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KPER 2700 > rest of shit > Flashcards

rest of shit Flashcards

1
Q

what are the 3 types of transfer?

A

negative, neutral, positive

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2
Q

how do we structure practice to promote transfer?

A
  • practice in a variety of settings

- practice adding parameters

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3
Q

transfer is sometimes also called _____

A

generalization

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4
Q

transfer of learning between two tasks increases as the _____ between them increases

A

similarity

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5
Q

what are three different things that make skills “similar” to each other?

A

1) fundamental movement patterns (i.e. coordination patterns)
2) perceptual elements (feedback and context)
3) strategic and conceptual similarities

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6
Q

transfer and similarity: fundamental movement patterns

A

if practice is given at one variant of the class of movements sharing the same GMP, then the learner should be able to transfer learning to any other variant using this same pattern

3 invariant features:
-relative timing, order of muscle activated, relative forces

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7
Q

transfer and similarity: perceptual elements

A
  • learning to react appropriately to cues in the environment

- ex: learning to catch different types of balls because you know the rules of physics

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8
Q

transfer and similarity: strategic and conceptual similarities

A
  • it’s difficult when a familiar stimulus requires a new response
  • when environmental context is similar or movement/skill characteristics are different
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9
Q

lead up activities - def

A

-actions that are usually not of interest in themselves but are considered only as means to reach another goal

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10
Q

why can’t balance, quickness, and vision be trained? (basic abilities)

A
  • these tasks are made up of various other tasks that are based on many diverse abilities, so there is no single quickness ability for example
  • if there were such a general ability, they are essentially genetically determined - not subject to change through practice

-better to practice the actual skill

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11
Q

part practice - def

A
  • dividing tasks into meaningful units that can be isolated for separate part practice
  • integrate these units into the whole skill for later performance
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12
Q

is part practice effective in serial skills?

A

yes

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13
Q

when is part practice most effective?

A

in serial tasks of very long duration and in cases in which the actions of one part do not influence the actions in the next part (i.e. movements are independent of one another)

  • whole practice is STILL NECESSARY
  • good to learn more difficult parts first but need to practice them together still
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14
Q

is part practice effective for discrete skills?

A
  • no - especially in rapid and ballistic movements
  • dynamics change
  • different GMP
  • dividing skill into individual parts disrupts the essential features of the action
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15
Q

rather than part practice, what type of practice should be used for discrete skills?

A
  • progressive part practice
  • where the parts of a complex skill are presented separately but the parts are integrated into larger and larger parts and finally into the whole
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16
Q

what are the 3 principles of part practice?

A
  • for very slow, serial tasks with no component interaction, part practice on the difficult elements is very efficient
  • for very brief, programmed actions, practice on the parts in isolation is seldom useful and can be detrimental
  • the more the components of a task interact with each other, the less the effectiveness of part practice
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17
Q

simulator - def

A

a practice device designed to mimic features of a real world task

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18
Q

what are 2 important factors that should be taken into account when making decisions about simulator use and effectiveness?

A

1) physical fidelity

2) psychological fidelity

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19
Q

fidelity - def

A

degree to which the simulator mimics, or is “faithful” to the criterion task

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20
Q

physical fidelity - def

A

refers to the degree to which the physical or surface features of the simulation and criterion tasks themselves are identical
-aka practicing the right GMP

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21
Q

psychological fidelity - def

A

degree to which the behaviours and processes produced in the simulator replicate those required by the criterion task
-problem solving, decision making, stress, environment, etc.

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22
Q

fixation is required for ____ skills whereas diversification is required for _____ skills

A

closed, open

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23
Q

what is the major difference between learning closed skills vs open skills?

A

both: learn basic coordination pattern and focus on goal of action
closed: lots of practice, match the performance condition
open: allow for environment to vary, set time constraints

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24
Q

during practice it is important to make ____ and _____ use of our time

A

effective, efficient

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25
Q

if your practice is high quality, the quantity of practice does not matter as much

true or false?

A

false, they BOTH matter

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26
Q

what are the 4 off task practice considerations?

A

1) motivation
2) instructions
3) demonstrations
4) mental practice

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27
Q

off task practice considerations: motivation

A
  • unmotivated learner is unlikely to practice
  • intrinsic motivation - internalized drive to learn

1) important motivational method: goal setting (goal must be tangible, challenging, and reasonable)
2) augmented feedback (positive)
3) self regulation of practice

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28
Q

intrinsic motivation is largely determined by which 3 things?

A

1) autonomy
2) competence (skill mastery)
3) relatedness (being accepted in a social context)

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29
Q

augmented feedback - def

A

information that is provided to the learner from an external source

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30
Q

positive augmented feedback, when it is not entirely true/accurate, will be detrimental to a learner learning process because it gives them false information about how they’re doing

true or false?

A

false, subjects that were told they were doing 20% better than they actually showed benefits in motor learning in practice and retention

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31
Q

false-positive-normative feedback

A

giving positive feedback by telling the learner they did better than they actually did

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32
Q

false-negative-normative feedback

A

giving the learner negative feedback by telling them they did worse than they actually did

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33
Q

how does false-negative-normative feedback affect learning?

