Lec 15-17 Flashcards
(184 cards)
1
Q
In the distribution of practice effect what effects do
we typically see during the practice phase
(acquisition/performance) and in retention?
a) Massed practice is worse for acquisition and retention when
compared to variable
b) Variable practice slows acquisition compared to massed, but it is better for retention.
c) Distributed practice is best for acquisition and retention
compared to massed
d) There are no differences between distributed and massed
practice in retention, but there are in acquisition.
e) Constant practice is worse for both acquisition and retention compared to distributed practice
A
b
2
Q
what theory helps to explain why variable practice of different distances facilitates retention and transfer compared to constant practice
A
schema theory?
3
Q
true or false, the recognition schema develops from the relationships between movement outcomes and the sensory consequences of that movement
A
true
4
Q
what do we consider low contextual interference
A
blocked practice, where there is high repetition and little switching of skills
5
Q
what level of CI is the easiest
A
low CI - high rep drills with little switching of skills
6
Q
what is high contextual interference
A
random practice with low or no repetition, game like practice with a lot of variability in skills
7
Q
what kind of practice characteristic is this: AAA BBB CCC
A
blocked
8
Q
what kind of practice is this ACB, BAC, CBA
A
random
9
Q
what kind of practice schedule is good in practice but worse for learning
A
blocked
10
Q
what kind of practice schedule is best for learning
A
random
11
Q
what is the contextual interference effect
A
CI effect: the effect that practice scheduling will effect acquisition and retention (High CI = bad in acquisition, good in retention)
12
Q
what is random practice better at compared to blocked practice
A
better at retention
13
Q
what is blocked practice better at compared to random practice
A
acquisition
14
Q
what are some potential explanations for why contextual interference aids learning and memory
A
- elaboration hypothesis
- forgetting hypothesis
15
Q
what is the elaboration hypothesis
A
elaboration hypothesis: the idea that task switching leads to more distinctive movements, leading to an improvement in the memory and retrieval of said movement
16
Q
what is the forgetting hypothesis
A
forgetting hypothesis: the idea that task switching leads to regeneration of solutions, adding to the motor program and thus memory
17
Q
what does blocked practice lack as a result of no task switching
A
there is no forgetting and reconstruction of motor program solutions
18
Q
which is better for transfer, random or blocked practice
A
random
19
Q
why is it that random practice is better for transfer of skills
A
because it is more like a competition, where you must read the context, plan a response and program said response
20
Q
what are some general guidelines about the physical practice scheduling of motor skills
A
- frequent rests are good
- variation in experiences is good
- variation in practice order is also good
21
Q
what is a hybrid practice schedule
A
a mix of both random and blocked practice schedules
22
Q
under what conditions are hybrid schedules better than high CI schedules?
A
when it is
1. beginner/novice skills/person
2. difficult skill
23
Q
what are some additional considerations regarding the CI effect
A
- Practice schedules - hybrid is better when it is a beginner/difficult skills
- control of practice - self guided practice is better
24
Q
what is yoked practice vs self control
A
yoked = same order as partner, no choice
self control = self led
25
how does more switching affect retention?
more switching = better retention
26
how does a high repetition practice effect retention
high rep = lower retention
27
what is part practice
part practice: a practice strategy that involves practicing of a skill broken down into small units
28
what is whole practice
whole practice: a practice strategy that involves practicing a skill in its entirety
29
what is an example of part practice
- learning to snap the wrist
- learning to finish with a ball release
- focusing on steps in a volleyball hit
30
why is part practice beneficial?
1. efficiency in practice - more time spent mastering difficult components
2. ease of practice - practicing small parts when you are unable to do the whole skill
3. injury prevention - good technique decreases risk of injury
31
when might part practice be a useful method for learning
1. task complexity
- whole: low complexity
- part: high complexity
2. interaction and timing of components
- whole: high interaction
- part: low interaction
32
if we are learning a difficult skill, do we use part or whole practice
part
33
if a skill is fast, do we use whole or part practice
whole
34
if a skill is slow, or if there is a pause, do we use whole or part practice
part
35
what is part/whole practice dependent on
the timing and interaction between the components
36
do we use part or whole in discrete tasks
whole
37
do we use part or whole practice in continuous tasks
part
38
what are some questions we should ask ourselves when considering part practice
1. is it complex? yes = part
2. is it serial/long duration discrete skill? yes = part
3. is there low interrelatedness among component parts? yes = part
39
are discrete tasks better for part or whole
typically whole, as discrete tasks are fast. unless there is a pause, in which case part practice can be good
40
Four reasons were presented as to why people may
choose to use physical guidance techniques. Which
of the following is NOT a reason?
a) To reduce risk of injury
b) To develop in the learner a ‘sensory reference’
c) To increase variability
d) To encourage engagement/motivate
e) To allow attention to other task components
c
41
what are the most common part practice techniques?
