Motor Learning Flashcards
Non-Associative Learning
Implicit, repeated stimulus, Habituation (decreased responsiveness), Sensitization (increased responsiveness)
Associative Learning
Implicit, predictive, relationships, Classical & Operant Conditioning
Procedural Learning
Implicit, automatic; knowing “how” to do
Logarithmic Law of Practice
rate of improvement linearly related to amount left to improve (early: performance increases rapidly, later: improves more slowly)
Where is long-term memory scored?
Association Cortex
Short-term (immediate) retention
5-10 minutes
Long-term (delayed) retention
24-48 hours
Retention
Way to measure learning; perform same task after certain time has passed
Transfer Test
Way to measure learning; perform similar but different task than practiced
Dual-Task Performance
Way to measure learning; learned task does not require as much attention
Savings
Way to measure learning; amount of practice saved in relearning a task or skill a 2nd time compared to learning it the 1st time
Cognitive Stage
1st stage of learning; performer begins to understand task, performance is variable
Associative Stage
2nd stage of learning; performance is refined, variability decreases, develop internal sense of what movement should feel like
Autonomous Stage
3rd stage of learning; skilled performance achieved with few errors, can be performed almost automatically
Declarative Learning
knowledge gained is explicit, can answer direct questions, knowing “what” to do
Blocked Practice
does not provide contextual interference; better for performance
A-A-A-B-B-B-C-C-C
Random Practice
provides contextual interference; better for learning
A-C-B-C-A-B-A-C
Knowledge of Results
type of extrinsic (augmented) feedback; presented in terms of some environmental goal
*delay interval recommended
Knowledge of Performance
type of extrinsic (augmented) feedback; presented in terms of movement pattern
Absolute Frequency
of practice trials accompanied by augmented feedback
Relative Frequency
% of trials accompanied by augmented feedback (should be <50%)
Concurrent Feedback
provided during performance, leads to decreased retention, may interfere with learning
Massed Practice
practice time > rest time; may lead to fatigue, not ideal for continuous tasks
Distributed Practice
practice time <= rest time; good for highly-exertive tasks
Reflex Theory
Traditional; reflexes build complex behavior; complex behaviors are product of series of chained reflex actions; Limitations: reliance on outside stimulus, cannot explain novel movements
Hierarchical Theory
Traditional; “top-down” control, lower levels do NOT control higher levels
Limitations: does not explain how reflexes can control higher centers, assumes all lower level behaviors are primitive and maladaptive
Motor Programming Theory (Schmidt’s Schema)
Contemporary; motor program = learned behavior pattern, central pattern generator, open-loop
Limitations: cannot account for complex situational variables
System Theory
Contemporary; task<>environment<>individual; movement in context of int/ext forces acting on body
Dynamic Systems Theory
Contemporary; refutes existence of a motor program, introduces concept of emergence of self-organizing behaviors
Limitations: suggests nervous system plays a small role in effecting motor action
Ecological Theory
Contemporary; use info about environment to control movement, perception + action
Limitations: emphasis on primary organism/environment interface level vs. nervous system level
Pure-Part Practice
A, B, C, D, ABCD
Progressive-Part Practice
A, B, AB, C, ABC, D, ABCD
Repetitive-Part Practice
A, AB, ABC, ABCD
Experience-Dependent Plasticity (Klein & Jones)
- Use it or lose it
- Use it and improve it
- Specificity
- Repetition Matters
- Intensity Matters
- Time Matters
- Salience Matters
- Age Matters
- Transference
- Interference
