KIN 312 Final Exam

CSULB KIN 312 Final Exam

Generic term that describes information a person receives about the performance of a skill during or after the performance.

Feedback

What are the 2 types of feedback?

1. Task Intrinsic Feedback

2. Augmented Feedback

Performance-related sensory information that is naturally available to the performer.

Task-Intrinsic Feedback

Information the person receives about a performance from sources external to him/himself.

Augmented Feedback

Feedback that enhances or adds to task-intrinsic information.

Augmented Feedback

What are the 2 types of augmented feedback?

1. Knowledge of Results

2. Knowledge of Performance

Focuses on performance related information about the outcome of the performance.

Knowledge of Results

Focuses on the performance related information about the movement characteristics that led to the outcome of the performance.

Knowledge of Performance

How is augmented feedback essential to skill learning?

1. Task-intrinsic feedback is unavailable (ex: obstructed view)

2. Person is incapable of detecting task-intrinsic feedback (ex: injury)

3. Person is incapable of interpreting task-intrinsic feedback (ex: lack of feedback)

How can augmented feedback hinder/slow skill learning?

1. Erroneous KR or KP

2. Concurrent presentation of KP

3. KR/KP presented too frequently

Augmented feedback information given to learners that plays an action goal achievement role.

Error-related information

Augmented feedback information given to learners that plays a motivation role.

Information on what the learner did correct

Is providing error-related or “correct” information the best to give the learner?

Combine both for needs of learner

Type of augmented feedback that confirms subjective assessment of task-intrinsic feedback.

Knowledge of Results

Type of augmented feedback that determines performance outcome when task-intrinsic feedback is unavailable.

Knowledge of Results

Type of augmented feedback that determines performance outcome when task-intrinsic feedback is unavailable.

Knowledge of Results

Type of augmented feedback that establishes a “discovery learning” practice strategy.

Knowledge of Results

Type of augmented feedback that is beneficial to learning skills with specified movements. Outcome is assessed by movement characteristics.

Knowledge of Performance

Type of augmented feedback that works to improve movements or correct specific movement errors.

Knowledge of Performance

Type of Augmented feedback that is beneficial to learn to activate specific muscles.

Knowledge of Performance

Type of augmented feedback that facilitates learning when knowledge of results is redundant with task-intrinsic feedback.

Knowledge of Performance

What are the 2 types of knowledge of performance?

1. Descriptive KP

2. Prescriptive KP

Knowledge of performance that describes error.

Descriptive knowledge of performance

Knowledge of performance that describes error and informs how to correct it.

Prescriptive knowledge of performance

In the initial stage of learning, what type of knowledge of performance is best?

Prescriptive knowledge of performance

In the later stages of learning, what type of knowledge of performance is best?

Descriptive knowledge of performance

For video replay, what stage of learning requires attention-directing or error-correction cues?

The initial stage

For video replay, what stage of learning requires some assistance and attention-directing cues?

The later stage

Augmented feedback is available during the performance of a skill.

Concurrent Augmented Feedback

Augmented feedback is available after the performance of a skill.

Terminal Augmented Feedback

What timing of augmented feedback facilitates the learning of skills in which critical task-intrinsic feedback is difficult to interpret.

Concurrent Augmented Feedback

What timing of augmented feedback can slow or hinder the learning of skills by leading to dependency on the feedback?

Concurrent Augmented Feedback

What timing of augmented feedback can help an individual learn to activate specific muscles or produce a specific muscle force?

Concurrent Augmented Feedback

Augmented feedback given after the KR-Delay Interval and before the Post-KR Interval

Terminal Augmented Feedback

Interval interpreting task-intrinsic feedback

KR-Delay Interval

Interval associating task-intrinsic with augmented feedback

Post-KR Interval

True or False: There is a minimum interval length needed for augmented feedback to be effective.

True

True or False: There is a maximum KR-delay and Post-KR interval length needed for augmented feedback to be effective.

False: There is no evidence for a maximum length for either intervals.

Why is there a minimum KR-Delay interval length for augmented feedback?

Time has to be given for task-intrinsic feedback to be interpretted.

True or False: Activity during the KR-Delay interval such as subjective error estimation can be beneficial to learning.

True

True or False: Activity that uses similar mental processes to both the KR-delay and Post-KR interval can hinder/slow learning.

True

Why is there a minimum Post-KR interval length for augmented feedback?

Enough time needs to be given to think about about the task-intrinsic information with the augmented information.

True or False: Activity during the Post-KR interval such as problem solving can be beneficial to learning.

True

Traditional or Current View: Augmented feedback for every trial (100% frequency) is best for learning.

Traditional View

Traditional or Current View: Less than 100% frequency is best for learning.

Current View

Why is less than 100% frequency of augmented feedback better for learning?

1. Increases problem solving activity

2. Performer becomes more independent from feedback

Less augmented feedback frequency ______ problem solving activity of the performer.

increases

Beneficial performance effects of receiving 100% augmented feedback frequency causes negative learning effects.