A

this group and the control group had very similar learning, the negative feedback does not seem to be detrimental to performance

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34
Q

self regulation of practice - def

A

giving learner ownership over some of the components of practice
-control over learning environment

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35
Q

off task practice considerations: instructions

A
  • critical in early practice then fade out

- verbal, written, demonstrated (beginners)

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36
Q

should you give verbal or visual instructions? why?

A
  • words are often an imprecise way of describing subtle aspects of movements - verbal might only be best suited for most elementary features of a skill
  • should give a combination of visual and verbal instructions
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37
Q

when giving instructions, how should you direct a learner’s attentional focus?

A

with the exception of beginners, should promote external focus of attention

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38
Q

when giving instructions, does quantity matter?

A

yes, beginners can handle only a small amount of information

  • limit instruction to 1 or 2 points at a time
  • focus on foundation of skill first
39
Q

off practice task considerations: demonstrations

A
  • also called modeling or observational learning
  • information may be conscious or non-conscious (dorsal stream)
  • ex: relative timing

-mirror neurons active when watching

40
Q

which area of the brain is active when watching a demonstration?

A
  • inferior frontal gyrus

- premotor areas (motor planning)

41
Q

which area of the brain is active when imagining a movement?

A

supplementary motor area

42
Q

off practice task considerations: mental practice

A

-thinking about the skill being learned, rehearse each of the steps sequentially, imagines doing the actions that would result in achieving the goal

43
Q

mental practice is beneficial in a variety of settings

true or false?

A

true

44
Q

mental practice is as effective as physical practice

true or false?

A

false, physical practice is better, but mental practice is better than no practice

45
Q

what are the 2 roles of mental practice?

A

1) skill acquisition - help a learner through initial stages of learning
2) performance preparation
- action prep - prior to performance
- improving memory representation - storage and retrieval

46
Q

mental practice - cognitive explanation

A
  • figuring out “what” to do

- only present in the very early stages of learning (bernstein’s cognitive stage)

47
Q

mental practice - motor explanation

A

-mirror neurons (active when planning a movement, watching a movement, or doing a movement)

48
Q

when should you use mental practice?

A
  • when you can’t access equipment/facility
  • preparing for context specificity when competing away from home
  • during rehab
  • when in large groups
49
Q

massed practice - def

A

longer practice sessions, shorter time between practice sessions
-ex: summer courses

50
Q

distributed practice - def

A

shorter practice sessions, longer time between practice sessions
-ex: MWF courses

51
Q

_____ practice gives the learner a chance to forget the task. Why is this important?

A

distributed

-when you have time to forget, you have more practice trying to remember

52
Q

what are 3 reasons why distributed practice works?

A

1) fatigue
2) cognitive effort
3) memory consolidation

53
Q

distributed practice and fatigue

A

-distributed practice allows adequate rest

54
Q

distributed practice and cognitive effort

A

allows:

  • reduced boredom
  • increased motivation
55
Q

distributed practice and memory consolidation

A
  • neural mechanisms
  • time - NS can respond to make changes - neuroplasticity
  • sleep dependent learning (practice; sleep; retention = remember more - neural connections form)
56
Q

for discrete tasks, there is evidence suggesting that reducing rest time through massed practice affects learning

true or false?

A

false, for discrete tasks, there is no evidence that reducing the rest time through massed practice affects learning

  • not a lot of research
  • distributed practice leads to better learning
  • massed practice seems to be better when talking about inter-trial interval
57
Q

in continuous tasks, longer rest periods generally lead to more skilled performance during practice

true or false?

A

true

-aka distributed practice

58
Q

the positive effects that come from longer rest intervals (i.e. distributed practice) remains large on a retention test

true or false?

A

true

59
Q

how does incorporating mental practice and observation help in organizing practice?

A
  • creates natural breaks (distributed practice rest more efficient and effective)
  • help with motivation
  • self evaluation - reflect on performance (refine comparator)
60
Q

over all, _____ practice leads to better learning

distributed or massed

A

distributed

61
Q

constant and variable practice: what are the features of practice that enable the performer to perform well in novel situations?

A

GMP stays consistent

62
Q

schema theory - def

A

learner acquires a set of rules, called the schemas, that relate the surface features of the action (ex: distance, speed) to the parameter values necessary to produce those actions

aka learning the general rules for applying parameters

63
Q

how can you improve schema learning?

A

variable practice

-gives a chance for the person to calibrate their system

64
Q

constant practice - def

A

always practicing the same version of a task

-does not give us practice calibrating our system

65
Q

why does variable practice improve generalizability?

A

-you get practice adding the parameters (response programming) and comparing the outcome (sensory feedback to comparator)

66
Q

blocked practice - def

A

all the trials of a given task are completed before moving on to the next task

67
Q

random practice - def

A

the order of task presentation is mixed across the practice period

68
Q

which type of practice may lead to contextual interference? blocked or random? why?

