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Motor Learning kin377 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

point light technique

A

a computer-based research technique used to investigate what the observer perceives

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2
Q

invariant features

A

the coordinated movement pattern

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3
Q

cognitive mediation theory

* reason why demonstration works

A

helps the learner develop an accessible memory representation that can be recalled. This supports the development of good error detection and correction strategies.

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4
Q

dynamic view of modeling

* reason why demonstration works

A

can skip the stage of cognitive mediation; learner sees the demonstration and automatically, the motor control system is constrained to act accordingly, that is, reproduce the movement

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5
Q

Issue of ATTENTION with verbal instructions

A

1) People have limited capacity to attend to information; don’t overload them
2) It is NOT useful to direct attention to specific movement components but rather to movement outcomes and regulatory environmental contexts (action effect hypothesis); i.e., external not internal focus
Directing the learner to movement components will hinder learning
3) Overloading people with attention demands can create a negative effect due to directing their attention away from necessary components of the task (Example – ball-catching study where the participants were distracted by searching for the rules they were taught, rather than the ball; this did not encourage a discovery learning situation)
4) If a skill requires both speed and accuracy, concentrate first on accuracy

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6
Q

Verbal cues can be used with

A

demonstration, during performance, or prompts said out loud while executing the skill, and aid both beginners and skilled practitioners

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7
Q

Verbal cues aid

A

both beginners and skilled practitioners

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8
Q

If a skill requires both speed and accuracy what chould be focused on first.

A

accuracy

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9
Q

task-intrinsic feedback

A

sensory – naturally available while performing a skill

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10
Q

Augmented feedback

A

Performance related information that is added to task-intrinsic feedback;
Typically comes from a source external to the person performing the skill

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11
Q

Types of augmented feedback

A

Knowledge of results (KR) is information about the outcome of a skill performance
Knowledge of performance (KP) is information about movement characteristics that leads to the outcome

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12
Q

Knowledge of results (KR)

A

information about the outcome of a skill performance

**KR is often quantitative (how many, how far, how fast)

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13
Q

Knowledge of performance (KP)

A

information about movement characteristics that leads to the outcome

***KP tells “the how”
Can use video replay and EMG biofeedback

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14
Q

In terms of skill acquisition, augmented feedback can be

A

be essential, (2) be not needed at all, (3) enhance, or (4) hinder (due to dependency)

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15
Q

CONTENT OF AUGMENTED FEEDBACK

A

1) Giving feedback based on error is more useful for skill enhancement than information related to correct action (praise), but the latter is useful for motivation.
2) KP is much more commonly taught and more useful to beginners than KR
3) Quantitative feedback has a numerical value; qualitative feedback is descriptive in nature; indicates quality of performance. In early learning, people pay more attention to qualitative
4) Error size: Performance bandwidths determine a range of acceptable error; feedback only given when the performer goes outside this bandwidth
5) Problems with giving erroneous KR – learner pays attention to it & gets worse!

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16
Q

Verbal KP

A

must select appropriate features of the performance

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17
Q

Descriptive KP

A

describes only the error a person has made

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18
Q

Perscriptive KP

A

describes errors and tells what needs to be done to correct them

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19
Q

Video recordings

A

beginners need instructor present to point out critical information

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20
Q

Types of KP

A

Verbal KP: must select appropriate features of the performance
Descriptive describes only the error a person has made, and Prescriptive describes errors and tells what needs to be done to correct them
2) Video recordings – beginners need instructor present to point out critical information
3) Movement kinematics (computer analysis)
4) Biofeedback (EMG recordings of muscle use)

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21
Q

Concurrent feedback

A

given while person is performing a skill; comes in many forms (visible indicators, sound indicators, computer monitors); can have negative or positive effects

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22
Q

Terminal feedback

A

provided after the person has completed the skill

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23
Q

KR-delay interval

A

time between completion of action and giving augmented feedback

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24
Q

Post-KR interval

A

time between receiving augmented feedback and the next trial

25
Q

KR trial process

A

Trial #1 – KR delay interval – augmented feedback – post-KR interval – trial #2

26
Q

KR delay interval/ Post- KR interval

A

In these two intervals, it is useful to plan one’s strategy, or estimate your own error; it is not useful to participate or plan other activities

27
Q

guidance hypothesis

A

states that it is best NOT to give constant feedback (dependency on feedback)

