motor learning 7-11

Which is NOT an assumption of the specificity hypothesis?

Any ability depends on a specific set of skills.

Which of the following is NOT an essential feature of a transfer design?

Any differences observed in the test are due to a temporary change acquired during practice.

Which of the following statements about augmented feedback is NOT true?

Augmented feedback does not affect performance when the feedback is withdrawn.

__________ is sensory information that comes from producing movements; the information may come from outside of the body (exteroception) or within the body (proprioception).

Inherent (or intrinsic) feedback

Which of the following is NOT true of learning?

Performance changes are sometimes transitory.

Motor learning can be defined as __________.

a set of processes associated with practice

The term __________ refers to stable and enduring traits that are genetically determined and underlie a person's skilled performance.

abilities

The small body size of the coxswain is a(n) __________ that helps him to succeed in his role on the rowing team.

ability

Not only are children born earlier in the year relatively older than their age-group counterparts born later in the same year, but they also tend to receive more ____________ each year because of it.

attention

During Fitts' __________ stage of learning, movements involving open skills become more automatic with practice.

autonomous

__________ is feedback provided after a series of practice attempts that informs learners about their average performance.

average feedback

Fitts' stages of learning were designed to consider __________ components involved in skill acquisition.

both perceptual and motor

Which of the following is NOT a basic need that determines intrinsic motivation?

challenge

Tests for specific transfer are most appropriate for which type of motor skill?

closed skill; bowling

Which of the following is NOT an important distinction of abilities?

developed with practice

"Your time was slower than the previous rider" is an example of providing knowledge of performance.

false

Abilities can be modified with practice.

false

An "all-around" athlete possesses greater general motor ability than a classmate who is less athletic.

false

For discrete tasks, reducing rest time by following a massed practice schedule degrades learning.

false

For most performers, instructing them to pay attention to aspects of the movement itself, rather than the intended result of an action, produces a more skilled performance.

false

Giving feedback instantaneously is beneficial to learning because there is no time for other attention-demanding activities to interfere.

false

If one variant of a class of movements sharing the same general pattern has been practiced, then the learner should be able to transfer learning to another variant using a different pattern.

false

Knowledge of performance lets the learner know about success regarding the movement goal.

false

Learning is another word for improved performance.

false

Mental practice is beneficial for learning only the cognitive aspects of a motor task.

false

One benefit of practice is that increased attention is demanded by tasks that have been well learned.

false

Repetition can be used to create a more durable stamp on the memory for that specific movement.

false

Researchers who study motor learning are interested in the discovery of practice conditions that maximize the development of relatively temporary changes in performance.

false

The effects of random practice and blocked practice, while strong in laboratory tasks, do not transfer well to everyday tasks

false

The longer a feedback delay interval that does not include other attention-demanding activities is, the less effective it becomes for learning.

false

The more the components of a task that interact with each other, the more effective part practice is.

false

The prediction of success in movement skills is very effective.

false

There is no such thing as too much information when it comes to receiving feedback.

false

Transfer concerns how performance on the task is influenced by practice on the same task.

false

Trials during practice in which the learner is not provided feedback are not useful for learning.

false

Using simulators to train motor skills can be cost effective and always requires less time for training.

false

Variable practice limits the performer when applying past learning to actions not specifically experienced before in practice.

false

Victoria has followed her new weight-training program for three months now and has seen a great improvement in her miniature golf games. This is a good example of motor learning.

false

Visual acuity, color vision, height, and build are considered skills rather than abilities.

false

In Fitts' __________ stage of learning, learners begin to monitor their own feedback and detect their errors.

fixation

The __________ hypothesis explains the contextual-interference effect by suggesting that the learner forgets task A to do task B and then has to relearn task A the next time it is needed.

forgetting

Throwing a softball from second base to first base and from left field to first base would require the same __________ but different __________.

general motor program parameters

According to Guadagnoli and Lee (2004), when might random practice be detrimental to learning?

if the task is very difficult

Practicing in a particular environment often leads to better performance __________.

in that specific environment

When two limbs are assigned to reach to __________ targets, the movement time for reaching a low-difficulty target would be slower than predicted by Fitts' Law.

incongruent

Which of the following processes is influenced by practice?

increased automaticity

The study of abilities and the study of prediction are both emphases of __________ research.

individual differences

__________ is augmented information about the movement pattern the learner has just made.

knowledge of performance

__________ is extrinsic information provided after the action is completed that tells the learner about the degree to which the goal was achieved.

knowledge of results

Research results suggest that the motor system can produce only a single __________ at one time.

motor program

Investigators from the self-organization perspective hold that the regularities of movement patterns are not represented in __________ but rather emerge naturally out of __________ interactions.

programs, complex

In what type of practice does the learner perform a number of different skills in no particular order, while avoiding or minimizing consecutive repetition?

random practice

In Bernstein's second stage of learning, the typical learner attempts to improve performance by __________.

releasing degrees of freedom

__________ define the relationship between parameters for a GMP and the movement's outcome.

schema theory

__________ refers to giving learners ownership over some of the components of practice, such as how to organize the practice schedule.

self regulated practice

Which of the following is an example of knowledge of results that is NOT redundant?

telling a figure skater his score after a performance in competition

A __________ can separate the relatively permanent and temporary effects of a variable.

transfer design

Experiments suggest that practicing parts of a discrete task in isolation__________.

transfer very little to whole task

A specific, challenging goal is strongly motivating.

true

A transfer design can analyze whether a change that improves performance in practice also improves learning.

true

According to schema theory, learners can use similar past experiences to estimate the correct movement for a novel task.

true

Any single performance of a task may not reflect the skill level underlying it.

true

Augmented feedback can both motivate and discourage learners.

true

Effective prediction for a desired activity would require a full understanding of the requisite abilities.

true

Experts tend to seek out narrowly focused information in a perceptual display and pick up that information earlier in the action.

true

Fitts' Law accurately predicted the MTs when two limbs were moving to targets with congruent IDs.

true

For continuous tasks, distributed practice is beneficial for both performance and learning.

true

Improvements in the way actions are selected during response selection are thought to be influenced by practice.

true

In general, continuous tasks are retained for longer periods than discrete tasks.

true

Individual differences must be based on stable, enduring differences.

true

Instructing learners to try different styles of movement control during practice can enhance learning.

true

Physical guidance is a type of concurrent feedback.

true

Positive feedback can produce better performance than no feedback, even if it is false.

true

Practice conditions may not reflect accurately the emotional conditions under which some skills are required.

true

Relatively permanent and temporary effects can occur simultaneously in practice.

true

Savings scores are often arbitrarily defined by choices made by experimenters before conducting the experiment.

true

Simply having control over when, how, and what feedback will be provided appears to have a beneficial effect on motor learning.

true

Some motor learning can occur in the absence of movement by producing anticipated sensations during mental practice.

true

Specificity of learning suggests that what you learn depends on what you practice.

true

Switching takes longer to stabilize when going from an in-phase pattern to anti-phase than from an anti-phase pattern to in-phase.

true

The elaboration hypothesis and the forgetting hypothesis are complementary rather than competing explanations for the contextual-interference effect.

true

The inclusion of both practice sessions and test sessions by a coach can help to overcome conflicting practice goals.

true

The most effective schedule for practice is not necessarily the most efficient schedule.

true

The specificity hypothesis suggests that many specific and independent motor abilities are the basis for every type of motor performance.

true

There is no general ability for most of the things drills are designed to train (e.g., quickness or reaction time).

true