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KNH 184
Exam 3 (Modules 6-9)
| Question | Answer |
|---|---|
| Define Motor Learning | A set of processes associated with practice or experience leading to a relatively permanent change in the capability for skilled performance |
| What is plotted on a performance curve? | function of practice/ time |
| Explain the ceiling effect | when scores cluster at the highest limit of measurement |
| Explain the floor effect | when scores cluster at the lowest limit of measurement |
| Define Massed Practice | short durations of rest between trials |
| Define Distributed Practice | more/longer durations of rest between trials |
| Define performance variables | something with a temporary effect of performance. Once the variable is gone, effect on performance is too |
| What is a positive performance variable? | motivation |
| What is a negative performance variable? | fatigue |
| What is a learning variable? | something related to practice with a relatively permanent effect of performance |
| Where do learning variables engage? | In the CNS, resulting in permanent changes in learning |
| What is an EMG and what does it do? | Electromyography. record/ analyze electrical activity associated with muscle contraction. |
| Explain how eye tracking works | detects the direction the gaze by illuminating the pupil and reflecting the cornea. |
| How do you classify a fixation using eye tracking? | Pausing visual gaze on a taget |
| How do you classify a saccade using eye tracking? | rapid eye movement to shift gaze |
| What does motion capture measure? | Measures linear/ angular displacement, velocity, acceleration |
| What is transfer of motor learning? | application of a new skill in context |
| Why is learning critical? | allows for adaptation to enviornment |
| What are the 4 most important take aways of motor learning? | located in CNS, not directly measurable/observable, direct result of practice/ experience, temporary improvement is not learning |
| What are the 3 components of transfer/ retention design? | Practice, Retention Interval, Retention Test |
| What are the influences of practice on performance? | permanent changes are due to learning, temporary changes are due to other factors |
| What are the critical motor learning variables? Why? | Practice (amount/ quality) Feedback ("you will never get better at shooting darts if you practie in the dark") |
| When would positive learning variables be more useful in sport? | practice |
| When would positive performance variables be more useful in sport? | championship game |
| When would an OT use positive performance variables? | for motivation |
| When would an OT use positive learning variables? | during treatment of chief complaint |
| What are the variables of eye tracking? | number/ duration of fixations, number/ duration/ displacement/ velocity/ acceleration of saccades |
| What is an example of negative motor learning? | bad habits |
| What experiment demonstrates EMG uses? | Wadman Et. Al. |
| Who was Edward Muybridge? | photographer for early motion capture 1883 |
| What are the Fitts stages of Learning? | Cognitive, fixation, autonomous |
| What was the main idea of the Fitts Stages of Learning? | Emphasis on the cognitive processes and information processing |
| What was the main idea of the Bernstein Stages of Learning? | emphasis on biomechanics and management of degrees of freedom |
| What can be observed from a negatively accelerated performance curve? | more time spent practicing, the slower the rate of improvement |
| What is an example of a negative performance curve? | Cigar Makers |
| What is a reference of correctness and when is it most beneficial? | An awareness of how a movement should feel when it is done correctly. Should be encouraged by presentation technique. |
| What is part practice? | skill is broken down into parts that are practiced separately. |
| What is whole practice? | the movement of a skill in its entirety. |
| Will part practice or whole practice result in transfer of learning? | Part practice |
| What is an example of transfer of learning? | baseball players playing golf |
| What is component interaction of skills? | When one part of a skill influences another (high or low) |
| What is the advantage of simulation practice? | to maximize transfer of learning without actual practice |
| What is the simulation fidelity? | the extent that the simulation mimics the actual skill/ task |
| Identify and Explain the first stage of learning proposed by Fitts | cognitive stage the learner is trying to figure out what to do |
| Identify and Explain the second stage of learning proposed by Fitts | the fixation stage is the organization of more efficient movements. Most time spent here |
| Identify and Explain the third stage of learning proposed by Fitts | autonomous stage is when there is decreased intentional demand, becomes semi-automatic, highest performance level |
| What are the 3 skill presentation techniques? | instructions, demonstration, guidance |
| how is verbal instruction different from verbal guidance? | instruction tells how to do the skill, guidance walks you through it |
| How does guidance influence motor performance/ learning? | strong positive learning variable, weak positive learning variable |
| What are the forms of rehearsal for motor learning? | physical/ mental |
| what type of skill is best suited for part practice? | serial skills |
