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111 Cards in this Set
- Front
- Back
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Key findings from developmental psychology and neuroscienc |
Learning Prenatially Nature vs Nurture Language development in Infancy Music and the brain Teen brain development |
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When do early intervention programs start? |
age 2 to 3 - starts too late and ends too soon |
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Proof that babies learn in utero - MEG study |
recording brain activity right after babies are born, in MEG - newborns listened to either normal speech sounds with rhythm and change in tone, or other strange sounds - babies responded better to the rhythmic sounds. within a few hours babies have a normal coherent response to human sounds |
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Proof that babies learn in utero - Mom's voice vs stranger's |
differentiation of language, more left brain activity recorded ( music activates both sides of the brain), also preference for mom's voice over stranger's (more brain activity) |
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Proof that babies learn in utero - Mom's face and EEG recording (records baby's brain activity) |
more brain activity with mom's face, then female stranger, then father's, then male stranger |
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Mirror neurons |
the same network of neurons fire in your brain when you observe pain, then when you feel pain yourself |
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Mirror neuron study with babies at 6 months |
response in mirror neuron system when observing expressions, most response to painful face we don't know if babies can differentiate the emotions, but they have a very adult like brain response as recorded on EEG |
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How does experience affect how genes are expressed |
epigenetics ( finish later) Most of the genes in each person are dormant. • Experience affects which genes are turned on (and off), and when. • The environment participates in sculpting expression of the genome effects of stress during pregnancy (rat study) rat mums exposed to stress during pregnancy tend to lick their pups less: leads to fearful, stressed out offspring |
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What are some of the benefits of having a rat mum that is not stressed out |
lower levels of stress hormones, calmer during stress, show greater capacity to learn |
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Romanian orphanage study |
brain, motor, sensory, sexual, developmental delays health problems including diabetes etc |
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Can putting children in an enriched environment change their brains |
high quality foster care vs. orphanage - grey and white matter, catching up in developmental milestones. Some changes in brain were reversed when taken into stimulating environment |
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What is the most important thing affecting kids |
physical and mental health of the mother is the single most important factor determining |
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When does your ability to distinguish between languages (choose a preferred language) |
between 9-12 months of age |
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How is language learning influenced by social conditions? |
A live person teaching kids mandarin, gets better results than television exposure or tapes |
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Why Mozart doesn't make you smarter |
listening to music activates your entire brain during Mamma Mia and Back study - motor neurons firing more strongly during Mamma Mia a study had come out with college students listening to mozart for 10 minutes, IQ went up by 10 points, and spacial intelligence went up, this prompted a marketing mozart for learning explosion 1999 a review study was published - there is no Mozart effect on cognition |
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What is the effect of music? |
Musicians who play music do show more activation in certain parts of their brain. We don't know where is the effect of the nature and nurture. Are kids who play music already musically inclined. |
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Pediatric Physio's role |
evaluate how this development is occurring understand the 'normal' trajectory of development - see if there are any gaps - movement quality |
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different kinds of development for infants (domains) |
cognitive, social-emotional, speech and language, fine motor gross motor (these are traditional divisions but everything works together) |
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explain variability in development |
most children do not follow a linear development path, there are vast individual differences |
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when does the rooting/sucking reflex dissapear |
within 3 motnhs, if you stroke them on the side they'll move towards that (purpose is for babies to move towards nipple to start sucking) 'food finding' stimulus |
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symmetrical tonic neck reflex function |
orient their visual attention to their hands - dissapears by 4 to 6 months of age |
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explain primitive reflexes in babies |
involuntary movements low parts of central nervous system if they are absent we may be concerned about neurological development of those parts if the reflexes don't go away and integrate, we may be concerned about development of the higher centres of the brain |
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Teacher's summary of important points about primitive reflexes |
present at birth help 'helpless' babies to develop visual integration etc. They will dissapear within 6 months prepare baby for basic movements and functions symmetry point is important - responses should be pretty symmetric |
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moro reflex |
protection, fling arms out to the side and bring them back to the body |
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grasping reflex |
if you stroke their palm they will instinctively grasp it and not let go - very unpredictable - they could let go any second |
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traction reflex |
flexes arms |
