Ultimate Motor Learning Quiz: Psychology Trivia!

1. Negative Transfer of Learning is defined as:

The learning of a new task bit with contra-lateral limb

Transferring knowledge of sport or skill into the actual performance

When learning a new skill or creating new experiences affects the performance of a past skill

When previous experience inhibits or negatively affects performance of a skill in a new context or the learning of a new skill

Negative Transfer:
- considered rare and temporary in motor skill learning
- occurs when an old stimulus requires a new but similar response
- negative effects do not continue through all stages of learning

Explanation

Negative Transfer:
- considered rare and temporary in motor skill learning
- occurs when an old stimulus requires a new but similar response
- negative effects do not continue through all stages of learning

2. How frequently should a demonstration be given?

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

A demonstration should be given at the start of practice to provide an initial understanding of the skill. However, it is also important to give demonstrations intermittently throughout the practice session to reinforce the learning, provide reminders, and make any necessary adjustments or corrections. The frequency of these intermittent demonstrations should be determined based on the needs of the learners and the complexity of the skill being taught.

Explanation

A demonstration should be given at the start of practice to provide an initial understanding of the skill. However, it is also important to give demonstrations intermittently throughout the practice session to reinforce the learning, provide reminders, and make any necessary adjustments or corrections. The frequency of these intermittent demonstrations should be determined based on the needs of the learners and the complexity of the skill being taught.

3. A skill that displays an early improvement in learning that then slows during latter practice experiences what sort of learning curve?

Linear

Negatively Accelerated

Positively Accelerated

S-Shaped

A skill that displays an early improvement in learning that then slows during later practice experiences a negatively accelerated learning curve. This means that the rate of improvement decreases over time, indicating that the initial progress is faster but gradually tapers off. This type of learning curve is commonly observed when individuals first start learning a new skill and make rapid progress in the beginning, but as they become more proficient, the rate of improvement slows down.

Explanation

A skill that displays an early improvement in learning that then slows during later practice experiences a negatively accelerated learning curve. This means that the rate of improvement decreases over time, indicating that the initial progress is faster but gradually tapers off. This type of learning curve is commonly observed when individuals first start learning a new skill and make rapid progress in the beginning, but as they become more proficient, the rate of improvement slows down.

4. According the Fitts and Posner (1967), an individual who thinks about what they have to do in order to correctly perform a skill is in the _______ Stage of Learning:

Autonomous

Cognitive

Associative

Middle

Cognitive Stage:
Beginners/Novices focus on cognitively oriented problems:
- what is my objective?
- how far should I move this arm?
Performance is characterised by a large number of errors (also large in quantity)
Highly Variable Performance

Explanation

Cognitive Stage:
Beginners/Novices focus on cognitively oriented problems:
- what is my objective?
- how far should I move this arm?
Performance is characterised by a large number of errors (also large in quantity)
Highly Variable Performance

5. Learning can be assessed using various means. _________ Tests determing the permanence of the performance level achieved during practice, having a period of time without practice.

Transfer

Kinematic

Retention

Performance

Retention tests are used to determine the permanence of the performance level achieved during practice, after a period of time without practice. These tests assess the ability of an individual to retain and recall the learned information or skills over time. By conducting retention tests, educators and researchers can evaluate the effectiveness of the learning process and identify areas that may require further reinforcement or improvement.

Explanation

Retention tests are used to determine the permanence of the performance level achieved during practice, after a period of time without practice. These tests assess the ability of an individual to retain and recall the learned information or skills over time. By conducting retention tests, educators and researchers can evaluate the effectiveness of the learning process and identify areas that may require further reinforcement or improvement.

6. A person who has learnt to self correct their own performance, has low performance variability and is able to perform the skill without thinking of the performance characteristics of the skill is in the ______________ Stage of Learning:

Associative

Expert

Autonomous

Habitual

A person who has reached the autonomous stage of learning has developed a high level of skill and proficiency in performing a task. They have internalized the skill to the point where they can perform it without consciously thinking about the specific performance characteristics. This stage is characterized by low performance variability, indicating that the person is able to consistently perform the skill at a high level.

Explanation

A person who has reached the autonomous stage of learning has developed a high level of skill and proficiency in performing a task. They have internalized the skill to the point where they can perform it without consciously thinking about the specific performance characteristics. This stage is characterized by low performance variability, indicating that the person is able to consistently perform the skill at a high level.

