Final - lecture 14-17

Question 1

Massed practice

Answer 1

practice > rest, practice periods w little/no rest

Question 2

Distributed practice

Answer 2

practice <= rest

Question 3

Fatigue hypothesis

Answer 3

impairs quality of practice or causes learner to practice incorrect movement patterns

Question 4

Cognitive-effort hypothesis

Answer 4

trials become repetitious, monotonous or boring → low engagement/concentration/mental effort

Question 5

Memory consolidation hypothesis

Answer 5

periods of rest are not there to help LTM storage process. Can be related to sleep.

Question 6

Constant practice

Answer 6

only one variation of the criterion task is practice, criterion task is practiced under identical environmental condition

Question 7

Variable practice

Answer 7

multiple variations of the criterion task are practiced. Variability achieved by practicing criterion task; under diff environmental conditions, diff speeds, distances

Question 8

Elaboration hypothesis

Answer 8

Beneficial effects of random practice (task switching) due to incr meaningfulness or distinctiveness of movements. Going from one variation to another allows learner to appreciate unique features and contrast - each variation meaningful in LTM.

Question 9

Forgetting and reconstruction hypothesis

Answer 9

Random practice - need to regenerate solution/motor program which is better for long term learning. Blocked practice - solution/MP always in working memory.

Question 10

Whole practice

Answer 10

low complexity, short discrete or continuous, high interaction.

Question 11

Part practice

Answer 11

high complexity, long discrete and serial, low interaction.

Question 12

Fractionation

Answer 12

one of more parts of a skill are practiced separately - ex piano one hand at a time.

Question 13

Segmentation (chaining)

Answer 13

one part of a skill is practiced for a time, then second part added, until entire skill is practiced

Question 14

Simplification (shaping)

Answer 14

complexity of some aspect of the skill is reduced - reduce object difficulty or speed, sequencing skill progressions, simulators and VR, physical guidance

Question 15

Explanations for CI effects

Answer 15

Elaboration hypothesis, forgetting and reconstruction hypothesis

Question 16

FB; Absolute frequency

Answer 16

total number of feedback presentations

Question 17

FB; Relative frequency

Answer 17

% of trials in which FB is given

Question 18

3 reasons why bandwidth is more effective than FB every trial

Answer 18

Results in reduced frequency of feedback, preventing dependency (guidance), Freq of being correct increases with practice, potentially increase motivation, Increases consistency by limiting maladaptive (unnecessary) corrections

Question 19

Recall schema

Answer 19

relation between parameters and movement outcome. After each movement, info discarded from STM leaving only a rule. Rule is strengthened with more varied data (parameters, outcomes, and initial conditions)

Question 20

Recognition schema

Answer 20

relation between sensory consequences and movement outcomes. After each movement, info discarded from STM leaving only a rule. Plays important role in movement evaluation, move important for control of slower movements.

Question 21

After GMP is selected and movement is completed - 4 types of info stored in LTM

Answer 21

1. Initial conditions of the movement
2. Parameters that were assigned to the movement
3. Outcome feedback about the movement
4. Sensory consequences of the movement 


Question 22

Physical fidelity

Answer 22

degree to which surface features of a simulation and criterion task are identical.

Question 23

Psychological fidelity

Answer 23

degree to which behaviors (responses) in a simulator are identical to behaviors required by criterion task.

Question 24

The ________ test is critical for testing for

dependency

Answer 24

No-KR retention test

Question 25

•Identify main findings of Bourne & Archer (1956) experiment (practice distribution –tracking task)

Answer 25

Distributed practice is better than massed - no fatigue effects.

Question 26

•Describe Contextual Interference (CI) including what happens in acquisition and retention dependent on group

Answer 26

Effects of blocked VS random practice. Blocked is good for practice but random aids learning.

Question 27

•Understand data showing benefits of “hybrid methods”

Answer 27

Hybrid schedules can be better than high CI schedules (for difficult skills or early practice) Can aid acquisition and learning

Question 28

•Be able to make conclusions about the effectiveness of scheduling your own practice and be aware of how this is in some ways discrepant with data showing that people are not good in separating performance & learning effects (predicting learning)

Answer 28

Learners do well when they get to choose how to practice - CI amount (switching) not so important. People think they’re learning more in blocked conditions

Question 29

• Distinguish between 2 methods of physical guidance practice and be able to identify examples which fall at these extremes from complete passive guidance to a more active assist.

Answer 29

- Passive guidance: Person being moved (learner) is not actively sending motor commands to initiate and execute action. The guide moves the learners passive limb through the desired action sequence - Active assist (partial guidance): Person being moved is sending out motor commands to initiate and/or execute action. Learner shares effort to complete the action, with the assistive device providing a supportive role.

Question 30

• Relate the simplification idea to simulation training and detail important considerations for maximizing transfer and deciding whether to have simulation training (pros and cons)

Answer 30

Do skills acquired during simulated practice transfer to goal task? Depends on the level of simulator fidelity. Physical fidelity - degree to which surface features of a simulation and criterion task are identical. Psychological fidelity = degree to which behaviors (responses) in a simulator are identical to behaviors required by criterion task.

Question 31

•know 2 different types of KP

Answer 31

Video playback and kinematic analysis

Question 32

• List and describe methods which result in reduced feedback frequency, yet aid learning

Answer 32

Decreased relative frequency and faded schedule

Question 33

• Know whether short or long feedback delays are good for learning and why (relate to guidance)

Answer 33

Long intervals enhance self error detection capabilities, encourages processing of intrinsic FB Guidance hypothesis relates to a failure to properly process intrinsic FB