W5 - Implicit Motor Learning Flashcards

1
Q

What are the steps taken when executing or practising a skill or task?

A

Consider aspects of task

Execute task

Evaluate outcome

Determine aspects of action needing change

Explicit rules/knowledge emerge

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2
Q

What are the 3 types of motor learning

A

Cognitive

Associative

Autonomous

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3
Q

What are the 2 ways in which motor skills can be learned?

A

Implicitly or Explicitly

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4
Q

Implicit learning/processes

A

Ability to acquire new skill w/out incr in knowledge about the skill perf.

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5
Q

Explicit learning/processes

A

Uses declarative/propositional knowledge to build up a set of perf rules to guide motor perf.

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6
Q

Which has a slow acquisition?

A

Implicit

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7
Q

Which is verbally based?

Implicit or explicit learning/processes

A

Explicit

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8
Q

Which is typically unavailable to conscious inspection + difficult to verbalise?

Implicit or explicit learning/processes

A

Implicit

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9
Q

Which is expected to be dependent on the working memory?

Implicit or explicit learning/processes

A

Explicit

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10
Q

Which has immunity to reinvestment?

Implicit or explicit learning/processes

A

Implicit

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11
Q

Which has robustness to stress?

Implicit or explicit learning/processes

A

Implicit

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12
Q

In which are people consciously aware of info being processed?

Implicit or explicit learning/processes

A

Explicit

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13
Q

What has research demonstrated about implicit vs explicit learning?

A

That learning implicitly offers better retention over time w/ less skill loss than explicit.

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14
Q

What does implicit learning have greater resistance to than explicit learning?

A

To the effects of psychological:

  • Stress
  • Disorders
  • Dysfunction
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15
Q

How can declarative knowledge be transformed into procedural knowledge?

A

Through excessive repetition to become an automatic skill.

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16
Q

Which is slower to develop?

Procedural or declarative knowledge?

A

Procedural

  • Can be developed through repetition.
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17
Q

How does procedural knowledge occur?

A

W/out attention awareness or higher cognitive processing

18
Q

What are the main mechanisms of creating an implicit learning environment?

A

Dual task learning

Errorless learning

Analogy learning

19
Q

How can we tell if learning was implicit?

A

No. of rules generated - fewer if you can’t verbalise what you’re saying.

Movement measures

Probe reaction time - implicit learners have faster than explicit.

Neural measures

20
Q

Who came up with the Working Memory Model?

A

Baddeley & Hitch

1974

21
Q

Capacity of the Working Memory

A

Limited

22
Q

Whats in the working memory

A

Multi-component system:

  • Central executive
  • Visuospatial sketchpad
  • Phonological loop
  • Episodic buffer
23
Q

What is the working memory important for?

A

Reasoning, learning + comprehension.

24
Q

Where is info held + manipulated?

A

Working memory

25
Q

What happens if theres too much in one of the multi components of the working memory?

A

The central executive (a.k.a conductor) kicks in to prioritise which component takes over.

26
Q

What is the visuospatial sketchpad?

A

Inner eye

Stores + processes info in a visual or spatial form.

Used for navigation

27
Q

What is the phonological loop?

A

Deals w/ spoken + written material

28
Q

What is the central executive component?

A

Directs attention + gives priority to particular activities.

Baddeley suggests that it controls attentional processes rather than acting as a memory store.

29
Q

Self-focus theory of Choking (a.k.a Explicit monitoring theory)

A

States that pressure ⬆️ monitoring of explicit processes by shifting mental processes from automatic to controlled.

30
Q

What is top-down processing?

A

Drawing from what we already know in order to interpret new info.

31
Q

What is bottom-up processing?

A

Focuses on interpreting sensory info in real-time.

Would function in a series of events that began w/ the intake of new sensory info, sensory receptors would send signals to brain where it processes them to construct a perception based off the signals received.

32
Q

Which is data-driven?

Bottom-up or top-down processing?

A

Bottom-up

33
Q

Which relies on knowledge + experiences?

Bottom-up or top-down processing?

A

Top-down

34
Q

Which is schema driven?

Bottom-up or top-down processing?

A

Top-down

35
Q

Which relies on sensory information?

Bottom-up or top-down processing?

A

Bottom-up

36
Q

Which takes place in real time?

Bottom-up or top-down processing?

A

Bottom-up

37
Q

Theory of reinvestment

A

Manipulation of conscious, explicit, rule based knowledge, by working memory, to control the mechanics of 1s movement during motor output.

Masters & Maxwell, 2004.

38
Q

What does contextual interference refer to?

A

Refers to the interference experienced when practising multiple skills or variations of a skill w/in a single practise session.

39
Q

When does low contextual interference occur?

A

When the same skill is practised repeatedly.

40
Q

When does high contextual interference occur?

A

When a different skill is practiced 1 after the other.

41
Q

What does low contextual interference typically produce?

A

Consistent + successful performance during practise

Learning taking place is often small.

42
Q

What does high contextual interference typically produce?

A

Less successful performance during practise but learning is greater