Skills Acquisition Final Notes

Front 1

what are some key points in learning vs performance

Back 1

-relatively permanent changes which persist over many days(learning).
-performance can be affected by transient or temporary effects can vanish with time or with a change in condition.
-

Front 2

what does increase in performance mean?

Back 2

performance means that there is only temporary effect of

Front 3

what will influence whether performance increases or decreases with practice?

Back 3

the type of task.

Front 4

what is the universal principle of practice?

Back 4

there will be rapid improvements at first and slower later.

Front 5

how do you know that learning has occurred?

Back 5

there has been ample time to get rid of transient factors.

Front 6

what is post acquisition time?

Back 6

means that there is sufficient time for temporary effects to dissipate.

Front 7

transfer tests

Back 7

when there is a novel variation of the task.

Front 8

retention tests

Back 8

have to perform same tasks as in acquisition phase, test people at a later time.

Front 9

retention vs transfer

Back 9

retention= exact same task
transfer= a novel variation of task before.

Front 10

criteria for learning

Back 10

what is important? performance of the same task? repeatability? performance on new variations of the same task? Generalizability.

Front 11

transfer of learning
edward thorndike

Back 11

identical elements model
perceived similaritybetween 2 learning experiences for transfer to occur.
Important to cognitive and motor domains.

Front 12

specificity of practice for learning
franklin henry

Back 12

best learning experiences are those which closely approximate that if target skill and context

Front 13

factors affecting transfer

Back 13

similarity of the cognitive processes in both tasks
ex. effiectiveness of flight simulators
level of original learning
perceived similarity of the 2 contexts by the learner (recognizing what you do in practice relates to what is required in competition)
the gain or loss of a persons profficiency on one task as a result of previous practice or experience on another task.
is there transfer from acquisition session to relatively permanent behaviour.

Front 14

transfer can be; one of the three things:

Back 14

positive- training task enhances target task
negative- training task degrades target task
neutral- has no effect on task

Front 15

what are some types of transfer?

Back 15

near transfer, for transfer, horizontal transfer, and vertical transfer.

Front 16

near transfer

Back 16

a type of transfer of learning that occurs from one task to another very similar task or situation (generalization)

Front 17

far transfer

Back 17

a type of transfer of learning that occurs from one task to another different task or setting
ex. running at young age and then running playing soccer later on.

Front 18

horizontal transfer

Back 18

task + task transfer

Front 19

vertical transfer

Back 19

happens with task changes (part-whole)

Front 20

mark twain quote

Back 20

"give a man a hammer and everything looks like a nail"

Front 21

measurement of learning

Back 21

process vs outcome (product)
process goals focus on the quality of movement production

Front 22

what is constant error

Back 22

deviation with respect to amount and direction from target value

Front 23

constant error formula

Back 23

E (xi-criterion)/n

Front 24

what is the disadvantage of the constant error method or formula

Back 24

if the sum numbers are below and above target value, it will show there is no error.

Front 25

how does variable measure solve problem with constanst error method.

Back 25

vvjnbn

Front 26

what are the 3 things involved in central tendency?

Back 26

mean, median, and mode

Front 27

mean

Back 27

sum of scores divided by total number of scores (aka average)

Front 28

median

Back 28

rank scores from highest to lowest and take middle score

Front 29

mode

Back 29

score with highest frequency (score that occurred most)

Front 30

what are the measures of dispersion?

Back 30

consistency and variablity

Front 31

consistency

Back 31

when all scores are in a close range

Front 32

variability

Back 32

when someone has scores all over the place= high variability

Front 33

variable error

Back 33

spread of scores with respect to the average constant error of the movement
consistent guy has low variable error

Front 34

standard deviation

Back 34

normal distribution in a perfect normal distribution (bell shaped) mean/mode/median are all equal

Front 35

what is motor learning

Back 35

- Relatively permanent change in behaviour as a function of practice or experience

Front 36

what is the phonomenom with motor learning?

