Retention and Transfer

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factors influencing retention of motor skills

- amount, duration and effect of practice - types of skills to be retained - parameterization of skills - pre-selection of self-selection effect - spacing of repetitions - type of disorders/ diseases

difference score

- difference between the performance level at the end of original learning session and the beginning of the retention test

what similar characteristics do tasks need to have for positive transfer?

- goals and shapes - body kinematics and kinetics - phase relationship - type of movement performance (continuous or discrete) - similar mechanism of sensory corrections

what are examples or spatial parameters

- initial position -distance

intra-task transfer

- provides maximal skill transfer - when the same task is practiced in different conditions

what are examples of temporal parameters

- speed - temporal sequence

absolute retention score

- the level of performance on the initial trial - represents the amount retained or what was originally learned in acquisition -defines a patient initial performance level during return

inter-task transfer

-provides moderate skill transfer - when patient practices task A, which is a component of task B

what is considered to be a good percentage score?

< 5-10%

retention

persistence of performance after a time interval

are temporal or spatial parameters memorized better?

spatial

t/f: continuous motor tasks are retrained better

t

t/f: discrete motor tasks are poorly retained

t

t/f: if you measure skill retention in the same patient, retention interval should be equal or longer than the length of practice

t

t/f: inter-task tranfser provides less than moderate/ moderate skill transfer

t

t/f: retention effect is enhanced if the repetitions themselves do not occur immediately but instead are spaced apart

t

t/f: retention is increased when motor skills that are being learned are parameterized

t

t/f: the difference score defines whether improvement is still within minimal clinically important difference in PT practice

t

t/f:l bilat coupling is provided at many levels of the CNS

t

transfer of learning

the gain (or loss) in proficiency one skill as a result of practice on some other skill

when should the retention test be administered?

after a retention interval

retention of skills is correlated moderately with

amount of practice

warm up decrement

a decrease in the level of motor performance after break (or rest) not related to the loss of motor memory

what is the percentage score used to predict

a patient's further progression

retention interval

a time interval, during which the skill was not practiced

successive interference

components of task A, performed successfully interfere with performance of task B more, characterized by greater difficulty

simultaneous interference

contradiction between levels of movement control

immediate response of contextual interference

destabilizing of learned movement pattern

long term effect of contextual interference

developing better retention

what reflects how much task- related information was lost during the retention interval

difference score

retention of skills is correlated strongly with

effects or outcomes of practice

are gross or fine motor skills retained better?

gross

simulation

imitation of a real world environments, scenarios

forgetting

in contrast to learning, refers to loss of capability for performance

retention test

indicates persistence of acquired habit in absence of practice

what type of transfer is it when performance of task A, may require involvement of the same muscle groups, but kinetic, kinematics, environmental setting type of motion is different?

inter-task

how can you prevent warm up decrement at early stages of learning?

keep contextual setting unchanged

percentage score

measures of "amount" of skill lost during retention interval to the amount of improvement during original learning session

contextual interference

when performance of successive trails is disrupted by performance of random movements that have the dame goals, but practiced in different context

negative transfer

when practice on task A has detrimental effect on task b

positive transfer

when practice on task A improves the performance on task B


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