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KNH 184 > Exam 3: Modules 6-9 > Flashcards

Exam 3: Modules 6-9 Flashcards

1
Q

a set of processes associated with practice or experience leading to a relatively permanent change in the capability for skilled performance

A

motor learning

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2
Q

-set of processes
-not directly observable
-direct result of practice or experience
-change in performance must be relatively permanent

A

the 4 features of motor learning

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3
Q

why is motor learning not directly observable?

A

it occurs in the brain

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4
Q

what is negative motor learning called?

A

a bad habit

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5
Q

performance plotted as a function of practice

A

performance curves

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6
Q

where is performance found on a performance curve?

A

y-axis

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7
Q

where is practice time found on a performance curve?

A

x-axis

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8
Q

when scores cluster to the highest limit on a performance curve

A

ceiling effect

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9
Q

when scores cluster to the lowest limit on a performance curve

A

floor effect

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10
Q

t or f: ceiling and floor effects have a beneficial effect on the interpretation of a performance curve

A

false!!!

they have a DETRIMENTAL effect!

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11
Q

a practice schedule in which the duration of rest between practice trials is relatively short; little rest between trials

A

massed practice

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12
Q

a practice schedule in which the duration of rest between practice trials is relatively long; lots of rest between trials

A

distributed practice

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13
Q

what is the gold standard for studying motor learning?

A

transfer/retention design

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14
Q

what are the 3 components of the transfer/retention design?

A

practice, retention interval, and retention test

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15
Q

why is practice necessary in the transfer/retention design?

A

you cannot learn without practice

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16
Q

what are the 2 reasons for why rest is necessary in the transfer/retention designs?

A

-determines permanance
-allow any temporary effects of practice to go away

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17
Q

how long should the retention interval be?

A

as long as the practice time

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18
Q

what is the retention test used for?

A

it is used to test to see if learning occurred

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19
Q

something that has a relatively temporary effect on motor performance

A

performance variable

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20
Q

name a positive and a negative performance variable

A

positive: motivation; negative: fatigue

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21
Q

something related to practice that is a relatively permanent effect on motor performance

A

learning variable

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22
Q

what are the 2 critical motor learning variables?

A

practice and feedback

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23
Q

what 3 technologies are use to measure and study human movement

A

EMG, eye tracking, and motion capture

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24
Q

technique used to record and analyze myoelectric signals; uses electrodes to record myoelectric activity; widely used in both research and clinical settings to understand the behavior of muscle; determines what muscle is active and how much of it is active

A

EMG

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25
Q

in EMG, amplitude of signal is proportional to __________

A

force

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26
Q

EMG works fine if muscles are _________ and ____________

A

large and superficial

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27
Q

sensor technology that can a detect a person’s direction of gaze and record where a person is looking during an action

A

eye tracking

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28
Q

what are the 2 types of eye tracking?

A

screen-based and mobile

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29
Q

eye tracking that is laptop or computer based; where you’re looking on a screen

A

screen-based

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30
Q

eye tracking that uses eye glasses; red circle on what you’re looking at

A

mobile

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31
Q

how does eye tracking work?

A

follows the eye position through the use of infrared light that illuminates the pupil and generates a reflection on the cornea; an infrared camera records the reflection, determines the center of the pupil, records eye rotation, and determines eye gaze

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32
Q

what 2 things can eye tracking quantify?

A

fixations and saccades

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33
Q

pausing visual gaze on a target

A

fixation

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34
Q

rapid eye movement to shift gaze from one thing to another

A

saccades

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35
Q

process of recording the movement of objects/people; measures kinematics

A

motion capture

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36
Q

photographer known for eary use of multiple cameras to capture motion; focused on locomotion; his photographic plate called Animal Locomotion was published in 1887; he made 781 plates; discovered that horses run and lift both legs off the ground

A

Edward Muybridge

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37
Q

the idea of not being as good as prior before warming up; to get rid of this, warm up

A

warm-up decriment

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38
Q

researcher who placed an emphasis on cognitive processes and info processing

A

Fitts

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39
Q

researcher who placed an emphasis on biomechanics and management of degrees of freedom

A

Bernstein

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40
Q

number of different ways a system can operate

A

degrees of freedom

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41
Q

what are Fitts’ 3 Stages of Motor Learning?

A

-cognitive stage
-fixation stage
-autonomous stage

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42
Q

Fitts stage where you decide what to do; can be long if it is a complicated skill or short if it is a simple skill

A

cognitive stage

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43
Q

Fitts stage where you organize more effective movement patterns

A

fixation stage

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44
Q

Fitts stage where the skill is relatively automatic and attentional demand is decreased

A

autonomous stage

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45
Q

t or f: learning never has to stop

A

true

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46
Q

why are verbal instructions often not enough to teach something to a learner

A

it is hard to turn words into actions

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47
Q

what do verbal actions need to be for them to be effective?

