LEcture 9 - Implicit motor learning Flashcards
(24 cards)
What was Masters (1992) hypothesis
If expliciti learning can be minimised, performer will have less concious knowledge of skill execution and will be less able to reinvest his/ her knowledge in times of stress
- skills should be automatic and robust under pressure
What Fitts & Posner (1987) do?
Stages of learning a skill:
1. Cognitive - figuring out what to do, slow, clumsy, inconsistent
- Associative - after lots of practice - movement is more unconciously controlled, this is the biggest stage, as going from clumsy smooth takes a while
- Autonomous - movements are automatic, accurate, consistent
Gradual shaping, refining movements, implicit learning
What are the types of feedback?
- Intrinisic feedback - info received as a natural consquence of moving
- comes from sense - Extrinic/ augmented
- from external source
- coaches, teachers,stopwatch, judge, video
Outline Skinners ABC
Antecedents Behaviour Consequences - This is implicit - learning through gradually shaping behaviour through consequences - reinforcement can shape behaviour - behaviour under control of env
Outline Simmons (1981)
Pigeons under helicopter
- 3 x 120 degrees
- conditioned to peck when they see an orange dot
- Success: 40% - 90%
Can you compare implicit learning to humans?
Argues that motor skills are the only thing conditioned in humans
Outline Thelen (1995)
Computers had a learning algorithm - had to learn from its consequences about how to reach for something
- started as all over the place, but over time got smoother and fluent
- compared this to human children and it was very smililar
- random variation leads to skills action
- In adulthood, prefer instructions, not trial and errors
Outline Shea et al (2001)
Wobble board
- moved from side to side but P’s readjusted it to keep it in the middle
- It appeared random, but middle section was actually the same every time
- Ps did better in the middle section, they had acquired motor skills without even noticing
- less error on repated section until they were told it was repeating
What did masters say about how we express skills?
A person typically learns in such a way that the resuling knowledge is difficult to express
What was Dean Stanley’s anagram?
S - Secondary Tasks O - observational (copying others) A - analogies R - resultness E - erroless D - direct submliminal inpact
Outline Masters (1992) study - secondary task
- Novices had to do a gold putting task, under pressure- reward for best one,
- They had 4 X 100 acuision putts
- 1 X 100 actual test
- one condition was pressure group
- other condition had a secondary task - had to come up with a random letter from alphabet
What were MAsters (1992) 5 conditions?
- Non-stressed control (no pressure/ task
- Implicit control (alphabet, no stress)
- Exlpicit group (instructions)
- Implict group (alphabet and pressure)
- Stressed control (pressure, no alphabet)
What were Masters (1992) results?
- When having to do the secondary task, acquired skill slower, but did well under pressure
- explicit groups did worse under stress
What did Macmahon & masters (2002) do?
Looked at which secondary task was best
- Counting backwards is good but ruins performance
- Random letter generation doesnt have an effect
- Unattaneded speech - doesnt knock out all of working memory, but imroves memory
- Random letter generation is best, keeps performance well and knocks out a fair bit of WM
What did Vinter & Perrechut (2002) do?
Start-rotation principle
- when drawing circle from top, tend to go clockwise
- p’s had to watch 40 shapes drawn and judge how fast they were being drawn, and if speed was contistent
- They then had to draw shapes, if screen shapes disobeyed SRP, p’s did too, even if unware of rule
- Observation = implicit learning
Define analogies
Simple metaphors for all the movements you want someone to acquire
- Biochemical metaphor
- Chunks all instructions into one movement, makes it simple
Outline the analogies
- Masters analogy = hand in the cookie jar
- Or swing up the hypotenuse for tennis topsin forehand- didnt work in Hong Kong, so changed it to swing up the mountain
Outline Liao & Masters (2001) - ping pong study
- Had 6 X 5- acqusition
- P’s had to aim for corner of table, got more points the closer they were
- had to do this whilst counting backwards
- Found:
•these analogis really help to learn
• do better under pressure/ during secondary task
•analogy group did best
What did Maxwell Study (resultness)
P’s had to swing golf club, but got no feedback, blinfolded, shock absorbed
- all they had was how they thought it went
- Performance was worse - need working memory to be available during implicit motor performances
Outline ‘errorless’
Make first few trials as erroless as possible, less likely to work out what went wrong
Outline Poolton et al (2007)
Had to do rugby passes into a target, either started close and got further away, or started far and got close
- the erroful group (starting far away) got better more so than the errorless group (starting close) got worse
Outline Direct subliminal input
How can you subliminaly influence someone
Outline Ashford & Jackson (2010)
Had to dribble hockey ball around cones, while trying to make a 4 word sentence out of scrambled words
- Had either fluency words (smooth, spontaneously, balacned)
- or just random words
- Those with the smooth words had faster, accurate dribbling
Outline Masters, Van Der Kamp & Jacoms - goalies standing centre
Looked at penality kicks - goalies dont always stand dead centre, but dont consciously notice it
- If they are slightly to the left,:
63% went to right
47% went to left
