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Review for Final Exam

by: Julia Notetaker

Review for Final Exam KIN 3550

Marketplace > Wayne State University > Kinesiology > KIN 3550 > Review for Final Exam
Julia Notetaker
GPA 3.0
Motor Long and Control
Dr. Qin Lai

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About this Document

This study guide consists of definitions that were on the final exam for Motor Long and Control that were taught by Dr. Qin Lai.
Motor Long and Control
Dr. Qin Lai
Study Guide
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This 3 page Study Guide was uploaded by Julia Notetaker on Saturday October 3, 2015. The Study Guide belongs to KIN 3550 at Wayne State University taught by Dr. Qin Lai in Fall 2014. Since its upload, it has received 37 views. For similar materials see Motor Long and Control in Kinesiology at Wayne State University.


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Date Created: 10/03/15
Final Review KIN 3550 Chapter 9 amp 10 Lecture Notes Read Chapter 11 amp 13 Chapter 11 De ning and Assessing Learning Performance the behavioral act of executing a skill at a speci c time and in a speci c situation Learning change in the capability of a person to perform a skill Stability the in uence on skill performance of perturbations which are internal or external conditions that can disrupt performance Performance Curve line graph describing performance in which the level of achievement of a performance measure is plotted for a speci c sequence of time or trials Retention Test test of a practiced skill that a learner performs following an interval of time after practice has ceased Transfer Test test in which a performs a skill that is different from the skill he or she practiced or performs the practiced skill in a context Performance Plateau learner then experiences further improvement with continued practice Chapter 13 Transfer of Learning Transfer of Learning the in uence of prior learning on the learning of a new skill Positive Transfer the bene cial effect of prior learning on the learning of a new skill Negative Transfer the negative effect of prior learning on the learning of a new skill Identical Elements Theory an explanation of positive transfer proposing that transfer is due to the degree of similarity between the component parts TransferAppropriate Processing Theory an explanation of positive transfer proposing that transfer is due to the similarity in the cognitive processing characteristics required by the two skills Bilateral Transfer transfer of learning that occurs between two limbs Asymmetric Transfer bilateral transfer in which there is a greater amount of transfer from one limb than from the other limb Symmetric Transfer bilateral transfer in which the amount of transfer is similar from one limb to another no matter which limb is used rst Chapter 11 Lecture Notes Read Chapters 14 amp 15 Chapter 14 Demonstration and Verbal Instructions Modeling the use of demonstration as a means of conveying information about how to perform a skill Observational Learning learning a skill by observing a person perform the skill PointLight technique a research procedure used to determine the information people use to perceive and identify coordinated human actions Cognitive Mediation Theory a theory for explaining the bene t of a demonstration proposing that when a person observes a skilled model Dynamic View of Modeling a theoretical view explaining the bene t of observing a skill model demonstrate a skill Verbal Cues short concise phrases that direct a performer39s attention to important environmental regulatory characteristics Chapter 15 Augmented Feedback TaskIntrinsic Feedback the sensory feedback that is naturally available while performing a skill Augmented Feedback a generic term used to describe information about a performance that supplements sensory feedback and comes from a source external to the performer Knowledge of Results KR category of augmented feedback that gives information about the outcome of an attempt to perform a skill Knowledge of Performance KP category of augmented feedback that gives information about the movement characteristics that led to a performance outcome Quantitative Augmented Feedback augmented feedback that includes a numerical value related to the magnitude of a performance characteristics eg the speed of a pitched baseball Qualitative Augmented feedback augmented feedback that is descriptive in nature and indicates the quality of performance Performance Bandwidth in the context of providing augmented feedback a range of acceptable performance error Descriptive KP a verbal knowledge of performance statement that describes only the error a person has made during the performance of a skill Prescriptive KP a verbal knowledge of performance statement that describes errors made during the performance of a skill and states what needs to be done to correct them Biofeedback a type of augmented feedback that provides information about physiological processes through the use of instrumentation Concurrent Augmented Feedback augmented feedback that is provided while a person is performing a skill or making a movement Terminal Augmented Feedback augmented feedback that is provided after a person has completed the performance of a skill or a movement KRdelay interval the interval of time between the completion of a movement and the presentation of augmented feedback Postdelay interval the interval of time between the presentation of augmented feedback and the beginning of the next trial Guidance Hypothesis a hypothesis indicating that the role of augmented feedback in learning is to guide performance toward the goal of the task Chapter 12 Lecture Notes Read Chapters 1619 Chapter 16 Practice Variability and Speci city Practice Variability the variety of movement and context characteristics a person experiences while practicing a skill Contextual Interference the memory and performance disruption that results from performing multiple skills or variations of a skill within the context of practice Contextual Interference Effect the learning bene t resulting from performing multiple skills in a high contextual interference practice schedule rather than performing the skills in a low contextual interference schedule Speci city of Practice Hypothesis the view that motor skill learning is in uenced by practice condition characteristics especially the sensoryperceptual information available performance context characteristics and cognitive processes involved Chapter 17 The Amount and Distribution of Practice Overlearning practice that continues beyond the amount needed to achieve a certain performance criterion Massed practice a practice schedule in which the amount of rest between practice sessions or trials is very short Distributed practice a practice schedule in which the amount of rest between practice sessions or trials is relatively long Chapter 18 Whole and Part Practice Complexity the number of parts or components and the degree of information processing that characterize a skill Organization when applied to a complex motor skill the relationships among the components of the skill Fractionization a parttask training method related to asymmetric coordination skills that involves practicing each arm or leg separately before performing with them together Segmentation a parttask training method that involves separating the skill into parts and then practicing the parts so that after one part is practiced Simpli cation a parttask training method that involves reducing the dif culty of speci c parts or features of a skill Chapter 19 Mental Practice Mental Practice the cognitive rehearsal of a physical skill in the absence of overt physical movements Imagery Ability an individualdifference characteristic that differentiates people who can image an action with a high degrees vividness and control from people who have dif culty imaging an action


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