A

clear, concise, and limited to one or two skill component

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48
Q

demonstration/modeling can result in _______________ learning

A

observational

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49
Q

what are 3 possible methods for skill demonstration?

A

instructor, peer, picture/video

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50
Q

directing a learner through the task performance; can be physical, verbal, or visual

A

guidance

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51
Q

verbal ____________ tell someone how to do something and verbal ______________ is making an adjustment

A

instructions; guidance

52
Q

guidance is a strong positive ______________ variable, but a weak positive _____________ variable

A

performance; learning

53
Q

when should guidance be used?

A

early in learning OR when there is a risk/fear of injury

54
Q

an awareness of how a movement should “feel” when performed correctly; skill presentation techniques should encourage the development of this

A

reference of correctness

55
Q

what are the 2 fundamental forms of rehearsal for motor learning?

A

physical practice and mental practice

56
Q

what are the 3 physical practice techniques?

A

part vs whole practice, simulation practice

57
Q

a procedure in which a skill is broken down into parts that are practiced separately

A

part practice

58
Q

the gain or loss in proficency on one task as a result of practice or experience on another task; occurs from part practice and is mildly positive

A

transfer of learning

59
Q

transfer to something similar (ex. learning to fly a plane in a simulator)

A

near transfer

60
Q

transfer to something very different (ex. elementary school gym class)

A

far transfer

61
Q

are serial skills good for part practice?

A

yes, they have many parts

62
Q

are continuous skills good for part practice?

A

not really, it is very difficult

63
Q

are discrete skills good for part practice?

A

no, there are no parts

64
Q

the _______ component interaction, the ________ effective part practice will be

A

lower/higher; more/less

65
Q

practice that is done by mimicking features of a target skill

A

simulation practice

66
Q

what is the goal of simulation?

A

maximize the transfer of learning to the target skill without actually doing the target skill

67
Q

safety, convenience/accessibility, cost effectiveness, and precise feedback

A

primary advantages of simulation

68
Q

the extent to which the simulator mimics the criterion task

A

simulation fidelity

69
Q

what are the 2 types of simulation fidelity?

A

physical fidelity and psychological fidelity

70
Q

the degree to which the physical features of the simulator and criterion task are identical

A

physical fidelity

71
Q

the degree to which the behavioral processes produced in the simulation replicate those required by the criterion task

A

psychological fidelity

72
Q

what are the 2 mental rehearsal techniques?

A

mental practice and mental imagery

73
Q

performers think about/through the cognitive or procedural aspects of a motor skill; produces improvements in motor learning and adds value to physical practice, but is not equal to motor learning

A

mental practice

74
Q

performers imagine themselves performing a motor skill (from an internal or external perspective); see yourself doing the task

A

mental imagery

75
Q

mental practice facilitates __________________(4 words)

A

learning decision making skills

76
Q

mental imagery produces anticipated ________________ of an action, which is thought to build memory of the action

A

sensory consequences

77
Q

when might mental rehearsal be done?

A

for a sport or for rehab

78
Q

a practice sequence in which all of the trials of one task are done consecutively, uninterrupted by practice of other tasks; doing one motion repeatedly

A

blocked practice

79
Q

a practice sequence in which the tasks being practiced are mixed(ordered randomly) across trials; minimize extent to which you can do the same trial more than 1 time in a row

A

random/interleaved practice

80
Q

the idea that blocked practice has a stronger positive performance variable(get better during practice) and random practice has a stronger positive learning variable(get better after retention period and test)

A

contextual interference effect

81
Q

what are the 2 hypotheses for why random practice is effective?

A

elaboration hypothesis and forgetting hypothesis

82
Q

states that random practice is better because in blocked, you only have to compare A+B, B+C, etc one time each

A

elaboration hypothesis

83
Q

states that during random practice, forgetting occurs, which enhances learning

A

forgetting hypothesis

84
Q

when should blocked practice be used?

A

cognitive and early fixation stage of learning(fix major errors) OR anytime practice performance is more important than learning(trying to instill confidence)

85
Q

when should random practice be used?

A

fixation and autonomous stages of learning

86
Q

a practice sequence in which performers rehearse only one variation of a given task; same variation over and over

A

constant practice

87
Q

a practice sequence in which performers rehearse several variations of a given task

A

variable practice

88
Q

constant practice is the stronger _____________ variable and variable practice is the stronger positive ______________ variable

A

performance; learning

89
Q

a learned rule relating outcomes of a person’s actions to the parameter values chosen to produce those outcomes

A

schema

90
Q

when should constant practice be used?

