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Teaching/NotLearning > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Kolb’s Learning Cycle (4 steps)

A
  1. Concrete Experience
    1. Having the experience
  2. Reflective Observation
    1. reviewing/reflecting on the experience
  3. Abstract Conceptualization
    1. concluding or learning from the experience
  4. Active experimentation
    1. Using/planning what you have learned
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2
Q

Three major functions of the cerebral cortex (Zull)

A
  • Sensation
  • Integration
  • Motion
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3
Q

Neuronal connections of related content are strengthened through:

A
  • Repetition
  • Retrieval practice
  • Mental Rehearsal
  • Question answering
  • Analogies
  • Presentations
  • Hands-on activities
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4
Q
  • Central vision is a major sensory component of multiple types of motor behavior [4]
A
  • Visual acuity
  • Contrast
  • Object identification
  • Consciousness
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5
Q

Closed Loop System

Depends heavily on the involvement of [2] particular types of sensory information as it executes its function

A
  • Movement–produced feedback
  • Feed back
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6
Q

Closed-loop system

A
  • Greatest strength in explaining movements that are slow in time or have very high accuracy requirements
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7
Q

Feedforward influences sends signals that…

A
  • readies the system for an upcoming motor command
  • readies the system for the receipt of some particular kind of feedback information (in other words: readies the system for feedback information)
  • or does both
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8
Q

Response Chaining Hypothesis

A

The acquisition of the associations between a given feedback event and the next action is the fundamental basis for improvement in skill

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9
Q

Response Chaining Hypothesis

Implications of delayed or degraded sensory information: (2)

A
  • Loss of skill
  • Paralysis
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10
Q

Response Chaining Hypothesis

A
  • Sensation from a moving limb is not essential for motor performance
    • Sensation contributes to smooth control of many actions
  • Movements can occur in the absence of any movement-produced feed back
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11
Q

Motor Control Hypothesis (Theory Justification)

A
  • Slowness of information processing
  • Evidence for planning movements in advance
  • Deafferented animals and humans can produce skilled actions without feed back
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12
Q

Motor Control Hypothesis (2 problems)

A
  • Storage Problem
    • Requirements of storage in the central nervous system for many different motor programs
  • Novelty Problem
    • the means by which the motor program could create a new action.
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13
Q

Feed Forward Influences involved in:

A
  • production and evaluation of human behavior
    • Error detection and correction occurs in anticipation of the error
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14
Q

Proprioceptive feedback (2 types):

A
  • Rapid Movements:
    • Provides a basis for knowing whether the movement produced was correct or not
      • Closed-Loop models of movement are not appropriate for explaining rapid movements
  • On-going movements:
    • Use of reference information to evaluating sensations associated with performing a task (driving a car)
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15
Q

Hippocampus

A
  • Plays a role in formation and retrieval of memories
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16
Q

Basal Ganglia

A
  • Formation of memories related to skills, habits, and routinized behaviors
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17
Q

Acetylcholine:

A
  • linked to memory formation
  • influence over arousal and readiness to learn
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18
Q

Dopamine:

A
  • Learning based on rewards and reinforcement
  • movement and memory consolidation
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19
Q

Neuropeptides:

A
  • influence arousal, concentration, motivation, stress response and memory formation
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20
Q

Circulating Neurohormones:

A
  • enhance or impair learning and memory formation
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21
Q

Amygdala plays a role in:

A
  • Attention
  • Learning
  • Behavior
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22
Q

Cerebral cortex responsible for ability to:

A
  • Reflect on experience
  • Make appropriate decisions
  • Plan ahead
  • Discuss feelings
  • Act reasonably
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23
Q

Discrete Movements characteristics

A
  • Recognizable beginning and end
  • Skill is defined by the end of the movement
  • May be rapid or require extended time for task completion
  • May be quite Cognitive
  • May have motor or verbal-cognitive components
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24
Q

Discrete Movements examples

A
  • kicking a ball
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25
Q

Continuous skill example:

A
  • Walking
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26
Q

Continuous skill characteristics:

