Final exam

Question 1

Kraus article

Answer 1

1st experiment- used video feedback for two groups. no difference between the two groups. knowledge of results was used. used feedback and then weaned them off of it.
2nd experiment- They increased contextual interference through serial trials and saw no difference between the groups

Question 2

working vs. long term memory

Answer 2

working = 20-30 seconds. 7+ or - capacity. temporary space, perceptual and trying to solve a current problem
long-term= includes procedural, semantic and episodic memory. unlimited capacity info this there permanently.

Question 3

declarative knowledge

Answer 3

usually vocalized. knowledge of what to do in a situation

Question 4

procedural knowledge

Answer 4

knowledge that tells you how to do a skill. difficult to and usually not verbalized.

Question 5

encoding specificity principle

Answer 5

the more similar the the practice context is to the test context the better the test performance will be

Question 6

cognitive mediation theory

Answer 6

when a person observes a skilled model, they store this information and use it when the observer performs the skill

Question 7

dynamic view of modeling

Answer 7

says that when a person observes a skill their visual system is capable of automatically processing the observed movement in a way that allows them to act accordingly with out using the cognitive mediation theory.

Question 8

Verbal Cues

Answer 8

short phrases that direct a performers attention to a certain component of the skill

Question 9

task-intrinsic feedback

Answer 9

sensory feedback that is naturally available while performing a skill

Question 10

augmented feedback

Answer 10

giving a performer feedback that the sensory feedback may have missed or not noticed

Question 11

Knowledge of results (KR)

Answer 11

presenting information about the outcome of the performance

Question 12

Knowledge of performance (KP)

Answer 12

gives information about the movement that led to the performance outcome.

Question 13

when augmented feedback would be good and bad

Answer 13

good: when the performer can’t see the target or when in order to prevent injury or disease
bad: performer may become reliant on the feedback

Question 14

Concurrent augmented feedback

Answer 14

feedback while they are performing the skill. would have a negative effect if it distracts from the task-intrinsic feedback

Question 15

terminal augmented feedback

Answer 15

feedback given at the end of the practice attempt

Question 16

KR-Delay interval and how it influences learning

Answer 16

interval of time between the completion of a movement and the presentation of augmented feedback. research has shown that delaying augmented feedback does not have a negative result. most commonly, activity during this time has no effect on learning. little evidence that activity during this time hinders learning

Question 17

post-KR interval and how it influences learning

Answer 17

the interval of time between the presentation of augmented feedback and the beginning of the next trial. research has shown that a minimal length is needed for this period and it is often too short. no upper limit of time has been shown yet. most commonly seen that activity during this time has no influence on learning

Question 18

ways to reduce augmented feedback

Answer 18

performance-based bandwidths: only giving feedback when the error is larger than a predetermined amount.
self-selected frequency: giving feedback only when the performer asks for it.
summary/averaged augmented feedback: only giving feedback after a certain number of practice trials

Question 19

mental practice

Answer 19

cognitive rehearsal of a physical skill without physical movements

Question 20

two roles for mental practice

Answer 20

1. improves acquisition of the skill
2. how mental practice can aid in the performance preparation for the skill
   - means of action preparation
   - means of facilitating the storage and retrieval from memory

Question 21

how mental practice can aid in various situations

Answer 21

• rehabilitation: no safety risks and can be done when when little or no movement is possible.
• learning medical procedures: practicing medical procedures can be extremely risky and pricey. mental practice is safer and more cost efficient.
• performance preparation: athletes say that it helps them focus, stay confident and have more positive feelings about doing well.

Question 22

Three hypotheses of why mental practice is effective

Answer 22

1. neuromuscular hypothesis: primes the neuromuscular pathway for the action. scientists have found EMG activity in biceps brachii when asking subjects to imagine lifting a 10 lb weight
2. Brain activity hypothesis: when imagining moving a limb, it is very similar to actually moving a limb. much like the neuromuscular hypothesis especially in the form of imagery.
3. cognitive hypothesis: mental practice can be beneficial to help consolidate strategies and correct errors.

Question 23

Imagery ability

Answer 23

characteristics that allow people to imagine action to a higher degree than others. Researchers have found that imagery ability influences the success of mental practice.

Question 24

Fitts law

Answer 24

basically says that as the distance gets larger so does the movement time. simplified is distance/width. It is a mathematical law developed in order to predict movement speed given specific accuracy characteristics and to prove the speed-accuracy trade off.

Question 25

speed-accuracy trade off

Answer 25

accuracy means that the speed will be slowed down, and if you speed things up accuracy is going to go down.

Question 26

Prehension and how vision plays a role in prehension

Answer 26

general term used to describe actions involving reaching for or grasping of objects. Vision allows for information about the performance before initiation. visual feedback allows for modification of the movements as reaching occurs.

Question 27

motor equivalence and handwriting

Answer 27

motor equivalence is the ability to achieve an action goal under a variety of situations and conditions. Research saw that when people closed their eyes they wrote less efficiently

Question 28

Tau

Answer 28

visual variable representing time-to-contact

Question 29

Invariant feature

Answer 29

always stays the same ex) rhythm

Question 30

parameter

Answer 30

varies for each GMP ex) tempo

Question 31

why walking and running are different motor programs

Answer 31

two set of invariant features. if invariant features aren’t the same then the motor programs are different. parameters can change but invariant features must stay the same.

Question 32

order parameters=

Answer 32

invariant features

Question 33

control parameters=

Answer 33

parameters

Question 34

components of whole practice

Answer 34

low complexity, high organization

Question 35

components of parts practice

Answer 35

high complexity, low organization

Question 36

complexity

Answer 36

number of components/parts to a skill

Question 37

organization

Answer 37

sequence of the parts

Question 38

hicks law

Answer 38

as the number of response choices gets larger, the reaction time gets slower

Question 39

reaction time

Answer 39

the time of the presentation of the stimulus to the time of initiation of the movement

Question 40

response time=

Answer 40

reaction time + movement time

Question 41

multiple-resource theories

Answer 41

says that there are multiple attention resource mechanisms.

Question 42

dual task techniques

Answer 42

continuous secondary-task technique: to determine if attention capacity is required throughout the performance
secondary-task probe technique: to determine the attention demands during the preparation for a skill.

Question 43

different types of attentional focus

Answer 43

width: broad or narrow focus of attention
direction: internal or external, the effects of ones movements or the effects of ones own movements.