Midterm 2 Flashcards
1
Q
Lecture 10:
What is Attention?
A
characteristics that establish limits to skill performance
- attention limits influence performance when we do more than one activity at the same time
2
Q
Lecture 10:
What happens to attention when multitasking?
A
When simultaneously performing multiple tasks, we experience no performance difficulties but we cannot do all the tasks as well as we wish to
3
Q
Lecture 10:
What are the 3 theories of attention?
A
1.) Filter Theory
2.) Central-Resource Capacity Theories of attention
3.) Kahneman’s Attention Theory
4
Q
Lecture 10:
What is the Filter Theory/Bottleneck Theory of Attention?
A
Explains the difficulty with doing multiple tasks at one time because of the inability to serially process multiple stimuli
- Focusses on the task only
5
Q
Lecture 10:
What is the Central-Resource Capacity Theories of Attention?
A
Propose one central source of attentional resources for which all activities requiring attention compete against
- divides attention amongst many tasks
6
Q
Lecture 10:
What is Kahneman’s Attention Theory?
A
Attention viewed as cognitive effort related to the mental resources needed for specific activities
7
Q
Lecture 10:
In Kahneman’s Attention Theory, what determines the amount of attention capacity available?
A
Amount of attention capacity available is determined by arousal levels.
- if arousal level is high, than attention capacity will increase
- to have maximal attention resources available, a person must be at an optimal arousal level
8
Q
Lecture 10:
Based on Kahneman’s Attention Theory, what are the 3 rules people use when al;locating attention resources?
A
1.) Allocate attention to ensure completion of atleast 1 task
2.) Enduring Dispositions - involuntary attention given to atleast 2 characteristics of events (event is meaningful)
3.) Momentary Intentions - allocate attention according to one’s specific intentions
9
Q
Lecture 10:
What are Multiple Resource Theories?
A
Opposite of central resource theories
- propose we have several resources for attention, each with a limited capacity.
10
Q
Lecture 10:
For Multiple Resource Theories, what do the multiple sources need?
A
Multiple sources based on specific information processing need…
- input & output modalities
- stages of information processing
- codes of processing information
11
Q
Lecture 10:
When discussing the Multiple Resource Theory; what does the success of performing 2+ tasks depend on?
A
depends on whether tasks demand attention from a shared resource or different resources
12
Q
Lecture 10:
When Focussing Attention, What is Attentional Focus?
A
The directing of attention to specific aspects of our performance or performance environment
13
Q
Lecture 10:
What are 3 key ways of focussing attention?
A
1.) Width of Focus - broad or narrow
2.) Direction of Focus - external or internal
3.) Attention Switching - changing of attentional focus
14
Q
Lecture 10:
What is Automaticity?
A
The performance of a skill with little to no demand on attention capacity
- relates to evaluation of task demands
- different brain areas are active when tasks are automatized
15
Q
Lecture 10:
What is Visual Selective Attention?
A
Refers to the detection & selection of performance-related information from the environment
- visual search located relevant information int eh environment to enable a person to determine how to prepare & perform a skill in a specific situation
16
Q
Lecture 10:
How do eye-movements aid in visual selective attention?
A
Eyes track the location of central vision while observing a scene
17
Q
Lecture 10:
When discussing how eye-movements aid in visual selective attention, what is “Point of Gaze”?
A
What a person is visually attending to is inferred from the “point of gaze” (locus of central vision)
18
Q
Lecture 10:
What is the relationship between eye movements & visual attention?
A
Visual attention can be directed to an environmental feature without looking at it directly
19
Q
Lecture 10:
How are Visual Cues Selected?
- what is the Feature Integration Theory?
A
The performer looks for specific cues in the environment that enable them to achieve a specific action goal
- Feature Integration Theory = initial visual search is based on specific features (eg; colour & shape) & selection of features occurs when a person focuses the attentional spotlight on master map of all features
20
Q
Lecture 10:
When discussing visual search, what 3 aspects of the action control process does it influence?
