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Flashcards

MOTOR LEARNING FINAL

Alessandra poirier English 77 cards

Cards in this deck (77)

  1. 1WHAT IS MOTOR LEARNINGINTERNAL PROCESSES ASSOCIATED WITH PRACTICE OR EXPERIENCE OF A MOTOR MOVEMENT IS RETAINED
  2. 2INTRINSIC MOTIVATIONFROM WITHIN
  3. 3EXTRINSIC MOTIVATIONMOTIVATION FROM SOMEONE ELSE OR MONEY
  4. 4ACHIEVEMENT MOTIVATIONEFFORT A PERSON USES TO REACH A GOAL FOR MASTERY
  5. 5AUGMENTED FEEDBACKCAN PROVIDE A BOOST FOR MOTOR LEARNING
  6. 6DIRECTING ATTENTIONATTENTION IS LIMITED AND BECOMES MORE SO WHEN A LEARNER IS ANXIOUS.
  7. 7ATTENTIONAL FOCUSINVOLVES FOCUSING ON THE RELEVANT SOURCES OF THE TASK OR INFO AT ALL TIMES
  8. 8ABILITIES-GENITICALLY DEFINED
    -STABLE
    -LIMIT ABILITY TO PERFORM
  9. 9SKILLS-DEVELOPED BY PRACTICE
    -DEVELOPED BY EXPERIENCE
  10. 10GENERAL MOTOR ABILITYA SINGLE GLOGAL ABILITY IS THE BASIS FOR ALL MOTOR BEHAVIOUR
  11. 11WHAT IS MOTOR LEARNINGA SET OF PROCESSES ASSOCIATED WITH PRACTICE OR EXPERIENCE LEADING TO RELATIVELY PERMANENT GAINS IN THE CAPABILITY FOR SKILLED PERFORMANCE
  12. 12IMPORTANT STATEMENTS OF MOTOR LEARNING-LEARNING RESULTS FROM PRACTICE OR EXPERIENCE
    -LEARNING IS NOT DIRECTLY OBSERVABLE
    -LEARNING CHANGES ARE INFERRED FROM CERTAIN PERFORMANCE CHANGES
  13. 13ESSENTIAL FEATURES OF TRANSFER-SUFFICIENT TIME FOR SUPPOSED TEMPORARY EFFECTS OF PRACTICE TO DISSIPATE
    -THE TIME VARIES DEPENDING ON THE NATURE OF THE TEMPORARY EFFECTS.
  14. 14LEVELS OF TRANSFERPOSITIVE
    NEGATIVE
    ZERO
  15. 15POSITIVE TRANSFERPRACTICE OF ONE SKILL ENHANCES PERFORMANCE OF ANOTHER
  16. 16ZERO TRANSFERPRACTICE OF ONE SKILL HAS NO EFFECT ON THE OTHER
  17. 17NEGATIVE TRANSFERPRACTICE OF ONE SKILL IS DETRIMENTAL TO PERFORMANCE IN ANOTHER.
  18. 18DEFINITION OF TRANSFER OF LEARNINGTRANSFER, CLOSELY RELATED TO LEARNING, IS SEEN WHEN PRACTICE ON ONE TASK CONTRIBUTES TO PERFORMANCE CAPABILITY IN SOME OTHER TASK.
  19. 19FITTS STAGES OF LEARNING DEFINITIONSPECIFICALLY DESIGNED TO CONSIDER PERCEPTUAL-MOTOR LEARNING PLACING HEAVY EMPHASIS ON HOW THE COGNITIVE PROCESSES INVESTED IN MOTOR PERFORMANCE CHANGE AS A FUNCTION OF PRACTICE.
  20. 20BERNSTEIN STAGES OF LEARNING DEFINITIONIDENTIFIES STAGES OF LEARNING FROM A COMBINED MOTOR CONTROL AND BIOMECHANICAL PERCEPTION.
