STUDY QUESTIONS - Radford



STUDY QUESTIONS

Exam 2 Spring 2000

Articles/Text Readings/Labs

Chapters 6 and 7 Understanding Motor Learning

1. Define Motor Learning. What are the critical aspects of the definition that make it “learning” vs. performance? Give some examples of how we might misinterpret performance as learning.

2. What are performance variables? What are some examples of performance variables?

3. Identify and explain 3-4 problems with using performance curves to infer learning.

4. Identify different types of typical performance curves.

5. Provide 3-4 different causes of a performance plateau, with examples. Does a plateau represent lack of continued learning? Explain.

6. Explain the importance of transfer and retention tests in measuring motor learning variables.

7. Under what conditions is the retention test conducted? That is, what makes it a retention test?

8. Compare absolute, relative and savings retention tests.

9. Under what conditions is the transfer test conducted? What is the difference between intertask and intertask transfer tests. Give examples to highlight.

10. Identify 3-4 specific methods used in motor learning research to measure the PROCESS of motor learning. Give examples of some processes that change in learning.

11. Differentiate between memory trace and perceptual trace in Adam’s Closed Loop Theory.

12. Identify 3 specific weaknesses of the closed loop theory of learning. Why are they weaknesses in explaining learning as a result of practice? How does schema theory improve upon these?

13. What are the implications of the closed loop theory to practice methods or strategies?

14. What is a “schema”? Do you understand it?

15. How do GMP’s and Schemas work together?

16. Briefly explain the 4 sources of information which are abstracted to form schemas? Which ones form recall schema? Recognition schema?

17. What are the implications of schema theory to practice methods/strategies?

18. Design a practice situation of a skill that supports schema theory of learning? Design a practice situation from the Adams theory of learning?

19. What is supposed to be varied in practice according to Schema theory? Give examples.

20. Explain, with some examples, characteristics of the beginning learner.

21. Identify, with explanation, some of the observable and invisible (internal) changes that take place as the beginning learner progresses to the intermediate stage of learning.

22. Explain some of the characteristics of the advanced stage of learning. Provide examples and evidence when possible.

23. Recognize the different terms used to describe and label the stages of learning (e.g. autonomous etc.).

24. Why is an understanding of the learning process important as future professionals?

25. Why is understanding transfer of learning important? Give examples of transfer of learning situations in real life

26. Give some examples of when we can expect positive, negative, or neutral (zero) transfer between the practice of two different skills (intertask) or skills within the same GMP (intratask). Explain your examples.

27. Identify and explain the elements of transfer, providing examples when possible.

28. Compare identical elements theory to transfer-appropriate processing. What is transfer-appropriate processing and how is it different than identical elements theory? Give 2 practical examples of practicing with “transfer-appropriate processing.”

29. Explain how the beginning stage of learning is largely dependent on transfer of learning.

30. Provide 4 specific instructional strategies, with examples, to increase positive transfer of learning.

31. Compare and contrast the two methods of visual training. Which method seems to be more effective in improving learning and performance? Why?

32. Differentiate, with examples, between the visual occlusion and eye movement methods of visual training.

33. Provide some drills or activities to for visual training/visual search, as discussed in class.

Chapter 8 Memory

1. Compare and contrast the 2 models of memory. What are the important features of each?

2. Explain the role of STSS, STM, AND LTM in the multi-store model

3. Explain, with examples, specific memory strategies using the multi-store model. Explain how are they effective to enhance memory in this model.

4. Explain, with examples, specific memory strategies using the levels-of-processing model. How do they work in this model?

5. How would you use the primacy-recency effect in practice to promote learning?

6. How do teaching cues impact memory? Give characteristics and examples of effective teaching cues.

7. What is contextual interference? Explain how this translates to random vs. blocked practice schedules. How does random practice impact performance, and what impact does it have on memory and learning?

8. What impact does distributed practice vs. massed have on memory? Explain the effect on memory.

9. Compare and contrast the 2 explanations of the contextual interference effect. How do each fit within the 2 models of memory. One explanation uses multi-store and the other emphasizes levels-of-processing. See chapter 10 (p.247) for discussion on these.

Setting The Stage…Learning Styles and Motivation (notes and articles only)

1. Identify different learning preferences as discussed in class. How/why are these

important for motor skill learning?

2. Explain a couple of strategies to enhance learning using concepts of learning styles.

Use examples if possible.

3. Define achievement motivation. Where does one’s achievement motivation come

from? (sources)

4. Compare and contrast task vs. ego motivation. What implications do these have in practice?

5. Explain, with detail, 3-4 specific motivation strategies as discussed in class.

6. Explain the definition of “fun” as discussed in class.

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