28
Q

Traditional view of feedback frequency

A

More is better

29
Q

Three techniques to reduce feedback

A
  • performance-based bandwidths,
  • self-selected frequency (give feedback when person requests it)
  • summary and averaged augmented feedback
30
Q

Overlearning

A

practice that continues beyond what is needed to achieve the skill, or get to a certain performance criterion; it has a positive influence on retention

31
Q

Procedural skills

A

skills requiring a certain number of steps that must be done in a particular order (e.g., military example of assembling a gun); these skills benefit from overlearning re retention

32
Q

Overlearning can benefit what skills

A
  • procedural skills
  • balance skills
  • physical education skills
33
Q

point of diminishing returns

A

refers to the point in a practice session for any skill in which one sees detriments to performance with continued practice.

34
Q

Main difference between massed and distributed practice

A

the amount of rest between sessions or trials.

35
Q

blocked practice

A

same skill over and over

36
Q

random practice

A

mix up multiple skills or variations of the skill

also known as contextual interference

37
Q

Massed practice

A

fewer practice sessions, each session requiring more/longer practice (less rest)

Ex. Massed = a 4-hour session every day for 3 days (total sessions 3, total hours 12)-

38
Q

Distributed practice

A

more sessions, each session is shorter, so need more time overall to get in the same amount of practice (more rest)

Ex. a 1-hour session every other day for 24 days (total sessions 12, total hours 12)

39
Q

General rule about practice distribution schedules

A

distributed practice is better regardless of skill (Reasons: fatigue, reduced cognitive effort, memory consolidation)

40
Q

the issues with the lack of knowledge about massed and distributed practice

A

the lack of retention and transfer tests in this area.

41
Q

those using distributed practice can…?

A

predict their retention scores better

42
Q

intertrial interval

A

the rest interval between trials

43
Q

whether to use mass or distributed practice, the type of skill matters

A
  • For continuous skill, distributed practice is better

- For discrete, massed practice is better

44
Q

Complexity

A

refers to the number of components and the amount of information-processing demands in a skill

45
Q

Organization

A

refers to the relationship among the component parts of a skill, e.g. spatial and temporal relationships

46
Q

natural unit

A

refers to component parts within a skill that are interdependent and should be practiced as a group together, as a part of the whole skill. Note that if ALL of the components of a skill are interdependent, it should be practiced as a whole.

47
Q

Fractionization

A

involve multiple limbs, in which each arm or leg is practiced separately before practicing all of the limbs together; practice the more difficult or complex one first a part-task training method
Example: the drummer practicing one hand, the other hand, the foot separately

48
Q

Segmentation (or progressive-part strategy)

A

part-task training method in which the task is divided into sections or parts (A, B, C, etc.); start by practicing one part, then the next, then put the two together, then practice the third, and so on: practice A, then practice B, then practice A + B, then practice C, then practice A + B + C, and so on.
Example: Balance beam routine consisting of (A) a handstand into (B) a walkover into (C) a step turn into (D) a running dismount.
- Note that the runs into the dismount are a natural unit and should not be practiced separately

49
Q

Simplification

A

a part-task training method involving reducing the difficulty of parts or features of the skill
Example: A dive with a twist and 2 flips
Practice the plain dive, then add the twist, then do the flips without the twist, then put it all together

50
Q

Mental practice

A

is the cognitive (mental) rehearsal of a skill in the absence of movement. It can also use visual or kinesthetic imagery.

51
Q

two roles of mental practice

A

acquisition of skills and performance preparation

52
Q

mental practice benefits

A

benefits to both power and speed

53
Q

Elite athletes use mental practice and the primary use for elite athletes to use mental imagery is?

A

motivation

54
Q

Why imagery works

A

The neuromuscular hypothesis - EMG activity in nonworking muscles
The brain activity hypothesis - PET scans and MRI show brain region activity
The cognitive hypothesis – answers questions about “what to do” to achieve the task

55
Q

The neuromuscular hypothesis

A

EMG activity in nonworking muscles

56
Q

The brain activity hypothesis

A

PET scans and MRI show brain region activity

57
Q

The cognitive hypothesis

A

answers questions about “what to do” to achieve the task

58
Q

Movement Imagery Questionnaire (MIQ)

A

a test of kinesthetic and visual imagery ability, an individual-difference characteristic or variable having to do with being able to imagine an action vividly and with control

Motor Learning kin377 (3 decks)

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