| what type of skill is not suited for part practice? | discrete skills |
| When is component interaction the lowest? | part practice |
| What is the Suzuki Method? | listening to music before learning to read it |
| Define Blocked Practice | all trials of one task done consecutively |
| Define Random Practice | tasks practiced mixed among trials |
| Define constant practice | one variation of a task |
| Define variable practice | several variations of a task |
| What is blocked practice best for? | performance |
| What is random practice best for? | learning |
| What type of performance variable is Constant practice? | strong performance variable |
| What type of performance variable is variable practice? | strong learning variable |
| What is a schema? | scatterplot metaphor |
| What hypothesis explains why random practice is effective for learning? | elaboration hypothesis forgetting hypothesis |
| When should blocked practice be used? | cognitive stage/ early learning |
| When should random practice be used? | fixation/ autonomous stages |
| What hypothesis explains why variable practice is effective for motor learning? | schema theory |
| When should constant practice be used? | cognitive/ early fixation stages |
| When should variable practice be used? | fixation/ autonomous stages |
| What experiment was used as an example of the difference in learning/ performance between constant and variable practice? | Children learning to throw (Keer and Booth) The group that never practiced from 4ft threw more accurately at 4ft than the group that only practiced 4ft away. |
| Define Inherent (Intrinsic) Feedback | Sensory information as natural consequence of producing a movement. |
| Define Augmented (Extrinsic) Feedback | Information about movement provided to the learner in addition to the information contained in inherent feedback. |
| Define Knowledge of results | Augmented feedback about the success of an action with respect to the goal |
| Define Knowledge of performane | Augmented feedback about the movement patterns the learner has just made. More common that KR in real world situations |
| Define Attention Focusing Properties | Augmented feedback can be used to direct the learner’s attention to the purpose of practice (external vs internal focus) |
| Define Informational Properties | Information about movement patterns and errors. Descriptive and prescriptive feedback. Program and parameter feedback. Most important function of extrinsic feedback |
| Absolute Frequency of Feedback | The total number of feedback presentations given for a series of practice trials. |
| Relative Frequency of Feedback | The percentage of practice trials receiving augmented feedback. |
| Faded Frequency | Relative frequency of augmented feedback should be high when learning begins and reducing thereafter. |
| Bandwidth Frequency | Given to learners only when their errors exceeded a certain tolerance level. |
| Summary feedback is a _______ positive learning variable | strong |
| How does summary feedback influence relative feedback | better for reducing relative feedback |
| is the amount of time after a trial critical for extrinsic feedback? | no |
| Is augmented feedback necessary for learning to occur? | no. Intrinsic is necessary but augmented in helpful. |
| Most of the time, in real world situations, how is information about one’s goal achievement available? | Intrinsically (as inherent feedback) |
| What are the typical ways of providing augmented feedback to a learner? | Verbal feedback, video (more useful with cueing) |
| What are the fundamental ways that Augmented Feedback can influence learning? | Motivational properties, Informational properties, Attention-focusing properties, Dependency-producing properties. |
| What are the ways that extrinsic feedback can positively influence motor learning? | Motivational, Attention-focusing, Informational properties. |
| What is the difference between descriptive and prescriptive augmented feedback? | Descriptive- describing it to them. Prescriptive- giving them a solution. |
| How should the precision of augmented feedback change over the course of learning? | It should increase. |
| Is augmented feedback processed consciously or unconsciously? | Consciously. Inherent is both. |
| Why are Dependence-Producing properties problematic? | Performer fails to learn/ to use intrinsic feedback. Performance declines when augmented feedback is not available. |
| How often should augmented feedback be given? | Absolute or relative frequency of feedback |
| How does absolute frequency of feedback influence learning? | Increasing absolute frequency enhances learning in general. |
| Why is faded feedback helpful? | Prevents dependency on augmented feedback, promotes the use of intrinsic feedback. |
| Is it possible to increase the absolute frequency and reduce relative feedback at the same time? | Yes. But it requires more trials/ practice. This is ideal. |
| How do you decide whether to provide feedback or not? | Bandwidth feedback, summary feedback |
| How does summary feedback work? | Maximizes the amount of information provided by the learner, without dependency-producing effects of providing feedback for every trial. Encourages learner to use intrinsic feedback. |
| What is an example of KR? | time in a race, score in routine |
| What is an example of KP? | high jump- "your approach was too fast" |
Created by:
reganbobo15
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