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Motor Learning and Human Performance > Exam 1 > Flashcards

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

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2
Q

Key Terms of Learning

A

change, practice, internal, stable, and change

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3
Q

Habit Strength

A

persisting state of a individual which is neccessary but not sufficient to evoke the action

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4
Q

3 Scholars on the Types of Learning

A

Bloom, Melton, Gagne

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5
Q

Bloom

A

cognitive, affective, psychomotor

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6
Q

Melton

A

classical, wrote/verbal, probability, short term memory, concept, problem solving, and prespectional motor skills

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7
Q

Gagne

A

motor skills, verbal skills, intellectual skills, cognitive, attitude

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8
Q

Motor Skills

A

are a set of perceptional and motor responses into a integrated functional and organized pattern

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9
Q

Spatial

A

right muscles brought into play/ technical aspects

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10
Q

Temporal

A

timing elements of WHEN they are brought into play

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11
Q

Fine

A

eye-hand coordination activities (pulling the trigger of a rifle)

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12
Q

Gross

A

large muscles, big movements, whole body (tennis serve)

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13
Q

Discrete

A

single exertion with a definite beginning and end

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14
Q

Serial

A

there is a beginning and end but happen in rapid sucession

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15
Q

Continous

A

rhythmical whole body movements with no beginning or end (swimming)

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16
Q

Self Paced

A

you initiate the activity when you want

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17
Q

External Paced

A

a skill in which the environment/opponent or object initiates the action

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18
Q

Closed

A

predictable unchangeable environment

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19
Q

Open

A

variables in environment are changing

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20
Q

Manipilation

A

interacting with or changing the object

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21
Q

Non Maniplation

A

not interacting with or changing the object

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22
Q

Body Transport

A

moving the body horizontal or vertically

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23
Q

Non Body Transport

A

body moving in stationary position

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24
Q

Performance

A

temporary occurrence that fluctuates from time to time due to many pov’s

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25
Q

POV

A

performance operating variable (surface, coach, eating, sleeping, time of day, temperature outside)

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26
Q

Latent Learning

A

learning may be taking place during practice but may not be demonstrated until a salient reinforcement is given

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27
Q

Example of Salient Reinforcement

A

getting a staring position instead of sitting the bench

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28
Q

Gentile’s Taxonomy

A

environmental context and function of action

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29
Q

Environmental Context

A

in what environment the skill is performed

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30
Q

Function of Action

A

does it involve moving or manipulating the body

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31
Q

Environmental Context Categories

A

regulatory conditions and intertrial variability

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32
Q

Regulatory Conditions

A

environmental context that determines or regulates the characteristics of the objects in the environment

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33
Q

Intertrial Variability

A

not all trials are the same

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34
Q

Regulatory Conditions Categories

A

stationary or motion orientated

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35
Q

Intertrial Variability Categories

A

present or absent

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36
Q

Function of Action Categories

A

body orientation or object manipulation

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37
Q

Body Orientation Categories

A

body stable or body transport

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38
Q

Object Manipulation Categories

A

object manipulation or no object manipulation

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39
Q

Skill Proficiency

A
  • max certainty of goal achievement = performance on demand
  • min. energy expenditure
  • min. movement time
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40
Q

A situational approach

A

Who? What? Where?

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41
Q

Choking

A

a big drop in performance in a otherwise well learned proficient task which generally occurs at a critical moment

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42
Q

Implict Learning

A

improves your responses through repeated trials without awareness

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43
Q

Automated Movements (processing)

A

executed without conscious attention

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44
Q

Choking Categories

A

distraction or controlled processing

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45
Q

Distraction

A

to become aware of external and internal distractions instead of being automated

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46
Q

Controlled Processing

A

control your movements instead of having them be automated

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47
Q

Classical Condition

A
  • learning by contiguity
  • stimulus response
  • signalization
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48
Q

Learning by Contiguity

A

learn as two event occur at the same time and form an association

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49
Q

Signalization

A

forming SR bonds in your brain

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50
Q

Stimulus Substitution

A

conditioned stimulus is substituted for unconditioned response

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51
Q

Counteract Negative SR

A
  • countering - general
  • factorial disputing - specific
  • convey positive future expectation
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52
Q

