ESS Final EXAM Review - Summary Motor Learning

EXAM III REVIEW 1. 2 explanations of bilateral transfer Cognitive Explanation: The basis for the positive transfer from a practiced to a non practiced limb is the important information needed for achieving the goal of the skill 7. Contextual interference -The memory and performance distribution (ex:interfernce) that results from performing multiple skills or variation of a skill within the context of practice -the learning benefit resulting from performing multiple skills in a high contextual interference practice schedule (e.g.,random practice), rather than performing the skills in a low contextual interference schedule (e.g., blocked practice). 8. Demonstration - An instructional strategy that encourages observational learning - Results from the direct observation of a person performing or learning a skill 9. Descriptive/Prescriptive KP Descriptive: Verbal knowledge of performance statement that describes only the error a person has made during the performance of the skill Observational Learning: Learning a skill by observing a person perform skill, AKA modeling 2. Augmented Feedback performance related info added to or enhancing task-intrinsic feedback example: correcting form of swinging a bat, throwing a ball, shooting a basketball, etc 3. Bilateral transferasymmetric/symmetric Bilateral transfer: Transfer of learning that occurs between two limbs asymmetric: Greater transfer from one limb to another (preferred to non-preferred) symmetric: Similar transfer from one limb to another, regardless of which was used first 4. 5. 6. Changes that occur with practice (all of them) Cognitive mediation theory Concurrent Feedback - Rate of Improvement - Movement coordination - Complexity of control - Altering an old or preferred coordination pattern - Muscles involved - Energy cost/ movement efficiency - Visual selective attention - Conscious attention - Error detection and attention - Brain activity A theory for explaining the benefit of a demonstration proposing that when a person observes a skilled model, the person translates the observed movement information into a cognitive code that the person stores in memory and uses when the server performs a skill augmented feedback that is provided while a person is performing a skill or making a movement Prescriptive: A verbal knowledge of performance statement that describes errors made during the performance of a skill and states what needs to be done to correct them 10. Diversification The learner's goal in the second stage of learning in Gentile's model for learning open skills in which the learners acquire the capability to modify the movement pattern according to environmental context characteristics 11. Erraneous KR When given to beginner, they pay more attention to this than the other feedback 12. Error-based feedback Showing the errors Establishes self correction 13. Fitts' and Posner's stages of learning cognitive stage-beginner focuses on solving cognitively-oriented problems ex:- Problem solving - Directing attention to the movements associative stage-person has learned to associate cues from the environment w/ required movements; works to refine performance to be more consistent ex:Reduces cognitive activity in performance autonomous stage-final stage; performance is nearly automatic in terms of attention demand ex:Little conscious attention to movement 14. Fixation The learner's goal in the second stage of Gentile's model for learning closed skills in which learned refine movement patterns so that they can produce them correctly, consistently, and efficiently 15. fractionalization For skills requiring asymmetric coordination of the arms or legs Begin practicing with limb requiring more difficult or more complex part 16. Frequency of demonstration -demonstration should precede practice -instructor should continue to demonstrate during practice as frequently as necessary -give learners opportunities to self-select when they receive demonstrations Gentile's Learning Stages Model -Initial Stages: 2 goals: - organize movement pattern to enable some degrees of success - discriminate between regulatory and non regulatory conditions in environmental context -Later stages: Fixation/Diversification - involves learner acquiring three characteristics --- adapting movement pattern --- increasing consistency - Movement goals are skill specific to this stage 17. 18. KR vs KP - Knowledge of Results (KR) externally presented information about the outcome of an attempt to perform a skill - Knowledge of Performance (KP) externally presented information about movement characterstics that led to the performance outcome 19. Learning - a change in the capability to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience - not directly observable 20. Massed and Distributed Practice Massed: Skill practiced continually until it's developed, without any noticeable breaks. Longer but fewer number of sessionsE.g. short pass in soccer. Distributed: A practice schedule in which the amount of rest between practice sessions or trials is relatively long Shorter sessions and greater number of sessions 21. Negative Transfer -The negative effect of prior experience on performance of a skill, so a person performs the skill less well than he or she would have without prior experience. -Occurs when previous experience hinders or interferes with the learning of a new skill or the performance of a skill in a new context 22. organization the relationships among the components of the skill - High level: parts spatially and temporarily interdependent -- Low Level: parts are relatively independent 23. overlearning continuation of practice beyond the amount needed to achieve a certain performance criterion 24. Performance -execution of a skill at a specific time and in a specific location -observable behavior 25. Performance Bandwidths In the context of provided augmented feedback, a range of acceptable performance error. Augmented feedback is given only when the amount of error is greater than this range 26. Performance Plateau While learning a skill, a period of time in which the learner experiences no improvement after having experienced consistent improvement; typically learning experiences further improvement with continued practice 27. point of diminishing returns when extra practice is beneficial but after a certain point, no extra practice will help anymore; things start to plateau after a certain amount of practice