Information processing Flashcards
State the four main stages of information processing
Input, descion making, output, feedback
Describe the input stage
INPUT – information is gathered from the environment/display by the senses. The performer uses their perception to interpret the information and judge which cues are required. The cues are filtered into relevant and irrelevant information by the process know as selective attention.
What is reaction time
The time between the presentation of a stimulus and the start of a response
What is response time
The reaction time plus the movement time
What is movement time
The time take to complete a movement after it has been started
What is the single channel hypothesis
States that each stimulus can only be processed one at a time and therefore a second stimulus must wait until the first has been processed. This is known as the psychological refractory period
Describe the output stage
The skill is produced
Describe the descion making stage
The memory system is engaged and previous experiences are reflected upon. The relevant motor programme is sent to the muscles in reediness to produce a skill.
Describe the feedback stage
Information is gathered during and after the performer.
Stages of whiting’s model of information processing (in depth)
Sensory information from display, receptor system, body boundary, perceptual, filtering, translatory, effector , movement
(SRBPFTEM) = Sally Rarely Behaves Perfectly For Tina Every Month
Steps in Whiting’s model of processing
Stimulus identification, Response Identification, Response Programming
What happens during stimulus identification of Whiting’s model
Display is collected using perceptual mechanism, filtered through selective attention. It will gather:
- Speed/direction
- Location of team mates
- Location of opponents
- Personal location
- Strategies being adapted
- Shouts from spectators
What happens during response identification of Whiting’s model
Relevant information is assessed against previous experience and stored in the memory
What happens during response programming of Whiting’s model
Motor programme completed effector mechanism
What are the four main components of Baddeley and Hitch’s working memory model
- Central Executive
- Visuo-spatial sketchpad
- Phonological loop
- Episodic buffer
Describe the role of the central executive in Baddeley and Hitch’s working memory model
Controls and co-ordinates three subsystems
Describe the role of the visuo-spatial sketchpad in Baddeley and Hitch’s working memory model
Deals with visual and spatial information
Describe the role of the phonological loop in Baddeley and Hitch’s working memory model
Deals with spoken and written material
Describe the role of the episodic buffer in Baddeley and Hitch’s working memory model
Acts as a ‘backup’ store which communicates with both long term memory and the components of working memory
Example of the use of the central executive in sport
Central executive eg may ignore the noise from the crowd and send the sound of a coach giving instructions to the phonological loop
Example of the use of the phonological loop in sport
Call of a team mate
Example of the use of the visuospatial sketchpad in sport
Position of the players on the court
Example of the use of the episodic buffer in sport
Initiates the motor programme to perform the pass
What is the working memory
Working memory is a cognitive system with a limited capacity that can hold information temporarily.
Sports scientists Baddeley and Hitch (1978)
What is Hicks Law
Reaction time increases proportionally to the number of possible responses until a point at which the response time remains constant despite the increase in possible responses
What is Schema theory
The core principles can be taken from an existing motor programme and then adapted, using some information from the environment and by using feedback from the senses. A generalized series of movement patterns eg running.
What are the four sources of information or parameters of Schema theory
Knowledge of initial conditions, knowledge of response specifications, sensory consequence, response outcomes
What is involved in knowledge of initial conditions - schema
- Location of performer
- Environment
- Limb position
- Previous experiences = recognizing scenario
- Performers ask: ‘Where am I?’
What is involved in knowledge of response specifications - schema
- Information about the task to be completed
- Speed
- Force
- Options open
- Formulation of suitable movement
- Performers ask: ‘What have I got to do’
What is involved in sensory consequences - schema
- Feelings experienced during and after the movement
- Kinesthetic feel
- Sight, touch, sound….
- Allowing suitable adjustments to be made
- Performers ask: ‘What does the movement feel like’
What is involved in response outcomes - schema
- The end result
- A comparison made with the intended outcome
- Memory state updated for future reference
- Performers ask: ‘What happened as a result of the movement’
How to improve selective attention
- By practice
- Experience of situation = able to pick out cues from display
- Make cues more obvious/stand out/contrast
- Highlight cues and directing attention
- Anticipation – reduces decision making time
- Ignore inappropriate cues/distracting stimuli
- Mental rehearsal
- Alert/aroused/motivated
How to improve retention in memory
- STM – repeated practice/rehearsal – idea of overlearning
- Chaining – associating information with previously gained pieces
- Make information meaningful – associate with past experiences – reinforce success
- Chunking information into larger units
- Mental rehearsal
How to improve reaction time
- Practice - experience of detecting cues earlier; strengthen S-R bond
- Anticipate a cue – warning signals
- Higher arousal = heightened sense of expectancy
- Expectancy may come from mental rehearsal.
What is temporal anticipation
Pre-judging WHEN the stimuli is going to happen
What is spatial anticipation
Pre-judging WHERE and WHAT is going to happen
