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Midterm 2 Flashcards

1
Q

Motor learning

A
  • PROCESS of a learner’s CAPABILITY of producing movement performance
  • Actual movement has been RELIABLY CHANGED, through INSTRUCTION, PRACTICE, and/or EXPERIENCE
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2
Q

3 factors that influence motor learning process

A

1) Movement of skill to be learned (MEANINGFULNESS)
2) CHARCTERISTICS of LEARNER
3) Learning CONDITIONS

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3
Q

Three theories of motor learning:

A
  • Adam’s closed loop
  • Schmidt’s Schema theory
  • Ecological theories of perception and action
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4
Q

Adam’s Closed Loop Theory

A
  • Relied HEAVILY on FEEDBACK
  • Memory Trace
  • Perceptual Trace
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5
Q

Memory Trace (Adam’s closed loop)

A

-Selects and INITIATES plan of action

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6
Q

Perceptual Trace (Adam’s closed loop)

A

-COMPARES movements in progress with correct memory of the movement

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7
Q

Schmidt’s Schema Theory

A
  • Core feature: GMP
  • Recall schema
  • Response schema
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8
Q

Recall Schema (Schmidt’s)

A

-ASSIGNS necessary MOVEMENT PARAMETERS to do a certain goal

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9
Q

Response Schema (Schmidt’s)

A

-EVALUATES completed mvmnt’s AMOUNT + DIRECTION of ERROR

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10
Q

4 pieces of info extracted to develop Recall and response schemas?

A
  • Initial movements
  • Movement parameters
  • Anticipated sensory consequences
  • Outcome
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11
Q

Ecological theories of environment

A
  • Looking for LAWFUL PROPS OF ENVIRONMENT (AFFORDANCES) to guide behavior
  • Emphasized on performer’s perception and actions of environment
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12
Q

THREE models that describe the BEHAVIORAL CHANGES that are associated with learning movement :

A

1) Fitt’s three stages of learning
2) Neo-Bernstenian
3) Gentile’s Two-Stage Model

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13
Q

Fitt’s 3 stages of learning

A

1) Cognitive - Attempts to understand
2) Associative - Begins to understand and can modify movement
3) Autonomous

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14
Q

Neo-Bernstenien Model

A

1) Novice - Controls too much dF
2) Advanced - Learner starts to free up dF
3) Expert - Able to fine tune dF

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15
Q

Gentile’s two stage model

A

1) Getting IDEA of movement

2) FIXATION or DIVERSIFY based on regulatory or non-regulatory conditions

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16
Q

Personal qualities of learners that affect READINESS to learn a skill

A
  • Emotions
  • Intelligence
  • Capabilites
  • Prev exp
  • Phys characteristics
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17
Q

Retention test

A
  • Same skill being tested in the same environement

- Usually has a retention interval (period of no practice)

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18
Q

Transfer test

A

-Testing their skill in a different environment

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19
Q

3 diff types of techniques of tests used to measure learning-related changes in perception and cognition

A
  • Expert-novice approach
  • Visual occlusion test
  • Eye movement recordings - tracks movements of the eye and provides info on gaze time
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20
Q

Observation learning

A

-Process of watching another PERSON PERFORMING a movement to be learned before trying it themselves

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21
Q

Variables that influence EFFECTIVENESS of MODELING

A

1) Characteristics of observer
2) Elements of demonstration
3) Types of rehearsal strategies

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22
Q

Characteristics of observers

A

1) Cognitive + Memory development level
2) Motor development level
3) Level of motivation

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23
Q

Elements of demonstration

A

1) Characteristics of model (skilled or unskilled)
2) Status, similarity, age of model
3) Augmented info
4) Type of skill demonstrated

