5.2 information processing

simple model of info processing

• input, decision making, output.

• take information from our surrounding environment, use it to make a decision and then produce a response

exteroceptors

detect information from outside the body (sight, touch, smell, hearing, taste)

interoceptors

provide information from within the body regarding breathing, HR, BP, thirst, hunger. bara and chemoreceptors, proprioceptors are interoceptors

proprioceptors

detect and inform CNS for body and limb movement (balance of movement)

signal detection process

detection, comparison, recognition process

detection

process of registering stimulus by the sense organs

comparison

process of referring stimulus to the memory, to compare to previously stored stimuli

recognition

process of finding a corresponding stimuli in the memory

factors that impact signal detection

• background noise

• intensity of the stimulus

• efficiency of the sense organs

• early signal detection

• improving signal detection

short-term sensory store

capacity: unlimited

duration: 0,5 seconds

info is lost if selective attention doesnt occur

short term memory

capacity: 7 ±2 bits of information

duration: 10 seconds

will be active for as long as attention is paid to the information

long term memory

capacity: unlimited

duration: lifetime

retrieval: into the short term memory to allow movement or skill to be carried out

where does selective attention operate

in the short-term sensory store

why have selective attention

• only relevant information is passed to the STM where it is held for several seconds

• ensures that information overload doesnt occur and prevents confusion

• vital when accuracy or fast responses are required

how selective attention works

a filtering mechanism operates which separates relevant information from irrelevant information and allows athletes to concentrate on one stimulus

how can selective attention be improved

by learning through past experience and interaction with long-term memory

response time

response time = reaction time + movement time

rehearsal

processed and prepared either mentally and/or physically

coding

name sets of information to make it easier to access

association

link new information with information that the learner already knows

brevity

giving a learner a small amount of information at a time to avoid overload

chunking

if the information is taught in small bundles it has more chance of transferring to the LTM

clarity

avoid trying to teach two similar but distinct items in the same session as the memory might overlap with the other

organisation

providing information in an order allowing meaningful learning

practice

repeat the information over and over allows shuttle between stm and ltm

gender on response time

males generally hav quicker reactions than females, but the reaction times of females deteriorate slower than males

age on response time

reaction time gets quicker up to an optimum age then deteriorates

personality on response time

extroverts tend to have faster reactions

state of alertness on response time

appropriate arousal and motivation improve reactions

length of neural pathways

the greater the distance the slower the reaction and response times

body temp on response time

the colder, the slower

hick’s law

reaction time will increase logarithmically as the number of stimulus response choice increase

choice reaction time

the more choices a performer has to face the more information they have to process and the longer or slower the reaction time is

psychological refractory period

the delay in being able to respond to the second of two closely spaced stimuli

bottleneck effect

the brain can only deal with the initiation of one action or response when presented with two closely shown stimuli

PRP in deception in sports

performer can present false information to to try slow the response of their opponent, as the opponent responds to the first fake action the performer changes the move they make

motor program def

a set of movements stored as a whole in the memory regardless of whether feedback is used in their execution

2 parts of motor program

a whole plan and subroutines

• coordination of subroutines

• relegating executive to subroutines

open loop motor program

do not require feedback during performance of a skill, an initial stimulus triggers a pre-set chain of events with no possibility for correction

closed loop motor program

involves the process of feedback through information received from proprioceptors which detect and correct errors in movement

intrinsic feedback

feedback comes from within the performer from the proprioceptors

extrinsic feedback

information received from outside the performer and is given to enhance intrinsic feedback, coaching

concurrent feedback

received during the activity

terminal feedback

received after the performer has completed the skill or task

knowledge of results feedback

without knowing the results of actions we will be unable to modify them to produce the precise movement needed for correct performance

knowledge of performance feedback

information about how the movement being executed rather than the end result

positive feedback

reinforce learning with what was done well after successful or correct performance

negative feedback

occurs when performance was incorrect and should be followed with prescriptive feedback