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Motor Learning
| Question | Answer |
|---|---|
| What are the three stages of Information Processing? | Stimulus Identification, Response Selection, Response Programming |
| What happens in the Stimulus Identification stage? | Sensory input is detected (visual, auditory, kinesthetic) |
| What happens in the Response Selection stage? | A decision is made about the appropriate response |
| What happens in the Response Programming stage? | The motor system is organized to send signals to muscles for the desired outcome |
| What is the conceptual model of Information Processing? | Input → Stimulus Identification → Response Selection → Movement Programming → Output |
| Define Reaction Time (RT). | The interval of time after an unexpected stimulus until a response occurs |
| What influences RT in the Stimulus Identification stage? | Stimulus clarity, intensity, and pattern recognition |
| What influences RT in the Response Selection stage? | Number of stimulus-response alternatives and stimulus-response compatibility |
| What influences RT in the Response Programming stage? | Stimulus-response complexity |
| What is Hick’s Law? | As stimulus-response alternatives double, RT increases linearly (logarithmic relationship) |
| Give a practical example of Hick’s Law. | Picking up a pencil after clapping and hitting the table takes longer than just picking up the pencil |
| The ability to predict what, when, and where events will occur and respond accordingly | |
| What are the two types of anticipation? | Spatial (what/where) and Temporal (when) |
| Which type of anticipation is best for improving RT? | Spatial anticipation (though neither is necessarily generally better than the other) |
| What is a cost of anticipation? | Errors like false starts when the prediction is wrong |
| What is a benefit of anticipation? | Faster, prepared responses |
| How can anticipation be improved? | Through practice and pattern recognition |
| How is anticipation studied? | Using edited video clips of athletes and asking viewers to predict outcomes |
| What is Short-Term Sensory Store (STSS)? | A brief holding cell for sensory info (~1 sec) |
| What is Short-Term Memory (STM)? | Working memory lasting 20–30 seconds without rehearsal |
| What is Long-Term Memory (LTM)? | Well-learned information stored over a lifetime |
| Continuous motor skills | |
| What is attention? | Directing conscious focus to stimuli or programming actions |
| What is parallel processing? | Processing multiple aspects of a stimulus (e.g., color and shape) simultaneously |
| Ability to process unattended info (like hearing your name) while focusing elsewhere | |
| What is inattentional blindness? | Missing details because attention is directed elsewhere |
| What is “look but failed to see”? | Missing unexpected cues because they don’t match what we’re searching for |
| What factors affect sustained attention? | Motivation, fatigue, secondary tasks, arousal |
| What is automaticity? | Fast, efficient processing that requires little attention, but risky in changing environments |
| Difference between controlled and automatic processing? | Controlled = slow, effortful, conscious; Automatic = fast, involuntary, minimal attention |
| Example of inattention blindness in research? | Gorilla/basketball video or missing the chicken during double Dutch |
| What is the double stimulation paradigm? | Delay in responding to the second of two closely spaced stimuli |
| What is the Psychological Refractory Period (PRP)? | Slowed response to a second stimulus when presented soon after the first |
| What is SOA? | Stimulus Onset Asynchrony; 60–100 ms (not less than 40 ms) |
| What is the Bliss-Boder hypothesis? | Experts perform worse when shifting to internal focus; external focus improves performance |
| Define arousal. | The level of excitement or stress |
| Why does the Inverted-U relationship exist? | Performance is best at moderate arousal; too low or too high reduces performance 1. Anxiety shifts processing from automatic to controlled → → poor performance; 2. Stress causes shift from external to internal focus → degraded performance |
| What is Motor Learning and Performance? | The scientific study of how movements are produced differently as a result of practice or experience. |
| What is Motor Control? | The study of how the central nervous system organizes muscles and joints for coordination. |
| What is Motor Development? | The scientific study of processes underlying behavioral change throughout the lifespan. |
| What is Sport/Exercise Psychology? | The study of how psychological states influence sport and exercise performanc |
| What is the definition of learning? | A relatively permanent change in behavior potential as a result of practice. |
| What is Motor Learning? | The scientific study of how movements are produced as a result of practice or experience. |
| How is learning different from performance? | Learning is long-term, internal, and not directly observable; performance is short-term, observable, and used to assess learning. |
| How do scientists study motor learning? | Through theories, hypothesis testing, predictions, and experiments. |
| What is the definition of skill? | The ability to bring about an end result with maximum certainty, minimum energy, or minimum time. |
| What are the three implications of skill? | (1) Achieving a goal with certainty, (2) minimizing energy use, (3) minimizing time. |
| What are the three components of skill? | (1) Perceiving environmental features, (2) deciding what/where/when to act, (3) producing organized muscular activity. |
| What is an open skill? | A skill performed in a variable and unpredictable environment. |
| What is a closed skill? | A skill performed in a stable and predictable environment. |
| What is a discrete skill? | A skill with a clear beginning and end, often brief (e.g., throwing a ball). |
| What is a continuous skill? | A skill with no clear start or finish that flows for a long time (e.g., swimming). |
| What is a serial skill? | A series of discrete skills linked together (e.g., gymnastics routine). |
| What two factors define Gentile’s skill system? | (1) Whether the body is stationary or in motion, (2) whether an object is manipulated. |
| Who recognized individual differences in motor responses in 1820? | Bessel |
| Who identified skill acquisition plateaus in 1897? | Bryan and Harter |
| Who studied speed-accuracy trade-off in 1899? | Woodworth |
| What did Thorndike’s Law of Effect (1914) show? | Behaviors followed by satisfying consequences are more likely to be repeated |
| What developments happened in the early 1900s? | Study of more skills (e.g., handwriting), skill breakdown, and practice structure questions |
| What happened in the 1930s in the field? | Emergence of physical education as an academic discipline; focus on growth/maturation |
| What were 1940s war-related contributions to motor learning? | Pilot selection/training, marksmanship, reaction time, and decision-making research |
| What shift occurred in the 1950s post-war years? | From selection issues to training issues; research declined after military needs decreased. |
| Who reestablished motor learning as a science in the 1960s? | Franklin Henry. |
| What journal was founded in the 1960s? | Perceptual and Motor Skills |
| Who advanced theoretical models of motor learning in the 1960s? | Jack Adams |
| What society was founded in the 1960s? | NASPSPA (North American Society for the Psychology of Sport and Physical Activity) |
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