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Information processing Flashcards

1
Q

State the four main stages of information processing

A

Input, descion making, output, feedback

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2
Q

Describe the input stage

A

INPUT – information is gathered from the environment/display by the senses. The performer uses their perception to interpret the information and judge which cues are required. The cues are filtered into relevant and irrelevant information by the process know as selective attention.

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3
Q

What is reaction time

A

The time between the presentation of a stimulus and the start of a response

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4
Q

What is response time

A

The reaction time plus the movement time

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5
Q

What is movement time

A

The time take to complete a movement after it has been started

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6
Q

What is the single channel hypothesis

A

States that each stimulus can only be processed one at a time and therefore a second stimulus must wait until the first has been processed. This is known as the psychological refractory period

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7
Q

Describe the output stage

A

The skill is produced

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8
Q

Describe the descion making stage

A

The memory system is engaged and previous experiences are reflected upon. The relevant motor programme is sent to the muscles in reediness to produce a skill.

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9
Q

Describe the feedback stage

A

Information is gathered during and after the performer.

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10
Q

Stages of whiting’s model of information processing (in depth)

A

Sensory information from display, receptor system, body boundary, perceptual, filtering, translatory, effector , movement

(SRBPFTEM) = Sally Rarely Behaves Perfectly For Tina Every Month

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11
Q

Steps in Whiting’s model of processing

A

Stimulus identification, Response Identification, Response Programming

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12
Q

What happens during stimulus identification of Whiting’s model

A

Display is collected using perceptual mechanism, filtered through selective attention. It will gather:
- Speed/direction
- Location of team mates
- Location of opponents
- Personal location
- Strategies being adapted
- Shouts from spectators

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13
Q

What happens during response identification of Whiting’s model

A

Relevant information is assessed against previous experience and stored in the memory

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14
Q

What happens during response programming of Whiting’s model

A

Motor programme completed effector mechanism

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15
Q

What are the four main components of Baddeley and Hitch’s working memory model

A
  1. Central Executive
  2. Visuo-spatial sketchpad
  3. Phonological loop
  4. Episodic buffer
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16
Q

Describe the role of the central executive in Baddeley and Hitch’s working memory model

A

Controls and co-ordinates three subsystems

17
Q

Describe the role of the visuo-spatial sketchpad in Baddeley and Hitch’s working memory model

A

Deals with visual and spatial information

18
Q

Describe the role of the phonological loop in Baddeley and Hitch’s working memory model

A

Deals with spoken and written material

19
Q

Describe the role of the episodic buffer in Baddeley and Hitch’s working memory model

A

Acts as a ‘backup’ store which communicates with both long term memory and the components of working memory

20
Q

Example of the use of the central executive in sport

A

Central executive eg may ignore the noise from the crowd and send the sound of a coach giving instructions to the phonological loop

21
Q

Example of the use of the phonological loop in sport

A

Call of a team mate

22
Q

Example of the use of the visuospatial sketchpad in sport

A

Position of the players on the court

23
Q

Example of the use of the episodic buffer in sport

A

Initiates the motor programme to perform the pass

24
Q

What is the working memory

A

Working memory is a cognitive system with a limited capacity that can hold information temporarily.
Sports scientists Baddeley and Hitch (1978)

25
Q

What is Hicks Law

A

Reaction time increases proportionally to the number of possible responses until a point at which the response time remains constant despite the increase in possible responses

26
Q

What is Schema theory

A

The core principles can be taken from an existing motor programme and then adapted, using some information from the environment and by using feedback from the senses. A generalized series of movement patterns eg running.

27
Q

What are the four sources of information or parameters of Schema theory

A

Knowledge of initial conditions, knowledge of response specifications, sensory consequence, response outcomes

28
Q

What is involved in knowledge of initial conditions - schema

A
  • Location of performer
  • Environment
  • Limb position
  • Previous experiences = recognizing scenario
  • Performers ask: ‘Where am I?’
29
Q

What is involved in knowledge of response specifications - schema

A
  • Information about the task to be completed
  • Speed
  • Force
  • Options open
  • Formulation of suitable movement
  • Performers ask: ‘What have I got to do’
30
Q

What is involved in sensory consequences - schema

A
  • Feelings experienced during and after the movement
  • Kinesthetic feel
  • Sight, touch, sound….
  • Allowing suitable adjustments to be made
  • Performers ask: ‘What does the movement feel like’
31
Q

What is involved in response outcomes - schema

A
  • The end result
  • A comparison made with the intended outcome
  • Memory state updated for future reference
  • Performers ask: ‘What happened as a result of the movement’
32
Q

How to improve selective attention

A
  • By practice
  • Experience of situation = able to pick out cues from display
  • Make cues more obvious/stand out/contrast
  • Highlight cues and directing attention
  • Anticipation – reduces decision making time
  • Ignore inappropriate cues/distracting stimuli
  • Mental rehearsal
  • Alert/aroused/motivated
33
Q

How to improve retention in memory

A
  • STM – repeated practice/rehearsal – idea of overlearning
  • Chaining – associating information with previously gained pieces
  • Make information meaningful – associate with past experiences – reinforce success
  • Chunking information into larger units
  • Mental rehearsal
34
Q

How to improve reaction time

A
  • Practice - experience of detecting cues earlier; strengthen S-R bond
  • Anticipate a cue – warning signals
  • Higher arousal = heightened sense of expectancy
  • Expectancy may come from mental rehearsal.
35
Q

What is temporal anticipation

A

Pre-judging WHEN the stimuli is going to happen

36
Q

What is spatial anticipation

A

Pre-judging WHERE and WHAT is going to happen

Pe (4 decks)

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