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706 > Week 3 Lecture > Flashcards

Week 3 Lecture Flashcards

1
Q

Practice parameters that enhance immediate performance may not benefit _____-_____ learning of skills.

A

long-term

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2
Q

What is acquisition?

A

The process or experience of gaining skill proficiency

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3
Q

Motor skill learning advances through stages controlled by different neurobiological mechanisms.
Fast –> _________-________ learning
Slow –> ________-_________ learning

A

Fast –> within-session learning

Slow –> inter-session learning

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4
Q

What are two primary learning concepts?

A

Retention and transfer

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5
Q

Define retention:

A

-assessing performance of skill practiced during acquisition phase under same relative conditions that were present during acquisition.

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6
Q

What does immediate retention reflect?

A

fast learning mechanisms

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7
Q

What does delayed retention reflect?

A

reflects slow learning mechanisms

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8
Q

Define transfer:

A

proficiency of a learned skill applied under novel conditions (task or EN).

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9
Q

Assessment of Motor Performance:

A

Interpretation - Observable trends in New Skill learning

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10
Q

Define performance curves:

A

systematic plotting results from repeated measurements of a specific variable across time (e.g. retention tests).

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11
Q

What are 3 key points about performance curves:

A

1) rate of improvement is task specific
2) negatively accelerated pattern is most typical
3) Performance plateus

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12
Q

What is a negatively accelerated pattern?

A

During acquisition phase, large initial improvement, which slows later in practice

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13
Q

Power Law of Practice:

A

(insert pic)

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14
Q

Performance is to ___________ as learning is to ____________.

A

Performance is to transient as learning is to permanent.

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15
Q

In the Power Law of Practice, there is a strong relationship between performance improvement and _____________.

A

experience

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16
Q

What are the hypotheses supporting performance plateaus?

A
  • trying different strategies
  • psychological factors (arousal, anxiety, boredom, fear of failure)
  • insufficient physical prowess
  • poor understanding of instructions
  • focusing on wrong cues
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17
Q

True or false: Presence of a plateau means that learning has ceases.

A

False : presence of a plateau DOES NOT mean that learning has ceased

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18
Q

What is the essence of learning?

A

relative permanence in improved capability of motor skill performance

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19
Q

Practice induces _________-_________ changes in functional networks of the brain

A

learning-dependent

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20
Q

What is motor memory?

A

A representation of motor action in all its forms, from skeletal movement to language, which is acquired through practice or experience.

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21
Q

What does each phase (of learning) reflect?

A

Each phase reflects different processes that may be manipulated to create beneficial or detrimental learning effects, i.e

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22
Q

Different practice strategies –>

A

different brain adaptations

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23
Q

Principle 1: Use it or lose it =

A

failure to drive specific brain functions can lead to functional degradation

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24
Q

Principle 2: Use it and improve it=

A

Training that drives specific brain function can lead to enhancement

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25
Q

Principle 3: Specificity =

A

Nature of training determines the nature of the plasticity

train fast –> perform fast

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26
Q

Principle 4: Repetition matters =

A

Induction of plasticity requires repetition

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27
Q

Principle 5: Intensity matters =

A

Induction of plasticity requires sufficient training intensity

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28
Q

Principle 6: Time matters =

A

different forms of plasticity occur at different times during training

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29
Q

Principle 7: Salience (meaning ) matters =

A

training experience must have sufficient meaning to the learner to induce plasticity

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30
Q

Principle 8: Age matters = training-induced plasticity occurs more readily in younger brains

A

training-induced plasticity occurs more readily in younger brains

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31
Q

Principle 9: Transference =

A

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

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32
Q

Principle 10: Interference =

A

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

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33
Q

Facilitate specific ____________ to improve and master a skill.

A

intention

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34
Q

When effective information is provided, it is possible to ________________________________ and _________________________.

A
  • optimize attention all strategies

- build strong motivation and effort

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35
Q

Creating individual-based practice and learner input allows for _________________________ and _____________________________..

A

discovery learning AND learning with variation

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36
Q

Explicit, well-defined goals that are ___________________________________ to achieve were beneficial to EX and performance.

A

moderately challenging

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37
Q

_____________________ goals combined w/ _____________________ goals were more effective than _____________________ goals alone.

