Exam 3: Modules 6-9 Flashcards
(127 cards)
1
Q
a set of processes associated with practice or experience leading to a relatively permanent change in the capability for skilled performance
A
motor learning
2
Q
-set of processes
-not directly observable
-direct result of practice or experience
-change in performance must be relatively permanent
A
the 4 features of motor learning
3
Q
why is motor learning not directly observable?
A
it occurs in the brain
4
Q
what is negative motor learning called?
A
a bad habit
5
Q
performance plotted as a function of practice
A
performance curves
6
Q
where is performance found on a performance curve?
A
y-axis
7
Q
where is practice time found on a performance curve?
A
x-axis
8
Q
when scores cluster to the highest limit on a performance curve
A
ceiling effect
9
Q
when scores cluster to the lowest limit on a performance curve
A
floor effect
10
Q
t or f: ceiling and floor effects have a beneficial effect on the interpretation of a performance curve
A
false!!!
they have a DETRIMENTAL effect!
11
Q
a practice schedule in which the duration of rest between practice trials is relatively short; little rest between trials
A
massed practice
12
Q
a practice schedule in which the duration of rest between practice trials is relatively long; lots of rest between trials
A
distributed practice
13
Q
what is the gold standard for studying motor learning?
A
transfer/retention design
14
Q
what are the 3 components of the transfer/retention design?
A
practice, retention interval, and retention test
15
Q
why is practice necessary in the transfer/retention design?
A
you cannot learn without practice
16
Q
what are the 2 reasons for why rest is necessary in the transfer/retention designs?
A
-determines permanance
-allow any temporary effects of practice to go away
17
Q
how long should the retention interval be?
A
as long as the practice time
18
Q
what is the retention test used for?
A
it is used to test to see if learning occurred
19
Q
something that has a relatively temporary effect on motor performance
A
performance variable
20
Q
name a positive and a negative performance variable
A
positive: motivation; negative: fatigue
21
Q
something related to practice that is a relatively permanent effect on motor performance
A
learning variable
22
Q
what are the 2 critical motor learning variables?
A
practice and feedback
23
Q
what 3 technologies are use to measure and study human movement
A
EMG, eye tracking, and motion capture
24
Q
technique used to record and analyze myoelectric signals; uses electrodes to record myoelectric activity; widely used in both research and clinical settings to understand the behavior of muscle; determines what muscle is active and how much of it is active
A
EMG
25
in EMG, amplitude of signal is proportional to __________
force
26
EMG works fine if muscles are _________ and ____________
large and superficial
27
sensor technology that can a detect a person's direction of gaze and record where a person is looking during an action
eye tracking
28
what are the 2 types of eye tracking?
screen-based and mobile
29
eye tracking that is laptop or computer based; where you're looking on a screen
screen-based
30
eye tracking that uses eye glasses; red circle on what you're looking at
mobile
31
how does eye tracking work?
follows the eye position through the use of infrared light that illuminates the pupil and generates a reflection on the cornea; an infrared camera records the reflection, determines the center of the pupil, records eye rotation, and determines eye gaze
32
what 2 things can eye tracking quantify?
fixations and saccades
33
pausing visual gaze on a target
fixation
34
rapid eye movement to shift gaze from one thing to another
saccades
35
process of recording the movement of objects/people; measures kinematics
motion capture
36
photographer known for eary use of multiple cameras to capture motion; focused on locomotion; his photographic plate called Animal Locomotion was published in 1887; he made 781 plates; discovered that horses run and lift both legs off the ground
Edward Muybridge
37
the idea of not being as good as prior before warming up; to get rid of this, warm up
warm-up decriment
38
researcher who placed an emphasis on cognitive processes and info processing
Fitts
39
researcher who placed an emphasis on biomechanics and management of degrees of freedom
Bernstein
40
number of different ways a system can operate
degrees of freedom
41
what are Fitts' 3 Stages of Motor Learning?