  21. 21FITT'S STAGE 1COGNITIVE STAGE/VERBAL-COGNITIVE STAGE
    GAINS IN PROFICIENCY IN THIS STAGE ARE VERY RAPID AND LARGE, INDICATING THAT MORE EFFECTIVE STRATEGIES FOR PERFORMANCE ARE BEING DISCOVERED.
    (LOTS OF TALKING, THINKING, SELF-TALK, VERBAL GUIDANCE, LARGE/RAPID GAINS)
  22. 22FITT'S STAGE 2FIXATION STAGE/MOTOR
    (REFINING SKILLS, MORE CONSISTANT, STRATEGIES, NEED PRECISE FEEDBACK)
    FOCUS SHIFTS TO ORGANIZING MORE EFFECTIVE MVT PATTERNS.
    QUICK MVT TASK= LEARNER STARTS BUILDING MOTOR PROGRAM
    SLOW MVT TASK= LOKS FOR WAYS TO USE MVT-PRODUCED FEEDBACK
  23. 23FITT'S STAGE 3AUTONOMOUS STAGE
    LITTLE OR NO ATTENTION
    LONGER MOTOR PROGRAM
    HIGHER-ORDER COGNITION
  24. 24BERNSTEIN'S STAGE 1REDUCE DEGREES OF FREEDOM
    DECREASE THE DEGREES OF FREEDOM
  25. 25BERNSTEIN'S STAGE 2RELEASE DEGREES OF FREEDOM
    THE LEARNER ATTEMPTS TO IMPROVE PERFORMANCE BY RELEASING SOME OF THE DEGREES OF FREEDOM THAT HAD INITIALLY BEEN FROZEN.
  26. 26BERNSTEIN'S STAGE 3EXPLOIT PASSIVE DYNAMICS
    EXPLOIT THE PASSIVE DYNAMICS OF THE BODY_ ESSENTIALLY, THE ENERGY AND MOTION THAT COMES FOR FREE WITH THE HELP OF PHYSICS.
  27. 27OBSERVABLE PRODUCTS OF LEARNINGKNOWLEDGE OF CONCEPT
    CONTROL AND COORDINATION
    MUSCLES USED
    MOVEMENT EFFICIENCY
    ATTENTION
    ERROR DETECTION AND CORRECTION
  28. 28SELF REGULATION OF PRACTICEPROVIDING SOME CONTROL OVER THE LEARNING ENVIRONMENT IS A FACTOR THOUGHT TO INFLUENCE MOTIVATION AND ENHANCE LEARNING.
  29. 29EXTERNAL FOCUSCUES OR INFORMATION IN THE ENVIRONMENT
  30. 30INTERNAL FOCUSATTENDING TO PERSONAL THOUGHTS AND FEELINGS (MAY BE NARROW OR BROAD IN THE AMOUNT OF INFORMATION)
  31. 31NARROW FOCUSATTENDING TO A SMALL OR NARROW AMOUNT OF INFORMATION AT ONE TIME
  32. 32BROAD FOCUSSENSITIVITY TO A LARGE NUMBER OR WIDE RANGE OF CUES AT THE SAME TIME
  33. 33PRACTICE AND RESTRESEARCH SUGGEST THAT PRACTICE THAT IS SHORTER AND MORE SPREAD OUT IS MORE EFFECTIVE THAN PRACTICE BUNDLED TOGETHER AND TOO LONG
  34. 34MASSED PRACTICETIME OF REST IS LESS THAN TIME SPENT ON TASK
    LIMITS INFORMATION PROCESSING
    CREATES FATIGUE
    ALLOWS FOR MORE PRACTICE
  35. 35DISTRIBUTED PRACTICETIME OF REST IS GREATER OR EQUAL TO TIME ON TASK
    ALLOWS FOR INFORMATION PROCESSING
    REQUIRES A LONG DURATION OF TIME
  36. 36FORMS OF PRACTICESIMULATOR PRACTICE
    PART PRACTICE
    SLOW-MOTION PRACTICE