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24
Q

Types of rehearsal strategies

A

1) Verbal rehearsal

2) Mental rehearsal

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25
TWO theories explaining why observational learning (MODELING) is effecting for learning movement skills
1) Social Learning theory | 2) Direct Perception Theory
26
Social Learning Theory
1) Observers EXTRACTS INFO from model and turns into COGNITIVE REPRESENTATION 2) Observer then TRANSFORMS cog reps, into physical skill (symbolic coding)
27
Direct Perception Theory
-Throws cognitive processing out the door -Observers focus on BIOLOGICAL motion -Relative motion - the "what" being observed during modeling Ex: point light experiment
28
Four processes of Social Learning Theory:
1) Attention 2) Retention 3) Motor Reproduction 4) Motivation
29
3 factors that affect DEGREE to which the PRACTICE SCHEDULE chosen influences how well a skill is learned?
1) Task related characteristics 2) Learner characteristics 3) How you measure it (learning, performance, or transfer)
30
Provide TWO reasons why the use of physical guidance techniques can be helpful to a learner.
1) Help those who LACK CONFIDENCE | 2) GUIDE patience towards NORMAL MVMNT PATTERNS
31
3 part-task strategies
1) Fractionization 2) Segmentation 3) Simplification * *better for high complex, low organization**
32
Fractionization
Skills normally practiced together are practiced in isolation
33
Segmnetation
Skilled are broken down according to their spatial/temporal criteria Ex: Practice skill 1 till you get it down, then skill 2, then so forth
34
Simpification
Many aspects of skills are simplified
35
Two theories to describe Contextual Interference?
1) Elaboration Hypothesis | 2) Action-Reconstruction plan hypothesis
36
Elaboration hypothesis
1) CI makes skills more DISTINCTIVE in memory 2) Leads to DEEPER PROCESSING 3) COMPARE AND CONTRAST
37
Action Reconstruction Plan hypothesis
1) PARTIAL FORGETTING occurs 2) Makes learner REGENERATE plan every time 3) ACTION PLAN becomes STRONGER each time its RECONSTRUCTED
38
Complexity
of parts
39
Organization
How the tasks are interrelated
40
Contextual interference
Making practice conditions cognitively harder for performer
41
Different types of augmented feedback?
1) Task intrinsic(sensory) feedback 2) Augmented feedback/biofeedback 3) Knowledge of results 4) Knowledge of performance
42
Task intrinsic (sensory) feedback
- Performance-related sensory info naturally available to performer
43
Augmented feedback (biofeedback)
- Info performer receives about performance EXTERNALLY (can amplify physiological events)
44
K of Results
-Feedback of outcome
45
K of Performance
- Feedback about quality
46
4 functions that feedback can serve for learning
1) Correct performance errors 2) Reinforcements 3) Punishments 4) Motivation
47
Fading-frequency KR
Lots of feedback given in early stages then given less as learning progresses
48
Bandwidth
No feedback is given if done right
49
Summary KR
- No feedback in each trial done | - At end of set of trials, feedback is given for each trial
50
Guidance hypothesis
- Feedback good UP TO A POINT (prevent over dependence) | - Low KR promotes PROBLEM SOLVING + INDEPENDENT EXPLORATION
51
Consistency hypothesis
- When KR high = too many SHORT TERM CORRECTIONS - KR low = STABLE PLAN OF ACTION - Performance LESS VARIABLE
52
Short-term memory
- Processes CONSCIOUS thoughts - Limited - Compare/contrasts or ASSOCIATES with LONGTERM MEMORIES
53
Long-term memory
- Limitless | - Can forget due to INTERFERENCE/RETRIEVAL FAILURE
54
Declarative memory
-WHAT to do
55
Procedural memory
-HOW to do it
56
Equipotentiality
-No one area within cortex more likely than another to be involved with memory
57
3 Factors that influence MEMORY SKILL
1) Characteristics of movement skill (continuous vs discrete vs procedural) 2) Complexity and organization of skill (high complex, low org is harder) 3) Level of original learning
58
3 factors that influence direction, amount, extent of TRANSFER
1) Level of original learning 2) Previous knowledge 3) Perceived SIMILARITY
59
Thorndike's IDENTICAL ELEMENTS Theory
In order for POSITIVE TRANSFER to occur, skills/context has to be similar
60
Transfer-appropriate processing view (TAP)
If the two contexts/skills aren’t similar, the PROCESSING and TASK goals can still be simiar
61
2 general factors shown to transfer from TRAINING TO TRANSFER setting
1) Principles - Knowledge of principles that can be transferred between skills 2) Learning to learn - Having a learning set which helps with transfers of skills
62
Near transfer
Learning that is transferred from a task/conditions to another after a SHORT TIME OF DELAY to the same task/conditions
63
Far transfer
Learning that is transferred from a task/conditions to another after a RELATIVELY LONG TIME OF DELAY to the same task/conditions

Motor Control (2 decks)

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