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Motor Control & Learning > Exam #3 > Flashcards

Exam #3 Flashcards

1
Q

What are the Two Models proposed to identify & describe the stages of learning a new motor skill?

A
  1. Fitts & Posner three-stage model
  2. Gentile two-stage model
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2
Q

What are the stages of Fitts & Posner Three-Stage Model?

A
  1. Cognitive Stage
  2. Associative Stage
  3. Autonomous Stage
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3
Q

What are the Person Characteristics of the Cognitive Stage?

A

Questions concern what to do to achieve goal of the skill

Involved in cognitive & movement problem-solving activity

Movements demand large amount of conscious attention

Aware of making errors, but doesn’t know how to correct them

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4
Q

What are the Performance Characteristics of the Cognitive Stage?

A

“In the ballpark” movement pattern

Large number of errors

Errors tend to be “big”

High amount of trial-to-trial variability (poor consistency)

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5
Q

What are the Person Characteristics of the Associative Stage?

A

Performer “associates” environmental cues with the required movements

Reduced amount of attention demanded at movement level

Increased capability to perform simultaneous tasks

Increased capability to detect errors

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6
Q

What are the Performance Characteristics of the Associative Stage?

A

Refinement of movement pattern

Errors are fewer and smaller

Trial-to-trial variability decreases

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7
Q

What are the Person Characteristics of the Autonomous Stage?

A

Characteristics
Very little, if any, attention demanded at movement level (“automatic”)

Capable of performing simultaneous tasks

Capable of detecting and correcting errors

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8
Q

What are the Performance Characteristics of the Autonomous Stage?

A

Consistent trial-to-trial variability

Errors are few and small

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9
Q

What are the parts of the Gentile Model?

A
  1. Initial Stage
  2. Later Stages
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10
Q

What are the characteristics of the Initial Stage?

A

Performance emphasis = Develop movement pattern that allows some degree of success at achieving the action goal

Person begins to learn to discriminate regulatory (important) from non-regulatory (unimportant) environmental conditions

Other performance characteristics similar to Cognitive Stage in Fitts & Posner model

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11
Q

What is emphasized during the Later Stages?

A

Developing capability to adapt movement patterns to situational demands

Becoming more consistent at achieving action goal

Increasing economy of effort while performing the skill

Achieving specific goals for performing closed and open motor skills

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12
Q

What are Closed Skills in the Gentile Model?

A

Goal – “Fixation”

Focus on increasing consistency of producing same movement pattern each time skill is performed

Increase ability to adapt to non-regulatory conditions (fatigue, anxiety, wind, noise)

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13
Q

What are Open Skills in the Gentile Model?

A

Goal – “Diversification”

Focus on increasing capability to adapt to changing spatial and temporal regulatory conditions

Increase capability to modify movement characteristics of movement pattern as needed

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14
Q

What are the 7 Stages of Learning?

A

Rate of improvement

Body & limb segment coordination

Muscle activation during performance

Energy cost

Kinematic goal achievement

Visual attention

Demand for conscious attention

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15
Q

What is the Power of Improvement?

A

Power of law practice

We get most of our improvements at the beginning and least of our improvements at the end

What do people do as they improve performance so that the Power Law characterizes the rate of improvement?

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16
Q

What is the Langley Study of Beginner Bowlers?

A

Assessed what students were trying to correct at beginning, middle, and end of 10 wk bowling class

First week: General lack of bal control related to inconsistency and aiming

Middle week: Specific movement errors related to desired outcomes

Final week: Specific errors related to consistency and aiming of a hook

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17
Q

What is Body and Limb Segment Coordination?

A

Progresses from “freezing to freeing” degrees of freedom

For a multi-joint movement: initial control strategy, person performs skill by moving some joints as only 1 joint (freezing df)

Eventually develops a functional synergy of those joints (freeing df)

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18
Q

What is Muscle Activation During Performance?

A

Decrease in number of muscles activated

Develop sequences of muscle activation (Jaegers dart throwing experiment)

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19
Q

What is Energy Cost?

A

Increase in efficient use of energy

Decrease in energy cost

Energy use involves

Physiological (O2 calories)

Mechanical (= work rate/ metabolic rate)

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20
Q

What is Kinematic Goal Achievement?

A

Progresses from spatial to temporal goals

Displacement → Velocity → Acceleration

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21
Q

What is Visual Attention?

A

From erratic to more specific visual search

Develops faster visual focus on correct cues

Increases capability to shift visual attention

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22
Q

How can you Decrease Demand for Conscious Attention?

A

Decrease due to:
Chunking

Systematically increase number of parts in a “chunk”

23
Q

What is the 2-Component Model?

A

Proposed by Baddeley:
-Working Memory
-Long-term Memory

24
Q

What does Working Memory Incorporate?

A

Sensory, perceptual, attentional, and short-term memory processes.

25
Q

How long is information stored in Working Memory?

A

A place where information is stored for a Short Time.

26
Q

What does Working Memory play a Critical Role in?

