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KNPE 261 > Week 8.1 - KR Scheduling and Presentation > Flashcards

Week 8.1 - KR Scheduling and Presentation Flashcards

1
Q

two types of augmented feedback

A
  1. KR
  2. KP
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2
Q

why is summary KR better than trial by trial KR?

A

allows person to develop their own method of assessing performance (reference of correctness)

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3
Q

reference of correctness

A

used to calculate error based on sensory feedback
- developed by experience with movement and KR (perceptual trace)

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4
Q

adams 1971

A

proposed a 2-state theory of motor learning

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5
Q

adams 2-states from the 2-state theory of motor learning

A
  1. memory trace
  2. perceptual trace
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6
Q

memory trace

A

the recall of the motor program and the initiation of the response
- open loop part of the motor program
- response for action initiation

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7
Q

perceptual trace

A

generated by the memory trace once action is initiated and used for feedback evaluation

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8
Q

2 stages of motor learning

A
  1. verbal-motor stage
  2. motor-stage
    ***progress from verbal-motor stage to motor stage due to practice
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9
Q

verbal-motor stage

A

the stage of learning where one uses the perceptual trace in combination with KR for error detection and correction

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10
Q

motor stage

A

the error provided by KR is small, and there is a strengthened perceptual trace
(so accurate that augmented feedback does nothing)

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11
Q

forgetting

A

a weakening of the perceptual trace and memory trace

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12
Q

adams closed-loop theory

A
  1. memory trace (initiate action)
  2. movements
  3. perceptual trace
  4. feedback
  5. control centre (modifies memory trace)
    **back up to memory trace
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13
Q

optimal summary length schmidt et al, 1989

A

longer summaries (15 trials) were better for overall learning than shorter summaries

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14
Q

optimal summary length schmidt et al, 1990

A

shorter summaries (5 trials) were better for learning than longer summaries (15 trials)

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15
Q

optimal summary length characteristics

A

may be task-specific and experience specific (gaudagnoli et al, 1996)

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16
Q

guadagnoli et al, 1996 - optimal summary length for simple tasks

A

longer summaries = better learning for novices

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17
Q

guadagnoli et al, 1996 - larger summaries

A

better for
1. novice performing simple tasks
2. experienced performing complex tasks

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18
Q

guadagnoli et al, 1996 - novices

A
  1. larger summaries are better than smaller ones for simple tasks
  2. smaller summaries are better than larger ones for complex tasks
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19
Q

guadagnoli et al, 1996 - experienced performers

A

larger summaries are better for complex and simple tasks

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20
Q

what is the impact of delaying trial by trial KR (immediate) on learning?

A
  1. when you delay KR the ITI (inter-trial interval) is also increased which is a potential compound
  2. also delays the start of the new trial (taking more time between trials)
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21
Q

thorndike (1935) findings

A
  1. larger delays decreased the likelihood that the reward stimulus would produce conditioning
    -2. concluded that delays were detrimental to learning
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22
Q

salmoni et al, 1984 study description

A

reviewed human motor learning experiments

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23
Q

salmoni et al, 1984 findings

A
  1. delaying KR did not affect learning
  2. instantaneous KR did affect learning
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24
Q

KR-delaying interval

A

the learner is trying to remember KR

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25
Q

maslovat 2009 study description

A
  1. examined the role of discrete vs. continuous feedback on a circle drawing task
  2. tested participants performance in R+T tests
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26
Q

discrete feedback

A

feedback at movement endpoint

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27
Q

continuous feedback

A

feedback during the movement

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28
Q

maslovat et al, 2009 results

A
  1. continuous feedback enhanced performance but was detrimental to learning under new conditions (guidance hypothesis)
  2. participants who practiced with concurrent feedback did better in tests with concurrent feedback (specificity for practice hypothesis)
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29
Q

post-KR delay interval

A

the time between the presentation of KR and the next movement (where the learner is preparing the next movement)
- a time where the learner is more creative and is using KR effectively

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30
Q

shortening the post-KR delay

A

research suggests that reducing this period does not affect learning if the KR-delay is held constant

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31
Q

what time is most important for movement corrections?

A

the time between movement end and when KR appears

32
Q

marteniuk, 1986 study description

A

investigated interference during the KR-delay period

33
Q

marteniuk, 1986 results

A

high level processes (cognitive processes associated with learning) interfered with KR processing

34
Q

interference in the KR-delay interval

A

impair the evaluation of the movement and seem to affect learninf

35
Q

memory and requirement for KR processing

A

a retention of the movement information (at least in short-term memory) is required for KR processing

36
Q

interference

A

reduces the capacity of memory systems to evaluate inherent feedback and detect errors
- clears task out of working memory

37
Q

what happens if you ask participants to evaluate their own errors during the KR-delay interval

A

in practice people hate this
- “do you think you got this question right?”