-cognitive stage
-fixation stage
-autonomous stage
42
Fitts stage where you decide what to do; can be long if it is a complicated skill or short if it is a simple skill
cognitive stage
43
Fitts stage where you organize more effective movement patterns
fixation stage
44
Fitts stage where the skill is relatively automatic and attentional demand is decreased
autonomous stage
45
t or f: learning never has to stop
true
46
why are verbal instructions often not enough to teach something to a learner
it is hard to turn words into actions
47
what do verbal actions need to be for them to be effective?
clear, concise, and limited to one or two skill component
48
demonstration/modeling can result in _______________ learning
observational
49
what are 3 possible methods for skill demonstration?
instructor, peer, picture/video
50
directing a learner through the task performance; can be physical, verbal, or visual
guidance
51
verbal ____________ tell someone how to do something and verbal ______________ is making an adjustment
instructions; guidance
52
guidance is a strong positive ______________ variable, but a weak positive _____________ variable
performance; learning
53
when should guidance be used?
early in learning OR when there is a risk/fear of injury
54
an awareness of how a movement should "feel" when performed correctly; skill presentation techniques should encourage the development of this
reference of correctness
55
what are the 2 fundamental forms of rehearsal for motor learning?
physical practice and mental practice
56
what are the 3 physical practice techniques?
part vs whole practice, simulation practice
57
a procedure in which a skill is broken down into parts that are practiced separately
part practice
58
the gain or loss in proficency on one task as a result of practice or experience on another task; occurs from part practice and is mildly positive
transfer of learning
59
transfer to something similar (ex. learning to fly a plane in a simulator)
near transfer
60
transfer to something very different (ex. elementary school gym class)
far transfer
61
are serial skills good for part practice?
yes, they have many parts
62
are continuous skills good for part practice?
not really, it is very difficult
63
are discrete skills good for part practice?
no, there are no parts
64
the _______ component interaction, the ________ effective part practice will be
lower/higher; more/less
65
practice that is done by mimicking features of a target skill
simulation practice
66
what is the goal of simulation?
maximize the transfer of learning to the target skill without actually doing the target skill
67
safety, convenience/accessibility, cost effectiveness, and precise feedback
primary advantages of simulation
68
the extent to which the simulator mimics the criterion task
simulation fidelity
69
what are the 2 types of simulation fidelity?
physical fidelity and psychological fidelity
70
the degree to which the physical features of the simulator and criterion task are identical
physical fidelity
71
the degree to which the behavioral processes produced in the simulation replicate those required by the criterion task
psychological fidelity
72
what are the 2 mental rehearsal techniques?
mental practice and mental imagery
73
performers think about/through the cognitive or procedural aspects of a motor skill; produces improvements in motor learning and adds value to physical practice, but is not equal to motor learning
mental practice
74
performers imagine themselves performing a motor skill (from an internal or external perspective); see yourself doing the task
mental imagery
75
mental practice facilitates __________________(4 words)
learning decision making skills
76
mental imagery produces anticipated ________________ of an action, which is thought to build memory of the action
sensory consequences
77
when might mental rehearsal be done?
for a sport or for rehab
78
a practice sequence in which all of the trials of one task are done consecutively, uninterrupted by practice of other tasks; doing one motion repeatedly
blocked practice
79
a practice sequence in which the tasks being practiced are mixed(ordered randomly) across trials; minimize extent to which you can do the same trial more than 1 time in a row
random/interleaved practice
80
the idea that blocked practice has a stronger positive performance variable(get better during practice) and random practice has a stronger positive learning variable(get better after retention period and test)
contextual interference effect
81
what are the 2 hypotheses for why random practice is effective?
elaboration hypothesis and forgetting hypothesis
82
states that random practice is better because in blocked, you only have to compare A+B, B+C, etc one time each
elaboration hypothesis
83
states that during random practice, forgetting occurs, which enhances learning
forgetting hypothesis
84
when should blocked practice be used?
cognitive and early fixation stage of learning(fix major errors) OR anytime practice performance is more important than learning(trying to instill confidence)
85
when should random practice be used?
fixation and autonomous stages of learning
86
a practice sequence in which performers rehearse only one variation of a given task; same variation over and over
constant practice
87
a practice sequence in which performers rehearse several variations of a given task
variable practice
88
constant practice is the stronger _____________ variable and variable practice is the stronger positive ______________ variable
performance; learning
89
a learned rule relating outcomes of a person's actions to the parameter values chosen to produce those outcomes
schema
90
when should constant practice be used?
