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Motor Learning > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

What is attentions

A

perceptual, cognitive, and motor activities that establish limits to our performance of motor skills

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2
Q

Filter theories (bottleneck theories)

A

Difficulty doing multiple tasks at one time because of the inability to serially process multiple stimuli

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3
Q

Central resource capacity theories of attention

A

Attention capacity theories that propose one central source of attentional resources for which all activities requiring attention compete

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4
Q

Kahnemans attention theory

A

Views attention as cognitive effort which he relates to the mental resources needed to carry out specific activities
-determined by persons arousal level

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5
Q

Three rules that people use to allocate attention resources when performing multiple tasks
ALWAYS EMMA MEG

A
  1. Allocate attention to ensure completion of at least one task
  2. Enduring dispositions: involuntary attention to two types of characteristics of events
  3. Momentary intentions - allocate attention according to specific intentions
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6
Q

Attentional focus

A

Directing attention to specific aspects of our performance or performance environment

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7
Q

Width of focus

A

Focus can be broad or narrow

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8
Q

Direction of focus

A

Focus can be external or internal

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9
Q

Attention switching

A

Changing of attentional focus

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10
Q

Action effect hypothesis

A

Proposes that actions are best planned and controlled by their intended effects

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11
Q

Common coding view

A

Predicts that actions will be more effective when they are planned in terms of their intended outcomes

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12
Q

Automaticity

A

Performance of a skill with little to no demand on attention capacity

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13
Q

Visual selective attention

A

Term used to refer to detection and selection of performance related information in the performance environment

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14
Q

What is the relationship between eye movements and visual attention

A

It’s possible to direct visual attention to an environmental feature without looking directly at it.

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15
Q

Visual search and intended actions

A

Performer looks for specific cues in performance environment that will enable him or her to achieve a specific action goal

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16
Q

Visual search and intended actions example

A

Focus of initial eye movements differed when participants in their experiment were told to point or grasp an object

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17
Q

Feature integration theory

A

Initial visual search is based on specific features such as colour or shape
-selection of features of interest occurs when person focuses the attentional spotlight on the master map of all features

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18
Q

Visual search picks up info that influences what three aspects of action control process

A
  1. Action selection
  2. Constraining of selected action
  3. Timing of action initiation
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19
Q

Three phases of tennis serve

A

Ritual phase
Preparatory phase
Execution phase

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20
Q

The quiet eye

A

Amount of time devoted to final fixation just before movement initiation

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21
Q

2 functional systems for memory

A
  1. Working memory
  2. Long term memory
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22
Q

3 memory functions

A
  1. Store info
  2. Retrieval of info
  3. System specific functions
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23
Q

Working memory subtypes

A

Phonological loop
Visuospatial sketchpad
Central executive

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24
Q

Long term memory subtypes

A

Procedural memory
Semantic memory
Episodic memory

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25
Q

What is performance

A

Observable behaviour
Temporary
Might not be due to practice
Influenced by performance variables

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26
Q

What is learning

A

Inferred from performance
Relatively permanent
Due to practice
Not influenced by performance variables

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27
Q

6 Characteristics of skill learning

A

Improvement
Consistency
Stability
Persistence
Adaptability
Reduction in attention demand

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28
Q

6 ways in which we assess motor learning

A
  1. Observing practice performance
  2. Performance curves for outcome measures
  3. Retention tests
  4. Retention tests
  5. Transfer tests
  6. Coordination dynamics
  7. Dual task procedure
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29
Q

Performance curves

A

Line graph describing performance in which level of achievement of a performance measure is plotted for a specific sequence of time
- provide evidence of improvement and increased performance consistency

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30
Q

4 general types of performance curves

A

Linear
Negatively accelerated
Positively accelerated
Olive or s shaped

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31
Q

T or F: kinematic measures are difficult to present in performance curves

A

T

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32
Q

Retention tests

A

How much info u can retain

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33
Q

Purpose of retention tests

A

Assess permanence or persistence of performance level achieved during practice

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34
Q

Transfer test

A

Assesses adaptability of what was learned in practice
-involves performing the practiced skill in a novel situation or context

