Final - lecture 14-17 Flashcards
Massed practice
practice > rest, practice periods w little/no rest
Distributed practice
practice <= rest
Fatigue hypothesis
impairs quality of practice or causes learner to practice incorrect movement patterns
Cognitive-effort hypothesis
trials become repetitious, monotonous or boring → low engagement/concentration/mental effort
Memory consolidation hypothesis
periods of rest are not there to help LTM storage process. Can be related to sleep.
Constant practice
only one variation of the criterion task is practice, criterion task is practiced under identical environmental condition
Variable practice
multiple variations of the criterion task are practiced. Variability achieved by practicing criterion task; under diff environmental conditions, diff speeds, distances
Elaboration hypothesis
Beneficial effects of random practice (task switching) due to incr meaningfulness or distinctiveness of movements. Going from one variation to another allows learner to appreciate unique features and contrast - each variation meaningful in LTM.
Forgetting and reconstruction hypothesis
Random practice - need to regenerate solution/motor program which is better for long term learning. Blocked practice - solution/MP always in working memory.
Whole practice
low complexity, short discrete or continuous, high interaction.
Part practice
high complexity, long discrete and serial, low interaction.
Fractionation
one of more parts of a skill are practiced separately - ex piano one hand at a time.
Segmentation (chaining)
one part of a skill is practiced for a time, then second part added, until entire skill is practiced
Simplification (shaping)
complexity of some aspect of the skill is reduced - reduce object difficulty or speed, sequencing skill progressions, simulators and VR, physical guidance
Explanations for CI effects
Elaboration hypothesis, forgetting and reconstruction hypothesis
FB; Absolute frequency
total number of feedback presentations
FB; Relative frequency
% of trials in which FB is given
3 reasons why bandwidth is more effective than FB every trial
Results in reduced frequency of feedback, preventing dependency (guidance), Freq of being correct increases with practice, potentially increase motivation, Increases consistency by limiting maladaptive (unnecessary) corrections
Recall schema
relation between parameters and movement outcome. After each movement, info discarded from STM leaving only a rule. Rule is strengthened with more varied data (parameters, outcomes, and initial conditions)
Recognition schema
relation between sensory consequences and movement outcomes. After each movement, info discarded from STM leaving only a rule. Plays important role in movement evaluation, move important for control of slower movements.
After GMP is selected and movement is completed - 4 types of info stored in LTM
- Initial conditions of the movement
- Parameters that were assigned to the movement
- Outcome feedback about the movement
- Sensory consequences of the movement
Physical fidelity
degree to which surface features of a simulation and criterion task are identical.
Psychological fidelity
degree to which behaviors (responses) in a simulator are identical to behaviors required by criterion task.
The ________ test is critical for testing for
dependency
No-KR retention test
•Identify main findings of Bourne & Archer (1956) experiment (practice distribution –tracking task)
Distributed practice is better than massed - no fatigue effects.
•Describe Contextual Interference (CI) including what happens in acquisition and retention dependent on group
Effects of blocked VS random practice. Blocked is good for practice but random aids learning.
•Understand data showing benefits of “hybrid methods”
Hybrid schedules can be better than high CI schedules (for difficult skills or early practice)
Can aid acquisition and learning
•Be able to make conclusions about the effectiveness of scheduling your own practice and be aware of how this is in some ways discrepant with data showing that people are not good in separating performance & learning effects (predicting learning)
Learners do well when they get to choose how to practice - CI amount (switching) not so important.
People think they’re learning more in blocked conditions
• Distinguish between 2 methods of physical guidance practice and be able to identify examples which fall at these extremes from complete passive guidance to a more active assist.
- Passive guidance: Person being moved (learner) is not actively sending motor commands to initiate and execute action. The guide moves the learners passive limb through the desired action sequence
- Active assist (partial guidance): Person being moved is sending out motor commands to initiate and/or execute action. Learner shares effort to complete the action, with the assistive device providing a supportive role.
• Relate the simplification idea to simulation training and detail important considerations for maximizing transfer and deciding whether to have simulation training (pros and cons)
Do skills acquired during simulated practice transfer to goal task? Depends on the level of simulator fidelity. Physical fidelity - degree to which surface features of a simulation and criterion task are identical. Psychological fidelity = degree to which behaviors (responses) in a simulator are identical to behaviors required by criterion task.
•know 2 different types of KP
Video playback and kinematic analysis
• List and describe methods which result in reduced feedback frequency, yet aid learning
Decreased relative frequency and faded schedule
• Know whether short or long feedback delays are good for learning and why (relate to guidance)
Long intervals enhance self error detection capabilities, encourages processing of intrinsic FB
Guidance hypothesis relates to a failure to properly process intrinsic FB