38
Q

hogan and yannowitz (1978) study description

A

used a ballistic timing task and some patients to estimate their own errors
1. group 1: estimated movement time (how close to goal)
2. group 2: nonsense letters

39
Q

hogan and yannowitz (1978) results

A

group 1 who estimated movement time, performed better

40
Q

gaugagnoli and kohl (2001)

A

compared learning in 4 conditions
1. 100% KR and 100% error estimate
2. 20% KR and 100% error estimate
3. 100% KR and 20% error estimate
4. 20% KR and 0% estimate

41
Q

gaugagnoli and kohl (2001) results

A
  1. best performance when you estimate 100% of your KR
  2. worst performance if you estimate 0% with 100% KR
    - performing prediction gets rid of detrimental effects of immediate feedback
42
Q

subjective estimation

A
  1. helps participants learn to use inherent feedback with KR
  2. may prevent guidance effects
  3. strong practical application (we give learners precise feedback and they do not develop this error detection capabiltiy)
43
Q

how could we use subjective estimation in practical/learning settings?

A
  1. give individual opportunity to assess their performance
  2. get rid of some detriment with 100% KR
44
Q

constant corrections

A

can affect a learner’s sense of autonomy and motivation

45
Q

janelle at al (1997) study description

A

participants practiced throwing a ball with their non-dominant arm
1. one group received no KR
2. one group received KR (distance thrown)
3. one group received summary KP every 5th trial
4. one group received self-determined KP

46
Q

janelle et al (1997) graph explaination

A
  1. self-determined performed just as well as those who received summary in retention
  2. those who received KR performed worst in retention
47
Q

best forms of feedback for motivation

A

self-controlled feedback combined with best practices from KR literature
- increases motivation and form during acquisition

48
Q

janelle et al (1997) results

A

suggest that self-controlled feedback improves both acquisition and retention

49
Q

adams closed loop theory

A

explains why feedback is beneficial
1. KR strengthens perceptual trace
2. error is used to adjust trace associated with the correct movement
3. movements become less reliant on KR as the perceptual trace is strengthened

50
Q

adams closed loop theory - bell curve

A

as you practice, the ability to produce the right movement increases (bell-curve narrows)

51
Q

criticisms of adams closed loop theory

A
  1. does not account for how variable practice can strengthen the perceptual trace
  2. ignores the guidance hypothesis aspects of KR
52
Q

strict schema theory

A

variable practice should weaken the perceptual trace and reduce learning

53
Q

schema theory of motor learning

A
  1. built on adams theory and added an open loop component
  2. recall memory and recognition memory
  3. GMP is central to this theory
54
Q

recall memory

A

movement production (component of the memory trace)
- more of a role in open-loop and rapid movements

55
Q

recognition memory

A

movement evaluation (component of the perceptual trace)
- greater involvement in closed-loop control

56
Q

recall schema

A

each movement produces an outcome which is evaluated with respect to the parameters
- recall schema stores these relationships in long-term memory

57
Q

what happens when a new movement must be planned

A

the recall schema is used in parameterization
- sets the conditions that will best achieve the goal

58
Q

recall schema relationships

A

concept of relationship between parameter and movement outcome

59
Q

what does the recognition schema contain?

A

relationship between
1. initial conditions
2. environmental outcomes
3. sensory consequences

60
Q

is the recognition schema used before or after the recall schema?

A

AFTER - to generate

61
Q

recall and recognition schema

A

after the recall schema is used to generate the action, the recognition schema is used to generate the expected sensory consequences
(basis for movement evaluation)

62
Q

schema theory and learning

A

learning occurs by strengthening the schemas

63
Q

if augmented feedback is unavailable, what will happen to the recall schema?

A

unable to store the relationship between the parameters and outcomes
- therefore unable to program the movement

64
Q

if the sensory consequences are missing, what will happen to the recognition schema

A
  1. unable to perform real time evaluation of the action
  2. unable to correct the action (not getting sensory feedback so recognition schema cannot evaluate)
65
Q

what is learning based on?

A

establishing relationships

66
Q

variable practice

A

more movement outcomes = better rule development
- better recognition schema

67
Q

novel movements

A

a new movement can be generated based on rules established by similar movements (hockey vs. golf clubs)

68
Q

error detection

A

errors for rapid movements can be detected based on the recognition schema

69
Q

limitations of schema theory

A
  1. KR-frequency
  2. contextual interference
70
Q

KR-frequency

A

reduced KR frequency can actually improve learning

71
Q

contextual interference

A
  1. schema theory predicts that variable practice would be better
  2. does not explain why random practice could be better
72
Q

where immediate feedback is available, how can we encourage learning?

A

ask the learner to estimate their own performance

73
Q

error estimation

A

appears to facilitate the integration of KR information and promote learning

74
Q

self-determined augmented feedback presentation

A

appears to promote both performance and learning

75
Q

schema theory describes learning as the strengthening of what?

A
  1. recall schema
  2. recognition schema

KNPE 261 (10 decks)

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