Term
|
Definition
| efficient, accurate, coordinated, well organized, relatively permanent behavior |
|
|
Term
|
Definition
| underlying habit strength of that response (neural representation) |
|
|
Term
|
Definition
momentary strength or accessibility of a response
*change in performance does not necessarily imply learning has occurred! |
|
|
Term
|
Definition
| are not learning: have an acquisition phase and a delayed retention. There are possible scenarios of retention tests that are possible after the delayed period |
|
|
Term
|
Definition
| looked good at the end of the acquisition phase but decreased score in retention indicating didn’t learn as much |
|
|
Term
|
Definition
| of performance which is often seen with fatigue |
|
|
Term
|
Definition
| too much FB can boost performance but degrade learning relative to practice with less guiding FB. |
|
|
Term
| i. How can too much FB boost performance but degrade learning? ( 4 things) |
|
Definition
1. Guiding influences
2. Error reduction becomes feedback dependent (not solving the problem but serving as a crutch rather)
3. Induces maladaptive corrections (reacts to feedback instead of focusing on skill)
4. Blocks important implicit processing activities (attention to instrinsic or extrinsic cues, generation of solution/action plan, development of error detection capabilities, development of internal reference of correctness) |
|
|
Term
| e. Scheduling of Tasks: What is best order to benefit motor learning? |
|
Definition
| high contextual-interference (random) practice order (ABC). |
|
|
Term
| ii. How can blocked (low CI) order boost performance but degrade learning |
|
Definition
1. Depth of processing (greater with random)
2. Forgetting/reconstruction (causes forgetting of the solution and benefits learning- interference)
3. Retrieval practice (regeneration effect) having to go through problem solving again in random
4. Transfer appropriate processing (random is more appropriate for real world needs)
5. These are all implicit processing operations! |
|
|
Term
|
Definition
| constant practice boosts performance of that specific task, while variable practice promotes learning and strengthens generalized motor program for better transfer performance |
|
|
Term
|
Definition
| induces temporary performance change (degraded performance due to fatigue) but the participant is still learning as evidenced by the retention test after temporary fatigue has dissipated. |
|
|
Term
| a. Procedural Memory System: |
|
Definition
i. Has automatic or reflexive quality
ii. Not dependent on awareness or cognitive processes
iii. Accumulates through repetition over many times (practice)
iv. Expressed by improved performance on certain tasks
v. Difficult to express in declarative form
vi. Includes perceptual and motor skills, learning of procedures and rules
1. Procedural knowledge is “knowing how” consists of instructions for performance of a series of operations. Procedural is difficult or even impossible to verbalize. |
|
|
Term
| b. Declarative Memory System: |
|
Definition
i. Dependent on conscious reflection for acquisition and recall
ii. Relies on cognitive processes such as evaluation, comparison and inference
iii. Can be established in a single trial or experience
iv. Can be expressed concisely in a declarative statement (the world is round)
1. Declarative knowledge is “knowing that” consists of facts that can be stated verbally |
|
|
Term
|
Definition
|
|