A
  • Have no recognizable beginning or end
    • Active movement until conscious decision to stop
    • swimming, running, steering a car
  • Tend to have longer movement times but not necessarily
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27
Q

Serial movement characteristics:

A
  • Comprised of a series of individual movements tied together to make a complete (or some “whole”) movement
    • Neither discrete nor continuous
  • Activities may be long but not readily stopped (or stopped arbitrarily)
  • Examples: a gymnastics or a diving routine, changing an automobile tire; bed to wheelchair transfer
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28
Q

Sucess in open motor skill

A
  • Ability to Adapt
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29
Q

Criteria for a measurement system:

A
  • Objective:
    • Two observers evaluating the SAME performance arrive at the same or similar outcomes
      e. g: using a tape to measure how far a thrown javelin traveled
    • sensitive
      • How well does the instrument detect variations in performance
  • Reliable:
    • The extent to which the measurement is repeatable under similar conditions
  • Valid:
    • The extent to which the test measures what the researcher intends it to measure
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30
Q

Two situations that do not require tests to be valid

A
  • face valid tests [test is obviously test of the task];
  • experiments of motor learning
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31
Q

To Measure Motor behavior:

A
  • Describing the outcome of a movement
  • Quantifying the actual movement
  • Neural activities involved planning and executing the movement
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32
Q

Measuring Outcome:

A
  • Error
  • Time (reaction/ movement)
  • Speed
    • Speed-accuracy trade-off: when performers attempt to do something more quickly, they typically do it less accurately
  • Movement magnitude (distance/weight)
  • Performance on secondary tasks
33
Q

Description of limb/body movements

A
  • Locations of body parts
  • Angles of joints
  • Time relations between the movement in one joint and the movement in another joint
    • Velocity
    • Acceleration
    • Coordination
34
Q

Attention is measured by:

A
  • the degree of interference between two tasks
35
Q

Everyday tasks are a collection of processes involving:

A
  • stimulus input ->
    • encoding->
      • response selection->
        • choice->
          • motor programming->
            • movement control
36
Q

Common features of Single Channel and Filter (Attention Theories)

A
  • Assumed attention was_:_
    • a fixed capacity for processing information
    • that performance would deteriorate if this capacity was approached or exceeded by the task requirement
    • Information–processing activities require some kind of capacity or fuel in order for a motor behavior or skill to occur
    • Decrements in performance occur when various activities compete for this capacity
37
Q

Flexible Allocation of Capacity (in contrast to filter):

Assumptions:

A
  • Capacity of attention could change as the task requirements change
    • as the difficulty of 2 simultaneous tasks increases -> more capacity is used in processing
  • Resources could be shared by parallel processing in order of importance of the task, relative difficulty and other factors
    • focuses more on flexibility of information processing rather than capacity
38
Q

Multiple-Resource Theories (Assumptions)

A
  • Attention conceptualized as multiple pools of resources
  • Each resource has its own capacity
  • Each designed to handle certain kinds of information processing
  • Attention can be devoted to separate stages of processing at the same time
    • (ex.help explain skills such as typing, music sight reading)
39
Q

In the Action-Selection (view of attention)

A
  • Selection is deemed to be the most basic and fundamental process of attention
  • Interference between two simultaneous tasks occurs not because attention is needed in order to perform the process but because an action has already been selected and the other process are partially or completely blocked
40
Q

Performance errors often occur in situations in which:

A
  • an automatic action has not been successfully countered by conscious, controlled processing
41
Q

Structural vs. Capacity interference

A
  • Structural Interference
    • Result of physical / neurological structures are the source of the decrement
    • (ex.) writing a note and attempting to make a phone call at the same time with the same hand
  • Capacity Interference
    • Decrement in performance due to some limitation in central capacity (attention)
    • Structural interference is ruled out
42
Q
  • Automatic task
A
  • If two tasks can be performed equally simultaneously and they can be performed individually, then at least one of them does not require attention
43
Q

Attention demanding task

A
  • If one task is performed less well when combined with some secondary task , both task require some of the limited capacity attention resources
44
Q