7. Novices should observe other novices as part of the demonstration.

True

False

Reasons why novices should observe other novices: - beginners can derive learning benefits from unskilled demonstrators - discourages the imitation of a skilled model's performance - encourages the observer to engage in more active problem-solving.

Explanation

Reasons why novices should observe other novices: - beginners can derive learning benefits from unskilled demonstrators - discourages the imitation of a skilled model's performance - encourages the observer to engage in more active problem-solving.

8. Ericsson et al. (1993) propsed that a particular number of years and hours of practice were needed before expertise of a skill was atttained. How many years and hours did he recommend?

5 year;5,000 hours

10 years; 10,000 hours

15 years; 10,000 hours

10 years; 15,000 hours

Ericsson et al. (1993) recommended that it takes 10 years and 10,000 hours of practice to attain expertise in a skill.

Explanation

Ericsson et al. (1993) recommended that it takes 10 years and 10,000 hours of practice to attain expertise in a skill.

9. When there is a similarity in skill and context components, and a similarity in the processing requirements of the skill, what sort of learning can occur?

Negative Transfer

Positive Transfer

Neutral Transfer

Bilateral Transfer

Positive Transfer of Learning can occur when there is:
- Similarity of and context components: transfer is due to the similarity between the components of the two skills or performance situations
- Similarity of processing requirements: transfer occurs because of the similarity of the cognitive processes required by the two skills or two performance situations

Explanation

Positive Transfer of Learning can occur when there is:
- Similarity of and context components: transfer is due to the similarity between the components of the two skills or performance situations
- Similarity of processing requirements: transfer occurs because of the similarity of the cognitive processes required by the two skills or two performance situations

10. What are some of the reasons why practice performance may misrepresent learning?

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)

Practice performance may misrepresent learning for several reasons. Firstly, practice may involve a performance variable that artificially inflates or depresses performance. This means that the practice itself may not accurately reflect the actual learning that has taken place. Secondly, performance during practice may not allow for retention or possible transfer. In other words, just because someone performs well during practice does not necessarily mean that they have truly learned and can apply that knowledge in other contexts. Lastly, practice may be misleading if it involves performance plateaus. This means that even if someone is consistently performing at a certain level during practice, it does not necessarily mean that they are actually improving or learning.

Explanation

Practice performance may misrepresent learning for several reasons. Firstly, practice may involve a performance variable that artificially inflates or depresses performance. This means that the practice itself may not accurately reflect the actual learning that has taken place. Secondly, performance during practice may not allow for retention or possible transfer. In other words, just because someone performs well during practice does not necessarily mean that they have truly learned and can apply that knowledge in other contexts. Lastly, practice may be misleading if it involves performance plateaus. This means that even if someone is consistently performing at a certain level during practice, it does not necessarily mean that they are actually improving or learning.

11. A novice performing a skill will often have various characteristics used to simplify the skill. One of these includes:

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

Freezing the Degrees of Freedom (movement coordination) simplifies the work for the brain, by creating less options and focussing on the important parts of the skill. Once the beginner becomes more confident and proficient at the skill they will begin the Free the Degrees of Freedom, in order to greater develop the skill.

Explanation

Freezing the Degrees of Freedom (movement coordination) simplifies the work for the brain, by creating less options and focussing on the important parts of the skill. Once the beginner becomes more confident and proficient at the skill they will begin the Free the Degrees of Freedom, in order to greater develop the skill.

12. Which of the following performer characteristics about an expert is generally FALSE:

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

Novices generally have a greater rate of improvement than experts

Explanation

Novices generally have a greater rate of improvement than experts

13. Verbal Instructions rank with a demonstration as a commonly used means of communicating how to perform skills. Which of the following factors about developing effective verbal instructions is FALSE:

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

Verbal cues should be short, concise phrases that can direct attention to: 1. Environmental regulatory conditions 2. Key Movement Components

Explanation

Verbal cues should be short, concise phrases that can direct attention to: 1. Environmental regulatory conditions 2. Key Movement Components

14. Which of the following is not a general performance characteristic of skill learning?

Improvement in skill performance

Varied results of performance

Persistance

Adaptability

Level of Performance is relatively stable
Persistance relates to being able to continue to perform the skill after not performing it for many years (ie. riding a bike)
Adaptability relates to adapting the skill to any given scenario, a different context (ie. throwing a ball in softball then throwing a cricket ball)

