9.0 practice effects on motor learning & memory.pdf
TRANSCRIPT
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
1/30
9.0 Practice Effects onMotor Learning & Memory
Vickers Ch 9 -12
Carter - selected pagesVickers Ch 5, 7
Omit Ch 4
Effect of Practice
Design, Feedback &
Instruction on
Motor Learning &
Performance
Outline! The Paradox in Motor Learning Research Defined
! Shea & Morgan - variable and/or random practice vs blockedor constant practice
! Evidence from the laboratory, applied class setting, elite
athletes
! Reasons why variable and/or random practice is more
effective than blocked or constant
! The contextual interference effect
! Elaboration hypothesis
! Forgetting hypothesis
! Random-variable practice improves attention,short andlong term memory processes (Carter pp. 154 - 167)
! Limitations (psychological refractory period, Stroop,
! Limitations of random-variable practice
! Children, Stroke, Alzheimer's Disease
1
2
3
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
2/30
The Paradox (or Reversal)In Motor LearningResearch Defined
4
The Paradox of Modern Motor
Learning Research
Recent research (since 1990) shows that:
! Traditional behavioural methods of training motorskills leads to high levels of performance in the shortterm, but performers trained exclusively under theseconditions break down in the long term, esp. underconditions of high pressure and stress.
! If you want to ensure long term learning of motorskills, research now shows that cognitive decisiontrainingneeds to be incorporated into how practice,
feedback and instruction are provided
The Paradox in Motor Learning
! The paradox applies to three areas of research:
! Practice design- the design of drills and activities
affects short and long term learning, retention and
transfer? (Ch 9/10)
! Providing feedback- the type of feedback affects
short and long term learning, retention and
transfer? (Ch 11)
! Providing instruction- The type of instruction
affects short and long term learning, retention and
transfer? (Ch 12)
4
5
6
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
3/30
Reviews(Christina &Bjork, 1992;Schmidt &
Bjork, 1992;
Lee et al,1994; Vickers,
1994)
BehaviouralTraining
Practice Design
Blocked or ConstantPracticeLow variability
Cognitive DecisionTraining
Practice Design
Variable practiceRandom practiceHigh variability
10
20
30
40
50
60
70
80
90
100
Early in the season Later in the season
Training process of
instruction, practiceand feedback
Reversal
Overview of Motor Learning Research
Behavioural
training
Decision
training
Percent
Improvement
Cognitive
training
!"#$ & '"()*+ ,-"().**/01"Are you a behavioural trainer or acognitive-behavioural decision trainer?
! In terms of practice, feedback and instruction skills,what makes a great teacher or coach?
! What are your personal beliefs/assumptionsaboutwhat it takes to be an excellent coach, teacher,therapist, athlete?
! Respond True or Falseto the following questions.
Answer: Add # of False Statements
7
8
9
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
4/30
First Evidence OfParadox or Reversal
Contextual Interference Effects
Variable or Random Practice
vs
Blocked or Constant Practice
Contextual Interference Defined! Introducing variable elements of the task being
learned into drills and activities
! First discovered in teaching English (Battig,1966); andmathematics (Cuddy & Jacoby, 1982)
! Blocked vs random practice: Is it better to teach oneelement to perfection, or design learning activities that arerandom?
! Eg. learning multiplication table! Using blocked practice (5x2; 5x3; 5x4, etc)! Using random practice (3x8; 4x5; 9x2,etc)
! Results:!
First Motor Skill Evidence: Shea & Morgan, 1979Perform 4 arm movements: simple to complex
Retention defined: Same skill or tactic performedlater on in same conditions
Sec
Variable
Barrier KnockDown Task
Start
Stop
Stop
10
11
12
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
5/30
Shea & Morgan, 1979 Transfer ResultsA new barrier knock down task was performed
Transfer defined:A new skill or tactic is performed later on that is made up ofcomponents of skills or tactics practiced earlier; performance context may also be
more difficult. eg. in competition
Sec
Variable
Blocked or Constant Practice
Defined Today
! The same class of skills or motor program isrepeatedover and over on many consecutiveoccasions
! Goal is to groove the skilland achieve a state ofautomatic, mindlessperformance
! Examples:! Basketball - 50 free throws in a row! Golf - driving range - hit 100 balls with driver
! Recommendation: Should be used with beginnersuntil the basics of the skill are acquired. Problem isoveruse
! Once the basic skill is acquired
Variable Practice Defined Today(Smart Variations)
! A singleclass of skills or motor program is selected andvariations practiced that simulate important conditionsencountered in play or competition
! A class of skills is normally defined using abiomechanical principal or sport technique
! Example:! Badminton forehand strokes - clear, drop, smash -
same motor program used for all 3 strokes, withvariations of location, speed, deception, reaction time,etc
! Recommendation:Once the basics are learned, shouldbe main form of practice used
13
14
15
Sunday, November 16, 2014
move to variable and random practice
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
6/30