A

random practice

-memory and performance disruption that occurs when you perform multiple skills or variations within on practice session

69
Q

contextual interference effect

A

high contextual interference leads to better learning

-when you consider practice, retention, and transfer

70
Q

random practice leads to much more skilled performance than blocked practice during skill acquisition

true or false?

A

false, blocked practice leads to better performance during acquisition, but random practice leads to much better performance in retention

71
Q

when using random practice, benefits are seen in practice, retention, AND transfer

true or false?

A

false, benefits are ONLY seen in retention and transfer, blocked practice group performs better in practice

72
Q

what are the two hypothesis that try to explain why random practice is so effective (aka why contextual interference effect occurs)?

A

1) elaboration hypothesis

2) forgetting hypothesis (action plan reconstruction hypothesis)

73
Q

elaboration hypothesis

A
  • increased meaningfulness and distinctiveness produce more durable memories for the tasks, increasing performance capabilities on retention and transfer tests
  • memory is robust because the learner has to keep each task in WM - differences between skills become clearer
  • allows for comparing and contrasting skill variations
74
Q

what is one support for the elaboration hypothesis that leads to better performance in a blocked practice group?

A

when you add a specific mental processing activity to blocked practice group, then they perform better than the random practice group

-insertion of specific mental processes (i.e. elaboration) helped learning

75
Q

forgetting hypothesis (action plan reconstruction hypothesis)

A
  • learner forgets and then needs to reconstruct the action plan for each trial
  • in blocked practice, the learner can simply reuse the old action plan
  • random practice provides lots of opportunity to reconstruct action plan - this is what is necessary for retention and transfer
  • allows learner to be engaged in motor problem solving
76
Q

what is one support to the action plan reconstruction hypothesis that negates the benefits of random practice vs blocked?

A
  • the effects of forgetting on learning are negated if you add a model to the random practice group
  • if they can follow a model, there is no benefit to random practice - no need to reconstruct the solution anymore because the model gives a strong memory cue
77
Q

the elaboration and action plan reconstruction hypothesis are mutually exclusive

true or false?

A

false, random practice leads to stronger memory representation of the movement (elaboration) AND it leads to improved motor programming processes (action plan)

78
Q

high contextual interference requires more attention during practice and leads to more deliberate practice

true or false?

A

true

79
Q

high contextual interference leads to learners overestimating how much they are learning

true or false?

A

false, low contextual interference leads to this

80
Q

what are the 4 factors that explain why random practice is more beneficial than blocked practice?

A

1) forces the learner to become more actively engaged in learning - prevent simple repetitions of actions
2) gives learner meaningful/distinguishable memories of various tasks - increase memory strength a decrease confusion among tasks
3) causes learner to forget short term solutions (from WM)
4) forgetting short term solutions forces learner to generate solution again

81
Q

there is consistent evidence showing that random practice works across a wide variety of skills inside AND outside the lab

true or false?

A

true

82
Q

how does metacognition differ between random and blocked practice groups?

A

blocked: predicted error score was less than 10% but they actually made way more errors
random: predicted error score was accurate to performance - good self awareness about how they learned (metacognition)

83
Q

what are the two limitations of random practice?

A

1) motor skill characteristics
- amount of pre-trial prep required is low - no benefits of random practice
2) learner characteristics
- if relative task difficulty is high - no benefits from random practice

84
Q

what are two examples of learner characteristics that could lead to random practice not being beneficial to learning

A

1) age
- some evidence that lower contextual interference leads to better learning for children
- note: variable practice is better for children
2) skill level
- beginners initially learn better with blocked practice if the skill is relatively difficult

85
Q

challenge point framework - def

A

predicts that practice conditions should be selected to optimally challenge the learner
-choices depends on relationship between the difficulty of the skill and skill level of learner

86
Q

what are the 3 predictions of the challenge point framework?

A

1) random practice is optimal for skills with low levels of difficulty
2) blocked/serial practice will be optimal for skills with high levels of difficulty
3) amount of CI that is optimal for learning changes with skill level of learner

87
Q

what are two alternatives to blocked and random practice?

A

1) hybrid schedules

2) practice contingencies

88
Q

hybrid schedule practice

A
  • practice schedule including random practice interleaved with short strings of blocked practice
  • anything between blocked and random practice
89
Q

practice contingencies - def

A
  • one way of achieving a hybrid practice schedule
  • practice that is sensitive to individual differences
  • have to reach a certain level of success before moving onto next stage
90
Q

hybrid practice schedules are sensitive to individual differences

true or false

A

false

91
Q

motor capability is task specific

true or false?

A

true

92
Q

positive transfer of a task occurs when _____ and _____ characteristics are similar

A

physical, mental

93
Q

we have practice specificity for which 3 things?

A

1) sensory/perceptual characteristics
2) performance context characteristics
3) cognitive processing characteristics

94
Q

is variable practice beneficial for children? why?

A

yes, help to learn to calibrate motor systems

KPER 2700 (4 decks)

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