A

cognitive and early fixation stage of learning AND anytime practice performance is more important than learning—same as when to use blocked practice

91
Q

when should variable practice be used?

A

fixation and autonomous stages of learning—same as when to use learning

91
Q

t or f: it should be a slow transition to variable practice and not everyone reacts the same to it

A

true

92
Q

why does variable practice have a stronger positive effect on children than adults?

A

child has fewer trials than an adult

93
Q

feedback during the learning experience can be classified as either __________ or _________

A

inherent or augmented

94
Q

sensory info that arises as a natural consequence of producing a movement; does not matter what sensory system is used(we have 7)

A

inherent(intrinsic) feedback

95
Q

info about movement that is provided to the learner in addition to the info contained in inherent feedback; provided by some artificial means; not necessary for motor learning to occur; classified as either KR or KP

A

augmented(extrinsic) feedback

96
Q

augmented feedback about the successes of an action with respect to the goal; info about goal achievement

A

knowledge of results (KR)

97
Q

augmented feedback about the movement pattern or errors the learner has just made

A

knowledge of performance (KP)

98
Q

t or f: KP and KR cannot occur at the same time

A

false

99
Q

is KP or KR more common in the real world?

A

KR; most of the time, info about goal achievement is available intrinsically

100
Q

are KR and KP conscious or unconscious?

A

conscious

101
Q

what are 2 ways to provide augmented feedback to a learner?

A

verbal feedback and video

102
Q

motivational, attention-focusing, informational, dependency-producing

A

properties of augmented feedback

103
Q

feedback that may cause a learner to pay more attention, try harder, and practice longer–>cause better learning

A

motivational properties

104
Q

properties that state that KR may promote external focus and KP may promote internal focus; states that augmented feedback can be used to direct the learner’s attention for the purpose of practice

A

attention-focusing properties

105
Q

info about movement patterns and errors; probably the most important function of extrinsic feedback during motor skill practice

A

informational properties

106
Q

descriptive feedback, prescriptive feedback, parameter feedback, program feedback, direction of error, magnitude of error

A

informational properties

107
Q

describes what the learner has done—>have to fix problems themselves; promotes independence

A

descriptive feedback

108
Q

prescribes what learner should do

A

prescriptive feedback

109
Q

feedback about info about a parameter; ex. “you need to use more force”

A

parameter feedback

110
Q

feedback about invariant features; ex. “for throwing, you need to step, rotate, and then move arm”; order of muscle movement

A

program feedback

111
Q

the accuracy with which feedback describes the error; ex. “you missed to the left” is less precise than “you missed to the left by 5cm”

A

precision of augmented feedback

112
Q

feedback that describes “you missed to the left”

A

direction of error

113
Q

how much error; “you missed by 5cm”

A

magnitude of error

114
Q

if you could only use one out of direction of error and magnitude of error?

A

direction of error

115
Q

why do adults do better with precise feedback than children?

A

adults can ignore things they don’t understand, children cannot

116
Q

causes learners to become dependent on augmented feedback; causes performance to decline when augmented feedback is not available and performer fails to take advantage of intrinsic feedback

A

dependency-producing features

117
Q

total number of feedback presentations given for a series of practice trials; ex. 20 trials, 10 of which are followed by augmented feedback, ______________=10

A

absolute frequency of feedback

118
Q

percentage of practice trials receiving augmented feedback; ex. 20 trials, 10 of which are followed by augmented feedback, _______________=50%

A

relative frequency of feedback

119
Q

increasing the _____________ frequency of feedback enhances learning, however, there are limitations to this

A

absolute

120
Q

reducing the relative frequency of feedback is helpful because it…

A

-prevents dependency of augmented feedback
-promotes use of intrinsic feedback

121
Q

is it possible to increase absolute frequency while at the same time reducing relative frequency?

A

in order to reduce relative frequency of augmented feedback, one must withhold feedback on some practice trials

122
Q

t or f: two ways to increase absolute frequency while at the same time decreasing relative frequency is using bandwidth feedback and summary feedback

A

true

123
Q

when feedback is given to learners only when their errors exceed a certain tolerance level

A

bandwidth feedback

124
Q

feedback that is given after a series of practice trials that provides the learner with summary info about their trials (i.e. the average of the trials); strong positive learning variable; works by maximizing amount of info provided to learner without dependency-producing effects of providing feedback for every trial; encourages use of intrinsic feedback

A

summary feedback

125
Q

t or f: you should avoid instantaneous feedback

A

true

126
Q
A

KNH 184 (6 decks)

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