Term
| Telling a patient his/her knee is not fully extended constitutes: |
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Definition
|
KP - Knowledge of Performance |
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Term
| T/F - Novices should receive more general (less precise) feedback compared to intermediate learners. |
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Definition
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Term
| T/F - When it comes to feedback, the more the better. |
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Definition
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Term
| T/F - Fading KR schedules provide more frequent feedback in the beginning of practice. |
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Definition
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Term
| T/F - High frequencies of feedback can lead to over dependence or too many corrections. |
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Definition
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Term
| Videotape feedback is more effective for a novice performer when it: |
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Definition
| Is supplemented with error-correcting cues |
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Term
| According to an average schedule of feedback, a learner is provided with feedback: |
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Definition
| That summarizes their general performance after a group of practice trials |
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Term
| Providing extrinsic feedback to a learner after every practice trial: |
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Definition
| Improves acquisition and depresses retention |
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Term
| Informing the learner that their throw was short of the target by six inches is an example of: |
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Definition
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Term
| Extrinsic feedback that is precise in nature should be provided: |
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Definition
| During the later stages of learning |
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Term
| The term "equipotentiality" means: |
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Definition
| No one area within the cortex is more likely than another to be involved in the storage of memories |
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Term
| Declarative memory assists us in knowing: |
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Definition
| What to do in any movement situation |
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Term
| T/F - Mnemonic strategies are strategies used to facilitate recall of information presented. |
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Definition
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Term
| T/F - Procedural memory is the memory that assists us in knowing how to do a particular skill. |
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Definition
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Term
| T/F - In the Multistore Model for memory all areas of the brain can store any type of memory. |
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Definition
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Term
| In order to optimize transfer of learning from a training task to a transfer task it is recommended that: |
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Definition
| The transfer task be practiced in training at the same task difficulty level that will be requied in transfer |
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Term
| Transfer of learning to perform a movemnt skill from one limb on one side of the body to a limb on the opposite side is referred to as _________. |
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Definition
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Term
| ________ transfer occurs when the training task enhances performance of the transfer task. |
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Definition
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Term
| What are the 4 sources of intrinsic (sensory) feedback? |
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Definition
- Visual
- Auditory
- Proprioceptive
- Cutaneous |
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Term
| What are 3 sources of extrinsic (augmented) feedback? |
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Definition
- Knowledge of Performance (KP)
- Knowledge of Results (KR)
- Augmented sensory feedback (Biofeedback) |
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Term
| What are the 5 functions of feedback? |
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Definition
- Information to correct errors
- Positive reinforcement
- Negative reinforcement
- Punishment to suppress errors
- Motivation |
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Term
What are 5 forms of feedback?
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Definition
- Verbal
- Kinematic Visual Displays
- Kinetic Visual Displays
- Videotap
- Augmented Sensory Feedback/Biofeedback |
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Term
| Over how many weeks should videotape feedback be used? |
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Definition
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Term
| Supplementing videotape feedback with _________ appear to be more effective than KP or KR alone. |
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Definition
| Error-correcting/Attentional Cues |
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Term
| What is augmented sensory feedback? |
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Definition
| Display of internal physiological events |
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Term
| What is an example of augmented sensory feedback? |
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Definition
| Muscle activity, force generation, movement of the center of mass |
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Term
| What 2 forms is Augmented Sensory Feedback usually presented in? |
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Definition
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Term
| Augmented Sensory Feedback is often more: |
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Definition
| Immediate and accurate than that provided by clinician/instructor |
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Term
| When using Augmented Sensory Feedback the patient must: |
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Definition
| understand relationship between signal presented and task to-be performed |
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Term
| When using Augmented Sensory Feedback what two things are important: |
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Definition
| Practice at controlling the signal and positive reinforcement |
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Term
| When using Augmented Sensory Feedback what is important to do in early stages: |
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Definition
| Limit use to manageable time periods |
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Term
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Definition
| it should be used until task is learned |
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Term
| As precision of feedback increases what else should increase: |
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Definition
| time provided to process information |
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Term
| Should novice performers receive more or less precise feedback than intermediate performers? |