A

Short-term
long-term
long-term

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38
Q

Well defined goals focus specifically on what _____________________________.

A

activities have to be done

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39
Q

Well defined goals assist in _______________________________.

A

managing the effort given

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40
Q

Well defined goals help sustain __________________________.

A

focused attention

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41
Q

Well defined goals function as a reference for ________________________________.

A

performance comparison

42
Q

Who must set the goals, the learner or the instructor?

A

SPECIFIC goals can be set by the learner or instructor –> and lead to greater retention rates

43
Q

True or False: Communication is not important between learner and instructor.

A

False: Strong communication b/n learner and instructor is critical to learning and performance.

44
Q

Presentation of skills involves 3 components:

A

1) Introduction
2) Verbal instructions
3) Demonstration

45
Q

In the introduction of skill presentation what a learner is about to learn and why establishes:

A

motivational factors

46
Q

What are considered motivational factors?

A
  • purpose of tasks

- how smaller components relate to larger functional ability

47
Q

During the introduction of skill presentation it is important to be _______________ and ___________.

A

simple and concise

48
Q

What are three rules of verbal instructions?

A

1) communicate the general idea
2) Establish regulatory features of the task
3) define the learners’s focus of attention

49
Q

When communicating the general idea, words often have _____________ value with movements learned for the first time

A

limited

50
Q

Excessively detailed or elaborate explanations are of no value and ____________________________________________________________________.

A

and may interfere w/ learning or overload learner w/ too much info.

51
Q

Which is better “what I want you to do is scoot forward in your chair.” or “scoot forward”

A

scoot forward

52
Q

Where should the learner’s attention be focused?

A

Width (broad or narrow) and direction (inward vs outward)

53
Q

External and narrow =

A
  • movement goal / outcome
  • EN obstacle
    (EXTERNAL FOCUS)
54
Q

External and broad=

A

-Court sense
-EN awareness
(AWARENESS)

55
Q

Internal and narrow =

A

-Decision making
-Systemic problem solving
-Mental imagery
-Physiological processes
(INTERNAL FOCUS)

56
Q

Internal and broad =

A

-Analysis and planning
- “Big picture” goals and strategies
- Physiological body scanning
(CONCEPTS AND STRATEGIES)

57
Q

For internal focus of attention, instructions refer to performers’s movements, describe ________________________________.

A

certain body parts

58
Q

In external focus of attention, attention directed at the effects of one’s ______________________________ or other regulatory features of the EN.

A

movements on the EN

59
Q

Motor skills across the spectrum (gross–> fine, closed –> open) are best learned when attention is focused……

A

Externally!

60
Q

In the constrained action hypothesis; Internal focus results in a conscious attempt to control movements, ______________ with automatic motor control processes, __________ conscious attention to other parts of the motor task.

A

Interferes w/ automatic….

Prevents conscious attention…

61
Q

Focusing attention on performing one’s movements during tasks can interfere with ________________________ and ____________________.

A

performance of well learned skills

learning new movements

62
Q

In the action effect hypothesis instructions directed to the intended outcome of the movement are ________ effective than those _____________________.

A

more

focused on the movement themselves

63
Q

Focusing on a specific movement _________ simplifies the brain’s movement planning. Enables the brain to organized the _______________________. Lets performers acquire environmental regularities through ____________.

A

outcome
most effective solution
discovery learning

64
Q

What requires the learner to independently come up with the optimal solution to a given movement problem?

A

Discovery learning

*forces problem solving

65
Q

Discovery learning promotes _______________________ rather than ________________.

A

exploration of strategies

imitation

66
Q

What are 2 important advantages of discovery learning?

A

1) forces learner to problem solve more than other approaches
2) shifts role of practitioner from teacher to facilitator

67
Q

Discovery learning in the clinic: A movement problem is presented and learner is left to _________________________ to achieve the goal.

A

discover appropriate strategy

68
Q

After sufficient exploration, emerging strategies are __________ and ________ by learner.

A

compared and contrasted

69
Q

Strategies are subsequently refined until more _______________________.

A

effective one emerge

70
Q

By simplifying the learning environment:

A

reduces the degrees of freedom that must be controlled by the learner.

