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KPER 2700 > midterm 2 > Flashcards

midterm 2 Flashcards

1
Q

speed accuracy trade off

A

when trying to perform a skill quickly, we end up making more mistakes
-ex: athletes performing open skills - have to make shots quickly and accurately

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2
Q

fitts’ law

A
  • the second law of motor behaviour
  • predicts how much time you requires to move to a target when speed and accuracy matter
  • predicts MOVEMENT TIME
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3
Q

what is Fitts’ law’s equation

A

MT = a + bLog2(2A/W)

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4
Q

which two things do we need to know in order to predict movement time using Fitts’ law?

A

amplitude moved and target width

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5
Q

which part of Fitts’ law equation represents the index of difficulty? (ID)

A

Log2(2A/W)

  • quantifies how difficult target width and movement amplitude are together
  • when writing in the form of Log2, the exponent is the ID
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6
Q

Woodworth’s two component model

A
  • reaching movements include two distinct phases:
    1) gets us most of the way to our target (initial ballistic phase)
  • for bigger targets, can only use ballistic movement because you don’t need as much accuracy
    2) last second movement corrections (homing in phase)
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7
Q

how does the speed accuracy trade off relate to open and closed loop control (our model)?

A

when we move quickly, more mistakes are made in the RESPONSE PROGRAMMING PHASE, need more corrections
-when we want to do something carefully, often take more time to complete the movement

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8
Q

what are 4 things that Fitts’ law tells us?

A

1) MT increases as the distance increases
2) MT increases as the size of the target decreases
3) MT is constant for a given ID
4) Fitts’ law only applies when we are doing things as quickly and accurately as possible

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9
Q

what are the 2 violations of Fitts’ law?

A

1) effective target width
2) dependent on the visual context being presented
- when movement amplitude doesn’t necessarily mean increased MT: MT is less when aiming at the last target in a row of targets (choice reaction time task) as opposed to the second last for example

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10
Q

violation of Fitts’ law: effective target width

A
  • when we don’t use the whole target
  • calculated as if you had a smaller target
  • calculated using variable error
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11
Q

linear speed accuracy trade off describes which law?

A
  • Schmidt’s law
  • movement velocity as the independent variable
  • measuring effective target width (dependent variable)
  • as movement velocity increases, so does effective target width (linear relationship)

more force results in more variability in our movement

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12
Q

which stage of programming is affected by the sources of error in rapid movements?

A
  • NOT response selection
  • the problem is in RESPONSE PROGRAMMING (adding parameters)
  • fast or forceful movement, open loop process is more variable
  • closed loop process to make corrections
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13
Q

at what percentage of force are we most variable in our movements?

A
  • when looking at participant standard deviation
  • 70-75% of our max force is where we are most variable, and then it starts to decrease
  • at 100% of our force, we are NOT LESS VARIABLE than we are at 5% (for ex)
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14
Q

what are two exceptions to the speed accuracy trade off?

A

1) extremely rapid and forceful movements
- longer movement times, more time for closed loop control
- move really fast, see a decrease in variability
2) timing accuracy is critical to the action
- with more time, comes more timing error
- ex: counting to 10, you’ll have less error than when counting to 20

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15
Q

which 5 factors play a role in analyzing rapid movement (ex: hitting a base ball)?

A

1) visual processing
- able to more accurately predict where the ball will be at impact
2) swing initiation timing accuracy
- decision made closer to ball contact - less time for error
3) movement timing accuracy
- MT is more consistent - better chance of hitting the ball
4) movement spatial accuracy
- relates to force variability curve
5) ball impact
- physics - hitting harder will make the ball go further

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16
Q

prehension - def

A

the action of reaching for and grasping an object that is stationary or moving

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17
Q

how does prehension relate to Fitts’ law?

A

as we grasp for an object, we initially reach quickly but decelerate once we get closer because we need to be more precise with our movement

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18
Q

how does bimanual coordination relate to Fitts’ law?

A

when performing bimanual movements, the target that is more difficult will be the rate limiting factor in the movement; the limb with the easier target will not move faster

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19
Q

what stage of programming is affected in bimanual coordination tasks?

A

response programming

-one motor program is being sent to both limbs even though they are supposed to perform different movements

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20
Q

symmetric bimanual coordination

A

-preferred pattern of movement

1) anti-phase: alternating movements
2) in-phase: homologous muscle for movements on both sides

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21
Q

how can you measure relative phase in bimanual coordination?

A
  • way of measuring relationship between two limbs
  • position of right hand subtracted by position of left hand for example
  • if they’re perfectly in phase, there is a difference of 0 degrees
  • if they are perfectly anti-phase, difference of 180 deg (walking)
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22
Q

asymmetric bimanual coordination

A
  • can be learned

- ex: skilled drummers

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23
Q

what are two possible explanations of bimanual coordination?

