What do you know about motor learning? Would you like to try this quiz? Motor learning refers to changes in an organism's movements that incite alterations in the nervous system's structure and function. Motor learning occurs over varying time scales and degrees of complexity. Humans learn a variety of useful skills throughout their years, but things like height and weight change. If you would like to discover additional information about motor learning, try this quiz.
Linear
Negatively Accelerated
Positively Accelerated
S-Shaped
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At the start of practice only
Only once the learners have attempted the skill on their own
At the start of practice and then immediately after every attempt
At the start of practice and then at the end of practice
At the start of practice and then intermittently as frequently as necerssary
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Transfer
Kinematic
Retention
Performance
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Autonomous
Cognitive
Associative
Middle
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True
False
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Associative
Expert
Autonomous
Habitual
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5 year;5,000 hours
10 years; 10,000 hours
15 years; 10,000 hours
10 years; 15,000 hours
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Negative Transfer
Positive Transfer
Neutral Transfer
Bilateral Transfer
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Freeing the Degrees of Freedom
Opening the Degrees of Freedom of the skill
Freezing the Degrees of Freedom
Closing the Degrees of Freedom of the skill
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Practice may involve a performance variable that could artificially inflate or depress performance
Performance during practice will not allow for retention or possible transfer
Practice may be misleading if it involves performance plateaus
A) & b)
A) & c)
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You need to focus on the movement outcomes ie. action effect hypothesis
Focus attention on invariant environmental context and regulatory conditions
They should be descriptive and long so that the observer understand what is required
Give verbal instructions the influence goal achievement strategies
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Becomes more efficient at performing the skill
Increased capacity to detect errors
An increased rate of improvement
Greater ability to selectively pay attention to the correct sensory sources
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Improvement in skill performance
Varied results of performance
Persistance
Adaptability
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Demonstrators should perform the skill correctly, however make small skill errors in order to allow the novice observer to engage in more active problem solving
The observer perceives the invariant movement patterns correctly, the more likely these patterns will promote the quality from the demonstration
Observer perceives information about the strategy used by the model to solve movement problems.
Demonstration leads to better skill learning than other instruction forms
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Central Resource Capacity Theory
Cognitive Medation Theory
Dynamic View of Modeling
Filter Theory
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Temporary outcome of practice
Due to practice
Largely influence by performance variables
Indicates a mostly stable performance outcome
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First, Second
Cognitive, Associative
Beginner, Expert
Initial, Later
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Dependency on feedback
Movement coordination proficiency
Conscious attention when performing the skill
The use of visual feedback
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Part
Whole
Deliberate
Efficient
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Linear
Negatively Accelerated
Positively Accelerated
S-Shaped
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Largely due to practice
Temporary
Observable behaviour
May be influences by performance variables
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The person has learnt to associate specific environmental cues with movements required to achieve the goal of the skill
Few errors (that are small in size)
Ability to identify errors and self correct
Performance variability begins to decrease as skill is refined
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Learning a skill in one context and being able to perform is in another context
The influence of previous experience on performing an old skill in a new context or a new skill in the same context
A negative, positive or neutral influence on skill performance
A test of whether learning of a skill has occired and been retained or not
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It relates to learning the same task but with the contra-lateral limb
Also known as cross-transfer or cross-education
Asymmetric transfer occurs when there is a greater amount of transfer from one limb then from the other
It is very important to develop proficiency for all motor skills using both limbs
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Testing the adaptability of the skill
Testing the skill in a different context to the practice context
Altering the skill context so adaptation occurs
Observing a skill performance the is difference to the skill practiced
All of the aboce
A), b) and c)
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A form of teaching that encourages individuals to examine a skill from an observers point of view
A common method for providing information
Another way of explaining modeling, or observational learning
All of the above
A) & b)
B) & c)
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