Motor Learning Chapter 8

Front 1

What is the job of your CNS

Back 1

process information

Front 2

Multiple resource theory

Back 2

we have a variety of processing resources. Though the brain has areas to process specific information, but the capacity to do so can be shrunk by factors such as arousal, fatigue, motivation and health.

information processing degraded if 2+ tasks require the same or similar resource (listening to a signal and talking on the phone)

when simultaneous information needs to be processed, it get jammed up in a "bottleneck" delay the processing of the secondary task.

Front 3

psychological refractory period (PRP)

Back 3

the delay of the second task trying be processed by the brain when other information is being processed.

Front 4

motor memory

Back 4

the large capacity to remember motor skills

Front 5

working memory

Back 5

- short-term memory

- temporary use of storage system for information

- lasts about 30s in working memory

- 5-9 word or digit capacity

Front 6

long-term memory

Back 6

- permanent repository of information

- stores procedural, declarative, semantic and episodic information

Front 7

semantic information

Back 7

general knowledge of the world

- facts and concepts gained through experience

Front 8

episodic information

Back 8

personally experienced events and times they occurred

Front 9

strategies for improving and facilitating memory

Back 9

1. movement characteristics

2. remembering strategies

3. characteristics of practice

Front 10

movement characteristics

Back 10

certain features or attributes of a movement that influence ability to remember a movement

Front 11

remembering strategies

Back 11

1. repetition

2. imparting meaningfulness and understanding

3. learner self-control over how and what movements are practiced

4. fostering mastery and intention to remember

Front 12

characteristics of practice

Back 12

what is learned during practice in comparison to what one is being tested on

Front 13

attention

Back 13

the mental process of concentrating on specific things, that is, an exclusive allocation of processing resources

Front 14

explicit act (attention)

Back 14

individual is aware (as opposed to implicit)

Front 15

spacial attention

Back 15

attention placed on object to identify and gather information from their spatial location

Front 16

temporal attention

Back 16

attention placed toward anticipation of upcoming events or the monitoring of information occurring overtime.

Front 17

focus of attention

Back 17

refers to the quality of our concentration on a stimuli or ongoing situation

Front 18

attention switch

Back 18

switching attention from one stimulus to another

- occurs spatially or temporally

Front 19

momentary intention

Back 19

a quick transient switch in attention switching

Front 20

do experience learners have more or less attention switches?

Back 20

less

Front 21

as tasks become automatic what happens

Back 21

as tasks become automatic, the need to place attention on actual movement execution is reduced.

with improving skills the learner is freed to place attention on other cues, and new cues

Front 22

one of the most important ways an instructor can use attention as an instructional technique

Back 22

having learner focus on external cues rather than internal cues

Front 23

sensory set

Back 23

when focus of attention is placed on the stimuli and reacting as fast as possible to the stimuli

Front 24

motor set

Back 24

focus is placed on the movement response

Front 25

arousal

Back 25

the activation level of the emotional, mental and psychological systems

arousal level can effect movement quality and movement readiness

can be lowered through relaxation methods

Front 26

true of false

for optimal performance, it is necessary to overcome too much or too little of a stress response, and manage arousal to levels that are optimal for action and information processing.

Back 26

true

Front 27

what is optimal level of arousal specific to?

Back 27

the individual

Front 28

inverted U-principle

Back 28

arousal should not be too high or too low

specific to the individual

Front 29

extreme arousal or anxiety can do what?

Back 29

reduce attentional capacity and can distract individual with negative thoughts

Front 30

useful attention skills cannot be learned or carried out with

Back 30

intention or effort

Front 31

intention

Back 31

primarily a psychological process

provided a purpose and outcome goal for training and practice

easily identifiable goals (overcoming a specific motor skill weakness)

Front 32

what must come first? physiological effort or psychological effort?

Back 32

psychological effort

preparation, cognitive effort, alertness, time taken to plan train all require a degree of mental effort.

intention gives rise to purposeful effort