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35
Q

Examples of transfer test

A

Availability of augmented feedback
Physical environment
Personal characteristics of test taker

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36
Q

Coordination dynamics involves what

A

-measurement and observation of movement coordination characteristics
- transition from initial movement coordination pattern to establishment of new coordination pattern

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37
Q

Dual task procedure

A

Means of determining if changes in attention demands for a skill change as a learner becomes more skillful

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38
Q

What three stages does fitts and posners three stage model involve

A

Cognitive stage
Associative stage
Autonomous stage

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39
Q

Cognitive stage (fitts and posner model)

A

Beginner focuses on solving cognitively oriented
problems related to what to do and how to do it.

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40
Q

Associative stage (fitts and posners model)

A

Person has learned to associate environmental information with required movements to achieve
the goal of the skill.
-refining stage

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41
Q

Autonomous stage (fitts and posners model)

A

Final stage where performance of the skill is
“automatic”, or habitual.

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42
Q

Gentiles two stage model - what are the two stages

A

Learner works to achieve two goals (initial stage)
Learner works to achieve three goals (later stages)

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43
Q

Gentiles two stage model- initial stage

A

Acquire a movement pattern to enable some degree of success achieving the action goal of the skill

Discriminate between regulatory and nonregulatory conditions in the environmental context in which he or she performs the skill.

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44
Q

Gentiles two stage model - later stages

A
  1. Adapting movement pattern to demands of performance situation requiring that skill
  2. Increasing consistency in achieving goal of skill
  3. Performing skill with economy of effort
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45
Q

Unique features about gentiles two stage model

A

Closed skills
Open skills

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46
Q

Closed skills- gentiles two stage model

A

Require fixation of movement coordination pattern

Learner must refine this pattern so that he or she
can allow consistent action goal achievement.

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47
Q

Open skills- gentiles two stage model

A

Require diversification of the basic
movement pattern.

Develop flexible movement pattern that can adapt
to the continuously changing spatial and temporal
regulatory conditions of the skill.

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48
Q

Bernstein description of learning process

A

Proposed that learning a skill was similar to solving a problem

Likened skill acquisition to staging a play, with many phases.

Described appropriate practice as a form of repetition without repetition.

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49
Q

Procedural memory

A

Let’s us know “how to do” something instead of “what to do”

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50
Q

Semantic memory

A

Stores out general knowledge about the world based upon experiences
-conceptual knowledge

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51
Q

Episodic memory

A

Allows us to mentally go back in time

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52
Q

Declarative knowledge

A

Knowledge about what to do in a situation that is verbalizable

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53
Q

Procedural knowledge

A

Knowledge that enables one to actually perform a skill
-not verbalizable

54
Q

What is encoding

A

Memory process of transforming to be remembered info into a form that can be stored in memory

55
Q

What is storage

A

Process of placing info into long term memory

56
Q

What is rehearsal

A

Process that enables a person to transfer information from working to long term memory

57
Q

What is retrieval

A

Process of searching through long term memory for info needed for present use

58
Q

What are the two explicit memory tests

A

Recall test
Recognition test

59
Q

What are the benefits of recall and recognition tests

A

Each provides different info about what has been remembered or forgotten

60
Q

What is an implicit memory test

A

Assesses implicit memory by asking a person to verbally describe how to perform a skill and then asking them to perform it

61
Q

3 causes of forgetting

A

Trace decay
Proactive interference
Retroactive interference

62
Q

T or F: movement end point location is remembered better than movement distance

A

T

63
Q

Visual metaphoric imagery

A

Person thinks of producing a metaphorical image related to movement. Ex: apple picking can be similar to side stroke in swimming

64
Q

What is subjective organization

A

Organizing routines into units or groups of movements

65
Q

Encoding specificity principle

A

relationship between memory encoding and retrieval memory process

66
Q

Common characteristics of experts in all skill performance areas

A
  1. Amount and type of practice that resulted in expertise (coaching)
  2. Knowledge structure
  3. Use of vision
67
Q