Back 36

 Learning is not directly observable

Front 37

what was in franklin henry's specifity of practice for learning

Back 37

Best learning experiences are those which closely approximate that of target skill and context
- Does specific practice lead to learning?
o Yes but shouldn’t be done all the time

Front 38

what are the 4 types of transfer

Back 38

- Near Transfer:
o A type of transfer of learning that occurs from ones task to another very similar task or situation (generalization) i.e. tennis to squash, snowboarding to wakeboarding
- Far Transfer:
o A type of transfer of learning that occurs from one task to another different task or completely different setting
- Horizontal transfer:
o Task to task transfer- Badminton to Squash racquet sport
- Vertical transfer:
o Within task changes (part-whole)

Front 39

what are the 2 types of focus

Back 39

- External Focus:
o The act of attending to sources of information in the environment
- Internal Focus:
o The act of attending to internal information (kinesthesis)

Front 40

how do you know learning has occurred and not jsut an increase in performance

Back 40

need to give ample time to get rid of transient factors
need to give sufficient time for temporary effects to dissipate

Front 41

what are the 3 affects transfer can have

Back 41

positive
negative
neutral

Front 42

4 types of transfer

Back 42

-near
-far
horizontal
-vertical

Front 43

what is mental rehearsal

Back 43

thinking through a motor skill in the absence of overt movement

Front 44

what experiment did ikai and stein huas do?

Back 44

stimulus intensity higher equals quicker reaction time
shot put

Front 45

carlson et all

Back 45

faster reactions times for running
bar graph

Front 46

what is intensity measured in

Back 46

decibels

Front 47

what is stimulus onset asynchrony

Back 47

2 stimuli come on at 2 different times

Front 48

explain bottleneck response programming

Back 48

serial in nature
only one action initiated at a time
1 movement 300 ms

Front 49

what does the inverted u principle measure

Back 49

performance and arousal level

Front 50

perceptual narrowing

Back 50

construction of attentional focus that occurs as a arousal increases

Front 51

cue utilization hypothesis

Back 51

at low arousal lots of cues to distract you
high levels of arousal perceptual narrowing

Front 52

what type of memory is declaritive?

Back 52

long term

Front 53

what are 2 types of declaritive memory?

Back 53

episodic and semantic

Front 54

what is procedural memory?

Back 54

knowing how to do it?
memory for movement

Front 55

characteristics of precedural memory

Back 55

implicit memory
cannot be verbally explained
performance of activities or skills is the only method to convey procedural long term memory
task specifc

Front 56

visual cliff theory

Back 56

james gibson

Front 57

what is the ecological approach to visual perception

Back 57

the senses considered to be perceptual systems
info we pick up to guide our actions
considers perceptual system as well as prson in environment

Front 58

what is direct perception

Back 58

no need for cognitive mediation

Front 59

what is some examples of operationalizing

Back 59

gait regulation in long jump (foot and fall variability)
stair climbing (proportion of leg length)
walking through opertures (1.3 shoulder width)

Front 60

what does vestibular system role

Back 60

maintain static and equilibirum
directs gaze of eyes

Front 61

what is the vestibular occular response?

Back 61

its what stabalizes eyes when your head moves.

Front 62

auditory system

Back 62

cranial nerve 8

Front 63

sounds

Back 63

frequency (pitch)
cycles per second (HZ)
amplitude or intensity (loudness decibels)

Front 64

what makes up muscle spindles

Back 64

intrafusal muscle fibers
paralled to skeletal muscle fibers
activated when muscles are stretched
inhibit muscular contraction

Front 65

what part of the body is responsible for movement perception

Back 65

cutaneous receptors

Front 66

closed loop control system

Back 66

driven from periphery
slow controlled deliberate movements
flexibility in movement control

Front 67

whats the term used for ideal state

Back 67

comparator

Front 68

limitation of closed loop

Back 68

longer
only 3 correction per second

Front 69

who does the all or nothing experiement

Back 69

slater and hammel

Front 70

what is the M1 response

Back 70

monosynaptic stretch reflex
onset 30-50 ms
not very forceful

Front 71

what is the m2 response

Back 71

polysnaptic response
onset 50-80 ms
compensation more forceful and longer duration
involved interneurons
more flexibility (resist or let go)

Front 72

Triggered response

Back 72

polysynaptic response
80-120 ms
affected by number of selections (hicks law)
cutaneous receptors faciliatate the corssed extensor reflex and wireglass effect)

Front 73

M3 response

Back 73

voluntary
120-180 ms
powerful and sustained
requires attention

Front 74

which sense dominates

Back 74

vision it captures people attention more easily

Front 75

snellen scale

Back 75

checks for static acuity
20/200 legally blind

Front 76

focal vision

Back 76

what conscious id of objects
300 ms
objects on center of field

Front 77

ambient vision

Back 77

body orientation
100 ms
taking in all info from evironment,
movement control

Front 78

what was vickers experiment

Back 78

longer you fixate your eyes on target prior to movement to onset the better off you will be.

