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152 Cards in this Set
- Front
- Back
what are some key points in learning vs performance
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-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. - |
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what does increase in performance mean?
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performance means that there is only temporary effect of
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what will influence whether performance increases or decreases with practice?
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the type of task.
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what is the universal principle of practice?
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there will be rapid improvements at first and slower later.
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how do you know that learning has occurred?
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there has been ample time to get rid of transient factors.
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what is post acquisition time?
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means that there is sufficient time for temporary effects to dissipate.
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transfer tests
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when there is a novel variation of the task.
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retention tests
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have to perform same tasks as in acquisition phase, test people at a later time.
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retention vs transfer
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retention= exact same task
transfer= a novel variation of task before. |
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criteria for learning
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what is important? performance of the same task? repeatability? performance on new variations of the same task? Generalizability.
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transfer of learning
edward thorndike |
identical elements model
perceived similaritybetween 2 learning experiences for transfer to occur. Important to cognitive and motor domains. |
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specificity of practice for learning
franklin henry |
best learning experiences are those which closely approximate that if target skill and context
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factors affecting transfer
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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. |
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transfer can be; one of the three things:
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positive- training task enhances target task
negative- training task degrades target task neutral- has no effect on task |
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what are some types of transfer?
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near transfer, for transfer, horizontal transfer, and vertical transfer.
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near transfer
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a type of transfer of learning that occurs from one task to another very similar task or situation (generalization)
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far transfer
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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. |
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horizontal transfer
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task + task transfer
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vertical transfer
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happens with task changes (part-whole)
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mark twain quote
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"give a man a hammer and everything looks like a nail"
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measurement of learning
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process vs outcome (product)
process goals focus on the quality of movement production |
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what is constant error
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deviation with respect to amount and direction from target value
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constant error formula
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E (xi-criterion)/n
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what is the disadvantage of the constant error method or formula
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if the sum numbers are below and above target value, it will show there is no error.
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how does variable measure solve problem with constanst error method.
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vvjnbn
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what are the 3 things involved in central tendency?
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mean, median, and mode
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mean
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sum of scores divided by total number of scores (aka average)
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median
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rank scores from highest to lowest and take middle score
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mode
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score with highest frequency (score that occurred most)
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what are the measures of dispersion?
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consistency and variablity
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consistency
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when all scores are in a close range
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variability
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when someone has scores all over the place= high variability
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variable error
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spread of scores with respect to the average constant error of the movement
consistent guy has low variable error |
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standard deviation
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normal distribution in a perfect normal distribution (bell shaped) mean/mode/median are all equal
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what is motor learning
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- Relatively permanent change in behaviour as a function of practice or experience
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what is the phonomenom with motor learning?
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Learning is not directly observable
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what was in franklin henry's specifity of practice for learning
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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 |
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what are the 4 types of transfer
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- 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) |
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what are the 2 types of focus
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- 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) |
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how do you know learning has occurred and not jsut an increase in performance
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need to give ample time to get rid of transient factors
need to give sufficient time for temporary effects to dissipate |
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what are the 3 affects transfer can have
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positive
negative neutral |
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4 types of transfer
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-near
-far horizontal -vertical |
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what is mental rehearsal
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thinking through a motor skill in the absence of overt movement
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what experiment did ikai and stein huas do?
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stimulus intensity higher equals quicker reaction time
shot put |
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carlson et all
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faster reactions times for running
bar graph |
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what is intensity measured in
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decibels
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what is stimulus onset asynchrony
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2 stimuli come on at 2 different times
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explain bottleneck response programming
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serial in nature
only one action initiated at a time 1 movement 300 ms |
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what does the inverted u principle measure
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performance and arousal level
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perceptual narrowing
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construction of attentional focus that occurs as a arousal increases
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cue utilization hypothesis
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at low arousal lots of cues to distract you
high levels of arousal perceptual narrowing |
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what type of memory is declaritive?
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long term
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what are 2 types of declaritive memory?
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episodic and semantic
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what is procedural memory?
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knowing how to do it?
memory for movement |
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characteristics of precedural memory
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implicit memory
cannot be verbally explained performance of activities or skills is the only method to convey procedural long term memory task specifc |
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visual cliff theory
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james gibson
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what is the ecological approach to visual perception
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the senses considered to be perceptual systems
info we pick up to guide our actions considers perceptual system as well as prson in environment |
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what is direct perception
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no need for cognitive mediation
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what is some examples of operationalizing
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gait regulation in long jump (foot and fall variability)
stair climbing (proportion of leg length) walking through opertures (1.3 shoulder width) |
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what does vestibular system role
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maintain static and equilibirum
directs gaze of eyes |
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what is the vestibular occular response?
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its what stabalizes eyes when your head moves.
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auditory system
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cranial nerve 8
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sounds
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frequency (pitch)
cycles per second (HZ) amplitude or intensity (loudness decibels) |
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what makes up muscle spindles
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intrafusal muscle fibers
paralled to skeletal muscle fibers activated when muscles are stretched inhibit muscular contraction |
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what part of the body is responsible for movement perception
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cutaneous receptors
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closed loop control system
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driven from periphery
slow controlled deliberate movements flexibility in movement control |
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whats the term used for ideal state
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comparator
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limitation of closed loop
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longer
only 3 correction per second |
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who does the all or nothing experiement
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slater and hammel
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what is the M1 response
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monosynaptic stretch reflex
onset 30-50 ms not very forceful |
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what is the m2 response
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polysnaptic response
onset 50-80 ms compensation more forceful and longer duration involved interneurons more flexibility (resist or let go) |
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Triggered response
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polysynaptic response
80-120 ms affected by number of selections (hicks law) cutaneous receptors faciliatate the corssed extensor reflex and wireglass effect) |
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M3 response
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voluntary
120-180 ms powerful and sustained requires attention |
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which sense dominates
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vision it captures people attention more easily
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snellen scale
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checks for static acuity
20/200 legally blind |
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focal vision
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what conscious id of objects
300 ms objects on center of field |
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ambient vision
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body orientation
100 ms taking in all info from evironment, movement control |
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what was vickers experiment
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longer you fixate your eyes on target prior to movement to onset the better off you will be.
