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Motor Learning > week 7 > Flashcards

week 7 Flashcards

1
Q

functional connectivity

A
  • involves a timeseries correlation between BOLD signals in different regions of the brain
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2
Q

what does BOLD signals mean

A

measures of oxygenated to de-oxygenated blood)

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3
Q

high correlation interpreted as

A

greater connectivity

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4
Q

low correction interpreted as

A

lower connectivity

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5
Q

McGregor and Gribble 2017

A

participants with greater connectivity (higher correlation), were better at observational learning

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6
Q

can we measure the rate of learning?

A

no cannot

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7
Q

rate of learning

A

hard to quantify because of variables such as the criterion used to assess people and we have no measure of their potential for learning

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8
Q

blocked practice

A

practicing the same tasks repeatedly in a predictable manner
AAA BBB CCC

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9
Q

random practice

A

practicing multiple tasks in a unpredictable manner

CAB, BCA, ABC

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10
Q

what does block result in

A
  • predictable and repetitive
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11
Q

what does random result in

A

unpredictable and not repetitive

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12
Q

research on blocked Vs random practice

A

participant practice three barrier knockdown task in blocked or random order

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13
Q

what was the research measuring

A

acquisition, retention and transfer

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14
Q

how did the research do it

A

groups were split in retention to be either blocked or random

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15
Q

set up of shea and morgan

A

blocked–> respond to same stimulus repeatedly

random–> stimuli were intermixed

retention examined in both

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16
Q

results of shea and morgan

A
  • blocked practice outperformed random in acquisition
  • random practice outperformed blocked practice in both retention and transfer
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17
Q

what is contextual interference

A

interference that is generated due to the context associated with skilled practice

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18
Q

about contextual interference

A
  • reduced performance in acquisition, but produced an advantage in learning
  • by randomizing the order in which tasks were performed you generate high contextual interference
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19
Q

comparing variable and constant praction:

performance during acquistion is better for

performance during learning is better for

A

a) constant practice

B) variable practice

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20
Q

when comparing blocked VS random

A) performance during acquisition is better for

B) performance furing learning is better for

A

a) blocked

B) random

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21
Q

results of contextual interference are generalizable across a variety of tasks

A
  • knot tying tasks
  • badminton
  • tennis serving
  • foreign language vocabulary
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22
Q

rarely does ___ lead to more learning

A

block practice

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23
Q

the magnitude of contextual interference effect may differ with ____

A

age
- children don’t always show contextual interference effects

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24
Q

the magnitude of contextual interference effects may depend on

A

expertise
- even highly skilled learners can benefit from random practice

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25
Q

hall et al, 1994

A

examined the effect of blocked and random practice in NCAA athletes
- pitcher performed blocked and random practice and then were tested in both a blocked and random post-test

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26
Q

results of hall et all, 1994

A
  • random practice facilitated transfer in both blocked and random tests
  • even highly skilled athletes can benefit from random practice
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27
Q

contextual interference- hypotheses
forgetting and reconstruction hypothesis

A
  • the process associated with reconstruction of the motor program are trained to a greater extent by random practice than blocked practice
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28
Q

more about the forgetting and reconstruction hypothesis

A
  • when you perform a task, you draw the motor progrm from long term memory
  • an action plan is constructed and then stays in working memory
  • if the same program is used for the subsequent trial it stays in working memory
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29
Q

what does reconstructing the motor program involve

A

drawing it from long term memory aging
- these are the processes tested in retention and transfer

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30
Q

cuddy and jacoby

A
  • examined the recall and words in a list
  • words are present once or more than once
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31
Q

cuddy and jacoby: words present more than once are presented either:

A
  • immediately, or in between intervening words
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32
Q

cuddy and jacoby: words repeated with lots of words in between are…. + what is known as

A

recalled more effectively than words repeated with no lags or short lags
- spacing effect

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33
Q

activities between trials that cause short term forgetting should…

A

promote learning

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34
Q

any activity that limits reconstruction should…

A

be detrimental to performance

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35
Q

what was Lee et al, 1997

A
  • participant performed a sequential typing task
  • they performed blocked practice, random or random with a model
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36
Q

random with a model

A

model gave information to aid reconstruction in working memory

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37
Q

lee et al 1997 resutls

A

performing acquisition with a model dimisihed the effect of random practice

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38
Q

what does giving the learner hints to help performance do?

A
  • decreased learning
  • not beneficial for long term
  • extreme short term benefit
39
Q

neural basis of contextual interference

A
  • neural correlated of learning remain not well understood
  • some evidence that default mode activation might change in older adults
  • functional connectivity analyses could yield interesting findings
40
Q

Pauwels 2018

A
  • examined brain activation in response to blocked and random practice in young and older adults
41
Q

results of pauwels et al 2018

A
  • found that random practice led to better retention performance than blocked
  • there was differential modulation of default mode network activiation as a function of practice
42
Q

results of pauwels et al 2018 for older adults

A

random practice resulted in larger decreases in DMN activation
- could be bc with more disperse, learning-related activity

43
Q

measuring activation in the default mode network

A
  • set of brain structures that exhibit a stable pattern of oscillations during resting state
    includes :
  • precuneus
  • hippocampus
  • prefrontal cortex
  • posterior cingulate cortex
44
Q

oscillatoin patterns

A
  • ## change when involved in focused task
45
Q

serial practice

A

combines the predictableness of blocked practice with the non-receptiveness of random

ABC- ABC- ABC

46
Q

results of serial practice

A

not different then random in retention and is better than blocked

47
Q

what could explain the benefits of random practice

A

contextual interference
- elaborative processing hypothesis
- forgetting and reconstruction hypothesis

48
Q

feedback can be

A

inherent (or intrinsic)

49
Q

inherent feedback needs?