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Postural responses as babies get older |
righting (hold the head in place - 6 tp 8 ,months - head and trunk will come back to centre), equilibrium and protective reactions (arms will come out to support themselves if they are falling) |
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Theories of development - current best practice |
we used to look at reflex -hierchy theory but trending towards sytems theory |
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What is the reflex-hierarchy theory? |
reflexes show up at certain times in an infants life - spinal cord(primary reflexes), brainstem (postural reflexes), midbrain (righting reflex), cortex (voluntary movement) |
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POstural control from a systems perspective |
we need to look wholistically, individaul and how they respond in their environment, looking at perceptual action coupling, balance not to just assess reflexes but how they negotiate different environments - context important |
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reflex theory |
maturation of the CNS weighted more heavily than experience |
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systems theory |
CNS maturation and experience as important factors in development |
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What happens to the brain when you listen to familiar vs unfamiliar music |
more brain activation
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Which areas of the brain were stimulated by listening to familiar melodies |
auditory area, superior temporal gyrus (perception), limbic areas (making sense of emotions, making sense of previous experiences and tieing it in. |
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babinski reflex |
stimulate the sole of the foot, extension of the big toe, fanning out of the rest of the toes until the age of 2 |
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Cephalo-caudal development |
develop control of head within two months...development progresses downward head needs to be supported still at one month |
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Proximal to distal deelopment |
Trunk development starts first then moves distally |
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5Important principles of motor development |
General to Specific Proximal to distal cephalo-caudal |
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at 5-8 months what way to babies learn to roll |
rolling from front to back - prone to supine |
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by 6-7 months which way can a baby roll? |
rolling from back to front (supine to prone) more purposeful |
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Typical milestones for sitting |
Tripod at 5 months, independent at 6 months, can't turn to the side , by 7-8 months can turn and reach while sitting |
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Example of proximal to distal control |
trunk to distal activation when you anticipate a loss of balance (you activate your core before your arm goes up) |
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what happens from 15 to 18 months in the motor development of babies in sitting posture |
anticipatory muscle activations of the turnk and neck to prepare for reaching |
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motor milestones sitting - perceptual and motor integration (room appears to be moving visually, but proprioceptive input shows it is not) |
visual input will dominate, babies will fall over |
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why is crawling such an important milestone for brain development? |
because their world opens up with independent movement - get to make decisions - creates explosion in brain - perceptual areas of brain |
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bear crawl |
muscle dissociation, more strength |
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visual cliff experiment |
most infants will walk straight over plexi-glass because they have no experience, it will also depend on non-verbal cues from mom (scared vs. happy face) |
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lessons from visual cliff experiment |
at six months babies can already understand facial cues...shows us that movements are guided by parents already |
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specificity of learning principle |
what they in sitting must be relearned in standing perceptual experiences must be integrated with motor milestones (ie; a child might learn about distance in sitting position but once crawling they could jump off that edge, not having had that perceptual experience, and it not being translatable from sitting |
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Key points on development and experience |
little effect on sequencing but can affect the timing |
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when does reaching and grasping begin |
3-5 months - |
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which reflex helps with reaching |
asymmetrycal tonic reflex |
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trajectory of grasping development |
radial palmar grasp at 6-7 months inferior pincer grasp at 8-9 months pincer grasp (finally coordinated) 10-12 months |
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Piaget's theory - Sensorimotor Stage (birth-2 years) |
period of time when an infant's knowledge of the world is limited to her/his sensory perceptions and motor activities (eg: someone with hearing impairment has no sense of the world behind them - this is why these children might have trouble with their balance - stepping over an object, going in a circle etc.) we have created a map in our brains based on visual and auditory cues. |
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why crying is important for babies |
increases at two weeks, peaks around 2 months, decreases by 3 to 4 months, smiles to express pleasure by 2 months, recognizes and prefers familiar faces and voices, generally quiets when comforted, depends on parents to cope with emotions, and begins to learn self-soothing |
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newborns vision |
full visual capacity including objects and colors, but nearsighted, attuned to high contrast, like faces over objects, |
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range that newborns can focus well in |
8-15 inches away |
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apgar score key points |