A
1.) Action Selection
2.) Constraining of the Selected Action
3.) Timing of Action Initiation
**all 3 preparation processes influenced by visual search in both open & closed motor skills
21
Q
Lecture 10:
What is the “Quiet Eye”?
A
The amount of time devoted to the final Fai action just before movement initiation
- directed to a critical location or object in performance
- stable fixation of performers gaze
- onset occurs just before the first movement
- duration of quiet eye is longer for elite performers
22
Q
Lecture 11:
Define Memory
A
Memory is the capacity that permits organisms to benefit from past experiences
23
Q
Lecture 11:
What are the 2 Functional Systems that memory structure is comprised of?
A
1.) Working Memory
2.) Long-Term Memory
24
Q
Lecture 11:
What are the 3 Main Functions of Memory?
A
1.) Storage of Information
2.) Retrieval of Information
3.) System-Specific Functions
25
Lecture 11:
What is the 2-Component Memory Model?
Suggests that working memory & long-term memory are inter-related
26
Lecture 11:
Based on the 2-Component Memory Model, what are the 3 Subsystems of each functional system of memory?
Working Memory
1.) Phonological loop
2.) Visuospatial Sketchpad
3.) Central Executive
Long-Term Memory
1.) Procedural Memory
2.) Semantic Memory
3.) Episodic Memory
27
Lecture 11:
What is Working Memory?
Associated with sensory, perceptual, attentional, & short-term memory processes
- the temporary use & storage of information
28
Lecture 11:
What is the main function of the Working Memory?
Enables people to respond according to the demands of a “right now” situation
- used for critical decision making, problem solving, movement production, & evaluation
- interacts with long-term memory
- interactive workspace
29
Lecture 11:
How long does Working Memory last & what is it’s capacity?
Duration = 20-30 seconds before losing parts of information
Capacity = stores about 7 items, +/- 2 items
- people can increase capacity of an item in their memory
30
Lecture 11:
How do you process Activities?
Information active in working memory is processed in a way that allows a person to achieve the goal at hand
- involves memory of skill instructions to help when using experience as a reference to help future performance
31
Lecture 11:
What is Long-Term Memory?
Permanent storage of information that allows people to have information about specific past events & general knowledge
32
Lecture 11:
What is the Duration & Capacity of Long-Term Memory?
- Duration = information resides in a relatively permanent state
- Capacity = relatively unlimited capacity for information
33
Lecture 11:
What are the 3 Types of Memory Systems in Long-Term Memory?
- define each
1.) Procedural - allow us to know “how to do” something rather than allowing us to know “what to do”
2.) Semantic - knowledge about world based on experiences
3.) Episodic - knowledge about personally experienced events & their temporal associations “mental time travel”
34
Lecture 11:
Declarative Knowledge vs Procedural Knowledge
Declarative = knowledge about what to do in a situation that can be verbalized
Procedural = knowledge enabling skill performance & typically cannot be verbalized
35
Lecture 11:
Define Encoding (a remembering & forgetting term)
Encoding is a memory process of transforming to-be- remembered information into a form that is stored in memory
36
Lecture 11:
Define Storage (a remembering & forgetting term)
Placing information in Long-Term memory
37
Lecture 11:
Define Rehersal (a remembering & forgetting term)
Process that transfers information from working memory to long-term memory
38
Lecture 11:
Define Retrieval (a remembering & forgetting term)
Process of searching through long-term memory for information needed for present use
39
Lecture 11:
What are 2 types of Explicit Memory Tests?
- benefit of these tests
1.) Recall Tests
2.) Recognition Tests
Benefit = each test provides different information about what has been remembered or forgotten
40
Lecture 11:
What are Implicit Memory tests?
Tests that ask someone to verbally describe how to perform a skill & then having them perform it
41
Lecture 11:
What are 3 Key Causes of Forgetting?