71
Q

Skill presentation, part 3) demonstration (or modeling) =

A

process of watching another person perform a movement to be learned before attempting to physically reproduce the action.

72
Q

Demonstration is probably the:

A

most common means to communicate how to do a movement skill.

73
Q

Visual modeling:

A

vision trumps all other sense

74
Q

In visual modeling, information is presented with words alone: retention rate =

A

10%

75
Q

In visual modeling, add a picture: retention rate =

A

65%

76
Q

People can inherently recognize ________________________ and perceive key movement characteristics.

A

movement patterns

77
Q

A hypothesized neural basis for observational learning is what?

A

motor neurons (aka visual-motor neurons)

78
Q

fMRI shows activation in what three lobes?

A

1) inferior frontal cortex (SMA)
2) medial temporal lobe
3) superior parietal lobe

79
Q

When a person acts and when they are observing an action which regions of the brain are active?

A

1) inferior frontal cortex (SMA)
2) medial temporal lobe
3) superior parietal lobe

80
Q

Mirror neurons may code the concrete represntation of the action, ie:

A

the pattern of activation produced if actually performing

81
Q

Who makes a better demonstrator, an expert or a novice?

A

novice

82
Q

Skilled/expert model: Cognitive representation is developed as a function of observing model - the more correct the model _____________________________________. Observer perceives information about the strategies used to solve the movement problem

A

the more correct the perceived representation.

83
Q

Unskilled model: discourages imitation of skilled model - encourages:

A

active problem solving

84
Q

Unskilled model: enhances self confidence, decreases distress and demonstrates learning strategies. Watching coping model is effective for _________________ but not a highly skilled learner

A

early learner

85
Q

When should we demonstrate?

A

1) before the person begins practicing the skill (encourage active demonstration)
2) with continued demonstration as often as necessary

86
Q

When should a learner imitate?

A

1) Concurrent imitation

2) delayed imitation

87
Q

What is concurrent imitation?

A
  • learner imitates WHEN model moves
  • strong guidance facilitates the match between the demonstrated and imitated movement pattern.
  • BUT the amount of cognitive effort theoretically is minimized by allowing the observer to coordinate imitation with modeled action.
88
Q

Near perfect scores for concurrent demon in _______________ phase

A

acquisition (initial process of going through task)

89
Q

What is delayed imitation?

A
  • learner imitates AFTER the model moves
  • forces learner to retain concept of task
  • effect on learning
90
Q

Early acquisition performance for delayed group ______________ the performance of groups able to concurrently rehearse.

A

lagged behind

91
Q

Delayed acquisition looked ___________ than concurrent.

A

worse

92
Q

Increasing “cognitive load”/cognitive effort to imitate modeled action initially __________________ accuracy of limitation.

A

suppresses

93
Q

Auditory modeling works well where the goal is to move:

A

in a certain time or rhythm

94
Q

In a group where one some only saw whereas other heard, the learners who only _______ did better.

A

heard

95
Q

List 7 clinically relevant guidelines for demonstration:

A

1) pre-practice demonstration result in better acquisition and retention performance compared to no demonstration
2) demonstration has the greatest impact when the 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 through practice
5) make sure the observer sees the critical features of the skill
6) observation by a beginner of another beginner practicing a skill can facilitate learning
7) use auditory demonstration for skill that involve rhythm

96
Q

What is the 1st clinically relevant guideline for demonstration?

A

1) pre-practice demonstration result in better acquisition and retention performance compared to no demonstration

97
Q

What is the 2nd clinically relevant guideline for demonstration?

A

2) demonstration has the greatest impact when the skill requires a new pattern of coordination

98
Q

What is the 3rd clinically relevant guideline for demonstration?

A

3) when learning a new skill, use verbal cues with a visual demonstration

99
Q

What is the 4th clinically relevant guideline for demonstration?

A

4) demonstrations should be frequent through practice

100
Q

What is the 5th clinically relevant guideline for demonstration?

A

5) make sure the observer sees the critical features of the skill

101
Q

What is the 6th clinically relevant guideline for demonstration?

A

6) observation by a beginner of another beginner practicing a skill can facilitate learning

102
Q

What is the 7th clinically relevant guideline for demonstration?

A

7) use auditory demonstration for skill that involve rhythm

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