What is transfer of learning

A

Influence of previous experience on learning a new skill and performing a skill in a new context

68
Q

Transfer of learning can result in what 3 things

A

Positive transfer
Negative transfer
Neutral (0)

69
Q

What is positive transfer

A

Using skill you already have and transferring it to a new skill

70
Q

What is negative transfer

A

Old skill cant be adapted to new skill

71
Q

What is neutral or zero

A

Motor learning doesn’t change based on other skills

72
Q

Why is transfer of learning important

A

-used to develop skill progressions in coaching and physical education contexts
-assesses effectiveness of practice conditions

73
Q

Why does positive transfer occur

A
  1. Similarity of skill and context components
  2. Similarity of processing requirements
74
Q

When does negative transfer occur

A

-when environmental context characteristics of two performance situations are similar but movement characteristics are different
-driving on opp side of road

75
Q

3 reasons negative transfer occurs

A
  1. Perception action coupling becomes problematic when familiar perceptual situation requires a movement thats different from what was learned
  2. Results from cognitive confusion
  3. Learners intrinsic dynamics compete w required task dynamics
76
Q

Learning how to learn example

A

During school, we learn how to cope with new material

77
Q

Bilateral transfer

A

Transfer of learning between 2 limbs

78
Q

Asymmetric transfer

A

Greater transfer from one limb than from the other limb

79
Q

Symmetric transfer

A

Amount of transfer is similar from one limb to another regardless of which was used first

80
Q

bilateral transfer - cognitive explanation

A

basis for positive transfer from a practiced to non practiced limb is the cognitive info related to what to do in order to achieve the goal of a skill

80
Q

bilateral transfer - motor control explanation

A

generalized motor program and dynamic pattern theories both provide a basis for bilateral transfer

80
Q

2 reasons bilateral transfer occurs

A

cognitive explantation
motor control explanation

81
Q

interhemispheric transfer

A

EMG activity occurs for contralateral limbs, a lesser amount occurs for ipsilateral limbs, and lease amount occurs for diagonal limbs

82
Q

what is demonstration

A

visual observation on the part of the learner

83
Q

when is demonstration more effective

A

when observer perceives invariant relative motions of the coordinated movement pattern

84
Q

what information should be conveyed by a demonstration

A

coordination changes
end point information
differences in how movement is organized vs controlled
does the skill require acquisition of a new pattern of coordination

85
Q

why is it important for demonstrator to show skill correctly

A

if observer perceives and uses info related to invariant movement patterns, u can expect quality of performance resulting from observing a demo to be related to the quality of the demo

86
Q

why is it that beginners can benefit from watching other beginners practice a skill

A

discourages imitation of a skilled models performance and encourages observer to engage in more active problem solving

87
Q

Gentiles implications for demonstrating a skill

A
  1. demonstration should come before practice
  2. instructor should keep demonstrating during practice as often as needed
88
Q

what is auditory modeling

A

moving within a movement time or certain rhythm

89
Q

cognitive mediation theory

A

observed movements are translated into a symbolic memory code that forms basis thats used to guide performance

90
Q

dynamic view of modeling

A

visual system picks up from the model salient info that constrains body and limbs to act in specific ways

91
Q

potential downsides to demonstration

A
  1. there wont be an ideal movement form that works for everyone
  2. giving learners other peoples solutions can subvert problem solving
  3. watching skilled performers can foster a potentially dangerous illusion of skill acquisition
92
Q

important things when developing effective verbal communication

A

-amount of instruction
-memory
-attention limits
-focusing on movement outcomes
-use analogies

93
Q

verbal cues should be what

A

short and concise phrases that:
- direct performers attention to regulatory conditions in environmental context
- prompt key movement components of skills

94
Q

what are the two types of performance related feedback

A

task intrinsic feedback
augmented feedback

95
Q

task intrinsic feedback

A

sensory info thats naturally available when performing a skill

96
Q

augmented feedback

A

performance related info thats added to task intrinsic feedback
-from external source