Guidance Hypothesis

What hypothesis describes how augmented feedback becomes a “crutch” on which the learner depends to perform the skill.

Guidance Hypothesis

Technique that systematically reduces KR frequency every trial or performance.

Fading Technique

First described in experiment by Winstein & Schmidt (1990)

Fading Technique

Augmented feedback is given only when the performer is outside the parameter of success.

Performance Bandwidth Technique

KR/KP is given only when learner requests it.

Learner Requested Technique

KR/KP is given for a set of trials (e.g., every 5 trials)

Summary Technique

A practice strategy that involves practicing a skill as a whole.

Whole Practice

A practice strategy that involves practicing parts of a skill.

Part Practice

When deciding whether to use whole or part practice strategy on, a person should consider the skill’s _______ and ______.

complexity and organization

Practice strategy that is best used for skills with few parts.

Whole Practice

Practice strategy that is best used for skills with interdependency among parts.

Whole Practice

Practice strategy that is best used for skills with a lot of parts.

Part Practice

Practice strategy that is best used for skills with independent parts.

Part Practice

_______ strategy provides opportunity to perform all the spatial-temporal coordination requirements of the skill.

Whole Practice

_________ strategy provides opportunity to focus attention to a specific component or feature of the skill.

Part Practice

Part practice strategy that relates to skills that require asymmetric bimanual coordination.

Fractionization

What are the 3 steps of fractionization?

1. Practice hand with more difficult part.

2. Practice other hand.

3. Practice with both hands performing simultaneously.

What are the 3 part practice strategies?

1. Fractionization

2. Segmentation

3. Simplification

Part practice strategy that is sometimes called “progressive-part method".”

Segmentation

Part practice strategy that breaks up skill into components or smaller parts, eventually combining them.

Segmentation

Part practice strategy that reduces difficulty by practicing an easier/simpler variation of the skill prior to practicing the skill itself.

Simplification

What are 4 methods of simplification?

1. Reduce object difficulty

2. Reduce attention demands (without changing action-goal)

3. Reduce rhythmic difficulty

4. Reduce speed demands

Hebert, Landin, & Solmon (2000, JTPE)

Study that had University students practice whole part, simplification, and segmentation in their tennis class.

What were the results of the Hebert, Landin, & Solmon (2000, JTPE) study?

Novice tennis players in the whole practice group performed worse than the segmentation and simplification groups.

Direct attention focus to a specific part of the skill while performing the skill in its entirety.

Momentary Intentions Strategy

Does an instructor have to convey all aspects of the skill when providing instructions?

No

Is demonstration or verbal instruction more effective than the other?

No

Observational learning. Learning of a skill from the direct observation of a person (or people) performing.

Demonstration

What is the applied reason on why demonstration should be studied?

Demonstrational instruction is common.

What is the theoretical reason on why demonstration should be studied?

Increased into the role of vision in the learning of motor skills.

What do people see when learning from a demonstration?

The pattern of movement used by the performer to achieve the action goal.

What Gentile stage of learning is occurring by people watching a demonstration?

The Initial Stage

From a Schema theory perspective, what are people seeing when watching a demonstration?

The invariant characteristics of the GMP.

From a dynamical patterns theory perspective, what are people seeing when watching a demonstration?

The “order parameters” of a coordinated movement pattern.

What does the “point-light” technique highlight about visual perception of motion?

People are able to recognize different movement patterns by looking at joint movement alone.

What did Schoenfelder-Zohdi experiement find?

Observing a model led to faster acquisition of the optimal movement pattern.

When is demonstration the most effective mean of instruction for motor skill learning?

When the skill requires learning a new coordination pattern.

Can a beginner benefit from observing other beginners?

Yes, although guidance on what to look for should be given.

What does the Hebert & Landin (1994) study find?

A beginner can benefit from observing other beginners.

Does demonstration frequency and timing influence skill learning?

Yes

Is demonstration most optimal before or after physical practice?

Before physical practice

When is demonstration most optimal frequency wise?

Should be given to learner when they request it.

When can auditory modeling be more effective than visual modeling?

When learning a timing characteristic of a skill (e.g. rhythm).

Focus of attention on body/limb movements.

Internal Focus

Focus of attention on movement effects.

External Focus

What is the best type of focus for closed skills?

External Focus

What is the best type of focus for open skills?

External Focus

What are the 3 points to consider when giving verbal instructions?

1. Limited Attention Capacity

2. Action Goal

3. Attentional Focus

Should verbal instructions about the environment be given? Why?

Yes, but make sure to direct attention to the regulatory condition with the most relevant information on how to achieve the action goal successfully.

Does the learner need to be able to verbally describe the environmental context information he/she uses to perform the skill?

No

Learning characterized by individuals being able to perform a skill, but not knowing that they can.

Implicit Learning

What hypothesis describes how internal focus results in a conscious attempt to control movements, which interferes with automatic motor control processes?

Constrained Action Hypothesis