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Definition
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Term
| T/F - More general information about the learner's performance is more desirable in the early learning stages. |
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Definition
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Term
| T/F - The more KR the better |
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Definition
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Term
| Retention tests indicate that recall is superior when the frequency of the KR is: |
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Definition
| reduced during acquisition |
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Term
| How does Fading-Frequency KR work? |
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Definition
| Higher frequency of KR in early acquisition then reduced during later stages |
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Term
| Retention of groups was found to be superior in which group? KR after every trial, or Fading Frequency KR |
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Definition
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Term
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Definition
| Augmented feedback is only provided if erros in performance exceed a certain range |
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Term
| How is feedback given in Summary KR? |
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Definition
| Information describes the outcome of performance on each of the no feedback practice trials |
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Term
| May constitiute a more useful feedback schedule vs. Summary KR schedule: |
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Definition
| Average Knowledge of Results |
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Term
| How is Average Knowledge of Results used? |
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Definition
| After a fixed number of practice attempts feedback is provided that summarizes the performance |
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Term
| In Self-Regulated Augmented Feedback who decides when feedback is received? |
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Definition
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Term
| For KR a very short delay interval provides: |
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Definition
| Insufficient time to process the internally generated performance-related feedback |
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Term
| For KR, longer delay intervals coupled with error estimation leads to: |
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Definition
| better retention and performance when no feedback is available |
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Term
| What are the 3 stages of memory? |
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Definition
- Declarative Knowledge
- Knowledge Compilation
- Procedural Knowledge |
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Term
| What 2 things happen in Declarative Knowledge? |
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Definition
| Information about skill is interpreted and used to generate a solution and a continual rehearsal of the information |
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Term
| What two things happen in Knowledge Compilation? |
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Definition
| Learner begins to apply knowledge to task and there's no need for intermediary interpretation |
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Term
| What happens in Procedural Knowledge? |
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Definition
| Fine tuning of Procedural Knowledge |
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Term
| What is the Trace Decay Theory? |
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Definition
| Information is lost over time because of lack of use |
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Term
| What is the Inappropriate Retrieval Cues theory of forgetting? |
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Definition
| Information is there, just not able to be brought forward |
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Term
| What is the Interference Theory? |
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Definition
| Active theory of forgetting where memory is degraded by other events |
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Term
| What is Proactive Interference? |
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Definition
| Skill learned before interferees with the learning of a new skill |
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Term
| What is Retroactive Interference? |
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Definition
| Skill learned after a new skill interferes with the recall of the new skill |
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Term
| What is positive transfer? |
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Definition
| When training task enhances performance of transfer task |
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Term
| What is negative transfer? |
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Definition
| Training task decreases performance of transfer task |
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Term
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Definition
| Training task has no effect on performance of transfer task |
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Term
| What is a Vertical Transfer? |
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Definition
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Term
| What is a Lateral Transfer? |
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Definition
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Term
| What is an example of a Vertical Transfer? |
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Definition
| Part-to-whole learning, training builds up to trasnfer task |
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Term
| T/F - It is better to transfer from difficult to easy compared to easy to difficult. |
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Definition
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Term
| It is best to train at the ______ level as trasnfer. |
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Definition
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Term
| Emphasize both ____ and ____ for best transfer. |
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Definition
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Term
| What are the 3 explanations for bilateral trasnfer? |
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Definition
- Cognitive learning explanation
- Motor program explanation
- Motor outflow explanation |
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Term
| Traditional forms of KR can specify only: |
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Definition
| what not to do on the next attempt |
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Term
| Kinematic/Kinteic feedback can provide information about: |
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Definition
| what to do on the next attempt |
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Term
| Both Summary KR and Average KR schedules produce: |
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Definition
| similar levels of response consistancy during retention tests |
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Term
| Average KR schedule better matches constraints of a: |
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Definition
| "real" learning environment |
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