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48 Cards in this Set
- Front
- Back
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What are the two memory systems in Control Theory and how is the action controlled?
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1st: Recognition memory (Sensation/Perception)
2nd: Recall memory (Response Selection/Execution) Perform the action, get feedback, compare it to current memory representation in Recognition, update, then select and execute. Comparisons between two systems to control an action If a contrast between two, then you error correct |
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Could you develop a memory representation of what an action is supposed to be like that is independent of the memory representation used to produce the action? Give an example
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Yes
Female football coaches, although never having played professionally, are still able to be just as good as males that have played Coach with muscular dystrophy |
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What happens in Recognition memory stage (Sensation/Perception) of Control Theory?
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Response Produced Feedback is compared to the correct response and after updated to perform again
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Adams states you need a _____ _____ to get the action started, then a _____ _____ to determine if the feedback information is correct
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Motor trace
Perceptual trace |
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What drives the response in Adams' theory?
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Perceptual trace
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What is a trace and which theorist came up with this concept?
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A memory representation for each, individual response
Adams |
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What is a schema and which theorist came up with this concept?
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A memory representation for a class of responses
Schmidt |
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In Schmidt's theory, what drives the entire response?
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Recall schema
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What happens in control theory according to Schmidt?
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Recall schema produces the entire response
KR and feedback are then used in recognition schema to error correct in the updating stage |
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What does a motor program do according to Schmidt?
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Starts the entire action
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Adams is more a _____ _____ theorist while Schmidt is more a ____ _____ theorist
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Closed loop
Open loop |
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How do Adams and Schmidt differ from each other?
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In how they view memory representations (trace v. schema)
Argue what should be practiced in getting ready to perform criterion (practice just criterion v. variations) |
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What does Schmidt mainly argue for when it comes to what should be practiced and why?
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Different responses can have the same memory representation, so by practicing variations of the criterion, one should put the invariant feature in memory and enrich experience
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What does Adams mainly argue for when it comes to what should be practiced and why?
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More transfer to the criterion will occur if just the criterion response is done in practice
Develops a trace |
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What is the criterion response?
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the response you will be tested on
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Which group performs better?
1) C/C/C/C/C/ Test:C 2) A/A/A/A/A/ Test:C |
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Adams argues more transfer to the criterion will occur if just practice criterion |
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Which groups performs better?
1) A/B/D/E/B/D/A/E Test:C 2) A/A/A/A/A/A/A/A Test:C |
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Schmidt argues practicing variations of the criterion response will lead to more transfer to C than by just practicing one variation |
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Why are Adams and Schmidt's ideas more complimentary in nature?
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It is about knowing what the criterion response will be with the test.
If it is known, it would be better to practice just the criterion If it is unknown, it would be better to practice variations |
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What is the ranking of performance in acquisition? retention?
C/A/B/C/D/E/C/A/E/C/D/B/C Test:C (Specificity + Variability) C/C/C/C/C/C/C/C/C/C/C/C/C Test:C (Specificity) C C C C C Test:C (Specificity +Nothing) C-------C--------C--------C-------C Test: C (Specificity + different task) |
Acquisition: Specificity was best, specificity + nothing and +different task were second, and specificity + variability was worst
Retention: Specificity + variability was best, and specificity alone was worst A reversal effect was seen |
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Does how you perform in acquisition say anything about how you'll perform in the future?
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No
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Which group performed better in acquisition? retention?
A/A/A/B/B/B/C/C/C Test:ABC (Block) A/C/B/C/A/B/A/B/C Test:ABC (Random) |
Block performed better during acquisition and random performed better during retention
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What is the same about random and block practicing designs? what is different?
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Same: there are three of each variation in each practicing schedule
Different: There is a scheduling manipulation |
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What happens in a frequency manipulation?
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The number of response variations changes
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Why are frequency manipulations confounded by scheduling manipulations?
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Once the response variations are added/subtracted, the order is changed
Scheduling must hold frequency constant |
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Why does the random group perform better in retention?
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Their practice schedule involves more memory reconstruction/cognitive effort
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What is absolute frequency?
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When the number of trials that receive KR are held constant and the number of total responses is manipulated
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What is relative frequency?
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When there are a constant number of responses and the number of responses that receive KR is manipulated
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Which group performs better during acquisition? retention?
1) C/C/C/C/C/C Test:C 2) C/C C/C C/C Test:C |
Acquisition: 1
Retention: 2 KR was withheld in 2 |
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What does the guidance hypothesis state?
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KR is used to develop the correct response
However when lots of KR is given, we stop using it to guide the response It works best when used in a temporary fashion |
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What happens when KR is withheld?
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The person is forced to use more estimation and cognitive effort to promote more memory reconstruction
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What is operant conditioning?
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Rewarding the learner by successive approximations
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Which group performs better during acquisition? retention?
1) C/C/C/ Test:C 2) C/C C/C C/C Test:C What kind of design is this? |
Acquisition: 1
Retention: 2 Absolute frequency |
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What kind of frequency manipulation is this?
1) C/C/C/C/C/C Test:C 2) C C C/(1-3) C C C/(4-6) Test:C |
Summary Manipulation
Forces the learner to process ambiguity |
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In receiving KR and estimating error, what is the best and worst combination?
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Best: After estimating KR 100% of the time, KR is received 100% of the time
Worst: After never estimating KR, KR is received 100% of the time |
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Data is ____
Explanations are ____ |
true
false |
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What is the one way that should never be used in practice for one will not learn?
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Repetitive practice that receives KR 100% of the time for simple tasks
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According to the feedback hypothesis, there is ____ transfer to the indirect limb if practice with the direct limb, but if you ____ with the direct limb, there is ___ transfer to the indirect limb during the test
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50%
Image 100% |
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This is knowledge we are unaware of, but when asked, can take facets of it and put it together
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Tacit knowledge
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What does Pishin argue in imagery?
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Tacit knowledge is what allows us to image what we already know
Imagery provides nothing new, no information |
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Pishin is more a ____ theorist, while Kosslyn is more a ____ theorist
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Open loop
Closed loop |
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What does Kosslyn argue in how imagery promotes learning?
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Imagery is used/needed to produce feedback of the response
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Imagery and the real world are same in a ______ sense but not in a ______ sense
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relative
absolute |
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In measuring relative features of imagery and the actual task, ___________, for it measures what's being shared between them
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neither does better than the other
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The ______ features are what is unique between imaging and actual performing the task
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absolute
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Are some of the same mechanisms activated during imagery that are when the movement is actually performed?
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Yes
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What are the two main things needed for observational learning to work?
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1) Need to relate to person performing the action
2) Observer has to be active, not passive |
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In Shibilski's video game experiment, what group performed the best?
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The group where someone was playing and someone was watching and they were allowed to switch constantly and converse
Allowed them to see two different components in learning (bigger schema v. focused scene) Diad training |
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In imagery and observational learning both compared with actual practice:
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One is not a subset of the other, but both clearly affect each other
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