A

1) generalized motor program
- develop 1 or 2 new programs?
- with practice, able to merge more than one program together
2) dynamical systems
- new attractor state ‘emerges’
- in phase and anti phase
- with practice, SD (variability) goes down, becomes a stable pattern

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24
Q

what are two possible explanations that explain the speed accuracy trade off?

A

1) motor program
- movement longer (reduced speed)
- accuracy decreases (variability increases)
2) dynamical systems
- if variability increase; seek new coordination pattern
- as you move faster, relative joint positions become more variable, you seek a new coordination pattern that takes longer to perform

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25
Q

how do novice vs expert golfers differ in coordination patterns?

A

novice golfers move their head with their putter (in phase)

-experts move in anti phase (opposite way of the putter)

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26
Q

motor learning - def

A

a set of processes associated with practice or experience leading to relatively permanent gains in the capability for skilled performance

  • beyond just saying that someone got better at something, want to know how they got better
  • accuracy: variable error, constant error
  • adapt in different situations (consistency)
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27
Q

performance - def

A

what happens on any individual trial, test, competition, practice, etc.

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28
Q

capability - def

A

what you are capable of doing but your performance might not reflect this
-qualitative change in capability between beginners, average, and experts

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29
Q

what 3 things affect someone’s ability to perform? (not capacity)

A
  • stress
  • environment injury
  • fatigue - alertness
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30
Q

what is the difference between capability and performance in beginners?

A

performance might be higher than capability but not consistent

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31
Q

what is the difference between capability and performance in experts?

A

it’s more likely that our capability matches our performance because we become more consistent

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32
Q

what is learning not?

A
  • NOT an improvement due to growth/maturation

- NOT improvement due to CV fitness or strength (more about coordination patterns)

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33
Q

learning is relatively permanent

true or false?

A

true, not due to luck

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34
Q

we can measure motor learning directly

true or false?

A

false, not with today’s technology

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35
Q

learning: neural perspective

A

-neuro-plasticity is the process that underpins learning

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36
Q

short term plasticity

A
  • neurotransmitters - forget it more easily, not long term

- if you’re using those pathways, you use more neurotransmitters

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37
Q

long term plasticity

A
  • structural changes to neurons - retained for longer

- when you keep using the pathway

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38
Q

learning: behavioural perspective (our model)

A

we get better at implementing a response (performing)

-get better at interpreting sensory feedback

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39
Q

what are the 3 changes that happen with learning? what concepts do these relate to?

A

improvements:

1) better at assessing (perceive) what play is happening
- relates to the concept of stimulus identification and response selection
2) able to execute movement as planned
- motor program
3) better able to make corrections to movement
- quality of feedback
- comparator

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40
Q

learning results from practice or experience

true or false?

A

true

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41
Q

learning can be observed directly

true or false?

A

false

42
Q

learning is inferred from changes in performance

true or false?

A

true

43
Q

learning involves processes in the muscles

true or false?

A

false, not muscle memory

44
Q

if performance changes than learning has occurred

true or false?

A

false

45
Q

learning leads to an acquired capability for skilled performance

true or false?

A

true

46
Q

changes due to learning are relatively permanent

true or false?

A

true

47
Q

what are the limitations of performance curves?

A

1) performance curve does not equal learning curve
2) between subject effects are masked
3) within-subject variability are masked

48
Q

what is the law of practice?

A
  • see early changes in performance as you’re figuring out the task
  • improvement tends to level off as you achieve initial basic competency
49
Q

why is it not always beneficial to lump all the data together when assessing whether someone has ‘learned’?

A
  • by lumping everything together, we can miss sub-groups or patterns in performance that give us more information
  • ex: tool passing task; end-state comfort
50
Q

performance - def

A

the act of executing a motor skill

1) at a specific time
2) in a specific situation

51
Q

learning - def

A

requires a change in the capabilities of the performer

1) cannot be directly observed
2) inferred from performance observation

52
Q

what can affect a person’s performance on a given attempt?

A
  • alertness
  • fatigue
  • stress
  • arousal
  • motivation
  • feedback
  • etc.
53
Q

what are the 4 defining features of performance?

A

1) observable behaviour
2) may or may not be due to practice
3) temporary (related to situation)
4) may be influenced by performance variables

54
Q

what are the 5 key features of learning?