Inattention Blindness Occurs when:

A
  • Intentional processing inhibits or prevents the processing of a critical sensory event
    • “Looked but failed to see incidents” (ex. Hitting a curb; hitting a bicyclist
45
Q

Change Blindness Reflects:

A
  • The role of memory and expectation plays in attention
    • Inability to recognize subtle changes over time in real-world interactions
46
Q

Continuous Secondary Tasks

A
  • Tasks that are performed together with and throughout the duration of a primary tasks.
    • Dual-Task performance
    • May have important clinical implications for early detection of individuals at risk for falls
47
Q

Distracted Driving- Talking on the Cell Phone: Impacted by three factors

A
  • The driving environment
    • Decreased performance increases with increased traffic demand
  • Characteristics of the driver (experience)
    • Practice lessens driving distraction
      • No evidence that distraction from cell phone use is eliminated with practice
  • Nature of the conversation
    • Those that require large numbers of reasoning operations impair performance
48
Q

Focused Attention: internal vs. external focus

A
  • Experts benefit from external focus of attention (focus on outcome or result)
  • Less skilled performers benefit from an internal focus (focus on movement or technique)
49
Q

Errors in decision making can be reduced by:

A
  • Reducing overlap in criteria (either it is or it isn’t)
  • Reducing variability of criteria through:
    • training,
    • experience,
    • enhanced facilitation of visual detection
50
Q

Stages of Information Processing (3)

A
  • Stimulus-Identification Stage->
    • Response Selection Stage->
      • Response Programming Stage
  • (Stages May occur sequentially (serial) or simultaneously (parallel))
51
Q

During the Stimulus Identification phase, detection and Identification of a stimulus information as part of an identifiable pattern:

A
  1. Occurrence of Stimulus
    • Light
    • Sound
  2. Neurologic Impulses Sent to Brain
  3. Processing of Stimulus
    • Processing at multiple levels
    • Memorized aspect of stimulus aroused
      • (i.e. name or attribute)
        • Impacted by stimulus intensity and stimulus clarity
52
Q
A
  • Stimulus Clarity:
    • Extent to which visual stimulus is well defined and sharp:
      • sharper = shorter RT and increased processing speed
  • Stimulus Intensity:
    • Brightness/ Loudness:
  • Modality:
    • visual is slower than auditory or tactile
53
Q

Reaction time by Modality:

A
  • Visual stimulus has slower reaction time than auditory / tactile stimulus
  • Simultaneous stimulus presentation (tactile, visual, auditory) ↓ reaction time.
    • Intersensory facilitation
54
Q

In the response selection stage, response selection affected by:

A
  • Stimulus Response Compatibility
    • Population Stereotypes (i.e. righty tighty, lefty loosey)
    • Spatial and Anatomical Relationships
    • Stimulus and response Intensity (i.e. grip)
    • Complex Actions
    • Relevance
55
Q

The Response-Selection Stage is characterized by:

A
  • What do I do? How do I respond?
    • No action is an action.
  • Selection of a response requires more time when there are more alternatives / choices involved
56
Q

The response programming stage is characterized by:

A
  • Initiation of action to stimuli
57
Q
  • Initiation of action to stimuli involves (3):
A
  • Retrieval of action response from memory
  • Prepare for activation of motor program
  • Relevant portions of motor program be readied (i.e. anticipation)
58
Q

RT (reaction time) increases as a response to increasing:

A
  • task complexity
  • number of moving parts
  • increased accuracy requirement
  • increased movement duration
59
Q
  • Anticipation Definition:
A
  • Strategy to reduce the time or stages of processing that would normally be involved in responding to an unanticipated stimulus
    • Example: Signal Calling (Football, Drill Instructors, Dance Instructors)
    • (Or saying 1,2,3,go…(?))
60
Q

Receptor Anticipation

A
  • Performer detects the upcoming events with various sensory receptors
    • e.g batter sees the ball coming
61
Q

Effector Anticipation

A
  • Prediction of personal movement in response to the stimulus
    • batter estimates own movement so that can swing the bat at moment to contact the ball
62
Q

