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Kinesiology > Kinesiology Quiz 3 > Flashcards

Kinesiology Quiz 3 Flashcards

1
Q

Definition of Motor Learning

A

A set of processes associated with practice or experience leading to a relatively permanent change in the capability for skilled performance.

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2
Q

Learning allows…

A

humans and other organisms to adapt to features of their environment and profit from experience

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3
Q

Features of Motor Learning

A
  1. learning is a set of processes
  2. Motor learning is not directly observable
  3. learning occurs as a direct result of practice or experience
  4. change in performance must be relatively permanent
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4
Q

Performance curves

A
  • Performance plotted as a function of practice
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5
Q

Ceiling and Floor effects

A

Ceiling effect: occurs when participants’ scores cluster toward the highest limit of the measure/instrument
Floor effect: participants scores cluster toward the lowest score possible

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6
Q

Massed vs. Distributed Practice

A

Massed practice: a practice schedule in which the duration of rest between practice trials is relatively short
Distributed Practice: A practice schedule in which the duration of rest between practice trials is relatively long

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7
Q

Transfer/Retention Design (Gold Standard)

A

Three Components
1. Practice
2. Retention interval
- has to be there so we can test permanence to see if there was a permanent change
- have to let any temporary effect of practice dicipate (has to be long enough)
3. Retention test

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8
Q

Performance vs. Learning Variables

A

Performance Variable: something that has a relatively temporary effect on motor performance
-use at a game
-fatigue is a negative performance variable
Learning Variable: Something that has relatively permanent effect on motor performance
-use at practice

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9
Q

Electromyography (EMG)

A

-Technique used to record and analyze the myoelectric signals. Myoelectric signals are the electrical manifestation of the neuromuscular activation associated with contracting muscle.
-the higher the amplitude the great the force exerted by the muscle

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10
Q

Eye Tracking

A

-Sensor technology that can detect a person’s direction of gaze and record where a person is looking during an action
-following eye movements through infrared light that illuminates the pupil and generates a reflection on the cornea, camera records reflection and determines eye rotation

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11
Q

Motion Capture

A

-The process of recording the movement of objects and/or people

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12
Q

Fitts Stages of Motor Learning

A
  1. Cognitive Stage : learner trying to figure out what to do
  2. Fixation Stage: Learner trying to organize more effective movement patterns
  3. Autonomous Stage: decreased attentional demand
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13
Q

What are two critical motor learning variables?

A

amount of practice and feedback (intrinsic and extrinsic)
-intrinsic: comes as a natural consequence of doing the task
-extrinsic: from artificial/outside source (someone telling a person what they did wrong)

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14
Q

Typical Performance Curve

A
  • Early on in practice performance improves a lot
    -Rate of change decreases over time because as practice keeps going learning slows
    -Performance improved over time, individuals always continue to get better. Performance improves most quickly early on.
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15
Q

What question was Muybridge trying to answer when he developed his photographic technique?

A

Do all four hoofs of a horse leave the ground at the same time when a horse trots and gallops?
-Answer: yes

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16
Q

What are the Three primary techniques for presenting the skill to the learner?

A
  • Verbal Instructions: to be effective they need to be clear, concise, and limited to one or two skill components. Alone verbal instructions are usually not very useful for motor learning.
    -Demonstration: can result in observational learning
    -Guidance: Directing a learner through task performance. Helping learner through task. Guidance can be physical, verbal, or visual.
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17
Q

Ways to demonstrate a skill?

A

-Instructor: does demonstration
-Peer: if instructor can’t demonstrate a skill peer can demonstrate. Learner might benefit more from peer than instructor.
-Picture/Video

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18
Q

Types of Guidance

A

-Physical Guidance: instructor device comes in contact with learner and shows learner how to do the task by putting them in a position or help them move through a range of motion.
- Guidance is a strong positive performance variable but a weak positive learning variable

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19
Q

Does guidance have a stronger positive influence on performance or learning?

