Motor Learning Chapter 9 Flashcards
the Specificity of learning principle states that
-Best learning experiences are those that most approximate the movement components and environmental conditions of the target skill
Performance is
about trying to do your best at a task
Learning is
practicing and experimenting with what works and betting comfortable with the movement
What are the benefits of proper practice?
- Capability to perform the skill on future demand
- Improve perceptual skills
- reduces demands on attention. (as skill gets more automatic, it needs less attention)
- reduces effector competition (once we’ve learned skill, muscles that shouldn’t be activated will no longer be competing with muscles that should be (aka noise)
- Improves motor programs & error detection
What are Fitt’s stages of learning
- Verbal Cognitive stage
- Fixation stage
- Autonomous stage
What are some characteristics of fitt’s stage 1. Verbal cognitive stage of learning?
- a lot of time spent thinking
- attentional demanding
- understanding the fundamentals of movement pattern
- need verbal guidance
- large gains
What are some charachteristics of Fitt’s stage 2. Fixation stage?
- solved the major cognitive problem
- focus on refining the skill
- building a motor program
- monitor feedback
what are some characteristics of fitt’s stage 3. autonomous stage of learning?
- Little or no attention on skill
- longer motor programs
- higher order cognition
- increased perceptual anticipation
What are Bernstein’s stages?
- Benstein’s stage 1, reduce degrees of freedom
- Bernstein’s stage 2: release degrees of freedom
- Bernstein’s stage 3: Exploit passive dynamics
what are some of the characteristics of Bernstein’s Stage 1: Reduce Degrees of Freedom
- Freezing degrees of freedom
- Conscious control (make movement happen)
- Produce rudimentary aspects of the movement ( what are fundamental thinks trying to produce here?)
what are some of the characteristics of “Bernstein’s Stage 2: Release Degrees of Freedom”
- release additional degrees of freedom
- allows for greater flexibility
- produces more complex movements
What are some characteristics of “Bernstein’s Stage 3: Exploit Passive Dynamics”
- Exploit principles of energy and motion
- maximize skill’s effectiveness
- maximize skill efficiency
Limitations of Fitt’s and Bernsteins stages include:
- Niether was meant to describe learning as a series of discrete, nonlinear, and unidirectional stages
- Fitt’s considered performance change to be regressive as well as progressive
- Task difference also play an important role in the stage views of both Fitts and Bernstein.
What are the characteristics of forgetting?
- longer term retention depends on nature of the task
- -discrete tasks are forgotten relatively quickly
- -continuous tasks are trained well over longer period’s of no practice
- -the amount of practice will influence a learners retention
What is the “warm up decrement?”
Warm up decrement refers to a specific type of retention DEFICIT due to the loss of an activity SET
Transfer of learning refers to a
gain or loss of a person’s proficiency on one task as a result of previous experience
movement elements are
elements that deal with the fundamental patterns of a movement
Perceptual elements are
aspects that deal with the environmental information
strategic and conceptual elements
!Aspects that deal with the rules, principles, or strategies
Part practice is
• Initial rehearsal of complex skills
Fractionalization is
parts of a complex skill practice separately
Segmentation is when
- initial part of a skill practiced
- then a second part is added until the entire target skill is practiced
Simplification is when
difficulty of the target skill is reduced in some manner
what’s “near transfer”
transfer of learning from one task or setting to another that is very similar
What is “far transfer”
transfer of learning from one task or setting to another. Very difficult task or setting
What are some off-task practice considerations?
- Motivation for learning: a learners internalized drive to learn a skill
- Directional attention
- –external focus
- —-cues or information on the environment
- –Internal focus:
- —-attending to personal thoughts and/or mechanics
- demonstrations and modeling. the process by which learners acquire the capability of learning by observing the actions of others
- mental practice
Massed practice is
little rest between performance bouts
Distributed practice
amount of rest between bouts is longer than the amount of time spent practicing
Varied Vs. Constant practice:
- Constant practice: rehearsing at one variation of a task
- varied practice : different version of the same action (eg different distances)
- –majority of learning is to acquire a number of variations of the movement class
- –this in most cases, varied practices makes more sense
Scheme theory:
a set of rules relating the various outcomes of a person’s actions to the parameters (short distance of a throw) the person sets to produce those outcomes (eg, a small amount of force)
Varied practice enhances
- a person’s schema
- flexibility, adaptability, and generalizability
- allows people to apply their learning
Block practice:
a sequence in which a significant amount of time is spent on one task, then the next task, and so on
random practice:
a variation in the order of practice; tasks are intermingled or continuously rotated (random practice is supposedly better)
What are the positives and negatives of block practice?
positives
- Block practice has better results during immediate learning
- skills become automatic during initial practice
negatives
- does little to promote comparison of movements
- does not produce lasting effects
What were the findings for random practice?
- demonstrates better retention learning
- diminish immediate learning
- better for longer term learning
random practice Elaboration hypothesis:
-increases meaningfulness/ distinctiveness of movements
-when shifting to new movements learners are forced to become aware of the
-distinctiveness among the skills
distinctive memories are easier to retrieve
Forgetting hypothesis
- The learner Forgets A to do task b
- learner must relearn/replan task each time
- Forces repeated retrieval l of mp stored in LTM
Contextual interference
-Conditions that depress performance during initial practice, but produces better learning as measured on a retention test
What are the two types of feedback?
- inherent feedback: sources from inside the body generating information
- augmented feedback: Information from an outside source: eg. time,
why is augmented feedback important?
- it provides information for the learner that they may not be aware of
- it’s the only means that a practitioner has of influencing a learner’s behavior
What are the types of Augmented feedback?
- knowledge of results (KR)
- knowledge of performance (KP)
Functions of Feedback:
-Positive reinforcement: “I want the behavior to be repeated
-Negative reinforcement: “I want to decrease that behavior”
Motivation: challenges learner to pursue particular goals, and helps learners when they’re making minimal progress
Functions of feedback:
- Directing attention
- Information properties
- -movement pattern
- -outcome
- -descriptive
- -prescriptive
dependency should be
avoided
How does feedback work?
tradition belief: more feedback was better, & feedback strengthen stimulus response relationship
More recently: frequently feedback is detrimental to learning
-leads to dependency
How much feedback do we give?
-shouldn’t be after every trial
what is absolute frequency
the total number of feedback presentations given to the learner
relative frequency
the percentage of trials receiving feedback.
What are the types of feedback scheduling?
faded feedback bandwidth feedback summary feedback average feedback self controlled feedback
what is faded feedback?
faded feedback is a feedback schedule in which the relative frequency is high in early practice and reduced in later practice
what is bandwidth feedback
setting a threshold that acceptable for provided feedback when a certain amount of error is reached
summary feedback:
feedback given over a set criteria during a predetermined time
Average feedback
average feedback is a type of augmented feedback that presents a statistical average of two or more trials rather than results on any one of them
Self controlled feedback
-learner decides when they receive feedback