do not predict developmental outcomes do predict mortality rate first measure taken at birth |
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key points in taking developmental assessments |
how are they integrating perceptual and motors stuff, evaluate functional limitations, evaluate significance of differences/delays from normal variability, developmental milestones are just one aspect of assesments |
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What factors are involved in learning to walk? |
need muscle strength to support your body weight have to be able to balance to be able to |
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experiment with child stepping over the rope |
needs to anticipate in advance and integrate proprioceptive, with visual, with motor, goes over the masking tape just the right amount, she's used her proprioceptive skills child with Down's Syndrome doesn't make anticipatory adjustments, nor does he integrate, then he overcompensates and puts his foot too high up. |
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How could you train someone to integrate and anticipate (like a kid with Down's syndrome) |
walk in several different environments look at how technology impacts our perceptual motor development |
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reseach disputing piaget's observations |
18 month olds give people what they want, which is different from what they want, at 15 months they give people what they like themselves (brocolli vs. goldfish) |
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social-emotional development |
interested in other babies by 2 months 6-9 months - smiling and babbling with other babies 9-12 months, imitation and play 1-2 years - longer interactions with others - more complex |
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preschool social-emotional developmen |
pretense, make up stories, elaborate pretend play |
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important change in middle childhood |
time of life when a child's identity is set as they start to explore social relationships outside also they go to school |
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physical growth - middle childhood |
grow between 2 - 3 inches, add six pounds a year, imporved motor coordination - gross and fine motor, improved eye-hand coordination |
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middle childhood |
changes in sensory and motor cortex - 10-12 years, frontal lobe changes, increase in synapses, coordination planning, abstract thought |
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critical shift when kids start school |
kids start to reason at this age, and become really aware of rules, and really like them, like making up rules, make predictions, becoming more aware of the other person, shift how they speak to different groups of people |
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Which factors drive developmental changes |
genes, environment, maturation of the brain, learning, experiences, culture |
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How do you deal with cultural paradigms to educate people |
get them to see that they needed the visual imput, and sensory imput from their fingers to see that they need sensory information - and how i affects development (training lady health visitors) |
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Assessing Development - Product approach |
product apporach - task oriented approach to measure the developmental of a skill - based on a maturational model -movement patterns are universal with a defined trajectory motor behaviour approach - standardized tests - performance items |
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Process approach |
focus is not on the end goal or the outcome, but tryign to understand the perceptual and cognitive processes and how these interact with the motor behaviour and skill - motor development is kind of emerging |
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When does adolescence start? |
a lot of the changes associated with adolescence go to the mid twenties |
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changes in musculoskeletal system in adolescents |
4.1 to 3.5 inches per year, chages in muscle length and cross sectional area, muscle tissue is about 25 percent of total body weight in innfant, 40% of total body weight in yougn adult |
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what things have an impact on adolescents' musculoskeletal systems |
sleep genetics nutrition |
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implications of musculoskeletal |
bone health relies on weight-bearing activity during the first few decades of life to achieve maximal potential |
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brain development in adolescence |
grey matter is getting pruned - more abilities in terms of cognition, synapeses getting pruned, more ativity int he white matter - total brain volume reaches its peak at 11,15 ages and grey matter its peak 9, 11ages, with females and males respectively |
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limbic vs pre-frontal cortex development |
limbic system develops earlier than the prefrontal system - risk taking behaviour brain centers develop earlier than cognition...imbalance with brain's controls on behaviour |
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important role of pt in motor learning |
structure the environment such that it's transferable to real life (transfer of training) |
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key aspect of motor learning |
relatively permanent changes in the person's action |
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how does motor learning emerge |
perception-congnition-action process practice or experience, and environment how do we know it is learning? inferred from behaviour now we have evicdence in the brain |
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performance vs. learning |
performance is a temporary change - learning - have to be able to reproduce the skill the next day - the next weekend learning wouldn't be influenced by performance variables. (edit this) |
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how can we get a permanent change in behaviour - |
processes in place so that skills are transferable between environments |
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motor development vs motor learning |
