Lecture 16: Individual Differences in Motor Behaviour Flashcards

1
Q

Abilities

A

stable traits that underlie/support persons skill
-genetic component
-not completely trainable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

history of individual differences and abilities

A

-post WW2, emergence of the study for pilot selection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Prediction of motor ability: Fleishman

A

-argued we could predict motor skill learning from differences in abilities
-most important predictor for skill acquisition id # hours practices (experience)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Fleishman experiment & findings

A

-bi manual navigation tasks
-concluded the ability of participants facilitated learning
-individual differences in perceptual motor ability may predict learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

issues with Fleishman Research

A

-experience or access using these types of devices like people who play video games would show more transfer than those who dont

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Early Studies

A

-goal was to det. motor aptitude test
-relationships are correlational rather than interventional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Nature in motor learning

A

ABILITIES

-inherited traits
-stable & enduring
-genetics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Nurture in motor learning

A

SKILL

-ability developed with practice
-skills easily modified

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

3 main areas of concern for people looking to take on individual differences in research

A
  1. Differences in initial performance
  2. Differences in rate of skill acquisition
  3. Differences in maximum skill levels
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Differences in task performacne (exception of newborns)

A

-when an individual encounters a new task there is always some degree of transfer
-transfer can be positive or negative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

psoitive transfer

A

experience helps the learner perform a new skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

negative transfer

A

experience hinders performers new skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

example of negative transfer

A

driving on opposite side of the road

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

individual differences in rate of skill learning

A

better learners may have abilities and skills that positively affect transfer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

high vs low ability score

A

those with high ability score will have a low difference score and those with low ability score with have high difference score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

relationship between ability score and difference score

A

-ve correlation between ability and difference score

17
Q

Wechsler 1952 difference between best and worst performers

A

best performer is 3x the amount of productivity as the next best performer

*difficult to determine if this is related to abilities

18
Q

Fleishman and Hempel 1954, 1955 theroretical explanation

A

intellectual and cogntive ability facilitated early performance and acquisition of motor skills, later performance was based on task specific abilties

19
Q

Limitations to fleishman and hempel therortical explanation

A

-general ability is important for initial skill learning
-performance can only be predicted after practice

20
Q

three phases of theory of individual differences: Ackerman and Kyllonen 1991

A
  1. Initial learning
  2. integration and consolidation
  3. skilled performance becomes more proceduralized
21
Q

Phase 1 theory of individual differences

A

INITIAL LEARNING

-strong attentional and cognitive demands
-general intelligence is mos important

22
Q

Phase 2 theory of individual differences

A

INTEGRATION AND CONSOLIDATION

-attnetional demands streamliend
-use more complex processing than just perception
-thought o be associated with the ability to chain responses

23
Q

Phase 3 of the therory of individual differences

A

SKILLED PERFORMANCE COMES MORe PROCEDURALIZED
-more movement fluidity
-attentional demands reduced

24
Q

studies supporting theory of individual differences

A

-support declining relationship between cognitive ability and motor capacity (NOT the 3 stage theory)
-mixed evidence

25
Q

Ackerman and Cianciolo 2000

A

-reviewd own studies
-combinations of perceptual speed tests were corelated with performance

26
Q

is RT predictive of ability to learn

A

not outside of ackerman study

27
Q

support for deliberate practice

A

-if proper practice conditions are met, practice improves performance

28
Q

reccomendations

A

-invest in everyone
-more grassroots focus, greater pool of players, more likely to generate an environment that fosters more skill acquisition
-also achieves larger goal of promoting PA

29
Q

support for relevance of abilities

A

moderate to weak

30
Q

what happens if we focus on practice conditions

A

supports idea that this may overcome initial differences in abilities