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Motor Control - 2700 > Chapter 9 - Skill Aquisition > Flashcards

Chapter 9 - Skill Aquisition Flashcards

1
Q

what is the single most important factors leading to the aquisition of motor skill

A

practice

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2
Q

practice is more than just what

A

repetition

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3
Q

what does specificity of learning suggest

A

that what you learn largely depends on what you practice
-practicing in a particular environment often leads to better performance mainsly in that environment compared ot a different or altered one

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4
Q

specificity effects are what

A

wide-ranging

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5
Q

what is perhaps the bases of the home-field advantage

A

specificity of learning
-practicing in certain environment leads to better performance in that exact environemnt

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6
Q

what is important finding with sensory feedback in relation to specificity of learning

A

sensory feedback recieved during practice becomes part of the representation of the skill
-meaning that performance will be more skillful if that SAME sensory info. is available compared to when it is not

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7
Q

what is the dominant characteristic of practice, transfer or specificity

A

specificity

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8
Q

definition of specificity of learning

A

motor learning is specific to the sources of perceptual/sensory informaiton

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8
Q

initially scientists predicted that the need for vision was what when it comes to specificity of learning

A

that experts tend to seek out more specific and narrowly focused info in a perceptual display and notice it much earlier in the action compare to nonexperts

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9
Q

what are 3 benefits that practice specificity help improve

A

-sensory/perceptual characteristics
-performance context characteristics
-cognitive processing characteristics

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10
Q

an increased amount of practice with vision will lead to what during retention and transfer tests

A

an increase need for vision

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11
Q

the movement representation that is developed during practice is specific to what

A

the sensory information

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12
Q

which one produces better recall and recognition performance, intentional learning or incidnetal learning

A

intentional
-BUT incidental cures/info does benefit later peroramnce

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13
Q

diffreence between intentional and incidental learnign

A

INTENTIONAL
-learning is practiced with the explicit goal of aquiring knowledge
INCEDENTAL
-process of awuiring new knowledge without intent

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14
Q

what is dual task training

A

consists of a primary task and an additional secondary task

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15
Q

in a balance task, standing of foam pad reduces what

A

somatosensory feedback
-touch and proprioception (sense in which we perceive the position and movement of our body)

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16
Q

in balance task where group 1 had single task training and group 2 had dual task training, which group performed better on the dual-task during the transfer test

A

group 2

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17
Q

Fitts stages of learning were specifically designed to consider what

A

-perceptual-motor learning
-emphasis on how the cognitive processes involved in motor performance change as a result of practice

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18
Q

what are the 3 fitts stages of learning in order

A

-cognitive
-associative
-autonomous

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19
Q

according to fitts stages of learning, what is the learners first problem

A

cognitive, largely verbal
-figuring out what to look at in the environment and generating appropriate movement

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20
Q

what are the dominant questions of the teacher in the cognitive stage of learning of fitts

A

concern goal identification, performance evaluation, and what, when how to do it

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21
Q

give 3 examples of useful tools in fitts congitive stage of learning

A

instrucitons, demonstrations, film clips
-verbalized info

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22
Q

what is one goal of instruciton

A

to have the learner transfer information from past learning to these initial skill levels

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23
Q

what are gains in proficency like in the cognitive stage of fitts learning

A

very rapid and large
-however not a concern if performance is halting, jerky, uncertain, and poorly timed (merely a starting point for later proficiency gains)

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24
Q

what is a con with self-talk during practice

A

demands considerable attention and can interfere with the process of other sensory events that may be going on at the same tim

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25
Q

once the learner enters the associative stage, what problems have mostly been solved

A

problems dealing with the environmental cues that need to be attened to and the actions that need to be made

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26
Q

what is performance like during fitts cognitive stage of learning

A

inconsistent

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27
Q

what is the goal for fitts associative learning stage

A

organizing more effective movement patterns to produce the action
-begins to build a motor program to accomplish the movement requirements (quick)
-construct ways to use movement produced-feedback (slow)

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28
Q

how does performance improve in fitts associative stage of learning

A

steadily
-some inconsistency - as learner attempts new solutions to movement problems
-BUT the inconsistency gradually decreases
-closed skills: become more stereotypic
-open skills: become more adaptive

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29
Q

what are some factors during the associative stage of fitts learning that improve

A

-enhanced movement efficiency (reduces energery costs)
-self-talk becomes less important for performance
-dicsover environmental regularities to serve as effective cues for timing
-anticipation develops rapidly (makes movements smoother and less rushed)
-begin to monitor own feedback and detect their error

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30
Q

what is performance like during associative stage of learning

A

-fewer and smaller errors
-variability begins to decrease as move through stage 2

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31
Q

the autonomous stage of fitts learning requires what

A

considerable practice

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32
Q

in fitts autonomous stage skills become

A

automatic
-does not require conscious attention

33
Q

what is performance like during autonomous stage of fitts

A

-can easily perform another task at the same time (cognitive processing demands are minimal)
-performance is highly consistent (low variability)

34
Q

what are the 2 stages of gentiels model

A

initial and later stages of learning

35
Q

what are the 2 goals of gentiles initial stage of learning

A

-aquire the movement coordination patterns
-learn to discriminate between regulatory and non-regulatory conditions (components of environement that are either important or not to the task)

36
Q

what is the goal of gentiels initial stage of learning

A

develop a movement coordination pattern

37
Q

in gentiels later stages of learning, the goal is to develop what 3 movement characteristics

A

-movement flexibility
-movement consistency
-motor efficiency

38
Q

what are bersteinas 3 stage sof learning

A

-reduce degrees of freedom
-release degrees of freedom
-exploit passive dynamics

39
Q

how is bersteins first stage of learning similiar to fitts first stage

A

goal of this stage is to reduce the movement of nonessential body parts (freezing the degrees of freedom)
-this leads to number of degrees of freedom needing to be controlled is reduced, fewer motions of the body that require conscious controls
-allows attention to be devoted to the degrees of freedom that provide the maximal control of the actoin

