Week 9 Flashcards
Adams theory
-reference of correctness
-memory trace
-perceptual trace
Reference of correctness
-used to calculate based on sensory feedback
Memory trace
-the recall of the motor program
Perceptual trace
-generated by the memory trace one action is initiated and used for feedback evaluation
-reference or memory about prior motor experiences
2 stages of motor learning
-verbal-motor stage
-motor stage
Verbal-motor stage
-the stage of learning where one uses the perceptual trace in combination with KR for error detection and correction
Forgetting
-a weakening of the perceptual and memory trace
What is the optimal summary length
-may be task and experience specific
Is summary or immediate KR most beneficial
-summary
-some studies found that it did not affect learning
Discrete feedback
-feedback at movement endpoint
Concurrent feedback
-feedback during the movement
Post-KR delay interval
-the time between the presentation of KR and the next movement
Interference
-impairs the evaluation of the movement
-reduces the capacity of memory to evaluate inherent feedback and detect errors
Subjective estimation
-asking someone to evaluate their own errors during KR delay interval
What does subjective estimation do?
-can help participants learn to use inherent feedback with KR
-may prevent guidance effects
Best forms of feedback
-self controlled feedback with best practices fro KR literature
Adams closed theory criticisms
-does not account for how variable practice can strengthen perceptual trace
-ignore guidance hypothesis aspects of KR
Schema theory of motor learning
-recall memory
-recognition memory
Recall memory
-memory trace
-movement production
-more of a role in open loop and rapid movements
Recognition memory
-perceptual trace
-movement evaluation
-greater involvement in closed loop control
Recall schema
-each movement produces an outcome which is evaluated with respect to the parameters
-these relationships are stored in long term memory
Recognition schema
-contains the relationship between the initial conditions, the environmental outcomes and the sensory concequences
-used after the recall schema to generate the expected sensory concequences
Schema theory and learning
-learning occurs by strengthening the schemas
If sensory consequences are missing, what happens to recognition schema
-unable to perform real time evaluation of the action
-unable to correct the action
Limitations of the schema theory
-KR frequency
-contextual interference