Perceptual Anticipation

A
  • What you learn from practicing
    • (ie timing) regular timing of beats or military drill
63
Q

Types of anticipation (5):

A
  • receptor
  • effector
  • perceptual
  • (SPATIAL OR EVENT)
  • Temporal Anticipation
64
Q

Spatial (or Event) Anticipation

A
  • ALLOWS PERFORMERS TO ANTICIPATE FUTURE ACTIVITIES BY KNOWING…
    • Knowing what kind of stimulus could be presented AND what kind of response would be required for each anticipated stimulI
  • shortening of RT is modest with this type anticipation
    still difficulty processing environmental stimuli quickly
65
Q
  • Temporal Anticipation
A
  • If a person can anticipate when the stimulus is going to arrive, large reductions in reaction can occur
  • Under proper circumstances reaction time can be eliminated altogether
66
Q

Temporal Anticipation: short foreperiod

A
  • Relatively short and regular fore periods = simultaneous response (early responding)
67
Q

Temporal Anticipation: long and regular foreperiod

A
  • Relatively long and regular fore periods = unable to shorten RTs to 0 (preparation)
    • early responding is prevented because subject cannot anticipate exact stimulus response when so far in the future
    • Reason: internal timing for short durations is less variable than for long durations
68
Q
  • Features that influence indirectly how we control movement
A
  • Processing Stages,
  • Memory,
  • Anticipation
  • Decision Theory
69
Q

Decision (Signal Detection) Theory:

A
  • The ability to process information in a way that optimizes the out come of that particular decision
  • Decision based on what we “perceive to be happening
  • All decisions have two possible outcomes: CORRECT and INCORRECT
70
Q

Memory is:

A
  • The preservation of information that is stored for future processing
  • A consequence of information processing
  • Current state of skills and knowledge is reflective of previous information processing
71
Q
  • Memory (Direct)
A
  • A deliberate attempt to recollect past experience for the purpose of facilitating current information processes
  • Memory search and retrieval
  • Conscious recall
72
Q
  • Memory (Indirect)
A
  • Memory of past experiences
  • Not conscious of memory being used in order for it to influence performance
  • Motor Skills
73
Q

Working memory:

A
  • Like a workbench for putting together STSS and LTM
  • Involved in information processing entailing the choice of actions
  • Closely related to the response-selection stage
74
Q

What type of movements are triggered from working memory?

A
  • Prepared movements are triggered from working memory to generate muscle contractions and actions
75
Q

Long Term Memory (LTM)

A
  • Provides the capability for making movements that have been practiced before
76
Q

Long Term Memory (LTM)

A
  • Practice leads to the development of better or stronger LTM for movement
  • Storage duration: Limitless
  • Type of coding: Very Abstract
  • Capacity: Seemingly Limitless
77
Q

Short Term Memory

A
  • Storage system for STSS or LTM
  • Work space for processing and rehearsal, decision making, and coding
  • Coding is abstract
  • Things that we are consciously aware of
  • 1-60sec
  • 7 chunks
78
Q

Short-Term Sensory Store (STSS)

A
  • Accepts information as presented without much recoding
  • STSS loses information rather quickly as new information is added
  • The most peripheral memory
  • Large capacity for storing information
  • Maximum duration of about 1 second, but 250ms more practical estimate
79
Q

Four Types of Thinking Style (Gregorc)

A
  1. Concrete Sequential:
    • reality based, linear and orderly,
    • break projects into orderly steps, set up quiet work environments
  2. Concrete Random:
    • Reality based but more trial and error
    • make intuitive leaps of creative thought
    • …give deadlines, try to workl with those who value divergent thinking
  3. Abstract Random:
    • organize information through reflection
    • thrive in instructured people oriented environments
    • …look at big picture, give enough time to finish job, “to do” reminders with visual cues.
  4. Abstract Sequential:
    • love theory and abstract thought
    • think in concepts and analyze information
    • like to read and generally work alone
    • …feed intellect, steer self toward hightly structured situations

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