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22 Cards in this Set
- Front
- Back
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Define : Theory |
" a human-made structure whose purpose is to explain how various phenomena occur" - testable hypothesis |
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Early Motor Learning Research |
- 1954-1960 - several tasks and independent variables - many based on Hull's Learning Theory (1943) - limitations: - did not focus of changes within individuals - measures and theory were global |
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Adam's closed- loop theory of motor Learning: 3 key elements |
- most influential of new motor learning theories 3 elements: - feedback - error detection - error correction
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Differentiate between closed skill and closed loop system |
Closed skill: a skill for which the environment is stable and predictable
Closed - loop system: type of system control involving FB, error detection and error correction |
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Differentiate between open skill and open-loop system |
open skill: a skill for which the environment is unpredictable
open-loop system: a type of control system where instructions for the effector system are determined in advance and run off without feedback |
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Adam's closed loop theory: perceptual trace |
Perceptual Trace: - reference of correctness - stored in memory - collection of traces are built with practice - KR is important for building the strength of the correct trace - each practice the trace gets smaller to the ideal correct trace |
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Adam's closed loop theory of motor learning: Memory trace |
memory trace: - selects and initiates a response before the perceptual trace is engaged Needed because: - you cannot compare a signal with itself - FB cannot be provided until the movement begins |
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Adam's closed loop theory Limitations |
- error- detection for discrete tasks (open loop) - you do not need FB (open loop) - Novel movement production - storage problem (not enough storage) |
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Differentiate between Recall memory and Recognition memory |
Recall memory: production of movement
Recognition memory: movement evaluation |
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Schmidt's Schema Theory: before the movement |
Schema Learning - deals with open-loop control
before the movement - selecting a generalized motor program (GMP) - Adding Parameters (specify how the program is executed)
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Schmidt's schema theory: after the movement |
4 types of information briefly stored in STM - info about initial conditions - parameters assigned - augmented FB about mov't outcome - sensory consequences of the mov't
= stored only long enough to abstract sdchemas |
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Schema Theory Predictions |
- KR is important and needed for learning - errors build the schema just as much as correct movements - variability is good for schema building - schema allows us to produce novel movements |
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Schema Theory Limitations |
- KR frequency (how often should KR be provided? - no prediction about how to schedule variable practice - cognitive effects (imagery, mental practice, observational learning) - does not provide a complete understanding of motor learning data |
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What doesn't adams and schmidts models address? |
- Cognition |
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What is the challenge point framework and what is it determined by? |
- cognitive processing during learning is affected by challenge
Determined by: - the task - conditions of practice - experience level of learner
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Differentiate between Nominal Task Difficulty and Functional Task Difficulty |
Nominal: inherent difficulty within the task - does not change based on conditions of practice or experience level of learner
Functional: challenge presented relative to the conditions of practice and the experience level of the learner |
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The challenge point framework views learning as a process of what? |
Problem solving. Learning is when this problem solving process becomes more efficient
- problem=action goal |
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The CPF comparing Novice and Expert |
Novice: low task difficult= high performance.. high task difficulty= low performance
Expert: low task difficulty= high perf, high task difficulty= high performance |
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Hierarchical Control Perspective |
Making movements automatic: - less interference with other cognitive activities - Env't info processing occurs more quickly an with less intereference
Control shifted from higher- level to lower- level |
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Bernstein Perspective |
- freezing degrees of freedom - releasing and reorganizing degrees of freedom - exploiting mechanical- inertia properties of limbs
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Self Organization Perspective |
- no motor Programs - interaction between a person's sensory-motor system and the world (physics) - learning new coordination patterns - emphasizes changes in stabilities and instabilities |
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What are the 2 major factors influencing performance and learning potential? |
- difficulty of the task - experience |