A

it affects performance while your practicing
-Guidance is a strong positive performance variable, but a weak positive learning variable

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20
Q

When should you use guidance?

A
  1. Early in learning - if necessary
  2. When there is a risk of or fear of injury
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21
Q

Skill presentation techniques should encourage the development of a …..

A

Reference of Correctness: An awareness of how a movement should “feel” when it is performed correctly.
-ideal if a learner can gain awareness of how a movement should feel.

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22
Q

Suzuki Method

A

-Uses the concept of a reference of correctness
- At the beginning of practice, learner music by ear is emphasized of reading musical notation.
-If learner can hear sound they know how to correct their errors

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23
Q

Two Fundamental Forms of Rehearsal for Motor Learning

A

-Physical Practice: physically do the skill
-Mental Practice: think about doing the skill so we learn the skill

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24
Q

Physical practice techniques:

A

-Part Practice: a procedure in which a skill is broken down into parts that are practiced separately.
-Part practice will result in transfer of learning. (the gain or loss of proficiency on one task, when you gain knowledge on skill 2)
-Whole Practice

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25
Q

Transfer of Learning

A

-Positive transfer of learning: if you practice task A you get better at task B
-Negative transfer of learning: if your practice task A you get worse at task B

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26
Q

The effectiveness of part practice depends on the skill…

A

-Serial skills: part practice is best for serial skills. Discrete skills put together to make a new whole skill
-Continuous skills: done almost repeatedly no identifiable beginning and end
-Discrete Skills: identifiable beginning and end. Not suitable for part practice because they only have one part.

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27
Q

Component (part-to-part) Interaction in Serial Skills

A

-The extent to which one part of the skill influences other parts of the skill
-The lower the component interaction, the less effective part practice will be

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28
Q

Simulation Practice

A

-Mimicking features of a target skill (or real world skill also called criterion task)
-Sometimes it is not possible or desirable to practice the target skill (criterion task)
-The goal of simulation is to maximize the transfer of learning to the target skill without actually doing the target skill
-engage in simulation and improve transfer of target learning

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29
Q

simulation fidelity

A

-Fidelity refers to the extent to which the simulator mimics the criterion task
-there is physical and psychological

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30
Q

Physical Fidelity

A

The degree to which the physical features of the simulator and criterion task are identical

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31
Q

Psychological Fidelity

A

The degree to which the behavioral processes produced in the simulation replicate those required by the criterion task

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32
Q

PrimaryAdvantages of Simulation

A

-Safety
-Convenience
-Cost Effectiveness

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33
Q

Mental Rehearsal Techniques

A

-Mental Practice
-performers think through/about the cognitive or procedural aspects of a motor skill in the absence of movement (waling through plays)
-Mental Imagery
-performers imagine themselves performing a motor skill (from an internal or external perspective)

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34
Q

What is Blocked Practice?

A

a practice sequence in which all of the trials of one task are done together, uninterrupted by practice of other tasks

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35
Q

What is Random Practice?

A

-a practice sequence in which the tasks being practiced are ordered randomly across trials
-Also called interleaved practice
-rarely do the same thing during consecutive trials

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36
Q

Which is the stronger positive performance variable (blocked or random)?

A

blocked

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37
Q

Which is the stronger positive learning variable (blocked or random)?

A

random

38
Q

What are the two hypotheses for why random practice is so effective for learning?

A

Elaboration and Forgetting Hypothesis

39
Q

Elaboration Hypothesis

A

first 10 trials you do A, 11th trial you do B, so between 10th and 11th trial you compare A and B. For random you constantly compare A,B, and C to one another

40
Q

When should blocked practice be used?

A

-Cognitive and early fixation stage of learning
-Anytime practice performance is more important then learning
-When first learning a task

41
Q

When should random practice be used?

A

-Fixation stage of learning
-If you are performing to the best of your ability you are not learning the most!

42
Q

What is Constant Practice?

