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Kin 322 > Motor Learning Definition And Assessment > Flashcards

Motor Learning Definition And Assessment Flashcards

1
Q

2 ways to assess motor learning

A

Performance in practice
Learning tests

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2
Q

How can you assess performance in practice

A

Performance curves
Coordination dynamics

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3
Q

2 types of learning tests

A

Retention tests
Transfer tests

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4
Q

Six general performance characteristics of skill learning

A

Improvement
Consistency
Stability
Persistence
Adaptability
Reduced attention demand

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5
Q

What are performance curves looking at

A

Performance changes over time/ practice
Graphical representation of performance during practice
Does not mean learning has happened

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6
Q

What are coordination dynamics for

A

Developing new temporal (time) and spatial patterns
- creating a new pattern from an old pattern vs learning something new

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7
Q

4 general types of performance curves

A

1) linear
2) negatively accelerated curve
3) positively accelerated curve
4) olive/S-shaped curve

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8
Q

Linear curve

A

Proportional increases over time
Steady performance improvement

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9
Q

Negatively accelerated curve

A
  • large improvement early, small improvements later
  • represents classic power law (functional relationship) of skill learning
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10
Q

What is the most prominent type of curve in motor learning

A

Negatively accelerated curve

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11
Q

Positively accelerated curve

A

Slight improvement early, large improvement later
Ex) coming off injury

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12
Q

Give/S-shaped curve

A

Combination of all 3 curves

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13
Q

How is improvement seen

A

General direction of the curve
(Error decreases)

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14
Q

how is consistency seen

A

Near end of practice session
How far the standard deviation lines are from the mean
Scores closer together

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15
Q

What do we compare performance to on performance curves for kinematic data

A

Criterion

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16
Q

How is improvement measured in kinematic data

A

Tracing in final block of trials compared to criterion
- improvement would be closer to criterion

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17
Q

How is consistency measured for kinematic data

A

Decreased SD from first to last block of trials
- amount of distance between criterion and what trying to achieve

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18
Q

What are 3 performance characteristics that demonstrate learning

A

Improvement, consistency, persistence

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19
Q

What does learning coordination dynamics require

A

Developing new spatial and temporal patterns

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20
Q

What does a learning test comparing to performance on 1st day (baseline) demonstrate

A

Amount of performance improvement
- beginning to end

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21
Q

What does a learning test comparing to most recent performance attempt demonstrate

A

Persistence (retention test) or adaptability (transfer test) of performance improvement
- if similar to last practice - persistence

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22
Q

Purpose of retention tests

A

Assess permanence of the performance level achieved during practice

23
Q

What do retention tests assess

A

The persistence of improved performance

24
Q

What can you infer from a retention test

A

How much you have learned based on your performance on the test
- if over period of time you can still complete the skill

25
Q

What is a retention test test

A

Tests performance of the same skill following a period of not performing that skill

26
Q

How long should be between the end of practice and the retention test (retention interval)

A

It is arbitrary
- 24 hours is recommended minimum
- long enough that the effect of performance variables will dissipate

27
Q

What can you be confident in if the difference between the two trials (first practice day and test day) is significant

A

Learning has occurred (improvement)

28
Q

What can you be confident in if the difference between the last practice and the test day is minimal

A

Learning has occurred (persistence)

29
Q

What do transfer tests assess

A

The adaptability of performance

30
Q

What do transfer tests involve

A

Performing the practiced skill in a performance context or situation different from practice

31
Q

How to you provide a novel situation to assess learning

A
  1. Context variations (changing environment)
  2. Skill variations
32
Q

3 novel context characteristics

A

Availability of augmented feedback
Physical environment
Personal characteristics

33
Q

Availability of augmented feedback

A

Skill that is practiced is tested
Ex) game vs practice
Test vs lecture

34
Q

Physical environment

A

Especially effective for a learning situation in which the goal is to enable the person to perform in locations other than those in which they practiced
Ex) rehab setting to home
Gold dome to golf course

35
Q

Personal characteristics

A

How well a person can perform the skill while adapting to characteristics of their self that were not present during practice
Ex) stress, anxiety

36
Q

Novel skill variation for transfer tests

A

Does the learning transfer from one variation of the skill to another
Changes in object being manipulated, speed of movement, direction of movement
Ex) change in speed of walking
Ex) passing ball vs puck
Pirouette turned out vs parallel

37
Q

What do retention tests test

A

Persistence

38
Q

What do transfer tests test

A

Adaptability

39
Q

What are the 4 cautions when interpreting performance curves

A
  1. Performance is measure, not capability
  2. Performance plateaus
  3. Ceiling and floor effects
  4. Scoring criteria may change performance outcome
40
Q

What are group averages not sensitive to

A

Individual differences in performance

41
Q

What do ceiling and floor effects limit

A

Sensitivity of a measurement to detect further improvements

42
Q

What may practice involve that affects how performance is measured

A

Performance variables which may enhance or impair performance

43
Q

What can control for performance variables

A

Learning tests
- retention tests overcome this problem by evaluating persistence of learning
- transfer tests overcome this problem by evaluating adaptability to novel situations
- do practice test then learning test

44
Q

How can practice performance misrepresent learning

A

If only go by practice can get wrong idea about was was learnt and retained

45
Q

What are conclusions of concurrent feedback during skill and terminal feedback after a trial or after 5 trials

A

Concurrent feedback was beneficial for immediate performance improvement but not for learning (lack of persistence after tests 48hrs later)

46
Q

How should you assess learning

A

Learning tests after retention period

47
Q

When should you assess learning

A

Min 24 hrs

48
Q

Performance plateau

A

Period of time in which there is no improvement, but then experiences improvement with continued practice

49
Q

How do we see performance plateaus

A

Seen in individual data during practice

50
Q

What are 2 possible causes of performance plateaus

A
  1. Cessation of learning
  2. A temporary performance artefact (unintended interference) (more likely)
51
Q

What are possible performance artefacts causing plateaus

A
  1. Transition between two phases of learning (developing a new strategy needed to improve)
  2. Personal factors: period of low motivation, fatigue, lack of attention, etc.
  3. Measurement type causing ceiling or floor affects
52
Q

What is the floor effect

A

Task is too difficult
- not much improvement
- too hard for improvement to occur

53
Q

What is ceiling effect

A

Task is too easy
- improved significantly, mastered it
- curve cannot go any higher

54
Q

How can scoring criteria change performance outcomes

A

Measurement must appropriately reflect performance changes
- sensitive enough to show improvement
- have ability to show individual changes

Kin 322 (21 decks)

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