1. fractionation
2. segmentation/chaining
3. simplification
42
what is fractionation
fractionation: one or more parts of a skill are practice separately
43
what is the part practice technique of practicing one or more parts of a skill separately
fractionation
44
what is segmentation/chaining
segementation: one part of the skill is practiced, then another, until the whole skill is practiced. the order is important
45
what is the technique of practicing one skill at a time in a particular order
segmentation
46
what is simplification
simplification: decreasing the complexity of a skill, like lowering a net
47
what is the technique of lowering the complexity of a task
simplification
48
what part practice technique would just practicing a ball toss or just the legs of a butterfly?
fractionation
49
give an example of fractionation
practicing just a ball toss
50
what type of practice would lowering a net be considered
simplification
51
give an example of simplification
lowering a net
52
what is the interrelatedness of components in fractionation
mix of high and low
53
what kind of a skill is associated with fractionation
complex, long, serial/continuous
54
what kind of a skill is associated with segmentation
complex, long, discrete/serial
55
what kind of interrelatedness between components do we see for segmentation
medium-high
56
what might fractionation look like in terms of skills A B C
AAAA BBBBB CCCCC DDDDD
57
what might segmentation look like in terms of skills ABC
AA AB AB ABC ABC ABC ABCD ABCD ABCD
58
what kind of part practice method looks like AAAA BBBB CCCC
fractionation
59
what kind of part practice method uses practice like A A AB AB ABC ABC ABC ABCD ABCD
segmentation
60
with simplification, what changes and what does not?
we change difficulty or attentional demands, but we do not change the movement goal
61
what are some examples of simplification (not specific ones, general ideas)
- reduce object difficulty
- reduce speed
- sequencing skill progressions
- simulators and virtual reality
- physical guidance
62
what kind of part practice method is utilized in simulators or VR?
simplification
63
what are vital components of simulations to get good transfer back to the goal task
1. physical fidelity
2. psychological fidelity
64
what are physical fidelity and psychological fidelity components of?
a good simulation for good transfer
65
what is physical fidelity
physical fidelity: the degree to which the surface features of a simulation and goal task match
66
what is psychological fidelity
psychological fidelity: the degree to which behaviours in a simulator match behaviours required by goal tasks
67
what is the term for "the degree to which surface features of a simulation and goal task match"
physical fidelity
68
physical fidelity is the degree to how well a match is between what two things
surface features of a simulation and goal task
69
what is the term for "the degree to which behaviours in a simulator match behaviours required by goal task"
psychological fidelity
70
psychological fidelity is the degree of how well what two things match
behvaiours in a simulator and behaviours of goal task
71
what is physical guidance
physical guidance: a method of simplification that has the learner physically assisted through a task or skill
72
in what situations might physical guidance be a good thing
re learning correct movements after injury
learning new skills
73
describe the continuum of physical guidance
1. passive
2. active assist
3. no guidance
74
describe passive physical guidance
- FULL guidance, where the learner is not programming the movement
- guide moves the learner's passive limb
75
describe active assist physical guidance
- partial guidance, where the learner is partially programming the movement to initiate
- learner shares the effort to complete an action
76
what is another name for full guidance
passive
77
what is another name for partial guidance
active assist
78
describe no guidance of physical guidance
- no guidance, only feedback guidance - learning is programming the movement
- learner completes action without any physical assistance
79
why might people use guidance methods for motor skill learning
1. enhance sensory reference - learner knows the goal and feel of the correct movement
2. reduce injury, increase safety
3. encourages, prevents discouragement
4. frees attention to other task components
80
what is a practical example of how guidance can help in learning a skill
bicycle with training wheels! it gets the kid to know what it feels like to bike, offers safety, encourages the kid to practice, and frees their attention to focus on steering and pedaling
81
what is KP
KP = knowledge of performance
82
what is concurrent feedback
idk
83
what is terminal feedback
feedback at the end of each trial
84
is physical guidance better for learning?
idk - i dont think so
85
why might too much passive physical guidance be bad for learning
1. No correcting errors - with little errors, there is little opportunity to detect and correct said error
2. lack of transfer specificity - practice and testing conditions are different, since transfer will be without guidance
3. dependence on guidance - relates to guidance hypothesis, where it acts as a crutch
86
How do simulators offer safety
they can simplify a task so that it is controlled and 'safe'
87
why might physical guidance be bad for learning
Because it can mislead what we are teaching, and have poor transfer to sport conditions
88
The more guidance, the more ____
likely it becomes a crutch to learning
89
How can we guide a participant to decrease the likelihood of learning prevention
partial guidance of a more active learning (not passive learner)
90
what is challenge framework
challenge framework: a conceptual framework for tieing together practice principles to optimize motor learning
91
What are the three zones of challenge frameworks
comfort, then growth, then panic
92
slide 39 of lec 16
93
empirical research shows a disconnect between what two things
performance and learning. whats good for learning might not be best for practice
94
what does challenge framework relate to?