40
Q

what is the idea behind the release degrees of freedom stage of bernstein

A

-attempt to improve performance by releasing some of the degrees of freedom that had initially been frozen
-useful in tasks that require power, or speed (degrees of freedom released could allow for faster and greater accumulation of forces)

41
Q

what is the idea behind bernsteins stage of exploit passive dynamics

A

-learn to exploit the passive dynamics of the body
-energy and motion that come for free with the help of physics (gravity, spring-like characteristics of muscle, momentum)
-becomes maximally skilled in terms of effectiveness and efficiency

42
Q

what are 3 strategies of gentiles inital stage of learning

A

-trial and error
-successful and unsuccesful
-problem solving appraoch

43
Q

what is a limitation of fitts stages of learning

A

automaticity may not always be possiblewh
-not meant ot have stages seen as seperate categories

44
Q

what is a limitation of bernstains stages of learning

A

some skills lead to more freexing, not less
-not meant ot have stages seen as seperate categories

45
Q

what can happen after a period of no practice and what is this reffered to

A

forgetting
-interval of time is termed retention interval

46
Q

long-term retention depends largely on what

A

the nature of the task (discrete, serial, continuous)

47
Q

what is long-term retention like for discrete skills

A

forgotten relatively quickly

48
Q

what is long-term retention like for continuous skills

A

retained very well over long periods of no practice

49
Q

during what part of an indviduals performance do they usually suffer from a relatively large performance decrement

A

beginning
-warm-up decrement

50
Q

what is warm-up decrement

A

psychological factor that is brought on by the passage of time away from a task and is eliminated when the performer begins again to perform a few trials

51
Q

what is the meaning of the term set when referring to warm-up decrement

A

a collection of psychological activities, states or adjustement and processes
-support perforamnce while activity is ongoing but are lost when a different set is adopted to support the activities undertaken during rest

52
Q

why is warm-up decrement not ismply a form of motor forgetting

A

-activities that do not influence memory for the task, undertaken near the end of the retention interval, have been shown to reduce thsi phenomenon
-activities that are deliberately designed to interfere with set for a tak, produce increases in this phenomenon

53
Q

what are 5 benefits of practice

A

-perceptual skills
-attention
-motor programs
-error detection

54
Q

how is perceptual skills a benefit of practice

A

allows to pick up on key information sooner

55
Q

why is attention a beenfit of practice

A

allows for reduced capacity demands and reduced effector competition

56
Q

what is another term for skill transfer

A

generalization

57
Q

when is trasnfer task positive

A

if it enhances performance in the other skill

58
Q

when is transfer task negative

A

if it degrades performance in another skill

59
Q

when is transfer task neutral

A

when it has no effect on performance in another skill

60
Q

what is the problem with the idea that transfer of learning between 2 tasks increases the the similiarity between them increases

A

concepts of similiarity and identical elements are never explicitly defined
-is throwing a baseball more similiar to passing a football than shooting a basketball?
-what are the elements that are invovled?

61
Q

what are 3 elements to take into consideration with transfer learning

A

-fundamental movement pattern
-perceptual elements
-strategice and conceptual similiarities

62
Q

when are transfer principles of learning best applied

A

when learner is just beginning

63
Q

is there a general ability to be quick, to balance or use vision

A

no
-based on many diverse abilities

64
Q

what is part practice based on

A

transfer of learning principles

65
Q

in many serial skills what is the learners problem and what can help

A

to organize a set of activities inot the proper order
-practicing specific subtasks effective in transferring to whole sequences

66
Q

part transfer works best in what type of serial tasks

A

very long duration and when the actions (errors) of one part do not influence markedly the actions of the next part

67
Q

part practice is most effective for skills in which what

A

parts are performed relatively independently
-learner can devote more time to the most troublesome part (making practice time more efficient

68
Q

when is whole practice necessary

A

when performance on one part frequently determines the movement that must be made on the next part
-if part-to-part interaction is large

69
Q

several experiments suggest that practicing parts of a discrete task in isolation transfer how to whole task

A

little if at all
-especially if task is rapid

70
Q

why can part practice be detrimental to learning a discrete skill

A

when rapid skills are broken down into parts, they become changed from the same parts in the whole task, so the part practice contributes very little to the whole

71
Q

according to motor program concept, how are quick actions controlled and how does this affect part pratice

A

open loop
-decisions about the actions structured programmed in advance
-requried a diff. program - will not contribute to production of whole movement (based on a diff. motor program)
-learns 2 seperate movement programs, one for part and one for whole practice

72
Q

what can help with part practice in discrete skills

A

progressive part practice
-parts of a COMPLEX skill are presented separately, but integraed into larger and larger parts and finally into the whole

73
Q

for very slow, serial tasks with no component interaction, part practice on the difficult elements is what

A

very efficient

74
Q

for very brief, programmed actions, practice on the parts in isolation is what

A

barely useful and can even be detreminelta to learning

75
Q

for part practice the more compononets of a task interact with the each the less what

A

effectivenes of part practice

76
Q

transfer principes are commonly used in what area

A

simulation
-practice device designed to mimic features of a real-world task

77
Q

what is physical fidelity

A

refers to the degree to which the physical or surface features of the simulaiton and criterion tasks themselves are identical

78
Q

what is pscyhological fidelity

A

refers to the degree to which the behaviours and process produced in the simulator replicate those required by the criterion task

79
Q

which one is more important in simulators, physical or psychological fidelity

A

neither, they should not be seen as competing goals but as complementary

Motor Control - 2700 (11 decks)

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