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Movement Science > Week 3 - Learning concepts > Flashcards

Week 3 - Learning concepts Flashcards

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1
Q

Difference between performance and learning?

A

Transient vs. permanent

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2
Q

What is acquisition ?

A

experience of gaining skill proficiency.

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3
Q

how does motor skill learning advance?

A

through stages controlled by different neurobiological mechanisms

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4
Q

What is fast acquisition?

A

within session learning

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5
Q

What is slow acquisition?

A

inter - session learning.

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6
Q

What is retention?

A

Assessing performance of skill practiced during acquisition phase under same conditions.

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7
Q

Immediate retention?

A

reflect fast learning mechanisms

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8
Q

Delayed retention?

A

reflect slow learning

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9
Q

What is transfer?

A

Proficiency of a learned skill applied in different conditions.

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10
Q

What is the most commonly observed performance curve?

A

quarter circle in upper left quadrant.

fast to learn in the beginning, but slows down after more time.

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11
Q

Key points about performance curves

A
  1. rate of improvement is task specific
  2. Negatively accelerated pattern is most typical.
    - during acquisition phase, large initial improvement which slows later in practice
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12
Q

What is Power Law of Practice?

A

Time to complete tasks will decrease with number of trials

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13
Q

What is a performance plateau?

A

transitional period in learning process.

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14
Q

Does presence of a plateau mean that learning has ceased?

A

NO!

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15
Q

What does practice do to the brain?

A

induces learning dependent changes in functional networks of the brian

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16
Q

What is motor memory?

A

representation of motor action in all forms, from skeletal movement to language,
acquired through practice

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17
Q

Experience dependent plasticity

A

…

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18
Q

Use it or lose it

A

Failure to drive specific brain functions can lead to functional degradation

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19
Q

Use it and improve it

A

Training that drives specific brain function can lead to enhancement

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20
Q

Specificity

A

Nature of training determines the nature of the plasticity

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21
Q

repetition matters

A

Induction of plasticity requires repetition

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22
Q

intensity matters

A

induction of plasticity requires sufficient training intensity

23
Q

Time matters

A

Different forms of plasticity occur at diff. times during training

24
Q

Salience matters

A

training must have sufficient meaning to learner to induce plasticity

25
Q

age matters

A

plasticity occurs more readily in younger brains

26
Q

transference

A

plasticity in response to one training experience can enhance the acquisition of similar behaviors.

27
Q

Interference

A

Plasticity in response to one experience can interfere with the acquisition of other behaviors

28
Q

What is a well defined goal?

A
  1. focus on what activities have to be done.
  2. assist in managing effort given - physical vs. cognitive
  3. focus the attention
  4. reference for performance comparison
29
Q

What leads to greater retention rates?

A

specific goals

30
Q

How do you set the stage for learning success?

A

PRESENTATION of skills to be learned

31
Q

How do you present skills to be learned?

A
  1. introduction
  2. verbal instruction
  3. demonstration
32
Q

How to introduce skill?

A

what you are about to learn and why

Establish MOTIVATIONAL factors

33
Q

How to use verbal instructions?

A
  1. communicate general idea - concise
  2. Establish regulations of task - speed vs. accuracy
  3. define learners FOCUS OF ATTENTION
34
Q

Where should learners attention be focused?

A
  1. width (broad vs. narrow)

2. direction ( inward or outward)

35
Q

What is an internal focus of attention?

A

Instructions refer to performers movements, describe certain body parts

36
Q

What is an external focus of attention?

A

attention directed at the effects of one’s movements on environment

37
Q

Motor skills are best learned when attention is focused were??????

A

Externally!!!!`

38
Q

What is the constrained action hypothesis?

IE. why is internal focus bad?

A

Internal focus results in a conscious attempt to control movements which interferes with automatic motor control process.

39
Q

Action effect hypothesis?

IE. why is external focus good?

A

Instructions directed at outcome of movement are more effective.
- simplifies brain’s movement planning

40
Q

What is discovery learning?

A

Requires learner to independently discover optimal solution to a given movement problem
- problem solve

41
Q

Clinical applications to discover learning

A
  1. present a movement problem
  2. simplify learning environment
    - reduce degrees of freedom that must be controlled by the learner
42
Q

What is demonstration? (modeling)

A

watching another person perform a movement before attempting
- most common means of communicating how to do a skill

43
Q

What makes a better demonstrators? expert or novice?

A

Novice

44
Q

Skilled demonstrator vs. Unskilled demonstrator

A

…

45
Q

What are the benefits of a skilled model?

A
  1. the more correct the model, the more correct the perceived representation
  2. observer perceives info about strategies used to solve problem
46
Q

unskilled model

A
  1. discourages imitation - encourages active problem solving
  2. enhances self confidence
  3. effective for early learner only
47
Q

When should we demonstrate?

A
  1. before person begins practicing

2. with continued demonstration as often as necessary

48
Q

When should learner imitate

for concurrent imitation?

A
  1. when model moves

2. good during acquisition, but does not require much cognitive effort

49
Q

What is delayed imitation?

A
  1. learner imitates after model moves
  2. forces learner to retain concept of task
  3. Not as effective as concurrent
50
Q

Auditory modeling?

A
  1. Skills where goal is to move in certain time or rhythm

- Dance steps

51
Q

What is more effective? visual or auditory?

A

Auditory.

52
Q

Visual modeling?

A

Info presented with words alone: 10 % retention

Add a picture: 65% retention

53
Q

Demonstration: Clinical application

A
  1. pre practice demonstration is better
  2. demonstration is best when skill requires a new pattern of coordination
  3. when learning a new skill, use verbal cues with a visual demonstration
  4. demonstrations should be frequent.
  5. make sure observer sees critical features of skill
  6. observation by a beginner of another beginner can facilitate learning
  7. use auditory demonstration for skills involving rhythm.

Movement Science (7 decks)

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