final Flashcards
1
Q
short term memory
A
~7 chunks, 30-60 seconds
2
Q
long term memory
A
duration and capacity is unlimited
3
Q
semantic
A
factual
4
Q
procedural
A
knowledge of how to do something
5
Q
episodic
A
knowledge of an impactful situation
6
Q
context
A
not primary cue, characteristics that help with retrieval, related to setting
7
Q
encoding
A
how we put things into stored L-T memory
8
Q
retrieval
A
accessing information put into LTM
9
Q
rehearsal
A
repeated STM to put it to LTM
10
Q
positive transfer
A
prior positive effects new
11
Q
negative transfer
A
prior negative effects new
12
Q
zero transfer
A
prior has zero effect on new
13
Q
bilateral transfer
A
learn skill more easily one limb after the other
contralateral knowledge limb to limb
14
Q
proactive interference
A
knowledge from skill 1 inhibits only skill 2
15
Q
retroactive interference
A
knowledge form skill 1 inhibits skill 2 initially, then learned skill 2, then deters skill 1
16
Q
encoding specificity principle
A
closer/similar practice context = better performance on test
17
Q
transfer appropriate processing
A
open skills, decision making, process the same way in practice that you do in a performance/game
18
Q
conceptual attention
A
capacity for processing info, cognitive effort, awareness
19
Q
operational attention
A
attention limits on performance on multiple tasks (multitasking)
20
Q
attention limits (2)
A
availability of resources, parallel processing
21
Q
availability of resources
A
multitasking within limits
22
Q
parallel processing
A
2 or more streams of info w/o interference of each other
(cocktail and stroop)
23
Q
cocktail phenomenon
A
loud party but hearing name is meaningful so no parallel processing
24
Q
stroop effect
A
able to process both the color and the word without interference
25
Kaneman's model (3)
attention = cognitive efforts, attention capacity = flexible, attention is allocated/directed
26
attention allocation (4)
arousal, evaluation of demands, enduring dispositions, momentary intentions
27
arousal
alertness, inverted U Yerks-Dodson
28
Easterbrook's cue-utilization hypothesis
low arousal vs excessive arousal
29
low arousal
wide perceptual field, lots of cues available but unused
30
excessive arousal
narrow perception field, miss task relevant cues
31
catastrophe theory
state of hyper vigilance during highest levels of arousal, drop in performance
32
momentary intentions
self-directed goal, or performance observed by coach
32
evaluation of demands
assessing attention capacity to perform multiple skills
33
enduring dispositions
visual, auditory, tactile
novel and meaningful events
34
measuring attention demands - dual -task paradigm (2)
continuous procedure, probe procedure
35
continuous procedure
primary task: continuous skill, secondary task: cognitive
happens at the same time (one word lag)
36
probe procedure
primary task: discrete motor skill, secondary task: cognitive
happens at separate times
37
flow states
enhanced performance, optimal performance
runners high
38
attention switching
passive to active envr info processing, internal to external movement outcomes
39
action - effect hypothesis
attentional focus should be on intended outcome
40
selective attention
searching for task relevant information
41
quiet eye
gaze fixation right before initiation of response
42
task intrinsic feedback
sensory feedback inherent in the human system: proprioception, visual, auditory, tactile
43
extrinsic (augmented) feedback
feedback from external source used to enhance intrinsic feedback: verbal, electronic (video, emg)
44
intrinsic feedback availability
high and low
45
high intrinsic feedback settings
multiple sensory feedback sources: available for use
well light, quiet, spacious
46
low intrinsic feedback settings
few or absent relevant sensory feedback sources: extrinsic feedback needed to guide performance
novice examples, physical disability, uncoordinated
47
Types of extrinsic feedback
KR and KP
48
KR
information about the outcome of performance
49
KP
knowledge of performance pattern
50
feedback frequency
100% frequency can delay learning
51
performance bandwidths
error tolerance limits: only give feedback when reached a certain error threshold
52
guidance hypothesis
verbal feedback too frequently deters learning
53
terminal feedback
after performance: shown to be positive after any skill
54
concurrent feedback
positive in low intrinsic setting, negative in high intrinsic setting
55
guided questions
ask them how they think they did before giving feedback
56
descriptive feedback
identifying the performance error
57
prescriptive feedback
telling them how to adjust their performance
58
erroneous feedback
bad feedback that overrides your own correct feedback
59
demonstration (2)
modeling and observational learning
60
modeling
the use of demonstration as info on how to perform motor skill
61
observational learning
learning a skill by observing modeling the skill
62
what do observers perceive to learn a motor skill (2)
skill coordination: relationship between skill components, limb and body movements
registers the invariant features, cannot perceive parameter changes (absolute force or time)
63
executive use of modeling (2)
observing skilled performers, beginners observing beginners
64
observing skilled performers
figure out: quality coordination pattern info and strategies used to achieve the skill
65
beginners observing beginners
encourages more active-problem solving and positive effect of gourd learning strategies
observe patterns that are wrong and figure out how to correct
66
effective use of modeling (2)
timing and frequency of demonstration and self-selected observations
67
timing and frequency of demonstration
pre-performance, between practice trials