1.) Trace Decay
2.) Proactive Interference
3.) Retroactive Interference
42
Lecture 11:
What are 2 groups of movement characteristics related to Memory performance?
1.) Location & Distance Characteristics
2.) Meaningfulness of the Movement
43
Lecture 11:
What are a few Location & Distance Characteristics related to movement & memory performance?
- movement endpoint is remembered better than movement distance
- arm end-location within persons own body space is remembered more than outside body surface
- implications for teaching motor skills = teachers can emphasize limb positions for successful performance
44
Lecture 11:
How does Meaningfulness of the Movement relate to movement & memory performance?
Movement becomes meaningful if it can be related to something someone knows (eg; move hands to the 2 o’clock position)
45
Lecture 11:
What are a few strategies used to help Enhance Memory Performance?
1.) Increase movement’s meaningfulness - use visual metaphoric imagery & verbal labels
2.) Increase Intention to Remember - intentional & incidental memory
3.) Subjective Organization - organize routines into units/groups of movements
46
Lecture 11:
What is the Encoding Specificity Principle?
Refers to the close relationship between memory encoding & retrieval memory processes
- the more the test resembles the practice, the better the retention performance is
47
Lecture 12:
Define Performance & provide a few details about it
observable behaviour executed at a specific time & location
- temporary & may not result from practice (could be based on better equipment, more energy, etc)
- may be influenced by performance variable
48
Lecture 12:
Define Learning & provide a few details about it
A change in the capability to perform a skill
- relatively permanent & due to practice
- not influenced by performance variables
49
Lecture 12:
What are the 6 General performance Characteristics of Skill Learning?
“I Can’t Stop Picking At Redspots”
1.) Improvement - better scores & fewer errors
2.) Consistency - allows for improvement from mistakes & continuing level of skill
3.) Stability - environment doesn’t impact performance
4.) Persistence - can still do skill following injury
5.) Adaptability - skills can change depending on demands
6.) Reduction in Attention Demand - more skill = less attention required
50
Lecture 12:
What are the 6 ways of Assessing Motor Learning?
*listed from worst to best tests
1.) Observing practice performance (subject to uncontrollable changes)
2.) Performance curves for outcome measures
3.) Retention tests
4.) Transfer tests (how you adapt to new scenarios)
5.) Coordination dynamics (many things to do at once)
6.) Dual-Task procedure (2 things done at once)
51
Lecture 12:
When discussing Assessments of Motor Learning; What are Performance Curves?
Performance Curves = line graph describing performance in which the level of achievement is plotted for a specific sequence of time
- provides evidence of improvement & increased consistency
52
Lecture 12:
What are the 4 General Types of Performance Curves?
1.) Linear - proportional performance increases over time
2.) Negatively Accelerated - large amount of improvement occurs early but slows later (most common)
3.) Positively Accelerated - slight performance gain early in practice but substantial improvement later
4.) Ogive or S-Shaped - combination of A, B, & C curves
53
Lecture 12:
When discussing Assessments of Motor Learning; What are Retention Tests & their purpose?
Tests of a practiced skill performed following an interval of time after practice has stoped
- purpose is to assess permanence or persistence of the performance level achieved during practice
54
Lecture 12:
When discussing Assessments of Motor Learning; What are Transfer Tests?
- give 3 test examples
Transfer tests assess the adaptability of what was learned during practice
- involves performing the skill in a novel situation or context
- eg; availability of augmented feedback, physical environment, & personal characteristics of the test taker
55
Lecture 12:
When discussing Assessments of Motor Learning; What are Coordination Dynamics?
Involves the measurement & observation of movement coordination characteristics and the transition form the initial movement coordination pattern to the establishment of the mew pattern
56
Lecture 12:
When discussing Assessments of Motor Learning; What are Dual-Task procedures?
