Motor Learning 2

Question 1

what 2 types of practice schedules are there?

Answer 1

constant (blocked) practice
varied (random) practiceq

Question 2

compare and contrast constant and varied practice

Answer 2

constant- repeats the same conditions
varied - uses variations (distance, size, weight, time, etc.)
*varied practice for adults is thought to develop stronger schemas (set of rules or relationships), even benefiting learning of new tasks

Question 3

constant practice is better during _
varied/random practice is better during _

Answer 3

acquisition, retention

Question 4

describe the levels of processing hypothesis and 2 sub-processes

Answer 4

how deeply info is processed has an important impact on how well it is retained
2 sub-processes:
- elaboration
- distinctiveness

Question 5

rabdin practice is considered to promote more _ processing than blocked practice

Answer 5

elaborate and distinctive

Question 6

_ provides better contrastive value for each motor action being learned thereby promoting better retention

Answer 6

a greater variety of processing contexts

Question 7

describe the forgetting/reconstruction hypothesis

Answer 7

• traditionally, forgetting was thought to be detrimental to learning
• however, forgetting the solution to a problem forces one to solve the problem again

Question 8

in the forgetting/reconstruction hypothesis, how does random practice aid in retention?

Answer 8

random practice aids retention because it forces the learning to reconstruct the solution (or action plan)

Question 9

what is the impact of intervening tasks?

Answer 9

force the forgetting of motor solution and the repeated reconstruction of that solution

Question 10

in the forgetting/reconstruction hypothesis, remembering the solution eliminates the need to _
forgetting the solution requires one to _

Answer 10

re-solve the problem
reconstruct a solution to the problem

Question 11

learning is more permanent and better adaptable to new situations when _

Answer 11

you need to work harder to solve the problem

Question 12

what 2 types of feedback are tehre in motor learning and what sub-categories do they include?

Answer 12

instrinsic
- visual
- auditory
- proprioceptive
extrinsic
- knowledge of performance (KP)
- knowledge of results (KR)

Question 13

define intrinsic feedback

Answer 13

comes from the body’s internal sensory receptors

Question 14

define extrinsic feedback

Answer 14

extrinsic, or augmented, feedback comes rom an external or supplementary source
- it is in addition to intrinsic feedback
- it can refer to the result of movement (knowledge of results/KR)
- it can refer to how the movement was executed (knowledge or performance/KP)

Question 15

what are the similarities in knowledge of results and knowledge of performance

Answer 15

• usually verbal
• extrinsic
• provided after the movement

Question 16

what are the differences in knowledge of results and knowledge of performance

Answer 16

• information about outcome in terms of environmental goal
• often redundant with intrinsic feedback
• more useful in laboratory
• information about movement quality or patterning (kinematics)
• usually distinct from intrinsic feedback
• more useful in real-world tasks

Question 17

describe knowledge of results (KR)

Answer 17

• info regarding movement outcome relative to a goal
• KR usually provided verbally at movements end (terminal)
• eg. performer’s score, or time

Question 18

define knowledge of performance (KP)

Answer 18

• info provided to learners about the pattern of actions they make
• directed toward the correction of an improper movement pattern
• of particular aid in complex movement
• eg. about the movement characteristics “release the baseball sooner”

Question 19

what test do we use to know if relatively permanent changes have occured

Answer 19

transfer tests
recall: used to see if participants can transfer aspects of motor skill learned through practice to a new skill

Question 20

describe the specificity of practice phenomenon

Answer 20

• we should be practicing under the same contex that we will be playing
  -sometimes it holds true, dometimes it doesn’t
• what conditions are we practicing under?
  eg. practicing when physically fatigued?

Question 21

describe the motor learning schedule

Answer 21

acquisition, 24 hours later retention, transfer

Question 22

list the transfer outcomes of motor learning

Answer 22

• evidence of generalizability (positive transfer)
• neutral transfer
• evidence of specificity (negative transfer)
• mixed results

Question 23

describe negative transfer

Answer 23

• a previous task/skill was learned has a detrimental effect on a new task/skill
• have to unlearn the first skill, in order to even start fresh with the new skill
  eg. imagine renting a car that has the windshield wipers in the same spot that your old car had the blinker?