Thorndike - Learning is

A
  • trial and error
  • mechanical
  • problem solving
  • Law of Exercise
  • Law of Effect
  • Identical element theory of transfer
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53
Q

Law of Exercise

A

during repetition SR bonds are strengthen

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54
Q

Law of Effect

A

if a response is followed by a statisfer then the SR bond is strengthen

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55
Q

Identical Element Theory of Transfer

A

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
Q

Skinner

A
  • behaviorism

- instrumental conditioning

57
Q

Instrumental Conditioning

A
  • voluntary responses
  • rewards and punishment
  • don’t believe in SR bonds
  • action and consequences
  • leader is the architect
  • scientific principles
58
Q

Scientific Principles

A
  • not out of habit
  • not because it is common
  • not because of chance
59
Q

Shaping Concept

A

the chance for a successful response is increase if that response is rewarded or reinforced

60
Q

Secondary Reinforcer

A

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
Q

Successive Approximation

A
  • end goal
  • where are they now?
  • steps to get them there
  • reinforce successive steps to that goal
62
Q

To Strengthen New Behavior

A

positive reinforcement principle

63
Q

Positive Reinforcement Principle

A

to improve or increase a person’s performance of a certain activity, arrange for an immediate reward after each correct performance

64
Q

To Develop New Behavior

A
  • successive approximations principle
  • modeling principle
  • cueing principle
  • discrimination principle
65
Q

Successive Approximation Principle

A

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
Q

Modeling Principle

A

to teach a person a new way of behaving allow her/him to observe a prestigeful person performing the desired behavior

67
Q

Cueing Principle

A

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
Q

Discrimination Principle

A

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
Q

To Maintain New Behavior

A
  • substitution principle

- intermittent reinforcement principle

70
Q

Substitution Principle

A

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
Q

Intermittent Reinforcement Principle

A

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
Q

To Stop Inappropriate Behavior You May Choose From 4 Alternative Principles

A
  • satiation principle
  • extinction principle
  • incompatible alternative principle
  • negative reinforcement principle
73
Q

Satiation Principle

A

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
Q

Extinction Principle

A

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
Q

Incompatible Alternative Principle

A

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
Q

Negative Reinforcement Principle

A

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
Q

To Modify Emotional Behavior

A
  • avoidance principle

- fear reduction

78
Q

Avoidance Principle

A

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
Q

Fear Reduction Principle

A

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
Q

Continuous Reinforcement

A

1-1 ratio

-use with new skill

81
Q

Extinction

A

athlete becomes dependent on reinforcement, so when it stops the skill goes away

82
Q

Satiation

A

too much reinforcement starts to mean nothing

83
Q

Ratio Reinforcement

A

based on number of trials

84
Q

Fixed Ratio

A

reinforce after equal time spaces

85
Q

Variable Ratio

A

changed based on numbers

86
Q

Use of Ratio

A

after they get the hang of it

87
Q

Problem with Ratio

A

staircase effect

88
Q

Interval Reinforcement

A

based on time

89
Q

Fixed Interval

A

same time in between each

90
Q

Variable Interval

A

unknown time

91
Q

Problem with Intertval

A

scapling effect

92
Q

Enduring Schedules

A

VR, VI, FI, FR

93
Q

Gestalt Psychology

A
  • understanding
  • insight
  • perception
  • understand relationship between means and ends
94
Q

Cognitive Theory

A
  • 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
Q

Cybernetic Model

A
  • feed forward

- homeostasis

96
Q

Feed Forward

A

prompt people before on how to do it will help them be successful

97
Q

Homeostasis

A
  • steady state

- if there is a problem try to fix it so that everyone is good

98
Q

Stimulus Identification

A

receive info from sense organs to figure out what you are reacting to

99
Q

Response Selection

A

go through all possible responses to determine most appropriate response

100
Q

Response Programming

A

prepare body for response and prepare muscular structure for motor unit recruitment

