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

Chapter 9 - Skill Aquisition Flashcards

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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
what is a con with self-talk during practice
demands considerable attention and can interfere with the process of other sensory events that may be going on at the same tim
25
once the learner enters the associative stage, what problems have mostly been solved
problems dealing with the environmental cues that need to be attened to and the actions that need to be made
26
what is performance like during fitts cognitive stage of learning
inconsistent
27
what is the goal for fitts associative learning stage
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)
28
how does performance improve in fitts associative stage of learning
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
29
what are some factors during the associative stage of fitts learning that improve
-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
30
what is performance like during associative stage of learning
-fewer and smaller errors -variability begins to decrease as move through stage 2
31
the autonomous stage of fitts learning requires what
considerable practice
32
in fitts autonomous stage skills become
automatic -does not require conscious attention
33
what is performance like during autonomous stage of fitts
-can easily perform another task at the same time (cognitive processing demands are minimal) -performance is highly consistent (low variability)
34
what are the 2 stages of gentiels model
initial and later stages of learning
35
what are the 2 goals of gentiles initial stage of learning
-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
what is the goal of gentiels initial stage of learning
develop a movement coordination pattern
37
in gentiels later stages of learning, the goal is to develop what 3 movement characteristics
-movement flexibility -movement consistency -motor efficiency
38
what are bersteinas 3 stage sof learning
-reduce degrees of freedom -release degrees of freedom -exploit passive dynamics
39
how is bersteins first stage of learning similiar to fitts first stage
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
what is the idea behind the release degrees of freedom stage of bernstein
-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
what is the idea behind bernsteins stage of exploit passive dynamics
-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
what are 3 strategies of gentiles inital stage of learning
-trial and error -successful and unsuccesful -problem solving appraoch
43
what is a limitation of fitts stages of learning
automaticity may not always be possiblewh -not meant ot have stages seen as seperate categories
44
what is a limitation of bernstains stages of learning
some skills lead to more freexing, not less -not meant ot have stages seen as seperate categories
45
what can happen after a period of no practice and what is this reffered to
forgetting -interval of time is termed retention interval
46
long-term retention depends largely on what
the nature of the task (discrete, serial, continuous)
47
what is long-term retention like for discrete skills
forgotten relatively quickly
48
what is long-term retention like for continuous skills
retained very well over long periods of no practice
49
during what part of an indviduals performance do they usually suffer from a relatively large performance decrement
beginning -warm-up decrement
50
what is warm-up decrement
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
what is the meaning of the term set when referring to warm-up decrement
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
why is warm-up decrement not ismply a form of motor forgetting
-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
what are 5 benefits of practice
-perceptual skills -attention -motor programs -error detection
54
how is perceptual skills a benefit of practice
allows to pick up on key information sooner
55
why is attention a beenfit of practice
allows for reduced capacity demands and reduced effector competition
56
what is another term for skill transfer
generalization
57
when is trasnfer task positive
if it enhances performance in the other skill
58
when is transfer task negative
if it degrades performance in another skill
59
when is transfer task neutral
when it has no effect on performance in another skill
60
what is the problem with the idea that transfer of learning between 2 tasks increases the the similiarity between them increases
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
what are 3 elements to take into consideration with transfer learning
-fundamental movement pattern -perceptual elements -strategice and conceptual similiarities
62
when are transfer principles of learning best applied
when learner is just beginning
63
is there a general ability to be quick, to balance or use vision
no -based on many diverse abilities
64
what is part practice based on
transfer of learning principles
65
in many serial skills what is the learners problem and what can help
to organize a set of activities inot the proper order -practicing specific subtasks effective in transferring to whole sequences
66
part transfer works best in what type of serial tasks
very long duration and when the actions (errors) of one part do not influence markedly the actions of the next part
67
part practice is most effective for skills in which what
parts are performed relatively independently -learner can devote more time to the most troublesome part (making practice time more efficient
68
when is whole practice necessary
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
several experiments suggest that practicing parts of a discrete task in isolation transfer how to whole task
little if at all -especially if task is rapid
70
why can part practice be detrimental to learning a discrete skill
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
according to motor program concept, how are quick actions controlled and how does this affect part pratice
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
what can help with part practice in discrete skills
progressive part practice -parts of a COMPLEX skill are presented separately, but integraed into larger and larger parts and finally into the whole
73
for very slow, serial tasks with no component interaction, part practice on the difficult elements is what
very efficient
74
for very brief, programmed actions, practice on the parts in isolation is what
barely useful and can even be detreminelta to learning
75
for part practice the more compononets of a task interact with the each the less what
effectivenes of part practice
76
transfer principes are commonly used in what area
simulation -practice device designed to mimic features of a real-world task
77
what is physical fidelity
refers to the degree to which the physical or surface features of the simulaiton and criterion tasks themselves are identical
78
what is pscyhological fidelity
refers to the degree to which the behaviours and process produced in the simulator replicate those required by the criterion task
79
which one is more important in simulators, physical or psychological fidelity
neither, they should not be seen as competing goals but as complementary

Motor Control - 2700 (11 decks)

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