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A Level PE > Information processing > Flashcards

Information processing Flashcards

1
Q

What are the 4 stages of the general information processing model?

A
  1. Input
  2. Decision making
  3. Output
  4. Feedback
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2
Q

Describe the input stage in a general information processing model

A
  • receptors use senses to take in information from the display
  • selective attention is used
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3
Q

what is selective attention and how does it benefit the performer?

A
  • Selective attention involves filtering out irrelevant information from the display.
  • prevents information overload allowing quicker decision making
  • the correct information must be selected to make the correct/best decision
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4
Q

methods of improving selective attention

A
  • making key/important stimuli more intense e.g. increasing size, brightness or volume of the stimuli
  • optimising arousal levels allowing more focus
  • practicing with distractions -> performer gets used to ignoring irrelevant stimuli
  • use of mental practice -> know which are the relevant stimuli quicker
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5
Q

Describe the decision-making stage in a general information processing model

A
  • DCR is used (detection of relevant info, comparison with memories, recognition of most appropriate response)
  • appropriate response is chosen from memory (if necessary the STM will refer to LTM). This response is likely to be one used in a similar situation previously. Therefore a more experienced performer has quicker decision making
  • allows best course of action to be taken
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6
Q

Describe output stage of basic information processing model.

A
  • sending of nervous impulses to muscles to carry out the chosen response
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7
Q

what do the perceptual mechanisms do in Whiting’s information processing model?

A

Person perceives what the most important sense is and SELECTIVELY ATTENDS to it

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8
Q

describe the translatory mechanisms in Whiting’s information processing model

A
  • performer translates the information they have attended to into a decision (decision-making stage)
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9
Q

Describe the effector mechanisms in Whiting’s information processing model

A
  • send the decision to the muscular system via the nervous system
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10
Q

describe the muscular system of Whiting’s information processing model

A

the appropriate muscles receive the signals to carry out the response

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11
Q

what is the output data on Whiting’s information processing model?

A

The action is carried out and feedback is received both extrinsically and intrinsically

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12
Q

What are the components of the Baddeley and Hitch working memory model

A
  • sensory receptors
  • central executive
  • phonological loop
  • visuospatial sketchpad
  • episodic buffer
  • long term memory
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13
Q

what does the central executive do?

A
  • selective attention
  • monitors and coordinates the operation of the visuo-spatial sketchpad and the phonological loop
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14
Q

what does the visuo-spatial sketchpad do?

A
  • the inner eye
  • processes visual/spatial/kinesthesis info
  • used for navigation
  • may be responsible for recalling, displaying and manipulating set plays and positions on the field
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15
Q

what does the phonological loop do?

A

deals with spoken and written information

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16
Q

what is the phonological store (PS)?

A
  • holds information in speech form
  • inner ear
  • spoken words enter the store directly whereas written words must be converted into spoken form first
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17
Q

what is the articulatory control process (ACP)?

A
  • inner voice
  • circulates information round and round e.g. remembering a phone number
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18
Q

what is the episodic buffer?

A
  • sequences events and provides context to the information from the phonological loop and visa-spatial sketchpad
  • sends the information to the LTM to decide the best course of action
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19
Q

what are strategies for improving information retention (in the LTM)?

A
  • use of rewards to motivate the performer to want to remember correct actions
  • use of mental practice helps to store info in memory especially for remembering the correct sequence of a serial skill
  • repetition can be used to ensure the skills are coded as motor programmes
  • breaking the task down
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20
Q

features of the working memory

A
  • has a limited capacity -> too much info can risk important things being lost or disregarded by performer
  • has a limited time scale -> can only hold information for around 30 seconds
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21
Q

what is the long-term memory

A

receives information from the working memory and has an unlimited capacity for the storage of motor programmes.
- can send information back to the working memory

22
Q

what are motor programmes?

A

A set of movements stored in the memory that specify the components of a skill

23
Q

What is the schema theory?

A

Suggests that rather than use a structured set of movements to develop skills, 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.

24
Q

definition of reaction time

A

the time taken between the onset of a stimulus and the start of movement in response

25
Q

definition of movement time

A

the time taken from starting the movement to completing it

26
Q

definition of response time

A

the time taken from the onset of the stimulus to the completion of the movement
- reaction time + movement time

27
Q

what are the two types of reaction time?