101
Q

Information Processing

A

internal mental operations used to make motor decisions and then to make the appropriate response quickly and accurately

102
Q

Information Processing Steps

A
  • anticipate
  • identify
  • categorize
  • review
  • store
  • retrieve
103
Q

Input

A

visual, auditory, kinesthetic senses

104
Q

Output

A

decision making

105
Q

7 Categories of Information Processing

A
  • sense organ
  • filtering/attention
  • perception
  • short term memory
  • long term memory
  • motor programs
  • internal and external feedback
106
Q

Sense Organ Experts

A
  • visually scan environment
  • quickly and efficiently
  • take in more information
  • anticipate upcoming events and react sooner
  • wider field of vision
107
Q

Filtering/Attention Experts

A
  • 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
Q

Perception Experts

A
  • have faster cognitive processing
  • do two or more things at same time
  • look at large chunks of information
109
Q

Short Term Memory Experts

A
  • 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
Q

Long Term Memory Experts

A
  • anticipate and react more quickly
  • make better decisions
  • more experiences stored and mastered
  • more accurate judgements and decisions
111
Q

Motor Programs Experts

A

-carry out skills automatically with little or no conscious attention

112
Q

Internal and External Feedback

A
  • use both knowledge of performance and knowledge of results
  • consistently replicate movements
  • integrate more details
113
Q

Adam’s Closed Loop Theory

A

-reference movement -motor response - feedback - detect errors - correct errors

114
Q

Perceptional Trace

A

reference mechanism that attempts to correct errors outside of the control of the CNS via feedback

  • storage mechanism
  • reference point for errors
115
Q

Memory Trace

A

selector and initiator of motor response

-positive function of the number of trials

116
Q

Error Nulling

A

want the errors to go away

117
Q

Modal Trace

A

perceptional trace that occurs the most time

118
Q

Catty 3 Level “Theory” Model

A
  • task specifies
  • perceptional motor ability traits
  • general supports of behavior

(top to bottom)

119
Q

General Supports of Behavior

A
  • personality
  • motivation
  • persistence
  • ability to analyze a task
  • aspirations
120
Q

Perceptional Motor Ability Traits

A
  • speed
  • strength
  • flexibility
121
Q

Task Specifies

A
  • your past experiences
  • social situation
  • practice conditions
  • type of learner
  • family dynamics
122
Q

Keele

A

open loop

123
Q

Motor Program

A

set of muscle commands pre-programmed in the CNS without peripheral feedback

124
Q

Pre Programs Benefits

A
  • decreases necessity to attend to cues
  • increase anticipation of successive stimuli
  • execute faster
125
Q

Functions of FB

A
  • can’t monitor movements unless they happen slowly
  • program monitor
  • create new motor programs
126
Q

Fitts and Posner Hierarchy of Motor Skill Learning

A

high and low level controls

127
Q

High Level Controls

A

brain and neurobiology

128
Q

Low Level Controls

A

spinal cord and peripheral nerves

129
Q

Motor Program - FP

A

cns, what you are going to do and what order

130
Q

Motor Skills - FP

A

reorganization of previous learned temporal and spatial patterns in a new way

131
Q

3 Phases of FP

A
  • early cognitive phase
  • intermediate/associative phase
  • final autonomous
132
Q

Early Cognitive Phase

A
  • cognitive maps
  • understand phase
  • question (how, what, where, why)
133
Q

Error Correction for Early Cognitive Phase

A
  • vision (how it looks and what happens)
  • auditory
  • kinestetic
134
Q

Intermediate/Associative Phase

A
  • rate of learning increases
  • decrease in errors
  • decrease in energy expenditure
135
Q

Error Correction for Intermediate/Associate Phase

A
  • vision
  • manual feedback
  • kinestetic
  • auditory
136
Q

Final Autonomous

A
  • max certainty of goal achievement
  • more than one thing at a time
  • spacial and temporal components are well organized and fused
  • automatic
  • refinement
137
Q

Error Correction for Final Autonomous

A

kinestetic

Motor Learning and Human Performance (3 decks)

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