Final Flashcards
What is functional equivalence?
shared neural substrates underpinning overt (movement) and covert (motor imagery and action observation) processes
what are the perceptual-motor elements of the task?
implicit (non-verbalizable) motor plans, potentially via action simulation
What is the first hypothesis for these CI effects?
Elaboration hypothesis
-random practice = increased distinctiveness of movements in memory
-variation allows learner to appreciate unique features & contrast/elaborate
More distinctive -> more durable/better memory -> more easily retrieved
What are the 3 reasons for breaking down whole skills into smaller parts?
- Efficiency in practice
-learner can spend more time mastering difficult components of “whole task”
gymnast practicing just the dismount off the bars
- ease of practice
-learner might not yet be capable of completing whole task
novice swimmer learning butterfly practices dolphin kick independent of arm stroke
- Good technique/prevent injury
-learner has risk of injury without “correct” technique
pitcher in fast pitch makes sure they don’t overextend on the follow through
What are the 3 commonly used part practice techniques?
- Fractionation: one or more parts of a skill are practiced separately (just ball toss, just legs butterfly)
AAAA, BBBB, CCCC, DDDD - Segmentation/chaining: one part of a skill is practiced for a time, then second part added etc, until the entire skill is practiced (gymnastic vault)
A, A, AB, AB, ABC, ABC, ABCD - Simplification (shaping): complexity of some aspect of the skill is reduced (lower net)
What are some examples of simplification?
to reduce difficulty/attentional demands without changing the movement goal:
- reduce object difficulty (making ball bigger so kid can catch it)
- reduce speed
- sequencing skill progressions (t-ball-> pitching machine -> pitcher)
- simulators and virtual reality (can simplify certain features)
- physical guidance
Why do people use guidance methods for motor skill learning?
- learner knows the look and feel of correct movement (enhance sensory reference)
- reduce the risk of injury (for potentially dangerous skills)
- “errorless practice leads to errorless learning”
What are 3 reasons passive physical guidance is not the best learning aid?
- No errors in guided movement - hence no opportunities for error detection and corrections
- Lack of transfer specificity across practice conditions because practice and test conditions are different (with then without guidance)
- Learner becomes over-dependent on guidance if it is always available - “Guidance Hypothesis” (guidance acts as a crutch)
What are 4 reasons why people still use physical guidance despite dependency properties?
early in learning: physical guidance can help make “difficult” tasks do-able
- encourages engagement/prevents discouragement
- Give some idea of goal movement
- Frees attention for other task components
- Safe (prevents large or catastrophic errors)
but should be used sparingly with a faded schedule
What is challenge?
- Individualized: based on the individual, interacting with the task/skill (functional task difficulty)
- Information-based: can be thought of as amount of novel “info” available (uncertainty)
-situation gives challenge if it requires the learner to get new info, otherwise you don’t really have to think bc you already know - Dynamic/changing: “optimal” zone promotes long-term learning but it is continually shifting
- Specific to conditions of transfer/competition
-match to whatever the transfer task is
How to increase challenge?
- variable/random practice conditions (higher cognitive demands)
- uncertain and unusual conditions
-racquet/ball size, field size # opponents
-switch positions, watch from different angles - reward learning, not performance
What does augmented feedback do?
- Adds to a performer’s naturally occurring intrinsic feedback
- Provides information about the movement or movement outcome
- Often from an instructor/external person but can be from video or any device (fitbit HR steps etc)
What are the functions of augmented feedback?
- Motivational role
-provides a reward function “good job” - Attention-directing role
-directs attention (internal/external - or to specific features) - Informational role
-primary role
-provides error/accuracy information “too much rotation) - Dependency role
-creates dependency/reliance on the info
(guidance hypothesis, acts as crutch)
What is knowledge of performance (KP)?
-Information about movement quality/form (kinematics)
-not about outcome
“You dropped your shoulder on the serve”
“Keep your arm pointing at the target on the follow through”
-not about the environmental goal success (exception: aesthetically judged events where form is the goal = grey area)
-quality of the movement pattern
What are the cons of KP vs KR?
-can be too much information (overload)
-often directs attention internally/to the body (rather than external effects)
-may be too prescriptive (tells the performer what needs changing)/discourages ‘active’ problem-solving which can lead to better learning