A

1) improvement
2) consistency
3) stability
4) persistence
5) adaptability

55
Q

key features of learning: improvement

A

performance improves over time

  • defining improvement is dependent on the task
  • ex: time, accuracy, etc.
56
Q

key features of learning: consistency

A
  • performance will become more consistent over time
  • experts are able to reliably execute their skills at a high performance level
  • ex: stanley cup vs super bowl - hockey is best of 7, don’t need to be consistent to win the super bowl
57
Q

key features of learning: stability

A
  • resistance to perturbations
  • may be internal OR external
  • external: weather, noise, etc.
  • internal: stress, fatigue, etc.
  • better able to cope when you’ve learned something well
58
Q

key features of learning: persistence

A
  • improved performance lasts over longer and longer periods of time
  • relatively permanent improvement
59
Q

key features of learning: adaptability

A
  • aka generalizability
  • related to stability
  • performer can adapt to a variety of contexts and maintain skill improvement
  • ex: walking; children adapting to different contexts
60
Q

what are two ways to test “permanence” of a skill?

A

1) retention test

2) transfer test

61
Q

retention test

A
  • need person to come back at a later time

- test in the SAME condition that you practiced in to see if improvement in performance persists over time

62
Q

transfer test

A
  • to see whether you can perform in a slightly DIFFERENT situation
  • ex: transfer to non-dominant limb
63
Q

positive transfer

A

practice in one skill gives you a benefit for another skill

-ex: roller blades to skates

64
Q

negative transfer

A

because you practiced the one skill, it’ll initially interfere with another skill
-ex: badminton to tennis

65
Q

a group with ____ transfer will perform better than the group who had no practice; a group with ____ transfer will perform worse than the group who had no practice

A

positive, negative

66
Q

specific transfer

A
  • ex: free throw
  • practicing at a certain distance and angle and transferring that exact skill to a game
  • practice and performance conditions are IDENTICAL
67
Q

generalized transfer

A
  • near (closer to specific situation) or far (relatively)
  • at a novice stage, can have far transfer that transfers over but near transfer is better
  • ex: free throw vs jump shot
  • jump shot now always performed at same position or angle
  • can practice jump shot and the skill remains the same, parameters change (near transfer)
  • far transfer ex: fundamental motor skills in children (ex: jumping)
68
Q

what is practice?

A
  • never new and never old
  • practice does not equal repetition
  • goal: solve the problem
  • practice: solving the problem
69
Q

when is the only good time to use an aid to improve performance?

A

the aid is only good if it helps the learner SOLVE THE PROBLEM rather than just doing the work

70
Q

we have practice specificity for which 3 things?

A

1) sensory/perceptual characteristics
2) performance context characteristics
- encoding specificity (home field advantage)
3) cognitive processing characteristics

71
Q

practice specificity for sensory/perceptual characteristics

A
  • motor skill learning is specific to the sources of sensory/perceptual information - Luc Proteau
  • initially scientists predicted that the need for vision decreased with practice, but it’s not true (amount of practice with vision increase the need for vision during retention and transfer test)
  • difficult to use the same motor plan when you take something out (vision)
72
Q

the more you practice a skill with feedback, the more you need it

how does this statement fit into ‘our model’?

A

-processing affected in feedback loop

73
Q

practice specificity for performance context characteristics

A
  • intentional remembering versus incidental learning: encoding specificity
  • learners will learn more about the context than they are intentionally or explicitly trying to remember
  • incidental cues or information does benefit later performance

THIS INFORMATION IS NOT CRUCIAL FOR PERFORMANCE

74
Q

practice specificity of cognitive processing characteristics

A
  • transfer appropriate processing theory
  • want the cognitive processing you go through during practice to be appropriate to the transfer environment
  • cognitive processing becomes part of the memory representation of the skill
  • perform best when you’ve practiced the specific cognitive processes required during test situation
75
Q

what are the 3 models of stages of learning?

A

1) Fitts and Posner Three stage model
2) Gentile’s two-stage model
3) Bernstein’s 3 stages

76
Q

what are the 3 stages that make up Fitts and posner’s three stage model?

A

what learner is focused on:

1) cognitive stage
2) associative stage
3) autonomous stage

77
Q

Fitts and Posner’s three stage model: cognitive stage

A
  • listening to instructions
  • figuring out the goal of your movement
  • what do you need to do; when; how
78
Q

how if performance during stage 1 of the Fitts and Posner’s three stage model? (cognitive stage)

A
  • beginner
  • highly variable (standard deviation used to measure error)
  • big errors
  • large number of errors
  • do not know how to correct errors
  • reliant on instructions to point in right direction
  • don’t have the GMP yet
79
Q

Fitts and Posner’s three stage model: associative stage

A
  • intermediate
  • learner begins to see relationships between the environment and movements that are required
  • start to associate what’s going on around them and what they need to to do be successful
  • has developed a fundamental understanding
  • working towards refining motor skill
  • have the basic GMP, adjusting parameters
80
Q

how is performance during stage 2 of Fitts and Posner’s three stage model? (associative stage)

A
  • fewer errors
  • smaller errors
  • variability begins to decrease as you move through stage 2
  • can detect some errors
  • more efficient
  • learning what environmental cues to use
  • typically spend a lot of time in this stage
81
Q

Fitts and Posner’s three stage model: autonomous stage

A
  • requires considerable practice
  • skill becomes automatic
  • does not require conscious attention
  • more room to pay attention to other things
82
Q

how is performance during stage three of Fitts and Posner’s three stage model? (autonomic stage)

A
  • can easily perform another task
  • aka dual task performance (multitasking)
  • performance is highly consistent
  • aka low variability
  • can detect errors and easily make the adjustments
  • well developed GMP
  • good at adjusting parameters
  • identifying errors and corrections
83
Q

what factors will influence if and how quickly someone progresses through the three stages of learning?