Front 79

probability of missing target experiment
discrete aiming
less then 190 ms no difference between lights on or offf

Back 79

keele and posner

Front 80

which vision has fast and unconscious processing

Back 80

ambient vision

Front 81

what is optical flow

Back 81

movement of pattern of lights over retina
allows perception of motion, position, direction, timing and depth.

Front 82

Tau

Back 82

optic
variable that specifies time until contact

Front 83

whos study talks about stride length and the variability of it?

Back 83

Lee, Thomson, andlishman

Front 84

moving wall experiment

Back 84

lee and aronson
visual dominance
perceptual and vestibular apparatus says you arent moving but vision would say you are.

Front 85

visual cliff

Back 85

infants 6-14 months more reluctant to crawl over the cliff (depth perception)

Front 86

where is a interneuron located

Back 86

housed within the central neuron
these are in polysynaptic neurons
housed in the cns, vetebral disc

Front 87

What is the slater and hammel experiment

Back 87

point of no return
when you proceed in an open loop system it proceeeds uninteruupted
the closer you get to the point where you lift your finger the less likely you will be able to stop the action.

Front 88

closed loop control

Back 88

utilizes feedback
peripherally driven
error detection

Front 89

motor program

Back 89

central representation of action
centrally organized prestructured set of neural or movement commands
organized in advance of the movement

Front 90

what are the 4 lines of evidence for motor program

Back 90

deafferentation studies
rt and movement complexity
muscle activity patterns
inhibition of a response

Front 91

deafferentiation

Back 91

ventral nerves control movement
dorsal nerves gives us sensory info

Front 92

l'ashley studies

Back 92

deafferentiation patient lost feeling of limbs and still accurate

Front 93

taub and berman

Back 93

deafferented monkeys maintain capability to perform motor skills

Front 94

movement complexity

Back 94

rt increases as movement complexity increases
increases time required to organise more complex movements

Front 95

muscle activity patterns

Back 95

wadman et all
examined muscle activity patterns during rapid movement
study electrical activity of muscles during movement production

Front 96

agonist

Back 96

triceps

Front 97

antagonists

Back 97

biceps

Front 98

blocked movements

Back 98

muscle still proceed uninterrupted despite arm movement is blocked. This shows that it is pre programmed

Front 99

fitts law

Back 99

1. movement amplitude (distance)
2. target width (w) [required accuracy]
3. average movement time (MT)

Front 100

what is motor learning

Back 100

relatively permanent change in behaviour as a function of practice or behaviour

Front 101

features of motor learning

Back 101

changes in internal processes that determine an individuals capabability for producing a motor action
improves with learning
change that is not as a function of maturation (developmental change)

Front 102

phenomenon of learning

Back 102

learning is not directly observable

Front 103

learning vs performance

Back 103

learning is relatively permanent changes which persist over many days.
performance can be affected by transient or temporary effects.

Front 104

performance

Back 104

is only temporary factors

Front 105

Performance curves

Back 105

rapid improvement at first and climbs slowly
type of task will influence if curve increases or decreases with practice.

Front 106

Transfer designs for learning

Back 106

give ample time to get rid of transient factors
-post acquisition time: sufficient time for temporary effects to dissipate
transfer tests- novel variation of task

Front 107

transfer test

Back 107

novel variation of task

Front 108

retention tests

Back 108

same task as in acquisition, test people at a later time

Front 109

criteria for learning

Back 109

whats important for learning

Front 110

transfer of learning (training)

Back 110

Edward thorndike
identical elements model
perceived similarity btwn 2 learning experiences for transfer to occur
important to cognitive and motor domains

Front 111

specifity of practice for learning

Back 111

franklin henry
specifity of practice for learning
best learning experiences are those which closely approx that of target skill and context.

Front 112

what are some factors affecting transfer

Back 112

similarity of the cognitive processes in both tasks
ex. effectiveness of flight simulators
-level of original learning
perceived similarity of the 2 contexts by the learner (recognizing what you do in practice is what is required in competition)
must understand why you are doing what you are adoing to be successful.

