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Motor Learning > week 6 > Flashcards

week 6 Flashcards

1
Q

learning is a _____ ____ change

A

relative, permanent

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2
Q

adaptive is a _____ change

A

transient

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3
Q

learning can be evaluated using what 2 tests?

A

transfer
retention tests

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4
Q

which of the following variable does not consider the target value
- continuous RMSE
- constant error
- total Variability
-absolute constant error
- all the above consider target value

A

all of the above

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5
Q

learning a surgical skill using a new method (virtual reality) and old method (physical practice)
what does the acquisition include?

A

virtual reality (VR)
physical practice (PP)

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6
Q

what does the retention/transfer test of the VR + PP result in

A

acquistion= VR–> retention/transfer=VR+PP

acqusition= PP–>rentention/transfer = VR + PP

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7
Q

In retention and transfer tests what did we not consider

A

performance during acquisition
- changes in acquisition are not relatively permanent

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8
Q

performance variables:

A

influence performance in transient ways
- the effect of the variable disappears when conditions are altered

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9
Q

learning variables

A

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

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10
Q

examples of performance variables

A
  • feedback/tools that affect performance
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11
Q

examples about learning variables

A
  • feedback and tools that lead to permanent changes
  • training wheels once removed keep balance
  • learning to skate
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12
Q

what is the ceiling effect

A

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

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13
Q

other ways of assessing learning

A

performance curves indicated that skills can be learned using different patterns

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14
Q

overlearning

A

the process of having a person or continue to practice after they have reached a performance ceiling
- max score but keep practicing

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15
Q

how can you assess the effect of overlearning

A

calculate “saving score”

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16
Q

saving score

A

how many trals the overleanring groups saved in reaching their ceiling

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17
Q

other ways of assessing learing

A
  • performance on a secondary tasks
  • measuring indices of effort
  • measuring response latency
  • generalizability of learning
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18
Q

performance on secondary tasks

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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19
Q

measuring indices of effort

A
  • physiological markers
  • psychological markers
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20
Q

measuring response latency

A

speed of correct response or movement performance

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21
Q

generalizability of learning

A

varying the parameter of the task (linked to GMP)

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22
Q

understanding the amount of learning

A

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

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23
Q

what are steepness of learning curves often used to quantify

A

the rate of learning
- same problems as the amount of learning
- inter-individual variability shows in practice

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24
Q

how should practice be distributed?

A

massed practice
distributed practice

25
Q

massed practice

A

practicing with very little rest in between trials
- takes less total time

26
Q

distributed practice

A

practicing with longer rest periods in between trials
- takes more time

27
Q

how is research on practice distributions conducted

A

continuous tasks
- pursuit-tracking task

28
Q

general conclusion on optomiznig practice conditions

A

short rests periods degrade practice relative to longer rest periods
- compared rests of 15 s to 30 s or 45s or 60 s

29
Q

distriubted practice and learning

A

fatigue can occur

30
Q

fatigue

A

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

31
Q

bourne and archer (1959)

A
  • 0s rest group performs worse in transfer
32
Q

is larger rest better for performance

A

yes, larger rest is better for learning so they performed better

33
Q

ammons (1950)

A

used a pursuit rotor task with 0, 20, 12min, and 24hour of rest for 36 trials

34
Q

2 key finding about distributed practice and learning

A
  • only small differences remained after the last transfer trials
  • the difference in performance re-emerged on the 24 hour transfer trail
35
Q

baddeley and longman (1978)

A

looked at typing skill in postal workers
- compared different distributions and looked at long term retentions
- each training was 1 hour
- 1 session once per day
- 2 sessions twice per day

36
Q

what was baddely and longman results of the typing task?

A

found that more distributed practice led to better rentetnion
- when practice hours were held constant

37
Q

what did practice distribution make big implication on

A

sports
rehabilitation
medical education

38
Q

anderson et al 2015

A
  • explored learning in VR simulation of a mastoidectomy
  • 2 training schedules (12 procedure sessions)
39
Q

anderson et al 2015, set up

A

distributed= oct-nov
- 2 procedures were separated by atleast 3 days

massed= may 16,17,18 (3days)
- all sessions completed in 1 days

40
Q

results of anderson et al 2015

A
  • both groups show significant differences from session 1 to 12
  • researchers found that distributed practice resulted in more learning
41
Q

how can you make practice more effective and efficient?

A

treat time as a limited resource

42
Q

types of practice

A

constant practice
variable practice

43
Q

constant practice

A

one variation of a task per practice session

44
Q

variable practice

A

many variation of a task within a practice session

45
Q

what skills is variable practice best

A
  • both open and closed skills
  • produces more learning then constant practice
    (based on schmidts scheme theory and the idea of motor programming)
  • its better in both retention and transfer tests
46
Q

shea and kohl, 1990

A

examined whether participants trained under constant (specific) or variable practice conditions performed better in retention

47
Q

what did shea and kohl, 1990 use?

A

used a force production task where particiapants either produced a constant or variable force

48
Q

results of shea and kohl, 1990

A

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

49
Q

McKraken and Stelmach, 1977

A

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

50
Q

results of McKraken and Stelmach, 1977

A

the group that practice with variable practice actually performed better on the transfer task

51
Q

variable practice increased the

A

generalizability of learning

52
Q

performance is also better on

A

delayed retention of variability practice

53
Q

performance is also better on

A

transfer tests of variability practice

54
Q

variable practice mechanisms

A

schema theory

55
Q

Shema theory

A
  • with practice people develop rules or “schemas” about their own motor behaviour
  • participants learn schemas in the practice context
  • rule is maintained in memory and can be used to select a new set of parameters
  • the person is subsequently able to select parameters to produce a desired outcome
56
Q

what does the schema theory contain?

A

the relationship between the environment output and inputs

57
Q

variable practice produces a _____ schema for selecting the ____ of the generalized motor program

A

schema, parameters

58
Q

is variable practice more powerful in childrens motor learning

A

yes

59
Q

what does learning the absolute timing of a task be better for?

A

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

Motor Learning (4 decks)

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