Explanation

Level of Performance is relatively stable
Persistance relates to being able to continue to perform the skill after not performing it for many years (ie. riding a bike)
Adaptability relates to adapting the skill to any given scenario, a different context (ie. throwing a ball in softball then throwing a cricket ball)

15. Which of the following principles of Demonstration for skill acquisition is FALSE:

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

The Demonstrator should always perform the skill correctly

Explanation

The Demonstrator should always perform the skill correctly

16. The ________________ (Bandura 186) states that when a person observes a model, they translate the observed movement information into a symbolic memory code the forms the basis of a stored representation in memory and uses it when the observer performs the skill:

Central Resource Capacity Theory

Cognitive Medation Theory

Dynamic View of Modeling

Filter Theory

The Cognitive Mediation Theory (Bandura, 186) suggests that when individuals observe someone performing a skill, they convert the observed movement information into a symbolic memory code. This code is then stored in their memory and serves as the foundation for their own performance of the skill. In other words, individuals use the stored representation in memory to guide their own actions when they attempt to perform the skill they observed.

Explanation

The Cognitive Mediation Theory (Bandura, 186) suggests that when individuals observe someone performing a skill, they convert the observed movement information into a symbolic memory code. This code is then stored in their memory and serves as the foundation for their own performance of the skill. In other words, individuals use the stored representation in memory to guide their own actions when they attempt to perform the skill they observed.

17. Which of the following statements about learning is TRUE:

Temporary outcome of practice

Due to practice

Largely influence by performance variables

Indicates a mostly stable performance outcome

The statement "due to practice" is true because learning is a process that occurs as a result of practice. When we engage in repeated practice of a skill or concept, our understanding and ability to perform it improves over time. Practice allows us to reinforce neural connections in our brain, leading to the acquisition and retention of knowledge or skills. Therefore, learning is directly influenced by the amount and quality of practice we engage in.

Explanation

The statement "due to practice" is true because learning is a process that occurs as a result of practice. When we engage in repeated practice of a skill or concept, our understanding and ability to perform it improves over time. Practice allows us to reinforce neural connections in our brain, leading to the acquisition and retention of knowledge or skills. Therefore, learning is directly influenced by the amount and quality of practice we engage in.

18. Gentiles 2 Stage Model (1972, 1987, 2000) viewed motor learning through two stages. These are known as:

First, Second

Cognitive, Associative

Beginner, Expert

Initial, Later

Initial Stage involves:
- movement coordination pattern acquirement
- learn to discriminate between regulatory and non regulatory conditions (eg. taking a mark during a GF at the MCG you would want to focus on the size, shape and weight of the ball and not on the crowd)
Later Stage involves:
- adapting
- consistency
- economy of effort (achieving the goal in a much more efficient way - taking less effort)

Explanation

Initial Stage involves:
- movement coordination pattern acquirement
- learn to discriminate between regulatory and non regulatory conditions (eg. taking a mark during a GF at the MCG you would want to focus on the size, shape and weight of the ball and not on the crowd)
Later Stage involves:
- adapting
- consistency
- economy of effort (achieving the goal in a much more efficient way - taking less effort)

19. One performer characteristic that does not change across learning stages is:

Dependency on feedback

Movement coordination proficiency

Conscious attention when performing the skill

The use of visual feedback

If we use visual feedback during practice in the first stage of learning, we will continue to use this even once we become more skillful later on. Proteua (1988) hypothesised that dependency develops since sensory component of memory representation of the skill: *not only movement dependent but becomes dependent on the feedback provided: can impact competition as feedback given during practice is not provide*

Explanation

If we use visual feedback during practice in the first stage of learning, we will continue to use this even once we become more skillful later on. Proteua (1988) hypothesised that dependency develops since sensory component of memory representation of the skill: *not only movement dependent but becomes dependent on the feedback provided: can impact competition as feedback given during practice is not provide*

20. Highly organised activities that: - have a structured set of rules - requires effort and are not particularly enjoyable - are specifcally designed to improve current level of performance; and - involve delayed gratification (promise of return effort) are classified as what sort of practice?

