so when it stops the skill goes away
82
Satiation
too much reinforcement starts to mean nothing
83
Ratio Reinforcement
based on number of trials
84
Fixed Ratio
reinforce after equal time spaces
85
Variable Ratio
changed based on numbers
86
Use of Ratio
after they get the hang of it
87
Problem with Ratio
staircase effect
88
Interval Reinforcement
based on time
89
Fixed Interval
same time in between each
90
Variable Interval
unknown time
91
Problem with Intertval
scapling effect
92
Enduring Schedules
VR, VI, FI, FR
93
Gestalt Psychology
- understanding
- insight
- perception
- understand relationship between means and ends
94
Cognitive Theory
- understanding of the subject is emphasized
- understanding the relationship between the means and the end
- learner perceives relationships in the environment. Perception is emphasized.
- insightful
- learner does aid the learning process
95
Cybernetic Model
- feed forward
| - homeostasis
96
Feed Forward
prompt people before on how to do it will help them be successful
97
Homeostasis
- steady state
| - if there is a problem try to fix it so that everyone is good
98
Stimulus Identification
receive info from sense organs to figure out what you are reacting to
99
Response Selection
go through all possible responses to determine most appropriate response
100
Response Programming
prepare body for response and prepare muscular structure for motor unit recruitment
101
Information Processing
internal mental operations used to make motor decisions and then to make the appropriate response quickly and accurately
102
Information Processing Steps
- anticipate
- identify
- categorize
- review
- store
- retrieve
103
Input
visual, auditory, kinesthetic senses
104
Output
decision making
105
7 Categories of Information Processing
- sense organ
- filtering/attention
- perception
- short term memory
- long term memory
- motor programs
- internal and external feedback
106
Sense Organ Experts
- visually scan environment
- quickly and efficiently
- take in more information
- anticipate upcoming events and react sooner
- wider field of vision
107
Filtering/Attention Experts
- filter out what's unimportant
- dont have to attend to subskills
- perceived learned skills can be ignored
- know what to ignore and know how to ignore it
- what to attend to
108
Perception Experts
- have faster cognitive processing
- do two or more things at same time
- look at large chunks of information
109
Short Term Memory Experts
- rehearse more quickly
- rehearse chucks instead of small bits
- attach new information to previous situations
- retrieve more information from long term memory and quickly
110
Long Term Memory Experts
- anticipate and react more quickly
- make better decisions
- more experiences stored and mastered
- more accurate judgements and decisions
111
Motor Programs Experts
-carry out skills automatically with little or no conscious attention
112
Internal and External Feedback
- use both knowledge of performance and knowledge of results
- consistently replicate movements
- integrate more details
113
Adam's Closed Loop Theory
-reference movement -motor response - feedback - detect errors - correct errors
114
Perceptional Trace
reference mechanism that attempts to correct errors outside of the control of the CNS via feedback
- storage mechanism
- reference point for errors
115
Memory Trace
selector and initiator of motor response
| -positive function of the number of trials
116
Error Nulling
want the errors to go away
117
Modal Trace
perceptional trace that occurs the most time
118
Catty 3 Level "Theory" Model
- task specifies
- perceptional motor ability traits
- general supports of behavior
(top to bottom)
119
General Supports of Behavior
- personality
- motivation
- persistence
- ability to analyze a task
- aspirations
120
Perceptional Motor Ability Traits
- speed
- strength
- flexibility
121
Task Specifies
- your past experiences
- social situation
- practice conditions
- type of learner
- family dynamics
122
Keele
open loop
123
Motor Program
set of muscle commands pre-programmed in the CNS without peripheral feedback
124
Pre Programs Benefits
- decreases necessity to attend to cues
- increase anticipation of successive stimuli
- execute faster
125
Functions of FB
- can't monitor movements unless they happen slowly
- program monitor
- create new motor programs
126
Fitts and Posner Hierarchy of Motor Skill Learning
high and low level controls
127
High Level Controls
brain and neurobiology
128
Low Level Controls
spinal cord and peripheral nerves
129
Motor Program - FP
cns, what you are going to do and what order
130
Motor Skills - FP
reorganization of previous learned temporal and spatial patterns in a new way
131
3 Phases of FP
- early cognitive phase
- intermediate/associative phase
- final autonomous
132
Early Cognitive Phase
- cognitive maps
- understand phase
- question (how, what, where, why)
133
Error Correction for Early Cognitive Phase
- vision (how it looks and what happens)
- auditory
- kinestetic
134
Intermediate/Associative Phase
- rate of learning increases
- decrease in errors
- decrease in energy expenditure
135
Error Correction for Intermediate/Associate Phase
- vision
- manual feedback
- kinestetic
- auditory
136
Final Autonomous
- max certainty of goal achievement
- more than one thing at a time
- spacial and temporal components are well organized and fused
- automatic
- refinement
137
Error Correction for Final Autonomous
kinestetic