A

1) how much they’ve practiced
- conditions
2) skill difficulty
3) individual characteristics
- transfer from other skills

84
Q

what are the two stages in Gentile’s two stage model of learning?

A

1) initial stage of learning

2) later stages of learning

85
Q

Gentile’s two stage model of learning: initial stage

A

2 goals:

1) acquire the movement coordination patterns
2) learn to discriminate between regulatory and non-regulatory conditions

what in the environment is relevant? (vs non relevant)
-a lot of attention is needed because you haven’t learned how to be efficient with your attention

86
Q

what are strategies for the initial stage in Gentile’s two stage model?

A
  • trial and error
  • successful and unsuccessful - learn to figure out what works
  • problem solving approach

goal:
-develop basic coordination pattern

87
Q

Gentile’s two stage model of learning: later stages

A
  • goal is to develop 3 movement characteristics:
    1) adaptability
  • different environments
    2) consistency
  • reliable performance
    3) economy of effort
  • efficient
  • related to attention and in terms of physical efficiency
88
Q

what are the 3 stages in Bernstein’s 3 stage model of learning?

A
  • dynamical systems perspective
    1) reduced degrees of freedom
    2) release degrees of freedom
    3) exploit passive dynamics
89
Q

Bernstein’s 3 stages of learning: reduce degrees of freedom

A
  • freezing degrees of freedom
  • as a beginner, often simplify movement to one joint
  • limit amount of joints you have to pay attention to
  • manifests as a co-contraction
  • contract both agonist and antagonist in order to stabilize the joint
  • requires additional energy and reduces efficiency
90
Q

Bernstein’s 3 stages of learning: release degrees of freedom

A
  • release degrees of freedom once you have the basic coordination pattern
  • bring in other joints progressively
91
Q

Bernstein’s 3 stages of learning: exploit passive dynamics

A
  • improved energy conservation for same force production
  • ex: when performing a task with preferred hand, you can do so with less force
  • schmidt’s force variability (law) relationship
  • doing something with a smaller force = increased accuracy
  • efficient AND effective movement
92
Q

what are three limitations of the models of learning discussed in class?

A

1) never meant to be separate categories (beginner, intermediate, expert); meant to be a continuum
2) automaticity may not always be possible
3) some skills lead to more freezing, not less
- ex: gymnasts - better they get, the more stable they are

93
Q

what is skill retention like for discrete tasks?

A
  • after long delays, law of practice comes back and it’s like you’re re-learning the skill again
  • re-learn it a lot faster this time however (did not completely forget it)
  • has to do with cognitive demands that come with discrete tasks (heavily open loop, lots of planning ahead of time)
94
Q

what is skill retention like for continuous tasks?

A
  • can retain a continuous skill even after two years of not practicing
  • with a continuous tasks, each trial = multiple practice trials
  • more reps than one discrete task where you have one trial each time
95
Q

what are the 4 benefits that come with practicing a skill?

A

improvements in:

1) perceptual skills
2) attention/managing attention
3) motor programs
4) error detection

not simply patterns of muscle activity

96
Q

benefits of practice: perceptual skills

A
  • pick up key information sooner

- specific to knowledge of activity or skill

97
Q

benefits of practice: attention

A

1) reduced capacity of demands
- ex: skating and stick handling as a novice vs expert
2) reduced effector competition
- merge 2 motor programs into 1
- trying to do different things with our limbs (ex: drummer)

98
Q

benefits of practice: motor program

A
  • learning sequences of movements
  • repeated sequences become merged
  • motor program becomes more refined
  • can develop a new motor program that involves moving multiple limbs at the same time
99
Q

benefits of practice: error detection

A
  • important to develop
  • can be conscious or non-conscious
  • detect errors using sensory feedback you have available in the specific situation
100
Q

benefits of practice and it’s relation to our conceptual model

A
  • a skill is never new or old
  • you will always have some sort of coordination pattern or motor program that you can use to approximate performance

our model:

  • error detection and correction
  • need practice using feedback and practice with comparator (nervous system)
  • correct movement while it’s happening (online) or in next trial (offline)

KPER 2700 (4 decks)

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