A means of determining if changes in attention demands for a skill change as a learner becomes more skillful
- according to Kahneman’s theory, this change is predicted as a characteristic of learning
- involves assessing effect of primary tasks
57
Lecture 13:
What 3 Models were proposed to identify & describe the stages of learning?
1.) Fitts & Posner - 3 stage model
2.) Gentile - 2 stage model
3.) Bernstein’s - description of the learning processes
58
Lecture 13:
When discussing the stages of learning; what is Fitts & Posner’s 3 stage model?
- name the stages & a point on each
Proposed that learning a motor skill involves 3 stages:
1.) Cognitive Stage - focus on solving cognitively oriented problems related to what to do & how to do it
2.) Associative Stage - learned to associate environmental information with required movements to achieve the goal
** aka the refining stage - focus on consistency
3.) Autonomous Stage - final stage where skills are “automatic” or “habitual”
59
Lecture 13:
When discussing the stages of learning; what is Gentile’s 2-Stage Model?
- name the stages & a point on each
1.) Initial Stage of Learning - learner working toward 2 goals
- acquire movement pattern to enable degree of success
- discriminate between regulatory & non-regulatory conditions
2.) Later Stages - learner working towards 3 goals
- movement patterns adapt to demands of situation
- consistency increases in goal achievement
- skill is performed with an economy of effort
**fixation & diversification = learning goals
60
Lecture 13:
When discussing Gentile’s 2-Stage Model, what are the 2 types of Skills learned in the “later stages”?
1.) Closed Skills - require fixation of movement coordination pattern (experts get this every time)
- learner must refine this pattern to allow consistency
2.) Open Skills - require diversification of the basic movement pattern
- develop patterns that can adapt to changing spatial & temporal regulatory conditions of the skill
61
Lecture 13:
When discussing the stages of learning; what is Bernstein’s description of the learning process?
Proposed that learning a skill was like solving a problem & described appropriate practice as a form of repetition without repetition
62
Lecture 13:
When discussing performer/performance changes across the stages of learning, what are the benefits of the characteristics seen through each stage?
Benefits of considering these stages:
1.) provides a closer look at the skill learning process
2.) Explains why different instruction strategies are needed for people in different stages of
63
Lecture 13:
Provide a few examples of Performer & Performance Changes
1.) Changes in Movement Coordination - freezing or freeing degrees of freedom
2.) Changes in muscles used for skill
3.) Changes in energy cost
4.) Changes in visual selective attention & conscious attention demands
5.) Changes in error detection & correctional abilities
64
Lecture 13:
What is a performer characteristic that does not change across the stages of learning ?
Visual/Sensory Feedback - Learning is specific to the sources of sensory information available during practice
- visual feedback used in early learning stages continues to be used throughout later stages
- dependency on sensory feedback develops as it becomes an integrated sensory component of the memory representation of the skill
65
Lecture 13:
Where is an Expert located on the learning stages continuum?
An expert is located at the extreme right end of the learning stages continuum
66
Lecture 13:
What are 3 distinct characteristics of all Experts?
1.) Amount & type of practice that resulted in expertise (eg; better coaches, ten-thousand hour idea)
2.) Knowledge structure
3.) Use of Vision
67
Lecture 13:
Is Expert Performance Automated?
Experts may not apply fully automated movements as they want some control to make improvements & adaptations
- experts recycle through the stages of learning in a more sophisticated way than novices
- Therefore, not, expert performance is not automated as they are always working to improve and clean up their moves
68
Lecture 14:
What is Transfer Learning?
- what are 3 types of it?
the influence a previous experience has on learning a new skill & performing it in a new context
- this influence can be; positive transfer, negative transfer, or neutral (zero)
69
Lecture 14:
Why is the Transfer of Learning Important?
used to develop skill progressions & help with assessing the effectiveness of practice conditions
70
Lecture 14:
What is Positive Transfer?
