Lecture 16: Individual Differences in Motor Behaviour

Question 1

Abilities

Answer 1

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

Question 2

history of individual differences and abilities

Answer 2

-post WW2, emergence of the study for pilot selection

Question 3

Prediction of motor ability: Fleishman

Answer 3

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

Question 4

Fleishman experiment & findings

Answer 4

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

Question 5

issues with Fleishman Research

Answer 5

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

Question 6

Early Studies

Answer 6

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

Question 7

Nature in motor learning

Answer 7

ABILITIES

-inherited traits
-stable & enduring
-genetics

Question 8

Nurture in motor learning

Answer 8

SKILL

-ability developed with practice
-skills easily modified

Question 9

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

Answer 9

1. Differences in initial performance
2. Differences in rate of skill acquisition
3. Differences in maximum skill levels

Question 10

Differences in task performacne (exception of newborns)

Answer 10

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

Question 11

psoitive transfer

Answer 11

experience helps the learner perform a new skill

Question 12

negative transfer

Answer 12

experience hinders performers new skill

Question 13

example of negative transfer

Answer 13

driving on opposite side of the road

Question 14

individual differences in rate of skill learning

Answer 14

better learners may have abilities and skills that positively affect transfer

Question 15

high vs low ability score

Answer 15

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

Question 16

relationship between ability score and difference score

Answer 16

-ve correlation between ability and difference score

Question 17

Wechsler 1952 difference between best and worst performers

Answer 17

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

*difficult to determine if this is related to abilities

Question 18

Fleishman and Hempel 1954, 1955 theroretical explanation

Answer 18

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

Question 19

Limitations to fleishman and hempel therortical explanation

Answer 19

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

Question 20

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

Answer 20

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

Question 21

Phase 1 theory of individual differences

Answer 21

INITIAL LEARNING

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

Question 22

Phase 2 theory of individual differences

Answer 22

INTEGRATION AND CONSOLIDATION

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

Question 23

Phase 3 of the therory of individual differences

Answer 23

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

Question 24

studies supporting theory of individual differences

Answer 24

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

Question 25

Ackerman and Cianciolo 2000

Answer 25

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

Question 26

is RT predictive of ability to learn

Answer 26

not outside of ackerman study

Question 27

support for deliberate practice

Answer 27

-if proper practice conditions are met, practice improves performance

Question 28

reccomendations

Answer 28

-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

Question 29

support for relevance of abilities

Answer 29

moderate to weak

Question 30

what happens if we focus on practice conditions

Answer 30

supports idea that this may overcome initial differences in abilities