deliberate practice - it is designed to improve, have high cognitive effort, and not errorless performance
95
what is challenge framework designed to do
improve performance by determing the difficulty of a task for optimal learning
96
how can we distinguish deliberate practice from other types of practice
deliberate practice has the goal to improve and learn. AKA practice that is in the learning zone. other types of practice are not intended to lead to learning
97
what are the principles underpinning the challenge point framework
1. if practice is not challenging, learning is unlikely
2. if practice is too challenging, learning is unlikely
3. optimizing challenge is best for learning, where there is enough but not too much
98
what is the relationship between performance in the short term and functional task difficulty
negative curvilinear. as tasks become more difficult, the quality of performance decreases
99
what is functional difficulty
functional difficulty: the relative difficulty of a task or skill. individual dependent
100
what is the relationship between long term learning and functional task difficulty
upside down U shape
101
What level of difficulty do we find at the peak of the inverted U of functional difficulty + learning graph (cross)
optimal difficulty!
102
103
what happens if difficulty is too low
nothing new to learn
104
what happens if difficulty is too high
the performer may become overwhelmed and learning is impaired
105
what level of difficulty and performance relates to comfort zone
low difficulty, good performance
106
what level of difficulty and performance is in optimal zone
medium difficulty, medium/high performance
107
what level of difficulty and performance is in punishing zone
high difficulty, low performance
108
what do we want to create for adaptation and leraning
uncertainty (overload)
109
define the zone for optimal learning
zone for optimal learning: when performance success falls below 100%, when we are not performing our best, this is when our system cares about learning
110
is blocked or massed practice considered a comfortable zone
blocked
111
how can we bring challenges into practice
1. increasing variable/random conditions
2. decrease frequency of instruction
3. increase uncertain/unusual conditions
112
what does bringing in variable or random practice do to increase challenge in practice
it increases cognitive demands
113
how can we bring in more uncertain or unusual conditions in practice
bring in different bat sizes, field sizes, number of opponents, switch positions or watch from different angles
114
the optimal zone might not be optimal for what?
motivation
115
what zone is not optimal for motivation
optimal zone
116
what are the types of feedback
1. inherent (intrinsic/response produced sensory)
2. augmented (extrinsic feedback)
117
describe inherent feedback
- AKA intrinsic/response produced sensory FB
- touch, proprioception, vision and audition
118
what type of feedback is based on response produced sensory information
inherent
119
what type of feedback uses proprioceptive receptors
inherent
120
describe augmented feedback
- extrinsic/not naturally occuring
- knowledge of results and performance
121
define augmented feedback
augmented feedback: movement related information provided by an extrinsic source, often by an instructor, video or device
122
What are the functions of augmented feedback
1. motivational role
2. attention directing role
3. information role
4. dependency role
123
how does augmented feedback affect moviation
It can provide a reward function, where there is affirmation of a good performance
124
how does augmented feedback have an attention directing role
it directs attention to either internal or external features
125
how does augmented feedback have an effect on an informational role
it provides error and accuracy information, that you can use to modulate performance and make more accurate
126
how does augmented feedback have a dependency role
it creates a dependence or reliance on the information preceding an action - relating to the guidance hypothesis, where it is used as a crutch and we see performance suffer if we take it away
127
what are the types of augmented feedback
KR or KP
128
define KR
KR: knowledge of results: information about an actions outcome in relation to a goal
129
describe why knowledge of results is important for learning
- helps improve the next response by detecting error
- important when learners cannot assess their own success
130
does KR differ in precision
yes
131
what does KR differ in
precision
132
does KR or KP differ in precision
KR
133
what are some examples of KR
measurement sticks, strike zone umpire, line judge
134
define KP
KP: knowledge of performance: information about movement quality or form
135
what does KP relay information about
kinematics
136
describe how KP is important for learning
- helps diagnose why environmental success did or did not work.
- concerned with the quality of the movement pattern
137
how are KP and KR different?
KP is not concerned with the end result of the task goal, where KR is
138
what are some examples of KP
video feedback about a golf swing, with focus on the looks or specifics about angles etc.