97
Q

subcategories of augmented feedback

A

knowledge of results
knowledge of performance

98
Q

subcategories of task intrinsic feedback

A

visual
auditory
proprioceptive
tactile

99
Q

knowledge of results (KR) & example

A

externally presented information about outcome of an attempt to perform a skill
-finishing time in 400m

100
Q

knowledge of performance (KP) & example

A

gives info about movement characteristics that led to performance outcome
-running form and strat used in 400m

101
Q

2 roles of augmented feedback

A
  1. facilitates achievement of action goal of skill
  2. motivates learner to keep striving toward goal
102
Q

5 issues related to augmented feedback

A
  1. info about errors vs correct aspects of performance
  2. KR vs KP
  3. qualitative vs quantitative info
  4. augmented feedback based on error size
  5. erroneous augmented feedback
103
Q

5 types of KP

A
  1. verbal (descriptive, prescriptive)
  2. manual guidance
  3. video replay
  4. movement kinetics and kinematics
  5. biofeedback
104
Q

concurrent augmented feedback

A

augmented feedback given while person is doing the skill
it can:
-have a negative effect on learning
-enhance skill learnign

105
Q

terminal augmented feedback

A

given after person has finished the performance of skill

106
Q

two intervals of time - terminal augmented feedback

A

KR delay interval
post KR interval

107
Q

freq of presenting augmented feedback - traditional view

A

aug feedback should be given during or after ever practice trial because no learning occurred on trials without augmented feedback

108
Q

freq of presenting augmented feedback - contemporary view

A

optimal frequency for giving augmented feedback isnt 100p

109
Q

techniques that reduce frequency of augmented feedback

A
  1. performance based bandwidths
  2. self selected frequency
  3. summary and averaged augmented feedback
110
Q

what is practice variability

A

variety of movement and context characteristics a person experiences while practicing a skill

111
Q

variable vs constant practice

A

variability benefits future performance involves comparing effects on retention or transfer test performance of practice situations involving one variation of a skill w those involving several variations of the skill

112
Q

how to implement practice variability

A

assess characteristics of future situations in which learner will perform a skill

113
Q

closed skills and ex

A

vary non regulatory conditions (ex: darts)

114
Q

closed skills w inter trial variability and ex

A

vary regulatory and non regulatory conditions (ex: gold drive)

115
Q

open skills and ex

A

vary regulatory and non regulatory conditions ex: soccer match

116
Q

3 types of practice conditions

A

blocked practice
random practice
serial practice

117
Q

contextual interference

A

memory and performance disruption that results from performing variations of a skill within the context of practice

118
Q

contextual interference effect

A

happens when a high amount of contextual interference results in better learning

119
Q

what is metacognition

A

practice performance influences learners judgement about how much theyre learning depending on which practice schedule they experienced

120
Q

limits of CI effect

A

doesnt apply to all motor skill learning sits

121
Q

challenge point hypothesis

A

proposed implementation of specific practice conditions that will optimally challenge the person in a way that will enhance skill learning

122
Q

lower levels of contextual interference

A

optimal for difficult skills and for lil kids

123
Q

higher levels of contextual interference

A

optimal for skills w lowest difficulty
less optimal for skills w highest difficulty
more effective for more skilled individuals

124
Q

elaboration hypothesis

A

high CI leads to more elaborate memory representation of practiced skill variations

125
Q

action plan reconstruction hypothesis

A

high amounts of CI leads to stronger memory representation bc of forgetting and subsequent action plan reconstruction during practice

126
Q

why does CI effect occur

A
  1. higher levels of CI involve greater attention demands during practice than low levels
  2. ppl who practice according to a blocked schedule ten to overestimate how well they are learning during practice
  3. higher levels of contextual interference encourage ppl to make more errors
127
Q

specificity of practice hypothesis

A

view that motor skill learning is influenced by practice condition characteristics

128
Q

practice specificity hypothesis concerns which 3 characteristics of motor skill learning and performance

A
  1. sensory/perceptual characteristics
  2. performance context characteristics
  3. cognitive processing characteristics
129
Q

especial skills and ex

A

skill variations performed markedly better than similar variations
-shooting from free throw
-pitching from normal distance

Motor Learning (3 decks)

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