A

no processing at all
- seeing the ball miss the net

50
Q

feedback can also be augmented (or extrinsic)

A
  • feedback is provided that supplement inherent feedback
51
Q

augmented feedback

A
  • concurrent VS terminal
  • immediate VS delayed
  • accumulated VS distinct
  • sensory modality of feedback can be variable
52
Q

concurrent VS terminal feedback

A
  • concurrent feedback is presented during the movement whereas terminal is presented at the end
53
Q

immediate VS delayed

A
  • immediate feedback is presented immediately after the action where delayed is presented at some time after the movement
54
Q

accumulated VS distinct

A
  • feedback that represents each performance separately and feedback that represents a group of performances aggregated
55
Q

sensory modality of feedback can be variable

A

verbal VS non-verbal

56
Q

knowledge of results (KR)

A
  • is verbal or verbalizable terminal feedback about the outcome of the movement with respect to the goal
  • can be highly specific or variable
57
Q

KR is NOT…

A

about the movement itself
- its about movement relative to the target

58
Q

what is variable augmented feedback about

A

goal achievement

59
Q

knowledge of performance (KP)

A

augmented feedback about the movement pattern

60
Q

KP is. directed at..

A

directed at correcting movement patterns and form
- not concerned with the movement outcome

61
Q

KP is…

A

feedback about the movement itself

62
Q

information processing theories

A

viewed feedbacks role as strictly computational
- info that can be used to modify performance

63
Q

informational theories was too narrow to describe all the feedback results. what else can you use

A
  • motivational aspects of feedback
  • attentional focus aspects of feedback
64
Q

augmented feedback hypotheses

A
  • it is hard to know what type of feedback to provide in a natural setting
  • closed skill with a difficult or novel component are used for feedback based research
65
Q

what is performance on no-KR retention and transfer tests used to assess

A

learning

66
Q

how can we examine wheter the type of KR/KP we provide acts more a learning variable or a performance variable?

A

a KR manipulation that has only an effect during acquisitions is a performance

A KR manipulation that has a effect on retention and transfer is a learning

67
Q

what does KR affects

A

both learning and performance

68
Q

bilodeau, and schumsky 1959

A

no KR had higher mean absolute error
KR every 2 trails showed lower absolute error = better performance

69
Q

augmented feedback may affect

A

learning and performance

70
Q

video feedback

A
  • suggest that is only helpful if accompanied by error correcting cues
71
Q

kinematic feedback

A
  • can inform learners of aspects of the movement that are difficult to perceive
72
Q

the effectiveness of kinematic KP depends on?

A

tasks goals
- found to be effective for drawing tasks and tasks where the quality of the movement is the task goal

73
Q

kinetic feedback

A
  • providing feedback about the forces that generate motion
  • most natural form of feedback
  • feedback the nervous system uses
74
Q

kinetic KP is effective for?

A

learning
- easier to correct a variable that the participant can control

75
Q

howell 1956 study

A
  • examined the impact of kinetic KP on track athlete starts
  • provided FB on the force-time curve applied to the blocks to the experimental group
76
Q

howell 1956 study, resutls

A
  • participants who received kinetic KP showed significant improvement in force application
77
Q

what are the wasy to provide augmented info about movement outcome (KR)

A

verbal or verbalizable (can be displayed)

78
Q

bandwidth KR- precision of feedback

A
  • FB is presented when performance falls outside of a “zone” or bandwidth
79
Q

tighter bandwidth

A
  • more precise feedback
80
Q

larger bandwidth

A

less precise feedback

81
Q

sherword 1988

A

conducted the first study on the size of the bandwidth that should be used
- examined performance on rapid elbow flexion task
- participants were trained on certain timing performance
- KR given in 3 frequencies
(every trial KR)
(if they were 5% outside the bandwidth)
(if they were 10% outside the bandwidth)
- measured absolute constant error, variable error, total error

82
Q

sherwoord 1988 results

A

10% outside was best perfomance

83
Q

Lee and carnhan, 1980

A
  • used a yoked design to further investigate the effect of KR on performance
84
Q

guidance hypothesis

A
  • augmented feedback is meant to supplement inherent feedback
  • providing too much feedback does not allow the learner to develop a reference of correctness
  • another performance-learning paradox
85
Q

does more KR lead to stronger learning? what can you use

A
  • relative frequency of KR vs the Absolute frequency of KR
86
Q

winstein and schmidit 1990

A
  • examined the effect of KR- delivered as RMSE on a series of elbow extension and flexion movement
  • measured RMSE for a 100% group and a 50% KR group
  • compared retention and transfer performance
87
Q

winstein and schmidit 1990 results

A

half didnt recieve feed back and perfomrance was better

88
Q

the role of NO-feedback trials

A
  • reduced relative frequency of KR is beneficial for learning
  • participants are forced to evaluate their inherent feedback in no-feedback trials
89
Q

results in better performance when KR is

A

different or unavailable

90
Q

fading KR

A

providing more KR early on and less KR as practice continues

91
Q

the timing of KR can also make a difference

A
  • most common “learning” literature refers to the need for immediate KR (but isnt rly true)
92
Q

trial delay paradigms

A

delaying KR about a given trial by a number of trials
- delaying then providing results better in performance in transfer and retention

93
Q

summary KR paradigms

A

providing aggregate data about a group of trials

94
Q

KR can be used to improve both performance and learning

A
  • works better if provided as a larger bandwidth
  • work better if it promotes constant with inherent feedback
  • provided as a summary, and not provided immediately after every trial

Motor Learning (4 decks)

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