motor development is a predictable sequence of events that is due to the maturation and growth of the nervous system - practice and experience does have an influence |
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Fitts three stages of motor learning |
1) Cognitive stage - getting the idea - many mistakes - they may make lots of mistakes 2) Associative stage (how components of the skill are interrelated) -goal is to improve organization 3) Autonomous - automatic, candirect attention to other parts of the environment that will not effect them |
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Gentile - Two-stage model |
Fixation influences of the environment on what kinds of information the learner must acquire Learner had to identify and selectively attend to the aspects trajectory of ball, how fast the ball is going the size of the ball - the rperson that is learning then has to match what those features are with their own bodies - Which things are irrelavant (like the Rio athletes who ignored the noise" (ignore the "non-regulatory" conditions |
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Gentile - stable vs changing environment emphasis - closed vs open skill |
if the environment is unpredictable then you need to teach them to pay attention to the features of the environment athat are going to be very important (where other people are going, features of ice in the skating example) The therapist can help them to understand and negotiate that |
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Pruning/changing of brain matter while learning |
all kinds of parts of the brain are involved in learning, to process the feedback you get while you're moving as you get better in the movement there is decreased activity of the brain - and other parts of the brain become active cerebellum, basal ganglia (balance and coordination) still getting the sensory feedback but it becomes much more automatic. |
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brain activity in early learning |
network of activity in cerebellum, basal ganglia and motor cortical regions This network involved in error correction (cerebellar cortex) and planning during early learning |
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Later stage of learning |
activity in motor regions of the learning network decreases activity in areas involvd in working memory increases. |
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Later stage of learning |
loss of activity in one area and more activity in a different area (vision area might get more active if another one is compromised) |
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important features of Practice for learning |
dose variability role of mental rehearsal physical guidance |
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how much practice is needed for learning to occur? |
hundreds of daily repetitions of upper extremity practice thousands of daily repetitions of gait |
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variability of practice principle |
practice should involve solving the movement problem in different ways rather than solving it the same way over and over variable practice enhances learning and transfer |
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whole vs part training |
depends on complexity - if difficult - broken down is best - if it is simple - do it all at once don't expect automatic skill transfer - it depends on context |
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guidance during practice - is it effective? |
if your patients don't have any idea of how to start their movement. (stroke victims) if you give too much guidance what people are actually learning is doing stuff with your help - timing is critical. |
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key components to really activate learning |
- ACTIVE process - intrinsic sensory feedback (passively driven movements will eliminate or distort the quality of these intrinsic sensations. |
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Role of Mental Rehearsal |
Effective only is someone already has proficiency in the skill. |
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motor performance - coffee cup example |
motor activation in the motor area and perception area even before she picked up the cup when she observed the same movement, there was no firing in the motor area before the activity, but there was some faint activation when she watched the movement, but there was a lot activation in the parietal area |
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driving home her learning principles |
finding a solution, trying different things under different environments, really does involve perceptual and motor and cognitive areas as well. |
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as a therapist while training remember |
variability context stage of learning |
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Intrinsic feedback |
Vestibular, |
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Augmented feedback (given by therapists) |
can give it either as knowledge of performance or knowledge of results or a combination of the two |
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study on feedback and acquisition and retention |
the group that got feedback every time made more errors than the group that didn't get as much feedback...because they weren't developing reliance on their own intrinsic feedback |
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why does 'knowledge of results' work |
- motivating - association between the stimulus and response (feedback and movement) |
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how to give knowledge of results - watch out for |
augmented feedback can also degrade learning |
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Importance of sleep in learning |
- rest periods - longer and often between repetiions is the key to performance and learning - this is because sleep promotes learning-dependent synapse formation(post-synaptic dendritic spines are actually growing during sleep) |
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Transfer of learning |
positive negative zero |
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The making of an expert |
deliberate practice, amount and quality of practice - practicing the stuff you don't know gifted performers need a minimum of ten years of intense training before they win international competitions |
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role of PT in the making of an exper |
think about each session as an experiment |
