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kin 211 > lec 13-14 > Flashcards

lec 13-14 Flashcards

1
Q

scoring sensitivity relates to performance measures, if a measure is able to track changes in performance as skill improve it is said to have high scoring sensitivity: T/F

A

true!

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2
Q

what is the reason for the linear speed accuracy trade off (schmidt’s law)

A

variability associated with muscular forces

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3
Q

is closed loop processing delays one of the reasons for linear speed accuracy trade off?

A

no

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4
Q

are delays in choosing GMP a reason for linear speed accuracy trade off?

A

no

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5
Q

are index of difficulty manipulations a reason for the linear speed accuracy trade off?

A

no

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6
Q

to assess learning is to separate what?

A

temporary performance from learning effects

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7
Q

to separate temporary performance and learning effects is to assess what

A

learning

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8
Q

define retention

A

retention: how persistent performance is

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9
Q

define transfer

A

transfer: how adaptable or generalizable are the skills that you learned

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10
Q

what do learning measures depend on?

A

the purpose behind practice/learning!

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11
Q

what is the ‘best’ measure of learning

A

absolute measures

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12
Q

what is absolute retention good for in assessing learning

A

good for determing pure learning effects
good for looking across groups/conditions

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13
Q

what is relative retention good for

A
  • good for determining measures of forgetting, or memory consolidation
  • good for skill preservations or gains after sleep/rest
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14
Q

what is relative retention bad for

A

bad due to its sensitivity to temporary factors, and as such is bad for calculation

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15
Q

define transfer of practice

A

transfer of practice: how does prior experience of a skill transfer to another similar or different skill

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16
Q

how do we measure transfer of practice

A

measure by gain or loss in capability from practice of another skill. AKA we look at enhacement and interferences, or positive and negative transfer between tasks

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17
Q

what does “gain” mean

A

enhancement of performance

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18
Q

what does ‘enhancement’ mean

A

gain in performance

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19
Q

what does interference mean

A

loss in performance

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20
Q

what does ‘loss’ mean in performance

A

interference

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21
Q

what are transfer of learning measures

A

transfer of learning measures: assessments involving task A to B designs, with control groups

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22
Q

what kind of transfer do we see when performance is worse in group B compared to control

A

interference, or negative transfer

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23
Q

what kind of transfer do we see when performance is better in group B compared to control

A

enhancement, or positive transfer

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24
Q

what do many sport technologies, that aim to strengthen transfer in cognitive systems, claim to result in?