Part

Whole

Deliberate

Efficient

Deliberate practice refers to highly organized activities that have a structured set of rules and require effort, but may not be particularly enjoyable. These activities are specifically designed to improve one's current level of performance and often involve delayed gratification, meaning that the promise of return effort is expected. This type of practice is intentional and focused, aiming to push individuals outside of their comfort zones and continuously challenge themselves in order to achieve mastery in a specific skill or domain.

Explanation

Deliberate practice refers to highly organized activities that have a structured set of rules and require effort, but may not be particularly enjoyable. These activities are specifically designed to improve one's current level of performance and often involve delayed gratification, meaning that the promise of return effort is expected. This type of practice is intentional and focused, aiming to push individuals outside of their comfort zones and continuously challenge themselves in order to achieve mastery in a specific skill or domain.

21. Which of the following statements about Performance is FALSE:

Largely due to practice

Temporary

Observable behaviour

May be influences by performance variables

Although practice must be done in order to achieve greater total performance, all performances may not be due to practice

Explanation

Although practice must be done in order to achieve greater total performance, all performances may not be due to practice

22. A novice who is beginning to learn how to play chess, will generally display which sort of learning curve?

Linear

Negatively Accelerated

Positively Accelerated

S-Shaped

Chess, as a cognitive skill, will display a slight gain early but a great improvement later (once all the rules have been learnt and strategy becomes important)

Explanation

Chess, as a cognitive skill, will display a slight gain early but a great improvement later (once all the rules have been learnt and strategy becomes important)

23. Transfer of learning is most correctly defined as:

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

Transfer of learning can also be referred to as the gain (or loss) of proficiency in one skill as the result of practice on some other skill

Explanation

Transfer of learning can also be referred to as the gain (or loss) of proficiency in one skill as the result of practice on some other skill

24. Which of the following statements about the Associative Stage of Learning as propsed by Fitts and Posner (1967) is FALSE:

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

Individuals are only able to detect their own errors and make adjustments to correct them once they have reached to Autonomous Stage of Learning, once the skill has become automatic or habitual.

Explanation

Individuals are only able to detect their own errors and make adjustments to correct them once they have reached to Autonomous Stage of Learning, once the skill has become automatic or habitual.

25. Which of the following statements about Bilateral Transfer of Learning is FALSE:

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

Although developing skills using both the non-preferred and preferred limbs is important in many motor skills (ie. throwing, kicking) in other skills it is very important to develop a single proficient limb (ie. handwriting)

Explanation

Although developing skills using both the non-preferred and preferred limbs is important in many motor skills (ie. throwing, kicking) in other skills it is very important to develop a single proficient limb (ie. handwriting)

26. A Transfer test determines if learning has occured by:

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)

A Transfer test is a test in which the person performs a skill that is different from the skill they practiced, OR performs the skill in a context or situation different from the practice context.
Novel Context characteristics:
- Availability of augmented feedback
- Physical Environment
- Personal Characteristics
Novel skill variations:
- Alter skill to alter performance context so adaptation occurs
- Learning Assessment focus is the difference

Explanation

A Transfer test is a test in which the person performs a skill that is different from the skill they practiced, OR performs the skill in a context or situation different from the practice context.
Novel Context characteristics:
- Availability of augmented feedback
- Physical Environment
- Personal Characteristics
Novel skill variations:
- Alter skill to alter performance context so adaptation occurs
- Learning Assessment focus is the difference

27. What is the most correct definition of Demonstration?

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)

a) is also correct but I just made up the definition - not what James has taught us

Explanation

a) is also correct but I just made up the definition - not what James has taught us

28. There are various categoires of transfer of learning. Match up the category with its definition:

Theory to Practice

Skill-to-skill

Proactive Skill-to-skill Transfer

Retroactive Skill-to-skill Transfer

Training to Competition

More on Training to Competition: To increase the positive transfer of learning between practice and competition, the practice should imitate the competitive situation by incorporating the following into the training session: - the aspects of the skill - the context of the skill - the perceptual stimuli (visual, proprioceptive and auditory cues) - the time critical nature of making decisions and responding to those stimuli (eg. how much time would they have on game day vs. in practice)

Explanation

More on Training to Competition: To increase the positive transfer of learning between practice and competition, the practice should imitate the competitive situation by incorporating the following into the training session: - the aspects of the skill - the context of the skill - the perceptual stimuli (visual, proprioceptive and auditory cues) - the time critical nature of making decisions and responding to those stimuli (eg. how much time would they have on game day vs. in practice)

Submit