    MENTAL REHERSAL PRACTICE
  37. 37PART PRACTICE PHASES1-FRACTIONISATION: PRACTICE PARTS SEPERATELY
    2- SEGMENTATION: START ADDING
    3- SIMPLIFICATION
  38. 38SCHEMA THEORYTHE LEARNER ACQUIRES A SET OF RULES CALLED SCHEMAS THAT RELATE THE SURFACE FEATURES OF AN ACTION TO THE PARAMETER VALUES NECESSARY TO PRODUCE THOSE ACTIONS
  39. 39BLOCKED PRACTICEA PRACTICE SEQUENCE IN WHICH A SIGNIFICANT AMOUNT OF TIME IS SPENT ON ONE TASK, THEN THE NEXT TASK
  40. 40RANDOM PRACTICEVARIATION IN THE ORDER OF PRACTICE: TASKS ARE INTERMINGLED OR CONTINUOUSLY ROTATED
  41. 41BLOCKED AND RANDOM PRACTICEREPETITIVENESS IN PRACTICE IS MORE ESSENTIAL FOR HIGHLY SKILLED PERFORMANCE BUT NOT AS EFFECTIVE DURING PRACTICE
  42. 42CONSTANT PRACTICESIMILAR TO BLOCKED
    PPL REHEARSE ONE VARIATION OF A TASK DURING A SESSION
  43. 43VARIED PRACTICEBETTER FOR DEVELOPING SCHEMAS THAN CONSTANT PRACTICE
    PRODUCES MORE FLEXIBILITY OR ADAPTABILITY OF MOVEMENTS
  44. 44BEST PRACTICEA COMBINATION OF RANDOM AND VARIED PRACTICE YIELDS THE BEST RESULTS
  45. 45WHEN IS FEEDBACK AVAILABLEBEFORE THE MVT
    SOME DURING MVT
    AFTER THE MVT
  46. 46INTRINSIC FEEDBACKSENSORY INFORMATION THAT COMES FROM PRODUCING MOVEMENT
  47. 47EXTRINSIC FEEDBACKSENSORY INFORMATION PROVIDED BY SOURCES OUTSIDE OF THE BODY
  48. 48KNOWLEDGE OF RESULTS (KR)EXTRINSIC, VERBAL INFORMATION THAT TELLS THE LEARNER ABOUT THE SUCCESS OR FAILURE OF HIS OR HER ACTIONS
  49. 49KNOWLEDGE OF PERFORMANCE (KP)RELATED TO THE QUALITY OF MOVEMENT A PERFORMER HAS PRODUCED.
  50. 50FEEDBACK SANDWICHPOSITIVE
    NEGATIVE
    POSITIVE
  51. 51MOTIVATING FEEDBACKRESULTS IN MORE ENJOYABLE EXPERIENCES; PARTICIPANTS TRY HARDER AND PRACTICE LONGER
  52. 52REINFORCEMENTREINFORCEMENT AFTER A PERSON'S RESPONSE IS NECESSARY AND INCREASES THE LIKELIHOOD THAT HE OR SHE WILL PRODUCE THE SAME RESPONSE UNDER SIMILAR CIRCUMSTANCE
  53. 53POSITIVE REINFORCEMENTEVENT FOLLOWING A RESPONSE THAT CAUSES PEOPLE TO REPEAT THE ACTION UNDER SIMILAR CIRCUMSTANCES
  54. 54NEGATIVE REINFORCEMENTREMOVES AN UNPLEASANT STIMULUS TO INCREASE THE LIKELIHOOD OF THE DESIRED POSITIVE BEHAVIOUR
  55. 55PUNISHMENTTELLS THE PERSON THAT THE ACTION IS NOT DESIRABLE BUT DOES NOT GIVE THE CORRECTED, BENEFICIAL INFORMATION
  56. 56INTERMITTENT REINFORCEMENTGIVEN OCCASIONALLY IN MORE EFFECTIVE FOR LEARNING THAN FEEDBACK GIVEN AFTER EVERY PERFORMANCE.