cognitive and early fixation stage of learning AND anytime practice performance is more important than learning---same as when to use blocked practice
91
when should variable practice be used?
fixation and autonomous stages of learning---same as when to use learning
91
t or f: it should be a slow transition to variable practice and not everyone reacts the same to it
true
92
why does variable practice have a stronger positive effect on children than adults?
child has fewer trials than an adult
93
feedback during the learning experience can be classified as either __________ or _________
inherent or augmented
94
sensory info that arises as a natural consequence of producing a movement; does not matter what sensory system is used(we have 7)
inherent(intrinsic) feedback
95
info about movement that is provided to the learner in addition to the info contained in inherent feedback; provided by some artificial means; not necessary for motor learning to occur; classified as either KR or KP
augmented(extrinsic) feedback
96
augmented feedback about the successes of an action with respect to the goal; info about goal achievement
knowledge of results (KR)
97
augmented feedback about the movement pattern or errors the learner has just made
knowledge of performance (KP)
98
t or f: KP and KR cannot occur at the same time
false
99
is KP or KR more common in the real world?
KR; most of the time, info about goal achievement is available intrinsically
100
are KR and KP conscious or unconscious?
conscious
101
what are 2 ways to provide augmented feedback to a learner?
verbal feedback and video
102
motivational, attention-focusing, informational, dependency-producing
properties of augmented feedback
103
feedback that may cause a learner to pay more attention, try harder, and practice longer-->cause better learning
motivational properties
104
properties that state that KR may promote external focus and KP may promote internal focus; states that augmented feedback can be used to direct the learner's attention for the purpose of practice
attention-focusing properties
105
info about movement patterns and errors; probably the most important function of extrinsic feedback during motor skill practice
informational properties
106
descriptive feedback, prescriptive feedback, parameter feedback, program feedback, direction of error, magnitude of error
informational properties
107
describes what the learner has done--->have to fix problems themselves; promotes independence
descriptive feedback
108
prescribes what learner should do
prescriptive feedback
109
feedback about info about a parameter; ex. "you need to use more force"
parameter feedback
110
feedback about invariant features; ex. "for throwing, you need to step, rotate, and then move arm"; order of muscle movement
program feedback
111
the accuracy with which feedback describes the error; ex. "you missed to the left" is less precise than "you missed to the left by 5cm"
precision of augmented feedback
112
feedback that describes "you missed to the left"
direction of error
113
how much error; "you missed by 5cm"
magnitude of error
114
if you could only use one out of direction of error and magnitude of error?
direction of error
115
why do adults do better with precise feedback than children?
adults can ignore things they don't understand, children cannot
116
causes learners to become dependent on augmented feedback; causes performance to decline when augmented feedback is not available and performer fails to take advantage of intrinsic feedback
dependency-producing features
117
total number of feedback presentations given for a series of practice trials; ex. 20 trials, 10 of which are followed by augmented feedback, ______________=10
absolute frequency of feedback
118
percentage of practice trials receiving augmented feedback; ex. 20 trials, 10 of which are followed by augmented feedback, _______________=50%
relative frequency of feedback
119
increasing the _____________ frequency of feedback enhances learning, however, there are limitations to this
absolute
120
reducing the relative frequency of feedback is helpful because it...
-prevents dependency of augmented feedback
-promotes use of intrinsic feedback
121
is it possible to increase absolute frequency while at the same time reducing relative frequency?
in order to reduce relative frequency of augmented feedback, one must withhold feedback on some practice trials
122
t or f: two ways to increase absolute frequency while at the same time decreasing relative frequency is using bandwidth feedback and summary feedback
true
123
when feedback is given to learners only when their errors exceed a certain tolerance level
bandwidth feedback
124
feedback that is given after a series of practice trials that provides the learner with summary info about their trials (i.e. the average of the trials); strong positive learning variable; works by maximizing amount of info provided to learner without dependency-producing effects of providing feedback for every trial; encourages use of intrinsic feedback
summary feedback
125
t or f: you should avoid instantaneous feedback
true
126