A
  • simple reaction
  • choice reaction
28
Q

what is a simple reaction?

A

When there is only one possible response e.g. a sprint start

29
Q

what is a choice reaction?

A

when there are several alternative responses e.g. a cricket shot

30
Q

what does Hick’s Law suggest?

A

The more responses there are to a stimulus, the longer the response time (up to a certain point where it gets so slow that it cannot get any slower)

31
Q

what is anticipation?

A

When a performer tries to pre-judge a stimulus

32
Q

what is temporal anticipation?

A

Prediction of when a situation is going to happen

33
Q

what is spatial anticipation?

A

Predicition of where and what is going to happen (pre-loading a skill)

34
Q

why does Hick’s law occur?

A

due to single-channel hypothesis which means that only one stimulus can be processed at a time and any second stimulus must wait for the first one to be processed. Therefore there is a delay in processing the second stimulus and response time increases

35
Q

what is the psychological refractory period?

A

A delay when a second stimulus is presented before the first has been processed.

36
Q

effect of correct anticipation on response time

A

it improves it as the information processing process is sped up because it can happen before the action has happened. Therefore the response can happen immediately

37
Q

effect of incorrect anticipation on response time

A

will increase the response time due to the psychological refractory period and having to process the actual stimuli rather than the anticipated one.

38
Q

How to improve response time?

A
  • mental practice (especially in predictable environments) to improve anticipation
  • training to the specific stimulus expected in a game e.g. goalkeeper training to penalties taken to left if known that opposition usually goes left
  • improving fitness (through interval training etc) can improve movement time
  • performer could learn to focus and concentrate through making the stimulus more intense allows it to be picked up earlier
39
Q

meaning of the parameters of a schema

A

four essential processes to ensure the schema used to adapt an existing motor programme is effective

40
Q

when are recall schema used

A

before an action is initiated

41
Q

what are the two recall schema?

A
  1. initial conditions - ‘Where am I, how am I?’
    -> where the person is, how their limbs are positioned, what is happening in their environment
  2. response specifications - ‘What do I need to do?’
    ->what needs to be done, how does the skill need to be adapted e.g. more power, what decision is recalled
42
Q

when are the recognition schema used

A

during and after an action

43
Q

what are the two recognition schema?

A
  1. Sensory consequences -‘how does it feel, do I need to adjust anything?’
    ->the feel of the decision, does it feel right e.g. the flight of the ball coming off the hands, can it be adjusted (yes for continuous skills)
  2. Response outcome -‘How did it go?’
    ->did the outcome match the intention?
44
Q

how to promote adaption of schema and improve information processing?

A
  • ensure the basic skill/programme is well learnt e.g. learning to throw before throwing a javelin
  • introduce variety of practice
  • give plenty of information and feedback
  • use strategies to motivate the player
  • point out transferable elements of learning the new task
45
Q

how does ensuring the basic skill is well learnt promote adaption of schema and improve information processing?

A

it will increase the chance of an updated programme, through using the schema theory, being successful

46
Q

how does variety of practice promote adaption of schema and improve information processing?

A

it will develop the player’s ability to read their position and be able to adapt based on their environment (improving the link between initial conditions and response specification)

47
Q

how does information and feedback promote adaption of schema and improve information processing?

A

allows the performer to link the response specification and sensory consequences, increasing their chance of being able to recall them in the future
- ensures actions and motor programmes can be adjusted

48
Q

how does motivation promote adaption of schema and improve information processing?

A

encourages the player to recognise that their actions are positive and should be repeated
- will also encourage them to focus on creating the correct schema to suit the task

49
Q

how does pointing out the transferable elements of learning the new task promote adaption of schema and improve information processing?

A

e.g. when adapting the overarm through to throwing a javelin, point out the weight transfer and release point
- enables athlete to recognise some of the aspects of response specification and the sensory consequences, therefore increasing the chance of a successful action

50
Q

when is the schema theory not possible?

A

a novice might not have developed a motor programme which can then be used to adapt and update information

A Level PE (11 decks)

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