139
how else can we describe KP?
video or motion feedback
140
does KP or KR need directing/correcting cues
KP! With directing cues, it is more effective than KR
141
how can we make KP more effective than KR
by adding directing cues
142
what is bio/neurofeedback
bio/neurofeedback: electronic measurement and feedback of an internal biological process
143
what does bio/neurofeedback do
it provides information that cannnot be direcly percieved
144
Give some examples of bio/neurofeedback information
EMG, blood pressure, EEG, heart rate, EDA, respiration etc.
145
what technology can we use to get bio/neurofeedback
smart watches
146
what kind of augmented feedback is bio/neurofeedback
most cases it is KP, as it discusses how the movement was produced and relates to efficiency
147
does kr and kp ever overlap? why or why not
yes! if the goal of the task is a particular movement pattern, or if the environmental goal is a target heart rate
148
should we always give KP?
no.
1. sometimes can be too much information, leading to overload
2. often directs attention internally rather than external
3. can discourage active learning by being too guiding
149
does direction of attention matter for performance? what might we do to improve learning
yes it is important! typically external focus is better than internal when learning new skills
150
define external direction of attention
external doa: directed towards the effects that movements have on the environment, AKA outcomes
151
define internal direction of performance
internal dop: directed towards the performers own body movements
152
which kind of feedback is more naturally occuring, response prodced or augmented
response produced AKA instrinsic
153
which type of feedback relates to an environmental goal
KR
154
what kind of feedback relates to how the movement itself was produced
KP
155
what are the main functions of KR and KP
1. motiation
2. inform error
3. direct attention
4. give guidance
156
how can we measure feedback frequency to see how often we should give feedback
1. absolute frequency
2. relative frequency
157
describe absolute frequency
the total number of feedback presentation
158
describe relative frequency
the % of trials in which feedback is given.. total # FB / total # of movement attempts x 100
159
Should we give feedback 100% of the time or 50% of the time?
50%! Reduced feedback can be better for learning, both in acquisition and retention
160
how does guidance hypothesis relate to feedback frequency
the learner can become dependent on the augmented feedback, and can divert attention from discovering how to complete the movement without assistance
161
what is the no KR retention test
it is a measure of testing skill retention where the participant does not know how they did relative to the goal. it is critical for testing dependency on augmented feedback
162
guidance hypothesis relates to a failure to properly process ____
intrinsic feedback - if it is provided too often, we depend on augmented feedback and cant use intrinsic as well to complete a movement
163
what is bandwidth feedback
bandwidth FB: a useful method to reduce feedback, where FB is only given when error falls outside of the band
164
why might bandwidth feedback be effective?
1. good for motivation - learner is correct more often and gets less error feedback
2. good for stability, where you are not trying to constantly correct
3. good for preventing dependency - frequency of FB is decreased
165
what does bandwidth result in for frequency of FB
a faded schedule!
166
when should we give feedback when learning
during or after a delay AKA concurrent or terminal
167
what is concurrent feedback
FB given during performance
168
what is terminal feedback
fb given after movement
169
what is the term for FB given during performance
concurrent
170
what is the term for fb given after movement
terminal
171
what fb works similar to physical guidance
concurrent feedback
172
is terminal or concurrent fb better
concurrent is better in acquisition, but worse in transfer. terminal is better for learning/transfer
173
is terminal or concurrent better in acquisition
concurrent
174
is terminal or concurrent better in transfer
terminal
175
under what conditions with fb might the guidance hypothesis occur
1. if fb is provided too frequently
2. if concurrent fb is given
3. if fb delay interval is too short
176
define feedback delay interval
feedback delay interval: refers to the amount of time between the movement and feedback given
177
how does a longer feedback delay interval affect learning
if the delay is long, learning is enhanced
178
how does a longer pre-KR delay interval encourage learning?
it encourages processing of intrinsic feedback, thus enhancing error detection capabilities!
179
what happens if the fb delay interval is too short?
there is not enough time to evaluate intrinsic feebdack!
180
is delayed feedback better for performance and learning?
it can be! in simulated batting tasks, delaying feedback by two seconds instead of 0 allows for significantly better performance and learning
181
summarize the techniques for alleviating effects of feedback and guidance
- reduce fb frequency
- fading feedback, so it is gradually reduced
- bandwidth feedback
- summary feedback
- terminal feedback vs concurrent
- increasing Kr delay
- self control of fb, where you choose when to get fb
182
not only is the content of fb important, but so is ________
timing
183
how does providing info at the end of a trial with some delay affect attention?
it increases attention to other sources, like intrinsic sensory feedback, which in turn aids learning
184
when feedback is delayed we are more engaged in what?
intrinsic feedback, where we try to figure out what it felt like and estimate outcomes/errors
