ML 2 (transfer, variability and specificity) Flashcards
What are the 6 key features of learning?
- improvement over time
- consistency
- stability in light of int or ext perturbations
- persistence of improved performance
- adaptability to similar conditions
- reduced attentional demand
Define transfer of learning
the extent to which previous experience influences the performance of a new skill or a skill in a new context
How do you assess transfer?
(equation for transfer)?
exp group: practice skill A then test skill B
control group: no practise then test skill B
%transfer = (Bscore ex - Bscore co / Bscore ex + Bscore co) x 100
Define positive transfer
when prior learning has a positive influence on new skill learning or on performance in a new context
Why does positive transfer occur?
similarity of the components and/or context characteristics of the skills to be performed
the more kinematically similar the components between skills, the more transfer
Describe a piece of research that supports the reasoning behind positive transfer
O’Keeffe et al (2007)
> pre tested in ball throw (BT), badminton clear (BC) and javelin (J).
3 weeks intervention of BT, BC or control.
post test then 2 weeks no practice
retention test
results:
- BC only improved BC
- BT improved everything
takeaways:
skills w/ greater kinematic similarity and context characteristics have higher transfer
What is negative transfer?
when prior learning hinders the performance of a different skill or a skill in a different context
Why does negative transfer occur?
context characteristics are similar but the movement characteristics are different
there are conflicts/changes in
- spatial location
- timing
What are some reasons for negative transfer?
> perception-action coupling (e.g. breaking in an automatic car)
cognitive confusion (e.g. typing on a different keyboard
intrinsic dynamics of coordinative patterns
Define bilateral transfer
transfer of learning from one limb to the contralateral one
What is the protocol for testing bilateral transfer?
preferred limb : pre-test, practice, post-test
contralateral limb : pre-test, no practice, post-test
if contralateral limb improves, transfer has taken place.
Does the side you start with affect bilateral transfer in different scenarios?
yes.
when accuracy is the aim, start with non-dominant
when force is the aim, start with the dominant
- (Stockel & Weigelt, 2012)
What are the two explanations for bilateral transfer?
> cognitive
> motor control
Outline the cognitive explanation for bilateral transfer
performer already knows “what to do: and starts from a higher skill level
Outline the motor control explanation for bilateral transfer
generalised motor programmes are already formed, which aren’t muscle specific
What is the general consensus when it comes to practice variability?
the exposure to a variety of experiences enhances the learning process
- in the selected skill
- in the adaptation capability
What is some supporting evidence for the variability of practice?
Shoenfelt et al (2002)
had ppts practicing free throws 4 days a week for 3 weeks.
1 group was constant at free throw line, other groups had varying levels of variability.
2 weeks taken off then a retention test
the more variable the practice, the greater the learning
Define contextual interference
the memory and performance disruption that results from performing multiple skills or skill variations within practice
How do blocked, random and serial methods of practice vary in terms of variability and contextual interference?
All have equal variability but blocked practice has dramatically lower contextual interference as only one skill/element is being practiced per session.
in terms of contextual interference
random > serial > blocked
How does contextual interference affect learning?
negatively during practice but positively favours learning
What are the negatives of blocked practice?
> does not foster adaptability to novel contexts
typically shows poorer results in retention and transfer tests
leads to overestimation of personal improvements (performance vs. learning)
What factors may affect the suitability of a high contextual interference practice?
skill type
- lab vs. applied
- simple vs. complex
- degrees of similarity across practice variations
performer
- age
- starting level
- challenge point hypothesis
Describe the challenge point hypothesis
random practice for simple skills
less contextual awareness fro beginners
- (Guandagnoli & Lee, 2004)
Describe practice specificity
practise condition characteristics that influence motor skill learning
Define the specificity characteristic of sensory-perceptual information
learning a motor skill is specific to the sources of sensory/perceptual info available during practice.
e.g. when amount of practice with vision increases, need for vision on subsequent tests increases too
Define the specificity characteristic of environmental context
intentional or incidental cues. people learn more about the context than they’re told to and use these cues as aids to retrieve motor memory
may be why you’re more likely to win a home game, because there are more incidental and intended cues to draw from
Define the specificity characteristic of cognitive processing
best practice is one w/ activities that require the same cognitive processing that’ll be required in the performance scenario
What is a downside of high practice specificity?
improves the skill but doesn’t assure high transfer to a real life game situation when context or skill may vary slightly