Using a skill that you already have & transferring it to a new skill
71
Lecture 14:
What are 2 reasons why positive transfer occurs?
1.) Similarity of skill & context components
2.) Similarity of processing requirements - results from similarity of cognitive processes required by the 2 skills/performance situations
72
Lecture 14:
What is Negative Transfer?
rare, temporary & mostly influences early stages
- environmental context of 2 situations are similar but the movements are different (old skill cannot be adapted to a new one)
73
Lecture 14:
What are the 3 main reasons why negative transfer occurs?
1.) Perception-Action Coupling - problematic when familiar situation requires a movement different from what was learned
2.) Results from cognitive confusion
3.) Learner’s intrinsic dynamics compete with required task dynamics
74
Lecture 14:
What is Bilateral Transfer?
The transfer of learning that occurs between 2 limbs (aka inter-manual transfer, cross-transfer, or cross-education)
75
Lecture 14:
What is the difference between Asymmetric & Symmetric Bilateral Transfer?
- Asymmetric = greater transfer from one limb than from the other limb
- Symmetric = amount of transfer from one limb to another is similar, regardless of which was used first
76
Lecture 14:
What are the 2 explanations used to describe Why Bilateral Transfer occurs?
- examine each explanation
1.) Cognitive Explanation - basis for the positive transfer from a practiced to non practiced limb is the cognitive info related to what to do to achieve the skills goal
2.) Motor Control Explanation - generalized motor program (GMP) & dynamic pattern theories both provide a basis for bilateral transfer
77
Lecture 14:
When discussing Bilateral Transfer, What is Inter-hemispheric Transfer?
Research shows that EMG activity occurs most for the contralateral limbs (2 arms) & a lesser amount of activity occurs for the ipsilateral limbs (arm & leg on same side) & then the least amount of activity occurs for the diagonal limbs (eg; right arm & left leg)
78
Lecture 15:
What is Demonstration?
Showing how to do a skill, typically involves visual observation by the learner
- modelling & observational learning often used interchangeably with “demonstrating”
79
Lecture 15:
What does the Observer perceive from a demonstration?
the invariant relative motions of the movement pattern
80
Lecture 15:
What information should be discussed through a Demonstration?
- Coordination changes when learners view full-body demonstrations
- end-point information
- differences in how movement is perceived vs how it is controlled
- whether these skill being learned requires a new coordination pattern
81
Lecture 15:
What is the neural basis for Observational Learning?
Neurons in the brain are mirrored (based on fMRI research)
- inferior frontal gyros is activated during observation
- Parietal & lateral temporal cortex also activated
82
Lecture 15:
Why is it important for the demonstrator to “correctly” perform the skill?
So that the learner can copy successful skill strategies
- Observer sees & uses the information related to invariant movement patterns therefore the performance resulting from observing the demonstration can relate to the demonstration itself
83
Lecture 15:
Can novices benefit from Observing other novices?
Beginners benefit from observing other beginners as it discourages imitation of a skilled models performance & encouraged the learner to use more active problem solving
84
Lecture 15:
What should the timing & frequency of a skill demonstration be? Based on Gentile’s view of learning
Gentiles view of learning has a few skill demonstration implications:
1.) Demonstrations should occur before practice
2.) Instructor should continue demonstrating skill during practice as frequently as necessary
85
Lecture 15:
What is Auditory Modeling?
When the demonstrator verbally explains a skill from the listener to listen to.
- effective when goal is to move with a certain movement time or in a certain rhythm
86
Lecture 15:
What are the 2 primary theories of how observing demonstrations influences learning?
1.) Cognitive Mediation Theory
2.) Dynamic View of Modelling
87
Lecture 15:
When discussing how observing demonstrations influences learning, What is the Cognitive Mediation Theory?
Theory based on Bandura’s theory of modelling & social learning
- believes observed ,pavements are translated into a symbolic memory code that forms the basis used to guide performance
88
Lecture 15:
When discussing how observing demonstrations influences learning, What is the Dynamic View of Modeling Theory?
