Chapter 5 – Motor Learning – Flashcards
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Fitts and Posner's Three-Stage Model
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suggests that learners pass through three distinct stages, which are defined by the behavioral tendencies learners display at various points throughout the learning process (cognitive stage, associative stage, and autonomous stage).
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Cognitive Stage
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the first stage in Fitts and Posner's Three-Stage Model in which the learner is first introduced to the new motor skill, and his or her primary task is to develop an understanding of the movement's requirements.
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Associative Stage
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the second stage in Fitts and Posner's Three-Stage Model, which is marked by performance improvements. The learner has attempted numerous possible movement strategies and becomes committed to refining one particular movement pattern.
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Autonomous Stage
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the final stage in Fitts and Posner's Three-Stage Model, which requires countless hours of practice. Some learners may not even reach this stage, because at this stage their performance reaches the highest level of proficiency and becomes automated.
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Gentile's Two-Stage Model of Learning
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in this model the learning stages take the learner's perspective more into account, as it emphasizes the learner's goal and the influence of task and environmental characteristics on that goal.
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"getting the idea of the movement"
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the first stage of learning in Gentile's model, characterized by the learner trying to develop an understanding of the movement's requirements. Development of ability to discriminate between regulatory and non-regulatory condition ( fixation - closed skill). Development of basic movement pattern (diversification - open skill).
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Fixation/Diversification
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the second and final stage of learning in Gentile's model. Fixation (closed skill) - refinement of movement pattern. Diversification (open skill) - adaptation of movement to conform to ever-changing environment demands.
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Performance Indicators - learning has occurred
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movement pattern, attention, knowledge and memory, error detection and correction, and self-confidence.
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Improvements in Movement Pattern
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Increase in coordination and control, more fluid muscle activity, more efficient energy expenditure, and increased consistency.
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Freezing the degrees of freedom
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strategy in which a learner freezes or fixes the movement possibilities of a joint, causing the limb(s) to function as a single unit or segment, in order to accomplish the goal of a task.
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Attention to skill execution:
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As proficiency develops, the need to attend consciously to each aspect of the movement decreases. Performance becomes almost automatic. Learner can focus on other factors of performance.
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Automaticity
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a capacity to perform a skill with little or no conscious control.
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Allocation of visual attention:
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Skilled performers direct attention to relevant areas. Beginners have difficulty discriminating between relevant and irrelevant cues.
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Declarative Knowledge
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information used to decide what to do in a given situation (rules)
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Prodedural Knowledge
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information regarding skills, operations, and actions (what to do in a given situation)
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Measuring Progress
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(1) Performance curves, (2) Retention tests, and (3) Transfer tests.
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Performance curves
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(1) negatively accelerating curve, (2) positively accelerating curve, (3) linear curve, and (4) S-shaped curve.
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Negatively Accelerating Curve
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reflects the power law of practice. When learning a new skill, individuals tend to demonstrate a large initial improvement in performance, which slows later in practice (most common curve).
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Power Law of Practice
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when learning a new skill, there tends to be a large initial improvement in performance, which slows later in practice.
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Positively Accelerating Curve
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is characterized by little initial improvement but larger gains occurring later.
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Linear Curve
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reflects a direct relationship between performance and time.
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S-shaped Curve
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is a combination of the negative and positively accelerating curves.
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Limitations of Performance Curves
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Represent temporary effects, cannot establish relative permanence, and constructed from measurements that are often obtained by calculating the mean of several trials.
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Retention and Transfer Tests
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used to infer that a relatively permanent change in performance has occurred.
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Retention Test
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skill performance test given following a period of no practice that measures the persistence of improved skill performance.
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Transfer Test
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measures the degree to which a learner can adapt a skill to a different performance situation.
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Post-Test
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skill performance test administered directly following a practice period, used to determine what the learner can do after practicing a skill.
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Performance Plateau
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a period of time during the learning process in which no overt changes in performance occur (may be a transitional period).
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Possible reasons for performance plateaus:
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fatigue, anxiety, lack of motivation, limitations in type of performance measurement being used.
