Motor Learning Exam 2 Research Studies

Solley (1959) two step stab study

• speed vs. accuracy vs. speedy accuracy

• Instruction leaves a lasting effect on both performance and learning

Bilodeau 1959 lever experiment

• KR research

• no KR group did not learn anything & did not help performance

Sherwood 1988 Rapid Arm Movement Study

• bandwidth feedback

• study w/ feedback given only if performance was outside of % goal

• similar to fading

• less frequent, broader bandwidth (ex. 10% instead of 5%, 0%) can be more effective

Janelle 2013 throwing study

• self-controlled feedback

• self-controlled group asked for feedback in beginning and then asked for feedback to confirm success

• ranked best to worst: self-controlled, summary (every 5 trials), yoked, control/KR only

Weinstein & Schmitt crutch experiment

• why terminal feedback = better than concurrent feedback

• Fading technique

• winstein et al. might be different than winstein

Trowbridge 1931 drawing study

• Precise KR is better in practice and learning

• nonsense KR is worse in practice and learning (compared to precise & right/wrong KR)

Posner and Keele 1969 fixed central resource model

There is a single, central reserve of resources for which all activities compete that is fixed

Kahneman 1973 flexible central resource model

• There is a single, central reserve for which all activities compete that is flexible

• arousal refers to inverted U theory

Geurts 1994 static stand balance experiment

• Amputees increased body sways and arithmetic errors; non-amputees showed no body sway/change

• It is common for people to find it difficult to perform multiple tasks at a time

• A learner's state of arousal affects how much attention capacity they have

• When learner's progress through the stages of learning, attentional demands drop and more of the pool is available for using

Prezuhy 2001 horseshoe experiment

• Reaction time was the highest during parts 1 and 3 of the throw (beginning and just before release)

• It is common for people to find it difficult to perform multiple tasks at a time

• A learner's state of arousal affects how much attention capacity they have

• When learner's progress through the stages of learning, attentional demands drop and more of the pool is available for using

Fitt’s Law

Movement time & index of difficulty increase together

Piek 2008 study of motor and cognitive ability

• Social economic status was found to affect intellectual status and fine motor performance

• Early gross motor abilities were associated with later cognitive development

Seattle 2004 Longitudinal Study

• supports total intellectual decline (gradual, consistent and pervasive decline occurs in overall intellectual ability throughout adult years)

• subjects increased in performance until late 30s-early 40s then plateaued by mid 50s-early 60s

Barnes 2003 cardiovascular fitness and cognitive function study

cardiovascular fitness assessed at the beginning of the study, predicted cognitive function 6 years later

Anrieieva 2019 physical activity and biological age study

• physical activity is neuro-protective in older adults

• resistance training programs impact cognition

• experiment group had 8.7-year older chronological age

• control group had 5.5-year older biological age

Kernodle & Carlton 1992 sponge ball throw study

• mostly KP, some KR

• video and instructional feedback leads to the best performance