Based on J.J Gibon’s view of visual perception
- the visual system “picks up” the models information that causes the body & limbs to act in specific ways
89
Lecture 15:
What are 3 Downsides (Cons) to Demonstration?
1.) Unlikely that there’s an “ideal” movement form that is appropriate for every learner
2.) Providing learners with other people’s solutions for solving problems through demonstrations could ruin the problem solving
3.) Watching skilled performers can foster a potentially dangerous illusion of skill acquisition that doesn’t match the learners abilities
90
Lecture 15:
What are Verbal Instructions when Demonstrating a skill & what are some factors that should be considered?
Verbal instructions are commonly used for communicating to people about how to perform motor skills
- important factors to consider while giving effective verbal instruction = quantity of instruction, memory, attention limits, & focussing on movement outcomes
91
Lecture 15:
What are 3 key ways to make verbal instructions more effective?
1.) Using verbal analogies
2.) Focus attention on invariant environmental context regulatory conditions
3.) Give instructions that influence goal achievement strats - speed, accuracy, & speed
92
Lecture 15:
What are Verbal Cues?
Short, concise phrases to direct attention to environment & prompt movement skills
93
Lecture 16:
What are the 2 types of Performance-Related Feedback information?
1.) Task-Intrinsic Feedback
2.) Augmented Feedback
94
Lecture 16:
What is Task-Intrinsic Feedback?
Sensory information that is naturally available when performing a skill
95
Lecture 16:
What is Augmented Feedback?
Performance-related information added to task-intrinsic feedback & typically comes from an external source
96
Lecture 16:
What are the 4 different types of Task-Intrinsic Feedback?
1.) Visual
2.) Auditory
3.) Proprioceptive
4.) Tactile
97
Lecture 16:
What are the 2 different types of Augmented Feedback?
1.) Knowledge Results (KR)
2.) Knowledge of Performance (KP)
98
Lecture 16:
When discussing Augmented Feedback, What is Knowledge of Results feedback?
Externally presented information about the outcome of an attempt to perform a skill
- eg; the finishing time in a 400m race
99
Lecture 16:
When discussing Augmented Feedback, What is Knowledge of Performance feedback?
Gives information about the movement characteristics that led to a performance outcome
- eg; the running form & strategy used in a 400m race
100
Lecture 16:
What are the 2 roles of Augmented Feedback in Skill Acquisition?
1.) Facilitates achievement of the action goal of the skill
2.) Motivates the learner to continue striving toward a goal
101
Lecture 16:
Why is Augmented Feedback necessary?
- It can be essential for skill acquisition (as you can’t see the score) but may not be necessary (kids can gain info on own)
- it can enhance skill acquisition bur can hinder skill learning
102
Lecture 16:
What are the 5 Issues related to Augmented Feedback Content?
1.) Information about errors vs correct aspects of performance
2.) Knowledge of results vs knowledge of performance
3.) Qualitative vs Quantitative information
4.) Augmented feedback based on error size
5.) Erroneous augmented feedback
103
Lecture 16:
When discussing Augmented feedback, what are the 5 Types of Knowledge of Performance (KP) feedback?
1.) Verbal KP - descriptive of prescriptive
2.) Manual Guidance - as augmented feedback
3.) Video Replay
4.) Movement Kinetics & kinematics
5.) Biofeedback - as augmented feedback
104
Lecture 16:
What is the difference between Concurrent Augmented Feedback & Terminal Augmented Feedback?
Concurrent augmented feedback is provided while a person is performing a skill whereas terminal augmented feedback is provided after a person has completes their skill performance
105
Lecture 16:
What are the 2 intervals of time that Terminal Augmented feedback uses?
