Motor Control Final Chapters: 13, 16, 17, 18, 19

Front 1

Transfer of Learning

Back 1

The Influence of having:
- Previously Practiced or Performed a skill
- On the Learning of a New Skill

Front 2

Positive Transfer

Back 2

The Beneficial Effect of Previous Experience on
- Learning/Performance of a New Skill
- or The Performance of a Skill in a New Context

Front 3

Negative Transfer

Back 3

The Negative Effect of Prior Experience on
- the Performance of a skill
- The Person Performs the Skill LESS well
- Than with no experience

Front 4

Transfer-Appropriate Processing Theory

Back 4

An Explanation of Positive Transfer Proposing:
- Transfer is Due to the Similarity in the Cognitive Processing Characteristics
- Required by the Two Skills or Two Performance Situations

Front 5

Identical Elements Theory

Back 5

Explanation of Positive Transfer
- Proposing that transfer is due to the
- Degree of Similarity between
- Component Parts or Characteristics of two Skill/Performance Contexts

Front 6

Bilateral Transfer

Back 6

Learning between:
- Two Limbs

Phenomenon when:
- Non-Practicing Limb Benefits from Practicing Limb Work

- Asymmetric: Better transfer from Dominant - to - Non-dominant

Front 7

Asymmetric Transfer

Back 7

Bilateral Transfer
- Greater amount of transfer from
- One Limb than the other Limb

Front 8

Symmetric Transfer

Back 8

Bilateral Transfer:
- Transfer is similar from One Limb to the Other
- No matter what limb was used first

Front 9

Two Reasons for Positive Transfer

Back 9

1. Function of similarity of:
- Skills performed
- Environmental Contexts

2. Function of Similarity of:
- Cognitive Processing in two situations

Front 10

Duration of Negative Transfer Effects

Back 10

- Temporary
- Overcome with Practice
- Typical of New Movement in Familiar Environmental Context

Front 11

Two Reason for Negative Transfer Effects

Back 11

1. Inherent Difficulty in Altering:
- Preferred Perception-action Coupling
- Has Been Developed for Moving in a Specific Environmental Context

2. Initial Cognitive Confusion from:
- Person not certain on how to Move in a Familiar Environmental Context

Front 12

Two Reasons for Bilateral Transfer

Back 12

1. Person Applies Knowledge Applied with Practice with one Limb to Initial Performance of Contralateral Limb

2. Motor Control System Learns in a:
- Non-Limb-Specific Way
- Provides Basis from non practiced Limb

Front 13

Practice Variability

Back 13

The Variety of:
- Movement
- Context Characteristics
- While Practicing a Skill

Front 14

Contextual Interference

Back 14

The Memory and Performance:
- Disruption/Interference
- Results from Performing Multiple Skills/Variation of Skills
- In the Context of Practice

Front 15

Contextual Interference Effect

Back 15

The Learning Benefit Resulting From:
- Performing Multiple Skills in
- High Contextual Interference Practice Schedule (Random Practice)
- Rather than Low Contextual Interference Practice (Blocked Practice)

Front 16

Specificity of Practice Hypothesis

Back 16

Motor Skill Learning by Practice Conditioning Characteristics
- Especially Sensory/Perceptual Information
- Performance Context Characteristics
- Cognitive Processes Available

Front 17

Variable Practice Benefits

Back 17

Superior:
- Retention
- Transfer
- Motor Skill Learning

Front 18

Determining Characteristics of Practice

Back 18

Identify:
- Regulatory
- Non-regulatory
- Of Practice

Front 19

Purpose of Contextual Interface Effect

Back 19

A Basis of Scheduling variety for Practice
- Applies to both Beginners and Skilled

Front 20

Explanation of Contextual Interface Effect

Back 20

Elaboration Hypothesis

Action Plan Reconstruction Hypothesis

Front 21

Elaboration Hypothesis

Back 21

Proposed the Contextual Interface Effect is Related to:
- Elaboration of Memory Representation
- Of a Skill Variations that the Learner is Practicing

Front 22

Action Plan Reconstruction Hypothesis

Back 22

States that:
- High Amounts of Contextual Interface
- Benefits Learning
- Due to Interference Causing a
- Reconstruction of an Action Plan
- On the Next Practice Trial
- For a Particular Skill Variation

Front 23

Overlearning

Back 23

Practice that Continues:
- Beyond the Amount Needed to Achieve Performance Criterion

Front 24

Massed Practice

Back 24

A Practice Schedule in which the:
- Amount of Rest Between Practice/Trails Sessions
- Are VERY SHORT

Front 25

Distributed Practice

Back 25

A Practice Schedule in which the:
- Amount of Rest Between Practice/Trails is
- Relatively Long

- Determined by Length and Frequency of Practice Sessions

Front 26

Three Reasons to Distribute Practice Across Days

Back 26

1. Fatigue

2. Cognitive Effort

3. Memory Consolidation

Front 27

Fatigue (Practice Distribution)

Back 27

- Negatively Effects Practice

Front 28

Cognitive Effort (Practice Distribution)

Back 28

Increased Volume and Proximity of Practice Reduces the amount of:
- Cognitive Effort
- Becomes to Repetitive and Monotonous

Front 29

Memory Consolidation (Practice Distribution)

Back 29

- Long-Term Memory Storage Process
- To store skill information to memory
- Neuro-Biochemical process must occur
- To Store, the Brain needs time to rest w/o additional practice of the Same Skill

Front 30

Length of Intertrial Interval

Back 30

Rest period Between Practice Trails
- Best between Continuous and Discrete

Front 31

Complexity

Back 31

The Number of:
- Parts/Components
- Information-Processing
- Characterize Skill

More Complex = Component Pars (visa-verca)

Front 32

Organization

Back 32

Applied to a Complex Motor Skill:
- Relationships Between Components of a Skill

Front 33

Fractionization

Back 33

Part Task Training Method Related to:
- Asymmetric Coordination Skills
- Involve Practicing Each Arm/Leg Separately
- Before Performing them Together

Front 34

Segmentation

Back 34

Part Task Training Method Involving:
- Separating the Skill Into Parts
- Practicing the Parts
- Then Practicing them Together
- Repeat

AKA: "Progressive Part Method"

Front 35

Simplification

Back 35

Part Task Training Method Involving:
- Reducing the Difficulty of Separate Parts/Features
- Of a Skill

Front 36

Mental Practice

Back 36

Cognitive Rehearsal of:
- Physical Skill w/o Physical Movement

Thinking About:
- Cognitive/Procedural Aspects of a Motor Skill

Engaging in:
- Visual/Kinesthetic Imagery of the Performance of
- A skill/part of a Skill

Use with Regular Physical Practice

Front 37

Imagery Ability

Back 37

Individual-Difference Characteristic
- Differentiates People who can
- Imagine action with a
- High Degree of Vividness and Control
- vs. People who Have Difficulties

Front 38

Three Hypothesis for Mental Practice Effectiveness

Back 38

1. Neuromuscular Hypothesis

2. Brain Activity Hypothesis

3. Cognitive Hypothesis

Front 39

Neuromuscular Practice (Mental Practice)

Back 39

Based on EMG Readings:
- In Muscles that WOULD BE Involved in the Actual Physical Performance of Imagined Skill

Front 40

Brain Activity Hypothesis (Mental Practice)

Back 40

Similar Brain Regions:
- Activated during the Imagery of a Movement
- As with the Physical Execution of that Movement

Support: Brain Imagery

Front 41

Cognitive Hypothesis (Mental Practice)

Back 41

Answers the Question:
- What to Do
- First Stage of Motor Learning