A

-A practice sequence in which performers rehearse only one variation for a given task (throwing the same way to the same target one distance away)

43
Q

What is Variable Practice?

A

A practice sequence in which performers rehearse several of variations of a given task (throwing to a target different distances away)

44
Q

Which is the stronger positive performance variable (constant or variable)?

A

constant

45
Q

Which is the stronger positive learning variable (constant or variable)?

A

variable

46
Q

What is the hypothesis for why variable practice is so effective for learning?

A

Schema theory

47
Q

What is a Schema?

A

A schema is a learned rule relating various outcomes of a person’s actions to the parameter values chosen to produce those outcomes
-every dot on the scatterplot is an individual movement with an outcome. Theory says all dots fade over time but what remains is the line of best fit a line is the schema (what you actually learn)
-Variable practice produces a schema

48
Q

When should constant practice be used?

A

-Cognitive and early fixation stage of learning
-Anytime practice performance is more important than learning

49
Q

When should variable practice be used?

A

Fixation stage of learning

50
Q

Individual Differences

A

-Variable practice has a stronger positive effect on children than adults.

51
Q

Theoretically, the best learning would result from using which two practice organizations simultaneously?

A

Random and Variable

52
Q

Feedback for Learning

A

Feedback is a critical motor learning and performance variable

53
Q

Feedback during the learning experience can be classified as ______ or _____

A

inherent or augmented

54
Q

Inherent (intrinsic) Feedback

A

sensory information that arises as a natural consequence of producing a movement

55
Q

Augmented (extrinsic) feedback

A

Information about movement that is provided to the learner in addition to the information contained in inherent feedback. Provided by some artificial means. (in addition to what you get by the natural feedback)

56
Q

True or False: Augmented feedback is necessary for motor learning to occur

A

False

57
Q

Augmented Feedback is Classified as either:

A

knowledge of results or knowledge of performance

58
Q

Knowledge of Results

A

-augmented feedback about whether or not you succeeded at an action with respect to the goal
-ex. time in race, score in gymnastics

59
Q

Knowledge of Performance

A

-Augmented feedback about the movement pattern the learner has made
-ex. high jump-“your approach run was too fast”

60
Q

Real World situations

A

-In the real world KP is more common than KR.
-Most of the time information about one’s goal achievement is available intrinsically (as inherent feedback)

61
Q

Typical ways of providing augmented feedback to a learner

A

-verbal feedback
-video (more useful if accompanied by cueing)

62
Q

What are the four fundamental ways in which augmented feedback can influence learning?

A

-Motivational Properties
-Informational Properties
-Attention-focusing Properties
-Dependency-Producing Properties

63
Q

Feedback that is motivational may cause a learner to:

A

-pay more attention
-try harder
-practice longer

64
Q

Attention-focusing Properties

A

-Augmented feedback can be used to direct the learner’s attention to the purpose of practice
-ex internal vs. external focus of attention

65
Q

Informational Properties of Augmented Feedback

A

information about movement patterns and errors
-This is the most important function of extrinsic feedback during motor skill practice
-Descriptive(tells the learner what they did) and Prescriptive (provides a solution to fixing the problem) feedback
-Program Feedback(feedback about a motor program, what to do in terms of the fundamental movement pattern, info that involves invariant features) and Parameter feedback (feedback about parameters of a motor program, ex. that was to slow)
-Advanced learners get more parameter feedback
-Precision of Augmented Feedback: the accuracy with which feedback describes the error
-Direction of error (to the right) (if you can only pick one pick direction)
-Magnitude of error (5cm)

66
Q

Precision of Feedback

A

-the Precision of feedback should increase over the course of learning.
-precision of feedback went up for both kids and adults but at some points the children got worse and the adults leveled out

67
Q

Problems with Dependency

A

-Performance declines when augmented feedback is not available
-Performer fails to learn to take advantage of intrinsic feedback

68
Q

Absolute Frequency of Feedback

A

-The total number of feedback presentations given for a series of practice trials
ex. 20 trials, 10 of which are followed by augmented feedback, the absolute frequency=10