The KR-Delay interval & the Post-KR interval both require a minimum length of time
- engaging in activity during these intervals can hinder, benefit, or have no impact on skill learning
106
Lecture 16:
What is the difference between the traditional & contemporary views regarding the frequency of giving augmented feedback?
Traditional = augmented feedback should be given 100% of the time or else no learning has occurred
Contemporary = optimal frequency for giving feedback is not 100%
- Guidance Hypothesis explains that feedback on every trial guides learner to successful performance but leads to poor learning as learner becomes dependent on feedback & causes poor performance if feedback is withdrawn
107
Lecture 16:
What are a couple techniques used to reduce the frequency of Augmented Feedback?
1.) performance based bandwidths - only give feedback when a certain level of error has been achieved
2.) self selected frequency - performer accesses feedback they need
3.) summary & averaged augmented feedback
108
Lecture 17:
What does Practice Variability refer to?
Refers to the variety of movement & context characteristics a person experiences while practicing a skill
109
Lecture 17:
What is the benefit of Practice Variability on future performance?
- more practice variability enhances positive transfer from practice to test contexts
- practice variability benefit can relate to increased performance errors in practice (could enhance learning as you would learn from mistakes)
110
Lecture 17:
How can you implement practice variability?
- what are 3 skill types that have identifiable characteristics?
Assess the characteristics of future situations in which the learner will perform a skill
- Closed Skills = vary non-regulatory conditions
- Closed skills with inter-trial variability = vary regulatory & non-regulatory conditions
- Open Skills = vary regulatory & non-regulatory conditions
111
Lecture 17:
What is Contextual Interference (CI)?
The memory & performance disruption that results from performing variations of a skill within the context of practice
- William Battig
- the way practice is organized will involve different levels of CI
112
Lecture 17:
When does the Contextual Interface Effect occur?
Occurs when a high amount of CI results in better learning
113
Lecture 17:
What is Metacognition?
When practice performance influences the learners judgement about how much they’re learning, depending on which practice schedule they experienced
114
Lecture 17:
How does overestimation of learning impact practice?
Overestimation of learning occurs for the blocked practice schedule because performance during practice causes learners to misjudge the amount they’re actually learning
115
Lecture 17:
What are some limits of the CI Effect?
Does not really apply to all motor skill learning situations
- characteristics related to the limits of the effect = motor skill characteristics & learner characteristics
116
Lecture 17:
What is the Challenge Point Hypothesis?
Hypothesis that proposed the implementation of specific practice conditions that will optimally challenge the person in a way that will enhance skill learning
117
Lecture 17:
Based on the Challenge Point Hypothesis, how do lower levels of CI vs higher levels of CI enhance skill learning?
Lower levels of CI = optimal fro more difficult skills & for novices/young children
Higher levels of CI = optimal for low difficulty skills, less optimal for high difficulty skills, & more effective for more skilled individuals
118
Lecture 17:
What 2 hypothesis are used to explain why the CI effect occurs?
- one point on each
1.) Elaboration Hypothesis - high CI leads to more elaborate memory of practiced skill variations
2.) Action Plan Reconstruction Hypothesis - High CI leads to stronger memory representation because of forgetting & action plan reconstruction during practice
119
Lecture 17:
What 3 characteristics are used to explain why the CI effect occurs?
1.) higher CI levels involve more attention demands during practice
2.) people who practice using a blocked schedule tend to overestimate how well they are learning in practice
3.) higher levels of CI encourage people to make more errors
120
Lecture 17:
What is the Specificity of Practice Hypothesis?
The view that motor skill learning is influenced by practice condition characteristics
- concerns atleast 3 characteristics:
1.) Sensory/perceptual characteristics
2.) Performance context characteristics
3.) Cognitive processing characteristics
121
Lecture 17:
What are Especially Skills?
Skill variations s that are performed markedly better than similar variations
- skills cannot be completely explained by either the practice variability or practice specificity hypothesis
- eg; shooting from free-throw line or pitching from regulatory distance
