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Motor Control > Midterm 2 > Flashcards

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
Q

TWO theories explaining why observational learning (MODELING) is effecting for learning movement skills

A

1) Social Learning theory

2) Direct Perception Theory

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26
Q

Social Learning Theory

A

1) Observers EXTRACTS INFO from model and turns into COGNITIVE REPRESENTATION
2) Observer then TRANSFORMS cog reps, into physical skill (symbolic coding)

27
Q

Direct Perception Theory

A

-Throws cognitive processing out the door
-Observers focus on BIOLOGICAL motion
-Relative motion - the “what” being observed during modeling
Ex: point light experiment

28
Q

Four processes of Social Learning Theory:

A

1) Attention
2) Retention
3) Motor Reproduction
4) Motivation

29
Q

3 factors that affect DEGREE to which the PRACTICE SCHEDULE chosen influences how well a skill is learned?

A

1) Task related characteristics
2) Learner characteristics
3) How you measure it (learning, performance, or transfer)

30
Q

Provide TWO reasons why the use of physical guidance techniques can be helpful to a learner.

A

1) Help those who LACK CONFIDENCE

2) GUIDE patience towards NORMAL MVMNT PATTERNS

31
Q

3 part-task strategies

A

1) Fractionization
2) Segmentation
3) Simplification
* *better for high complex, low organization**

32
Q

Fractionization

A

Skills normally practiced together are practiced in isolation

33
Q

Segmnetation

A

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
Q

Simpification

A

Many aspects of skills are simplified

35
Q

Two theories to describe Contextual Interference?

A

1) Elaboration Hypothesis

2) Action-Reconstruction plan hypothesis

36
Q

Elaboration hypothesis

A

1) CI makes skills more DISTINCTIVE in memory
2) Leads to DEEPER PROCESSING
3) COMPARE AND CONTRAST

37
Q

Action Reconstruction Plan hypothesis

A

1) PARTIAL FORGETTING occurs
2) Makes learner REGENERATE plan every time
3) ACTION PLAN becomes STRONGER each time its RECONSTRUCTED

38
Q

Complexity

A

of parts

39
Q

Organization

A

How the tasks are interrelated

40
Q

Contextual interference

A

Making practice conditions cognitively harder for performer

41
Q

Different types of augmented feedback?

A

1) Task intrinsic(sensory) feedback
2) Augmented feedback/biofeedback
3) Knowledge of results
4) Knowledge of performance

42
Q

Task intrinsic (sensory) feedback

A
  • Performance-related sensory info naturally available to performer
43
Q

Augmented feedback (biofeedback)

A
  • Info performer receives about performance EXTERNALLY (can amplify physiological events)
44
Q

K of Results

A

-Feedback of outcome

45
Q

K of Performance

A
  • Feedback about quality
46
Q

4 functions that feedback can serve for learning

A

1) Correct performance errors
2) Reinforcements
3) Punishments
4) Motivation

47
Q

Fading-frequency KR

A

Lots of feedback given in early stages then given less as learning progresses

48
Q

Bandwidth

A

No feedback is given if done right

49
Q

Summary KR

A
  • No feedback in each trial done

- At end of set of trials, feedback is given for each trial

50
Q

Guidance hypothesis

A
  • Feedback good UP TO A POINT (prevent over dependence)

- Low KR promotes PROBLEM SOLVING + INDEPENDENT EXPLORATION

51
Q

Consistency hypothesis

A
  • When KR high = too many SHORT TERM CORRECTIONS
  • KR low = STABLE PLAN OF ACTION
  • Performance LESS VARIABLE
52
Q

Short-term memory

A
  • Processes CONSCIOUS thoughts
  • Limited
  • Compare/contrasts or ASSOCIATES with LONGTERM MEMORIES
53
Q

Long-term memory

A
  • Limitless

- Can forget due to INTERFERENCE/RETRIEVAL FAILURE

54
Q

Declarative memory

A

-WHAT to do

55
Q

Procedural memory

A

-HOW to do it

56
Q

Equipotentiality

A

-No one area within cortex more likely than another to be involved with memory

57
Q

3 Factors that influence MEMORY SKILL

A

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
Q

3 factors that influence direction, amount, extent of TRANSFER

A

1) Level of original learning
2) Previous knowledge
3) Perceived SIMILARITY

59
Q

Thorndike’s IDENTICAL ELEMENTS Theory

A

In order for POSITIVE TRANSFER to occur, skills/context has to be similar

60
Q

Transfer-appropriate processing view (TAP)

A

If the two contexts/skills aren’t similar, the PROCESSING and TASK goals can still be simiar

61
Q

2 general factors shown to transfer from TRAINING TO TRANSFER setting

A

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
Q

Near transfer

A

Learning that is transferred from a task/conditions to another after a SHORT TIME OF DELAY to the same task/conditions

63
Q

Far transfer

A

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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