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Motor Learning > week 6 > Flashcards

week 6 Flashcards

1
Q

learning is a _____ ____ change

A

relative, permanent

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2
Q

adaptive is a _____ change

A

transient

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3
Q

learning can be evaluated using what 2 tests?

A

transfer
retention tests

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4
Q

which of the following variable does not consider the target value
- continuous RMSE
- constant error
- total Variability
-absolute constant error
- all the above consider target value

A

all of the above

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5
Q

learning a surgical skill using a new method (virtual reality) and old method (physical practice)
what does the acquisition include?

A

virtual reality (VR)
physical practice (PP)

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6
Q

what does the retention/transfer test of the VR + PP result in

A

acquistion= VR–> retention/transfer=VR+PP

acqusition= PP–>rentention/transfer = VR + PP

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7
Q

In retention and transfer tests what did we not consider

A

performance during acquisition
- changes in acquisition are not relatively permanent

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8
Q

performance variables:

A

influence performance in transient ways
- the effect of the variable disappears when conditions are altered

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9
Q

learning variables

A

influences performance in relatively permanent ways
- the effect of the variable stays when conditions are altered

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10
Q

examples of performance variables

A
  • feedback/tools that affect performance
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11
Q

examples about learning variables

A
  • feedback and tools that lead to permanent changes
  • training wheels once removed keep balance
  • learning to skate
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12
Q

what is the ceiling effect

A

for well-practiced skills it is hard to assess if additional practice will result in improvements

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13
Q

other ways of assessing learning

A

performance curves indicated that skills can be learned using different patterns

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14
Q

overlearning

A

the process of having a person or continue to practice after they have reached a performance ceiling
- max score but keep practicing

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15
Q

how can you assess the effect of overlearning

A

calculate “saving score”

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16
Q

saving score

A

how many trals the overleanring groups saved in reaching their ceiling

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17
Q

other ways of assessing learing

A
  • performance on a secondary tasks
  • measuring indices of effort
  • measuring response latency
  • generalizability of learning
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18
Q

performance on secondary tasks

A
  • gives us an idea of how much attention is needed to perform a task
  • a well learned task requires “less” attention
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19
Q

measuring indices of effort

A
  • physiological markers
  • psychological markers
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20
Q

measuring response latency

A

speed of correct response or movement performance

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21
Q

generalizability of learning

A

varying the parameter of the task (linked to GMP)

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22
Q

understanding the amount of learning

A

the actual amount of learning is hard to quantify
- the criterion that is used can affect the learning curve shapes

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23
Q

what are steepness of learning curves often used to quantify

A

the rate of learning
- same problems as the amount of learning
- inter-individual variability shows in practice

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24
Q

how should practice be distributed?

A

massed practice
distributed practice

25
massed practice
practicing with very little rest in between trials - takes less total time
26
distributed practice
practicing with longer rest periods in between trials - takes more time
27
how is research on practice distributions conducted
continuous tasks - pursuit-tracking task
28
general conclusion on optomiznig practice conditions
short rests periods degrade practice relative to longer rest periods - compared rests of 15 s to 30 s or 45s or 60 s
29
distriubted practice and learning
fatigue can occur
30
fatigue
could play a role in tasks such as the pursuit-rotor task - can affect performance
31
bourne and archer (1959)
- 0s rest group performs worse in transfer
32
is larger rest better for performance
yes, larger rest is better for learning so they performed better
33
ammons (1950)
used a pursuit rotor task with 0, 20, 12min, and 24hour of rest for 36 trials
34
2 key finding about distributed practice and learning
- only small differences remained after the last transfer trials - the difference in performance re-emerged on the 24 hour transfer trail
35
baddeley and longman (1978)
looked at typing skill in postal workers - compared different distributions and looked at long term retentions - each training was 1 hour - 1 session once per day - 2 sessions twice per day
36
what was baddely and longman results of the typing task?
found that more distributed practice led to better rentetnion - when practice hours were held constant
37
what did practice distribution make big implication on
sports rehabilitation medical education
38
anderson et al 2015
- explored learning in VR simulation of a mastoidectomy - 2 training schedules (12 procedure sessions)
39
anderson et al 2015, set up
distributed= oct-nov - 2 procedures were separated by atleast 3 days massed= may 16,17,18 (3days) - all sessions completed in 1 days
40
results of anderson et al 2015
- both groups show significant differences from session 1 to 12 - researchers found that distributed practice resulted in more learning
41
how can you make practice more effective and efficient?
treat time as a limited resource
42
types of practice
constant practice variable practice
43
constant practice
one variation of a task per practice session
44
variable practice
many variation of a task within a practice session
45
what skills is variable practice best
- both open and closed skills - produces more learning then constant practice (based on schmidts scheme theory and the idea of motor programming) - its better in both retention and transfer tests
46
shea and kohl, 1990
examined whether participants trained under constant (specific) or variable practice conditions performed better in retention
47
what did shea and kohl, 1990 use?
used a force production task where particiapants either produced a constant or variable force
48
results of shea and kohl, 1990
participants who performed with constant (specific) practice were worse than participants who trained with constant + variable practice
49
McKraken and Stelmach, 1977
investigated the learning of an obstancle hit tasks - participants had to move from a starting position to knock over a barrier in a goal time of 200ms - practice either with constant practice or with variable practice
50
results of McKraken and Stelmach, 1977
the group that practice with variable practice actually performed better on the transfer task
51
variable practice increased the
generalizability of learning
52
performance is also better on
delayed retention of variability practice
53
performance is also better on
transfer tests of variability practice
54
variable practice mechanisms
schema theory
55
Shema theory
- with practice people develop rules or "schemas" about their own motor behaviour - participants learn schemas in the practice context - rule is maintained in memory and can be used to select a new set of parameters - the person is subsequently able to select parameters to produce a desired outcome
56
what does the schema theory contain?
the relationship between the environment output and inputs
57
variable practice produces a _____ for selecting the ____ of the generalized motor program
schema, parameters
58
is variable practice more powerful in childrens motor learning
yes
59
what does learning the absolute timing of a task be better for?
learning the relative timing of patterns within a task with constant practice

Motor Learning (7 decks)

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