generally more is better but sometimes interferes with processing
68
self-selected observations
asking for a demonstration
69
cognitive meditation theory (Schmidts)
3 step process - memory
1. perceived moments
2. mental preparation
3. encode to produce movements
attention, rehearsal, and physical practice are important
70
dynamic view of modeling (dynamical systems)
visual system detects and processes info to constrain motor control system
71
verbal instruction and cues
limit the amount of information, too much info delays learning
speed-accuracy trade off: accuracy in explicit awareness is most important
72
cueing
keep it short
verbal cues, use metaphors, self-cueing for a series of events, visual cues
73
effects of verbal phrasing
focus on what they should not and not what they should not
74
variability of practice hypothesis - what theory
Schmidts schema theory
75
contextual interference - what theory
cognitive psychology - same application
76
variability of practice benefits
more variability in practice facilitates more recall (motor response schema)
refines the ability to set parameters based on varying outcome goal
77
variability of practice subgroups in research
constant (subgroups) = control
variable group
78
variability of practice applications
systematically vary the environment: ex - intentionally foul
79
variability in open skills
vary the regulatory conditions
change: speed, timing, environment, introduce distractions
80
variability in closed skills
vary the non regulatory conditions
change: environment (lighting, material), equipment, introduce pressure or constraints
81
contextual interference - def
interference that results from practicing concurrently = better learning
82
which practice schedule results in better learning
random practice > blocked practice
83
continuum contextual interference: low to high
blocked < moderate < serial < random
84
Lee and Magill CI Explanation
Action plan reconstruction:
constantly challenging the problem/skill perfects the GMP
85
retroactive interference explanation
A inhibits B; happens in blocked group due to the recency effect
85
Shea and Morgan CI Explanation
elaboration/distinction
intertrial processing = all at once not noticing differences, but when few stimuli come one after the other you can detect differences
86
challenge point theory
take learners to challenge point to maximize learning
87
specificity vs variability
specificity = context of practice effects ability to retrieve from memory
variability = movement characteristics: parameterization and motor response schema enhancement
88
mental practice/imagery roles (2)
1: practice technique for learning a new motor skill
2: maintain a high level of performance
89
1st role of mental imagery
works best in combination with physical practice - interspersed
90
2nd role of mental imagery
use as action preparation technique, find a calm space
91
why does mental practice help
EMG, helps us through the cognitive stage
92
when should mental practice be applied
should not replace physical practice, when standing in line, in commute to practice/during water breaks
93
what are motivations to learn a motor skill
extrinsic (grades, family pressure, scholarship) and intrinsic (health, fitness, stress relief)
94
when should external rewards be given
randomly and unexpected, but common
95
Components of part-whole practice
invariant features and attractor wells
96
characteristics to consider when implementing part-whole practice (3)
task complexity and task organization
97
task complexity
NOT DIFFICULTY: more components/parts
high: dance routine
low: archery
98
task organization
how interrelated the components of the skill are
high: jump shot
low: tying a shoe, gymnastics routine
99
when to use part practice (high/low)
low organization, high complexity
ex: shifting gears in manual
100
when to use whole practice (high/low)
low in complexity, high in organization
ex: throwing a dart, putting a golf ball
101
fractionation
type of part practice used with asymmetric limb coordination
- complete each limb separately then join together
102
proceduralization
type of part practice used to get good at each movement
typical dance learning technique: get good at each movement before putting it all together
103
segmentation
type of part practice used to put pieces of a skill together
1. learn specific part
2. add past skill with the newly learned
3. string with the next
104
simplification
type of part practice used to make the task less difficult at the end
- make it progressively more difficult
ex: hitting off tee, soft toss, live pitching
105
surgery example of part practice
ortho surgeons
- serial task (high organization) of bone plating
whole group (60 minutes with task over and over again) performed better
106
what is overlearning
when practice continues over amount needed to reach skill level: maintaining a skill level
- after reaching ceiling/floor effect you need to be able to continue to perform at that same level
107
considerations when planning practice time
length and frequency
length and rest between trials/bouts
108
how do you enhance cognitive engagement
more frequent and shorter bouts
highest level of problem solving occurs at the beginning of a new session
109
what type of session frequency is best due to a transfer test
1 session a day for 1 hour
110
why is massed practice bad
repetitions, fatigue, cognitive effort (practice becomes boring), memory consolidation
overuse injury, wanting to quit, develop bad motor patterns
111
why is distributed practice good
shorter and more frequent trials
good for both discrete and continuous tasks
112
consolidation theory
memory consolidation to LT, happens in deep sleep
113
how can you make a perfect skill
perfect practice
practice should be fun and engaging