A

enhancement, or positive transfer

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25
why do sport technologies that utilize cognitive systems for transfer not have a very big effect on transfer performance?
Because they do not utilize real life sport scenarios - a lot of what results in positive transfer is practicing in sport environments, where there is stimuli to react to
26
what is zero sum training
zero sum training: refers to a type of negative transfer that is not as effective and wastes time
27
what is referred to as the double whammy of negative transfer
zero sum trainingw
28
why do we refer to zero sum training as the double whammy of negative transfer
because it is ineffective and wastes time
29
how do we conclude the time savings of a group in task transfer testing
we look at the # of trials that it takes for group B to get to group A's start point
30
define the law of practice
law of practice: states that more (quality) practice is better for learning
31
What is missed about the 10,000 hours story
it isn't just any practice, but deliberate quality practice
32
define deliberate practice
deliberate practice: mentally effortful practice, designed to improve performance, with repetition and mistakes
33
what are the characteristics of deliberate practice
1. practice of things that need improving- designed to improve performance or challenge the individual 2. mentally tiring or effortful - rest is important 3. variability and mistakes are expected 4. repetition of practice is necessary
34
is group or individual practice considered more deliberate
individual - though group practice becomes more important later in life, like 16
35
how do we distinguish deliberate practice from other practice
ask yourself questions pertaining to the characteristics of deliberate practice: is it intended to improve performance, is it tiring and effortful, is it variable, are you making mistakes, and is there repetition
36
define learning zone
learning zone: the zone where the learner is seeking new information for learning, where the goal is to improve
37
what does the deliberate practice theory theorize?
it theorizes that performance can be predicted from accumulate hours of deliberate practice
38
what are the methods of deliberate practice theory
1. practice history data - gained through surveys and interviews 2. longitudinal follow up of athletes
39
what do we look at to explain differences in 'talent' around age 12?
individual practice amounts - more individual practice typically translates to better performance, and more perceived talent
40
how can we predict adult skill level from childhood?
we look at the accumulated hours of individual practice during childhood
41
up until what age do we see individual practice hours as a huge determinant of skill
16
42
when we hit 16, what do we look at to discriminate/determine skill level?
hours accumulated in team practice
43
how are skill discriminants different between 12 and 16?
12 = individual practice hours 16 = team practice hours
44
what does good quality deliberate practice look like? what qualities do we look at?
1. distribution of practice (massed vs distributed) 2. variability of practice (constant vs variable)
45
why do we test different variations of practice (focused on distribution or variability options)
we test different qualities of deliberate practice to see what methods optimize learning for the individual!
46
what is massed practice
massed practice: a type of practice with periods close together, with little no rest between. practice high, rest low
47
what term is associated with 'practice high, rest low'
massed practice
48
what are the two sides of the spectrum of distributed practice
massed and distributed
49
what is distributed practice
distributed practice: a type of practice with periods further apart and longer rest periods between
50
what term is associated with 'practice low, rest high'
distributed practice
51
between massed and distributed practice, which is better? Why?
distributed, because as practice becomes more distributed, performance improves.
52
when accounting for temporary effects, is massed or distributed practice better
distributed! even after temporary effects, performance improves with more distributed practice
53
What theories might explain why massed practice impairs learning?
1. fatigue hypothesis 2. cognitive effort hypothesis 3. memory consolidation
54
what is the fatigue hypothesis? what do we use it to explain?
fatigue hypothesis: a hypothesis that fatigue can impair quality of practice we use it to explain why massed practice is worse for learning
55
what is the cognitive effort hypothesis, and what do we use it to explain
cognitive effort hypothesis: the hypothesis that trials become repetitious and boring, leading to lower concentration. we use it to explain why massed practice is worse for learning
56
what are the two sides of the spectrum for variability of practice
constant vs variable
57
what is constant practice
constant practice: a type of practice where there is only one variation of the task, in identical environmental conditions
58
what is variable practice
variable practice: a type of practice in which there is multiple variations of a task, under different conditions
59
what is recall schema
recall schema:
60
What helps us make our recall schema more accurate?
by practicing in sport scenarios with varied experiences
60
61
How does varied practice help with accuracy of recall schema
varied practice increases retention and transfer but decreases acquisition. overall it helps in choosing correct parameters because we have more information to select from. More experiences = more parameters
62
what is schema theory
idk
63
what are the four types of schema information stored in STM
1. initial conditions of movement 2. parameters assigned to the movement 3. outcome feedback about the movement 4. sensory consequences of the movement
64
What information is needed for recall and recognition to be formed
1. initial conditions of the movement 2. parameters assigned to the movement 3. outcome feedback about the movement 4. sensory consequences of the movement
65
what are the two types of schema formed from STM schema info?
recall and recognition
66
define recall schema
recall schema: the relation between parameters and movement outcomes
67
why is recall important
its important for movement production, and is the primary control mechanism in fast, open loop movements
68
what happens when information is discarded from STM? what is left?
a rule (i think this can be either recall or recognition)
69
define recognition schema
recognition schema: the relation between sensory consequences and movement outcomes
70
how is recognition and recall different?
they both relate to movement outcomes, but recall is parameters and recognition is sensory consequences
71
why is recognition important
because it is important for movement evaluation. it takes more control in slow, closed loop movements
72
what component of deliberate practice enhances schema?
variability! It helps strengthen the GMP, thus strengthening schema
73

kin 211 (13 decks)

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