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KNPE 261 > Week 7.1 > Flashcards

Week 7.1 Flashcards

1
Q

variable vs constant practice

A

constant = better in acquisition
variable = better for both retention and transfer

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2
Q

what type of skills would constant practice better for than variable practice?

A
  1. task you don’t want people to do (something you shouldn’t vary)
    ex. landing a plant - don’t want to practice cause of inherent riskiness
  2. when cost/risk of practice is too high
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3
Q

what happens if you are restricted in variable practice?

A

you perform constant practice
- typically more costly + risky though

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4
Q

high functional connectivity

A

high correlation between time spaces
- great degree of overlap and signals change in similar ways

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5
Q

low functional connectivity

A

not much overlap

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6
Q

functional connectivity

A

involves a timeseries correlation between BOLD signals (measures of oxygenated to de-oxygenated blood) in different regions in the brain

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7
Q

high correlation

A

interpreted at greater connectivity

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8
Q

low correlation

A

interpreted as lower connectivity

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9
Q

mcgregor and gribble 2017

A

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

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10
Q

are participants with higher or lower connectivity better at observational learning

A

participants with higher connectivity

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11
Q

can we measure the 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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12
Q

blocked practice

A

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

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13
Q

random practice

A

practicing multiple tasks in an unpredictable manner
CAB BCA ACB
- unpredictable and not repetitive

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14
Q

blocked vs random practice study

A
  1. they practiced 3 barrier knockdown task in blocked or random order
  2. performance was measured during acquisition, retention, and transfer
  3. groups were split in retention to be either blocked or random
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15
Q

blocked practice group in study

A

respond to the same stimulus repeatedly

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16
Q

random practice group study

A

stimuli were internalized

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17
Q

results of blocked vs random practice study

A
  1. blocked practice outperformed random practice in acquisition
  2. random practice outperformed blocked practice in both retention and transfer
    - therefore random has biggest benefit for learning
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18
Q

where did the greatest deficit in learning come from in the blocked vs. random practice study

A

the greatest deficit in performance if practice blocked in acquisition then did random in retention

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19
Q

contextual interference (CI)

A

interference that is generated due to the context associated with skilled practice
- reduced performance in acquisition but produces an advantage in learning
- by randomizing the order in which tasks were performed you generate high CI

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20
Q

comparing constant and variable practice

A
  1. performance during ACQUISITION is better for CONSTANT practice
  2. performance during LEARNING is better for VARIABLE practice
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21
Q

comparing blocked and random practice

A
  1. performance during ACQUISITION is better for BLOCKED practice
  2. performance during LEARNING is better for RANDOM practice
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22
Q

psychology research (performance learning paradox)

A

variables that enhance performance were thought to be good for learning
NOT THE CASE

23
Q

contextual interference - task influences

A
  1. knot tying tasks
  2. badminton
  3. tennis serving
  4. foreign language vocabulary
24
Q

blocked practice and learning

A

rarely does blocked practice lead to more learning
- volleyball serves

25
Q

the magnitude of CI

A
  1. effects may differ with age
  2. effects may depend on expertise
26
Q

CI and effects differing with age

A

children don’t always show CI effects

27
Q

CI and effects depending on expertise

A

even highly skilled learners can benefit from random practice
- random practice can be discouraging = making less effective

28
Q

hall et al, 1994

A

examined the effect of blocked and random practice in NCAA athletes
- pitchers performed blocked and random practice and then were tested in both a blocked and random post-test
(15 fastballs, 15 curveballs, 15 changeups)

29
Q

results of hall et al, 1994

A
  1. random practice facilitated transfer in both blocked and random tests
  2. even highly skilled athletes can benefit from random practice
30
Q

elaborative processing hypothesis -CI

A

random practice promotes more comparative and contrastive analyses of actions required to complete the tasks
- preparatory and evaluative processes for each task are different
- representatives of actions are more memorable

31
Q

studies looking at verbal reports

A

found that more reflection led to greater retention in blocked practice groups

32
Q

forgetting and reconstructing hypothesis - CI

A

the processes associated with the reconstruction of the motor program are trained to a greater extent by random practice than blocked practice

33
Q

process of forgetting and reconstruction hypothesis

A
  1. when you perform a task, you draw the motor program from long term memory
  2. an action plan is constructed and then it stays in working memory
  3. if the same program is used for the subsequent trial is stays in working memory
34
Q

reconstructing the motor program

A

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

35
Q

cuddy and jacoby

A

forgetting to remember
- examined the recall and words in a list
- words are presented once or more times
- words presented more than once are presented either immediately, or in between intervening words

36
Q

results of cuddle and jacoby

A

words repeated with lots of words in between are recalled more effectively than words repeated with no lags or short lags (SPACING EFFECT)

37
Q

spacing

A

higher chance remembering words if 20 words spaced in between

38
Q

CI - forgetting and reconstruction results

A
  1. any activity between trials that causes short-term forgetting should promote learning
  2. any activity that limits reconstruction should be detrimental to performance
39
Q

lee et al, 1997 study description

A
  1. participant performed a sequential typing task
  2. participants performed blocked practice, random practice or random practice with a model
  3. examined practice with retention and transfer
40
Q

what did the practice with a model do in lee et al, 1997

A

model gave information to aid reconstruction in working memory
- kinda a hint

41
Q

lee et al, 1997 results

A
  1. greatest detriment of learning is random practice + model
  2. was as good as the other types of practice at first- but large error in R+T
  3. performing acquisition with a model diminished the effects of random practice
42
Q

giving the learner hints to help performance

A
  1. extreme short-term benefit during acquisition
    - similar to blocked practice at first
  2. detrimental in the long-term
43
Q

neural basis of CI

A
  1. default mode activation might change in older adults
  2. functional connectivity analysis could yield interesting findings
44
Q

pauwels et al, 2018 study description

A

examined brain activation in response to blocked and random practice in young adults and older adults (examined the differences)

45
Q

measuring activation in the default mode network

A

set of brain structures that exhibit a stable pattern of oscillations during resting state

46
Q

oscillation patterns

A

change when involved in focused tasks

47
Q

what does the default mode network contain?

A
  1. precuneus
  2. hippocampus
  3. prefrontal cortex
  4. posterior cingulate cortex
48
Q

results of pauwels et al, 2018

A
  1. random practice led to better retention performance than blocked practice
  2. there was differential modulation of default mode network (DMN) activation as a function of practice
  3. for older adults - random practice resulted in larger decreases in DMN activation
49
Q

why could it be that older adults had a larger decrease in DMN activation with random practice?

A

could be associated with more disperse, learning-related activity

50
Q

serial practice

A

combines the predictableness of blocked practice with the non- repetitiveness of random practice
ABC-ABC-ABC (like a circuit)

51
Q

serial practice effect

A

serial is not much different in retention than random, but better than blocked in retention

52
Q

what does the serial practice result mean for interpreting the benefits of random practice?

A

non-repetativeness and predictableness = benefit

53
Q

how could contextual interference explain the benefits of random practice?

A
  1. elaborative processing hypothesis
  2. forgetting and reconstructing hypothesis

KNPE 261 (10 decks)

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