A

-Decision making
-Problem-Solving
-Movement production & evaluation
-Long-term memory function

27
Q

What kind of structure is Working Memory?

A

It is a functionally active structure.
-Deals with the tasks that occur “right now”
-Elements in working memory get moved to long-term memory
-Teams with elements of long-term memory

28
Q

What is Working Memory involved in?

A

Involved in both the storage and processing of information.

29
Q

What are the characteristics of Working Memory?

A

Duration: refers to how long working memory can hold or store information
-Duration for both cognitive and motor skills was found to be at a max of 20-30 seconds

Capacity: refers to how much information we can store.
-We can store up to 7 (+/-2) items in working memory.
-We can chunk to expand the capacity

30
Q

What is Long-Term Memory?

A

A more permanent storage space than working memory.

Contains knowledge about past events and knowledge about how the world works.

31
Q

What is the Duration & Capacity of Long-Term Memory?

A

Duration: information is relatively permanent; we don’t lose information instead we have problems locating it.

Capacity: relatively unlimited capacity

32
Q

What are the three types of Long-Term Memory?

A

-Procedural Memories
-Episodic Memories
-Semantic Memories

33
Q

What are Procedural Memories?

A

-Critical to motor skills
-Can only be acquired through practice
-Usually, performers cannot describe how they do it
-Memories that tell us “how to do something”

34
Q

What are Episodic Memories?

A

-Personally experienced events and where they occur in time
-In terms of motor skills: “I remember when I missed that putt left, I won’t do that again.”
-Allows you to compare what you did in the past to what you are doing now; comparing performances
-Tell us “what to do”

35
Q

What are Semantic Memories?

A

-Conceptual knowledge such as the concept of “love” or what a dinosaur is
-General knowledge about the world and how it has developed from our personal point of view
-Factual information such as “E=mc²”
-Tell us “what to do”
-Declarative knowledge

36
Q

What are the three causes of Forgetting?

A

-Trace Decay
-Proactive Interference
-Retroactive Interference

37
Q

What is Trace Decay?

A

-When forgetting occurs due to the passing of time
-It is more likely we forget because of retrieval problems

38
Q

What is Proactive Interference?

A

-Activities that occur prior to performance that negatively affect memory
-Ex. Practice: a, b, c, d, e, f, g Test: g

39
Q

What is Retroactive Interference?

A

-Activities that occur after to be remembered movement we need to remember negatively affect memory
-Ex. Practice: a, b, c, d, e, f, g Test: a

40
Q

What are some strategies to Enhance Memory?

A

-Memory is enhanced when patients or athletes are asked to remember the beginning or end of a movement
-Make your recommendations to a patient or athlete meaningful to enhance memory
Use visual & verbal labels
-To enhance memory invoke intentional learning instead of incidental learning
Tell them they will be tested
Increases effort in practice
-Chunk or subjectively organize the movements

41
Q

What is the Encoding Specificity Principle?

A

The more the practice environment resembles the test environment, the better the retention of the learned skill or skills.

42
Q

What is the general definition of Motor Learning?

A

A change in the capability of a person to perform a skill that must be inferred from relatively permanent improvement in performance as a result of practice or expertise.

43
Q

What are the characteristics associated with learning a motor skill?

A

Improvement

Increase in trial-to-trial performance to performance consistency

Persistence of improvement and consistency

Increase in adaptability to environmental context variations

Increase in stability (i.e decrease effects of perturbations)

44
Q

What is Performance?

A

The execution of a skill at a specific time and situation

Observable behavior

Temporary

Can be influenced by performance variables (fatigue, anxiety, alertness)

45
Q

What is Learning?

A

Not directly observable

Relatively permanent

Due to practice or experience

Not influenced by performance variables

46
Q

Why Assess Leaning?

A

Accountability issues

47
Q

What are Techniques used to Assess Motor Skill Learning?

A

Performance curves

Retention tests

Transfer test

Observe changes in coordination dynamics

48
Q

What are Performance Curves?

A

Outcome measures

Kinematic measures

Look for evidence of:
-Improvement
-Increases in trial-to-trial consistency

49
Q

What are Retention Tests?

A

Purpose: to test relative permanence of what was learned during practice

Characteristics:
-Perform skill after a period of no practice
-Perform the same skill as practiced

50
Q

What are Transfer Tests?

A

Purpose: test the adaptability of what was learned during practice

Types of Transfer Tests:
-Different task characteristics
-Different environmental context conditions

51
Q

What is Observing Changes in Coordination Dynamics?

A

Purpose: to assess coordination changes during practice and tests

Look for evidence of:
-consistency/stability

52
Q

What are the Two examples of Practice Performance Misrepresenting the Amount of Learning?

A

Performance variable & Performance plateau

53
Q

What is Performance Variable?

A

A practice condition characteristic that artificially inflates or depresses performance but does not influence learning

Research example: experiment by Winstein

54
Q

What is Performance Plateau?

A

Temporary period of time of no performance improvement, but eventually improvement continues

Ex: 105 trials per day – pursuit tracking task

Motor Control & Learning (3 decks)

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