  57. 57DEPENDENCYWHEN FEEDBACK IS GIVEN TOO OFTEN, PPL CAN RELY ON THE FEEDBACK IN ORDER TO PERFORM CORRECT MOVEMENT AND DONT RELY ON INTRINSIC FEEDBACK
  58. 58DESCRIPTIVE FEEDBACKRESTATES SOMETHING THE LEARNER DID
  59. 59PRESCRIPTIVE FEEDBACKPROVIDES INFORMATION FOR EFFICIENT CORRECTION
  60. 60ABSOLUTE FEEDBACK FREQUENCYTOTAL # OF TIMES FEEDBACK IS GIVEN FOR A SERIES OF PERFORMANCE
  61. 61RELATIVE FEEDBACK FREQUENCYIS THE TOTAL # OF TIMES FEEDBACK IS PRESENTED/ BY THE # OF MOVEMENT ATTEMPTS
    (X100 FOR PURCENTAGE)
  62. 62INSTANTANEOUS FEEDBACKPROVIDED IMMEDIATELY AFTER MOVEMENT COMPLETION
  63. 63DELAYED FEEDBACKPROVIDED SEVERAL SECONDS OR MORE AFTER MOVEMENT COMPLETION
  64. 64DISCRETE SKILLEASY DEFINED BEGINNING AND END, OFTEN WITH A VERY BRIEF DURATION OF MOVEMENT
  65. 65SERIAL SKILLGROUP OF DISCRETE SKILLS STRUNG TOGETHER TO MAKE UP A NEW, MORE COMPLICATED SKILLED ACTION.
  66. 66CONTINUOUS SKILLARBITRARY BEGINNING AND END POINTS, THE BEHAVIOUR FLOWING FOR MINUTES OR HOURS
  67. 67FITT'S LAWWIDTH AND AMPLITUDE IS WHAT IS MANIPULATED
  68. 68COCKTAIL PARTY EFFECTSHORT TERM SENSORY STORE
  69. 69HICKS LAWSTABLE RELATIONSHIP BETWEEN THE NUMBER OF STIMULUS RESPONSE OPTIONS AND THE CHOICE RT.
    - TIME TO REACT WILL INCREASE AS NUMBER OF STIMULUS WILL INCREASE
  70. 70CLOSED LOOPGOOD FOR DETECTING SLOW MVT
    NOT GOOD FOR QUICK MOVEMENT
    DOES NOT ACCOUNT FOR DISCRETE TASKS
  71. 71OPEN LOOPEXECUTIVE
    EFFECTOR
    QUICK
    NO ERROR DETECTION
    NO MODIFICATIONS DURING MOVEMENT
  72. 72FITTS LAWMATH FORMULA SAYS THAT MOVEMENT TIME INCREASES LINEARLY WITH MVT DIFFICULTY.
    RELATIONSHIP BETWEEN ACCURACY AND SPEED OF MVT (NOT ALWAYS, DOESNT HOLD BETWEEN MVT BEING PURELY ON MVT TIMING
  73. 73CONCEPTUAL MODEL OF PERFORMANCEEMPHAZES PERFORMANCE IMPROVEMENT
  74. 74TARGET SKILLTASK PEOPLE WANT TO BE ABLE TO ACHIEVE THEIR GOAL
  75. 75PROCESS GOALEX: EXHALE SLOWLY WHILE MAKING A SHOT
  76. 76TARGET BEHAVIOURACTION NECESSARY TO ACCOMPLISH SKILL
  77. 77TARGET CONTEXTENVIRONMENT IN WHICH THE PERFORMER WILL USE THE TARGET SKILL

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Flashcards on MOTOR LEARNING FINAL, created by Alessandra poirier on 04/05/2017.
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