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KNPE 261 > Week 6 > Flashcards

Week 6 Flashcards

1
Q

learning

A

a relatively permanent change

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2
Q

adaptation

A

a transient change

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3
Q

2 types of test learning can be evaluated

A
  1. retention test
  2. transfer test
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4
Q

potential issues with learning a surgical skill in using a new method (virtual reality) and an old method (physical practice)

A

testing environment is familiar to one group but not the other

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5
Q

learning and performance variables

A

in retention and transfer tests we did not consider performance during acquisition at all
- changes in acquisition are NOT relatively permanent due to performance variables

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6
Q

performance variables definition

A

influence performance in transient ways
- the effect of the variable disappears when conditions are altered (intervention remvoed)

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7
Q

learning variables definition

A

influences performance in relatively permanent ways
- the effect of the variable stays when the conditions are altered

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8
Q

performance variables

A

feedback/tools that affect performance

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9
Q

learning variables

A

feedback and tools that lead to permanent changes

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10
Q

example of learning variables

A
  1. training wheels on a bike - when removed, the effect of the variable stays
  2. chair to hold postural support when skating
  3. feedback from a video tapes
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11
Q

well-practiced skills and assessing learning

A

for well-practiced skills it is hard to assess if additional practice will result in improvements
- ceiling effect

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12
Q

other ways of assessing learning

A

dual tasks to gauge is there is any improvements in learning

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13
Q

performance curves

A

indicated that skills can be learned using different patterns

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14
Q

overlearning

A

the process of having a person continue to practice after they have reached a performance ceiling

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15
Q

how would we measure if any more performance effects are happening during overlearning trials

A
  1. reach maximum score then keep going
  2. by computing a savings score
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16
Q

what can we do to assess the effect of overlearning?

A

calculate a savings score

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17
Q

savings score

A

how many trials the overlearning group saved in reaching their ceiling

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18
Q

what indicated overlearning?

A

more practice trials at ceiling

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19
Q

example of overlearning and ceiling effect

A

group A: 15 trials to reach ceiling
group B: 10 trials to reach ceiling
- therefore group B saved 5 trials relative to group A

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20
Q

other ways of assessing learning

A
  1. performance on a secondary task
  2. measuring indices of effort
  3. measuring response latency
  4. generalizability of learning
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21
Q

performance on a secondary task

A

gives us an idea of how much attention is needed to perform a task
- a well learned task requires less attention

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22
Q

measuring indices of effort

A
  1. physiological markers (learned task is to a greater extent)
  2. psychological markers
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23
Q

measuring response latency

A

speed of correct response or movement performance

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24
Q

generalizability of learning

A

varying the parameters of the task (linked to GMP)

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25
Q

the amount of learning

A

hard to quantify
- criterion that is used can affect the learning curve shapes

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26
Q

what is often used to quantify the rate of learning?

A

steepness of learning curves in acquisition period

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27
Q

2 problems with using the steepness of learning curves for quantifying rate of learning

A
  1. same-problems as the amount of learning
  2. inter-individual variability shows in practice
    - can cloud results
28
Q

when can you only assess learning?

A

in retention and transfer
- acquisition does not show learning

29
Q

how should practice be distributed?

A
  1. massed practice
  2. distributed practice
30
Q

massed practice

A

practicing with very little reset in between trials

31
Q

distributed practice

A

practicing with longer rest periods in between

32
Q

how is research conducted for practice distributions

A

using continuous tasks
- pursuit tracking task

33
Q

short rest periods vs. long rest periods

A

short rest periods degrade practice relative to longer rest periods

34
Q

confounding factor to short rest periods between trials?