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probability of missing target experiment
discrete aiming less then 190 ms no difference between lights on or offf |
keele and posner
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which vision has fast and unconscious processing
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ambient vision
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what is optical flow
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movement of pattern of lights over retina
allows perception of motion, position, direction, timing and depth. |
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Tau
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optic
variable that specifies time until contact |
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whos study talks about stride length and the variability of it?
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Lee, Thomson, andlishman
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moving wall experiment
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lee and aronson
visual dominance perceptual and vestibular apparatus says you arent moving but vision would say you are. |
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visual cliff
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infants 6-14 months more reluctant to crawl over the cliff (depth perception)
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where is a interneuron located
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housed within the central neuron
these are in polysynaptic neurons housed in the cns, vetebral disc |
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What is the slater and hammel experiment
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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. |
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closed loop control
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utilizes feedback
peripherally driven error detection |
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motor program
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central representation of action
centrally organized prestructured set of neural or movement commands organized in advance of the movement |
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what are the 4 lines of evidence for motor program
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deafferentation studies
rt and movement complexity muscle activity patterns inhibition of a response |
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deafferentiation
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ventral nerves control movement
dorsal nerves gives us sensory info |
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l'ashley studies
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deafferentiation patient lost feeling of limbs and still accurate
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taub and berman
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deafferented monkeys maintain capability to perform motor skills
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movement complexity
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rt increases as movement complexity increases
increases time required to organise more complex movements |
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muscle activity patterns
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wadman et all
examined muscle activity patterns during rapid movement study electrical activity of muscles during movement production |
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agonist
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triceps
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antagonists
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biceps
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blocked movements
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muscle still proceed uninterrupted despite arm movement is blocked. This shows that it is pre programmed
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fitts law
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1. movement amplitude (distance)
2. target width (w) [required accuracy] 3. average movement time (MT) |
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what is motor learning
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relatively permanent change in behaviour as a function of practice or behaviour
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features of motor learning
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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) |
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phenomenon of learning
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learning is not directly observable
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learning vs performance
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learning is relatively permanent changes which persist over many days.
performance can be affected by transient or temporary effects. |
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performance
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is only temporary factors
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Performance curves
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rapid improvement at first and climbs slowly
type of task will influence if curve increases or decreases with practice. |
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Transfer designs for learning
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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 |
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transfer test
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novel variation of task
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retention tests
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same task as in acquisition, test people at a later time
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criteria for learning
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whats important for learning
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transfer of learning (training)
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Edward thorndike
identical elements model perceived similarity btwn 2 learning experiences for transfer to occur important to cognitive and motor domains |
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specifity of practice for learning
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franklin henry
specifity of practice for learning best learning experiences are those which closely approx that of target skill and context. |
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what are some factors affecting transfer
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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. |
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transfer of learning
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the gain or loss of a persons profficiency on one task as a result of previous practice or experience on another task.
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transfer can be.....
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positive
negative neutral |
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types of transfer?
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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) |
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measurement of learning
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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 |
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quantatative assessment
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outcome
-measure of accuracy -measure of consistency |
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constant error
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deviation with respect to amount and direction from target value
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mean
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sum or scores divided by total number of scores 9AKA AVERAGE)
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MEDIAN
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middle score
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mode
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score with most frequency
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measure of dispersion
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consistency (when all scores are in a close range)
and variability (when someone has scores all over the place |
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variable error
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spread of scores with respect
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constant error
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accurate
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variable error
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consistent
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strategies for designing practice
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guidance
mental practice whole part practice and transfer |
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guided principles
what are positive effects and negative effects |
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 |
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mental rehearsal
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thinking about or through a motor skill in the absence of overt movement
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mental practice
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a mental rehearsal technique to imagine situations (specific and non specific) first person of third person
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internal perspective
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first person
the way the movement and movement environment are experiences when doign the skill |
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external perspecitve
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third person
- the way the movemnt and movement environment are experienced the skill is replayed to the learner |
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whole part practice
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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 |
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fractionalization
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2 or more parts of a complex skill practiced separately ex pole vaulting
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segmentation
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part practice in which one segment is practiced until learned then followed by segments until entre skill is practice
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simplification
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reducing difficulty level of an aspect of a skill (eg slow down movement)
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external focus
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the act of attending to sources of info in the environment
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internal focus
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the act of attending to internal information
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who does better with externalfocus
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experts
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who does better with internal focus
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novices
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open skills
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focus on environmental cues
benefit from an external focus of attention |
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closed skills
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may beenfit early from internal focus but later from external focus
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massed practice
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rest btwn attempts is relatively shorter than amount of practice time
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distributed practice
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amount of rest is relatively longer than amount of practice time
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what type of rest benefits discrete and continous tasks
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discrete dont need much rest
continouos need more rest |
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blocked vs random practice
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multiple skills
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constant and varied practice
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one skill
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contextual interference effect
shea and morgan 1979 battig 1966 |
how context of learning interferes with practice or learning
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what is blocked better for and what is random better for
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blocked for performance
random for learning |
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what practice do you use for better distinction between tasks
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random practice
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schema
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rules governing a class of actions
be able to do different types of movements various movement outcomes understand distinctions between moviemtns |
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consistent stimulus response mapping
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consisten stimulus response mapping
a performance condition for which a given stimulus pattern always requires the same response |
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varied stimulus response mapping
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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 |