Front 113

transfer of learning

Back 113

the gain or loss of a persons profficiency on one task as a result of previous practice or experience on another task.

Front 114

transfer can be.....

Back 114

positive
negative
neutral

Front 115

types of transfer?

Back 115

Near transfer- learning that occurs from one task to another very similar task or situation( generalization)
far transfer- a type of transfer of learning that occurs from one task to another different task or setting. ex. running at young age and then running playing soccer later on.
Horizontal transfer- task to task transfer
vertical transfer- with task changes (part-whole)

Front 116

measurement of learning

Back 116

process vs outcome (product)
during process you can give lots of advice of quality of movement production
process goals focus on the quality of movement production

Front 117

quantatative assessment

Back 117

outcome
-measure of accuracy
-measure of consistency

Front 118

constant error

Back 118

deviation with respect to amount and direction from target value

Front 119

mean

Back 119

sum or scores divided by total number of scores 9AKA AVERAGE)

Front 120

MEDIAN

Back 120

middle score

Front 121

mode

Back 121

score with most frequency

Front 122

measure of dispersion

Back 122

consistency (when all scores are in a close range)
and variability (when someone has scores all over the place

Front 123

variable error

Back 123

spread of scores with respect

Front 124

constant error

Back 124

accurate

Front 125

variable error

Back 125

consistent

Front 126

strategies for designing practice

Back 126

guidance
mental practice
whole part practice and transfer

Front 127

guided principles
what are positive effects and negative effects

Back 127

procedure to physically, verbally, visually direcnt learner through task performance to reduce errors or dispel fear.
positive: for skills where there is potential danger for the participant
negative: can become a crutch ( player becomes dependant on coach) ex player depending on coach to make calls

Front 128

mental rehearsal

Back 128

thinking about or through a motor skill in the absence of overt movement

Front 129

mental practice

Back 129

a mental rehearsal technique to imagine situations (specific and non specific) first person of third person

Front 130

internal perspective

Back 130

first person
the way the movement and movement environment are experiences when doign the skill

Front 131

external perspecitve

Back 131

third person
- the way the movemnt and movement environment are experienced the skill is replayed to the learner

Front 132

whole part practice

Back 132

breakdown of skill into components for separate practice
effectiveness depends on transfer form part to whole
slow serial actions that are strung together result in more transfer
for short duration discrete tasks less effective ex. boxing

Front 133

fractionalization

Back 133

2 or more parts of a complex skill practiced separately ex pole vaulting

Front 134

segmentation

Back 134

part practice in which one segment is practiced until learned then followed by segments until entre skill is practice

Front 135

simplification

Back 135

reducing difficulty level of an aspect of a skill (eg slow down movement)

Front 136

external focus

Back 136

the act of attending to sources of info in the environment

Front 137

internal focus

Back 137

the act of attending to internal information

Front 138

who does better with externalfocus

Back 138

experts

Front 139

who does better with internal focus

Back 139

novices

Front 140

open skills

Back 140

focus on environmental cues
benefit from an external focus of attention

Front 141

closed skills

Back 141

may beenfit early from internal focus but later from external focus

Front 142

massed practice

Back 142

rest btwn attempts is relatively shorter than amount of practice time

Front 143

distributed practice

Back 143

amount of rest is relatively longer than amount of practice time

Front 144

what type of rest benefits discrete and continous tasks

Back 144

discrete dont need much rest
continouos need more rest

Front 145

blocked vs random practice

Back 145

multiple skills

Front 146

constant and varied practice

Back 146

one skill

Front 147

contextual interference effect
shea and morgan 1979
battig 1966

Back 147

how context of learning interferes with practice or learning

Front 148

what is blocked better for and what is random better for

Back 148

blocked for performance
random for learning

Front 149

what practice do you use for better distinction between tasks

Back 149

random practice

Front 150

schema

Back 150

rules governing a class of actions
be able to do different types of movements
various movement outcomes
understand distinctions between moviemtns

Front 151

consistent stimulus response mapping

Back 151

consisten stimulus response mapping
a performance condition for which a given stimulus pattern always requires the same response

Front 152

varied stimulus response mapping

Back 152

a performance condition for which a given stimulus pattern requires different responses at different times or in different situations
sitational variance
eg. bases loaded no one out groundball to pitcher
or one man on first different responses to both