A

fatigue = get tired quicker

35
Q

fatigue

A

plays a role in tasks such as the pursuit-rotor task
- can affect performance

36
Q

bourne and archer (1956)

A

zero seconds rest group performed worse in transfer
- groups with shorter rest periods learned to a lesser extent

37
Q

ammons (1950)

A

used a pursuit rotor-task with 0s, 20s, 12 mins, and 24 hours for 36 trials
1. 20 min rest period then 36 transfer trials
2. 1-day transfer trials

38
Q

two key findings from ammons (1950)

A
  1. only small differences remained after the last transfer trials
  2. the differences in performance re-emerged on the 24-hour transfer trial
  3. groups with MORE rest PERFORMED BETTER
39
Q

baddeley and longman (1978)

A

looked at typing skills in postal workers and compared different distributions and looked at long-term retention

40
Q

baddeley and longman (1978) study design

A
  1. each training session was an hour
  2. 1 session one per day (1 x 1)
  3. 2 sessions twice per day (2 x 2)
41
Q

results of baddeley and longman (1978)

A

found that more distributed practice led to better retention when practice hours were help constant
- group that practiced the most = worst performance (same total amount but one distributed the most = better)

42
Q

distributed vs massed practice application

A
  1. sports
  2. rehabilitation
  3. medical education
43
Q

andersen et. al (2015)

A

explored “learning” in VR simulation of mastoidectomy

44
Q

andersen et. al (2015) and training schedule

A
  1. distributed = Oct to Nov (2 procedures were separated by at least 3 days)
  2. massed = May 16, 17, 18 (3 days)
    - all sessions completed in 3 days
    (one group over 2 months, one group over 3 days)
45
Q

results of andersen et. al (2015)

A
  1. both groups shows significant differences from session 1 to 12
  2. distributed performed better than massed at the end of session 12
    - participants learned well due to distributed practice
46
Q

how could we do better for andersen et. al (2015)

A

yes, didn’t do retention to transfer test
(need to include)

47
Q

massed practice

A

reduced benefits per time training, but takes less total time

48
Q

distributed practice

A

most learning per time training but takes more time

49
Q

constant practice

A

one variation of a task per practice session

50
Q

variable practice

A

many variations of a task within a practice session

51
Q

what classification of skills does variable practice make sense for?

A

open skills

52
Q

which practice produces more improvement in learning?

A

variable practice over constant practice

53
Q

for what skills does variable practice appear to produce more learning than constant practice?

A

open and closed skills
(based on schmidts schema theory and the idea of motor programming

54
Q

what else is variable practice better than constant practice for?

A

retention and transfer

55
Q

shea and kohl, 1990

A

examined whether participants trained constant (specific) or variable practice conditions performed better in retention
- used a force production task where participants either produced a constant or variable force

56
Q

shea and kohl, 1990 variable practice in retention

A

participants who performed with constant (specific) practice were worse than participants who trained with constant + variable practice

57
Q

mckraken and stelmach, 1977

A

investigated the learning of an obstacle hit task
- participants had to move from a starting position to knock over a barrier in a goal time of 200 ms
- practiced either with constant practice or with variable practice

58
Q

variable practice in transfer (mckraken and stelmach, 1977)

A

the group that practiced with variable practice actually performed better on the transfer task (when asked to hit new angles)

59
Q

variability of practice

A

variable practice increased the generalizability for learning
- performance is better on delayed retention
- performance is better on transfer tests
(even if the test value was outside the range of values used in acquisition)

60
Q

schema theory

A

with practice people develop rules or “schemas” about their own motor behaviour

61
Q

characteristics of the schema theory

A
  1. participants learn schemas in practice context (contains relationship between environmental output and inputs)
  2. rule is maintained in memory and can be used to select a new set of parameters
  3. person is subsequently able to select parameters to produce a desired outcome
62
Q

variable practice and schema theory

A

variable practice produces a schema for selecting the parameters of the GMP
(rule can be used for novel movement that relies on the same motor program)

63
Q

characteristics of variable practice

A
  1. more powerful in children’s motor learning (Green et. al, 1995; Wulf, 1991)
  2. learning the absolute timing of a task (Wulf and Shea)
64
Q

learning the absolute timing of a task

A

learning the relative timing of patterns within a task might be better with constant practice

65
Q

does practicing the same thing over and over again really help you get better?

A

not really

KNPE 261 (10 decks)

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