69
Q

Relative Frequency of Feedback

A

-The percentage of practice trials receiving augmented feedback
ex. 20 trials, 10 of which are followed by augmented feedback, the relative frequency = 50%

70
Q

Guidelines concerning the Frequency of Augmented Feedback

A

-In general, increasing the absolute frequency of feedback enhances learning
-Research has shown that the relative frequency of augmented feedback should be high when learning begins and reduced thereafter
-referred to as faded feedback: learners frequency or relative feedback is faded (goes down) overtime

71
Q

Reducing the relative frequency of feedback is helpful because it:

A

-Promotes the use of intrinsic feedback
-Prevents dependency on augmented feedback

72
Q

Is it possible to increase the absolute frequency while at the same time reducing the relative frequency?

A

Yes, it requires an increase in the number of practice trials

73
Q

How to decide wether or not to provide feedback

A

Use bandwidth feedback : this is feedback given to learners only when their errors exceed a certain tolerance level

74
Q

Summary Feedback

A

-feedback that is given after a series of practice trials that provides the learner with summary information about their trials
- it is a strong positive learning variable
-Maximizes the amount of information provided to the learner, without the dependency-producing effects of providing feedback for every trial
-Encourages learner to use intrinsic feedback

75
Q

Timing of Extrinsic Feedback

A

How much time passes after a trial before feedback is provided is not critical, with one exception…. avoid instantaneous feedback
-you can not use augmented feedback until you process what you just did

76
Q

What are two specific benefits of practice related attention?

A

reduces capacity demands and reduces effector competition

77
Q

List and describe Bernstein’s Stages of learning

A

Freezeing the degrees of freedom: when we are first learning we limit/ freeze the degrees of freedom
releasing degrees of freedom: we release them becoming more fluid
Exploiting the passive dynamics: when we get to a certain level we suck out all the energy for the things we do

78
Q

What is the warm-up decrement? How can it be reduced?

A

a psychological effect after having not performed a skill for a period of time, performance is hindered, but after practicing for a few minutes decrement is gone

79
Q

How is the amount of component interaction present in a serial skill related to the effectiveness of part practice?

A

The lower the component interaction the more effective part practice will be.

80
Q

Why would a rapid-discrete task not respond well to part practice?

A

task must be practiced as a whole to effectively learn

81
Q

When should massed practice never be used?

A

if there is a risk for injury

82
Q

Explain how blocked and random practice differ from variable and constant practice?

A

Blocked and random are sequences/orders you do the movement, while constant and variable are specific tasks practice

83
Q

Provide three examples of how you could provide variable practice for the task of juggling three objects.

A

Change the height you throw the ball, change the speed, what objects are you juggling

84
Q

What is the difference between a motor learning variable and a motor performance variable?

A

A motor learning variable is something that has a relatively permanent influence on motor performance. A motor performance variable is something that has a relatively temporary influence on motor performance.

85
Q

Why is the retention-interval necessary to test whether learning has occured?

A

retention interval is necessary because we need time in between the original learning and final test to see if a person actually learned.

86
Q

What are the fundamental requirements of a transfer design?

A

Practice, retention test, and retention interval

87
Q

What two points are compared to assess whether learning has occurred?

A

initial practice performance and retention time test

88
Q

Watching the volleyball you just served land out of bounds would be classified as:

A

inherent (because you saw it happen) it is also exteroception (comparing something in the environment to something in the environment)

89
Q

What are the two critical/essential motor learning variables?

A

Practice(particular amount of practice) and feedback

90
Q

What is the highest stage of learning?

A

autonomous stage (people can fix their own errors)

91
Q

Is augmented feedback processed consciously or unconsciously?

A

consciously

92
Q

Ideally, how should the absolute and relative frequencies of augmented feedback change over the course of motor learning?

A

Absolute frequency should go up while the relative frequency goes down

Kinesiology (2 decks)

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