Final exam Flashcards
Kraus article
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
working vs. long term memory
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.
declarative knowledge
usually vocalized. knowledge of what to do in a situation
procedural knowledge
knowledge that tells you how to do a skill. difficult to and usually not verbalized.
encoding specificity principle
the more similar the the practice context is to the test context the better the test performance will be
cognitive mediation theory
when a person observes a skilled model, they store this information and use it when the observer performs the skill
dynamic view of modeling
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.
Verbal Cues
short phrases that direct a performers attention to a certain component of the skill
task-intrinsic feedback
sensory feedback that is naturally available while performing a skill
augmented feedback
giving a performer feedback that the sensory feedback may have missed or not noticed
Knowledge of results (KR)
presenting information about the outcome of the performance
Knowledge of performance (KP)
gives information about the movement that led to the performance outcome.
when augmented feedback would be good and bad
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
Concurrent augmented feedback
feedback while they are performing the skill. would have a negative effect if it distracts from the task-intrinsic feedback
terminal augmented feedback
feedback given at the end of the practice attempt
KR-Delay interval and how it influences learning
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
post-KR interval and how it influences learning
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
ways to reduce augmented feedback
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
mental practice
cognitive rehearsal of a physical skill without physical movements
two roles for mental practice
- improves acquisition of the skill
- 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
how mental practice can aid in various situations
- 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.
Three hypotheses of why mental practice is effective
- 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
- 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.
- cognitive hypothesis: mental practice can be beneficial to help consolidate strategies and correct errors.
Imagery ability
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.
Fitts law
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.
speed-accuracy trade off
accuracy means that the speed will be slowed down, and if you speed things up accuracy is going to go down.
Prehension and how vision plays a role in prehension
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.
motor equivalence and handwriting
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
Tau
visual variable representing time-to-contact
Invariant feature
always stays the same ex) rhythm
parameter
varies for each GMP ex) tempo
why walking and running are different motor programs
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.
order parameters=
invariant features
control parameters=
parameters
components of whole practice
low complexity, high organization
components of parts practice
high complexity, low organization
complexity
number of components/parts to a skill
organization
sequence of the parts
hicks law
as the number of response choices gets larger, the reaction time gets slower
reaction time
the time of the presentation of the stimulus to the time of initiation of the movement
response time=
reaction time + movement time
multiple-resource theories
says that there are multiple attention resource mechanisms.
dual task techniques
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.
different types of attentional focus
width: broad or narrow focus of attention
direction: internal or external, the effects of ones movements or the effects of ones own movements.