Question 24

define primary research

Answer 24

empirical research directly assesed by a researcher gathering data to compare against a theory or hypothesis

Question 25

define secondary research

Answer 25

a review article to synthesize the current understanding of a topic (eg. scoping review, systematic review, meta analysis etc.)

Question 26

describe the steps of claire's research in transfer tests

Answer 26

- meeting with librarian - use research question to make key words to use across search engines - compile articles: n= 1266, delete duplicates - titles and abstracts: n= 946 - full text extraction: n= 345 results and conclusion: n=135, with this data infer about scope of area

Question 27

to examine the scope of the current literature using a motor task that tries to transfer the acquired task to a new task, claire categorizes the studies into

Answer 27

1) neutral transfer 2) positive transfer 3) negative transfer 4) mixed results

Question 28

describe claire's main findings

Answer 28

- noticets lots of experiments not meeting inclus criteria of having a retention test at least 24 hrs later 36% positive transfer 14% negative transfer - now can see if there are any commonalities

Question 29

list tuckey's 10 transfer taxonomies

Answer 29

- anthropometrical - target/task - ecological validity - conditions of practice - feedback modality - state - expertise - virtual reality - attention - equipment

Question 30

describe ecological validity transfer

Answer 30

n=7 - workplace or activity of daily living task application (spooning stones to spooning cornflakes)

Question 31

describe anthropometrical transfer

Answer 31

n=18 - acquisition occurs on one body part and is transferred to another body part eg. non dom arm

Question 32

describe target/task transfer

Answer 32

n=22 - learn a novel task, with a change in a component of the target eg. target size change

Question 33

describe conditions of practice transfer

Answer 33

n=20 schedule changed for transfer test eg. automatic pace to self pace

Question 34

describe state transfer

Answer 34

n=6 - state of participant is manipulated for transfer eg. no sleep or sleep

Question 35

describe expertise transfer

Answer 35

n=2- - previous expertise brought to the study to test transferability ot a new task eg. basketball players assessed at other free throw distances

Question 36

describe feedback modality transfer

Answer 36

n=20 - task remians the same, but the type of feedback given is transferred eg. vision to audition

Question 37

describe virtual environment transfer

Answer 37

n=4 - task acquisition occurs in VR and transfers to real environment

Question 38

describe attentional transfer

Answer 38

n=7 - attentional used for subgroups of motor imagery, focus of attention, general vs specific instructions

Question 39

describe equipment transfer

Answer 39

n=11 - task remains the same, but the type of equipment eg. futsal to soccer ball is transferred

Question 40

we are seeing experiments that involve conditions of practice and feedback modality to have _

Answer 40

more positive transfer generalizabiltiy

Question 41

we are seeing experiments that involve feedback modality and expertise to have _

Answer 41

more negative transfer specificity

Question 42

if we have a positive change transfer outcome, we can suggest there is _ if we have a negative change transfer outcome, we can suggest there is _

Answer 42

- generalizability - specificity

Question 43

summary

Answer 43

1) learning ocurs in stages 2) motor skill capability changes with practice 3) practice schedules can vary our performance and retention 4) feedback is beneficial for motor learning 5) there are many types of transfer, just using "transfer test" is quite broad 6) claire says there is not one type of transfer that will always lead to specificity of practice (literature is chaotic)

Question 44

motor learning transfer test study checklist step 1:

Answer 44

follow a traditional motor learning experimental protocol using acquisition, immediate retention test, delayed retention test (greater than or equal to 24 hours later), and transfer test

Question 45

motor learning transfer test study checklist step 2:

Answer 45

understand and clearly state the intentions of the transfer test, and the exact element being transferred (what differs the transfer test from the delayed retention test, and select only one element to change)

Question 46

motor learning transfer test study checklist step 3:

Answer 46

utilize the minimum number of independent and/or dependent variables of interest suitable for the motor task and research question being used

Question 47

motor learning transfer test study checklist step 4:

Answer 47

utilize the transfer taxonomy language to allow for more consistent conclusion language being used in the motor learning literature