Midterm 1 - Unit 2 Lecture 2

Question 1

what are the Three information processing stages

Answer 1

Perceptual mechanism
Decision mechanism
Effector mechanism

Question 2

provide an example of a perceptual mechanism situation

Answer 2

“Brake lights flash in front of you.”

Question 3

provide an example of a decision mechanism situation

Answer 3

“Car in front is stopping, decide to apply brakes.”

Question 4

provide an example of a effector mechanism situation

Answer 4

Information sent via efferent nerves to leg/foot

Question 5

when can feedback occur according to the information processing model

Answer 5

during effector mechanism and action

Question 6

what does feedback refer to

Answer 6

information about error

Question 7

what is error

Answer 7

the difference between outcome and intention

Question 8

information processing capacity of the system is limited. True or false

Answer 8

true

Question 9

what are the 4 characteristics of Information Processing Model

Answer 9

Limited Capacity
Speed-Accuracy Characteristic
Response Time
Limiting Principle

Question 10

what is Limited Capacity

Answer 10

Humans can only process a limited amount of information at a time without becoming overloaded.

Question 11

Within Limited Capacity Information is either

Answer 11

lost or
filtered out by the system

Question 12

what is the Speed-Accuracy Characteristic

Answer 12

If insufficient time is allowed for perfect processing, then accuracy suffers, i.e. the information is distorted.

Question 13

how do skilled performers increase their information processing capacity

Answer 13

This increase in capacity is due to the storage of past experience (information) in long-term memory.

Question 14

what is chunking

Answer 14

When dealing with a lot of information, action is automated and unconscious (becomes like a reflex, so it is faster)

Question 15

what is Response time

Answer 15

Response time is the sum of separate times for each function/mental operation

Question 16

what is Limiting Principle

Answer 16

You cannot tell from the end results of action reasons for successful or unsuccessful performance.

Question 17

define learning

Answer 17

relatively permanent improvement (change) in performance as a result of practice or experience

Question 18

what are the Four characteristics of performance that indicate learning:

Answer 18

Improvement
Consistency
Persistence
Adaptability

Question 19

what is Fitts and Posner model of skill acquisition

Answer 19

identified stages of learning according to how the cognitive processes involved in motor performance change as a function of practice.

Question 20

what is Bernstein conceptualizations of learning

Answer 20

identified stages of learning from a combined motor control and biomechanical perspective

Question 21

what are the 3 stages of learning in the Fitts and Posner model of skill acquisition

Answer 21

Cognitive Stage
Associative stage
Autonomous stage

Question 22

what is the cognitive stage in the Fitts and Posner model of skill acquisition

Answer 22

The learner is concerned with goal identification, performance evaluation, what to do, when to do it.

“Understand” task, gross errors,disconnected performance, learn strategies.

very rapid and large gains in proficiency in this stage

Question 23

what is the Associative stage in the Fitts and Posner model of skill acquisition

Answer 23

The learner’s focus shifts to organizing more effective movement patterns.

Connect stimulus to motor response and connect parts of task into a whole, gross errors drop out, refinement of performance.

Learners begin to monitor their own feedback and detect their errors.

Question 24

what is the Autonomous stage in the Fitts and Posner model of skill acquisition

Answer 24

Constant monitoring of performance unnecessary, it becomes automatic; speed increases and variability decreases; errors drop out; “the skilled performer“; takes months and years.

The decreased attention demanded by both perceptual and motor processes frees the individual to perform simultaneous higher order cognitive activities