Random Practice Defined Today(Smart Combinations)
! Different motor programsare combined that simulateimportant conditions found in competition
! Most often skills are combined tactically
! Eg. Badminton singles tactics: high serve > longclear > drop > net shot - with correct footwork to 2-4corners of the court
! When variable and random practice are used
performance levels are usually lower at first, thenimprove and greater gains in the long term
! Takes patience and understanding of underlying neuralprocesses
! Recommendation:
Variable Practice - First Applied Study
(Goode & Magill, 1986)
! Novices (university students)
! Task: Badminton 3 serves: long, short, drive
! To right court only during training /left court for
retention test
! Number of practices: 3x per week
! Blocked Group: same serve each day
! Variable Group: 3 serves each day
! long
! short
! drive
! Dependent variable: Accuracy of serves to targetareas on the court (retention and transfer)
Transfer TestServe from left court
Retention Test:Serve from right court
16
17
18
Sunday, November 16, 2014
Progress from variable to random practice asap
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
7/30
Results Goode & Magill
Blocked - squares
Variable - circles
Results Goode & MagillBlocked - squaresVariable - circles
First Study - Elite Athletes: Baseball(Hall, Domingues & Cavazos, 1994)
19
20
21
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
8/30
Measuring Cognitive Effort! Total pitches hit: 11 practices (do not count the
pretest) x 3 pitches x 15 each = 495 extra hits
! Blocked group: 11 practices x 3 types of pitches x~3 pitches with high levels of cognitive effort = 99pitches in total
! Percent 99/495 = ~ 20% total cognitive effort
! Variable: 11 practices x 3 types of pitches x ~ 12
with high levels of cognitive effort = 398! Percent = 398/495 = ~ 80% cognitive effort
! RESULT: Variable group had
Theoretical Reasons Why
Variable and/or Random Practice
Is More Effective Than Blocked
or Constant Practice
Increased Cognitive Effort
" the mental work underlying optimum levelsof decision making ....anticipation,
regulation and interpretation of motor
performance (Lee, Swinnen & Serrien,
1994, 328-329).
22
23
24
Sunday, November 16, 2014
4x the cognitive practice than the blocked yet the
total number of pitches hit was the same for both groups
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
9/30
Elaboration Hypothesis
Shea & Zimny (1983)
! When individuals change from one task to another, asin random-variable practice, they have a greateropportunity to learn the distinctive elements ofeach task
! Creates denser neural networks, more effective
synaptic connections! In blocked practice, this occurs to a lesser degree or
not at all (automaticity takes over of simpler skills)
! Also called the
The Forgetting Hypothesis(also called Retrieval Practice)
Lee & Magill (1985). The spacing of movements during
variable-random practice requires the rapid retrievalfrom long term memory of specific skills
! Variable-random practice improves the ability to
access critical information in memory quickly
! Creates better retrieval links to correct solutions
! Richer more extensive neural networks laid down
linking long and short term memory
Random-Variable Practice
Enhances Memory Formation
Five (5) Types of Memory 1) Episodic 2) Semantic 3) Procedural 4) Implicit vs explicit 5) Working or short term memory (STM)
Carter
25
26
27
Sunday, November 16, 2014
distinctive and more meaning full hypothesis
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
10/30
1) Episodic Memory
Episodic defined:reconstruction of pastexperiences,sensations, successes,
failures, highs, lows,strategies, drills
Experienced from onesown point of view
Eg. Drill in racquetsports - Ability to seeopponent beforereturning the shot
Effects of Blocked vsVariable Practice
Athlete does
not
vary shot
Feeder does
not move
1) Basic FH Drop Drill
Blocked Practice Most common method of
training
Stationary feeder (coach) sets
shuttle high to athlete
Athlete returns with a drop to
feeder
Continuous OH drops
(blocked practice)
Easily learn to make 100+
shots using blocked practice,
BUT
- no retention after 3 months- no transfer to games
Vickers, p 186-187
Athlete
returns
with a
differentdrop
Feeder moves
to new location
Badminton
With Variable Practice
1. Feeder lifts shuttle high to the
athlete
2. During flight of shuttle feedermoves to a new location
3. Athlete must see feeder
before
Hitting to feeder Hitting away from feeder
4. Improves detection of
opponents; execute more
effective shots
28
29
30
Sunday, November 16, 2014
Memry established to see opponent before returning the s
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
11/30
2) Semantic MemoryDefined: Factual
knowledge that stands
alone
Contains information that isnon-personal;
Together with episodicmemories also calleddeclarativeknowledge
Stored primarily in thefrontal and temporal lobes
Eg. Rules, History of Sport,Nutrition, Exercise,Physiology, Biomechanics
Eg. Dan Proulx, TeamCanada Cyling Coach
Using Random Variable Practice & Questions to
Teach Declarative Knowledge
Dan Proulx cyclingcoach
Elite 14-16 yr.olds
Now Team CanadaOlympic Coach
Duringexercise,asks high level ofquestions aboutbalance, bumping,focus of attention -both declarative &proceduralknowledge of sporttrained at same time,plus develop fitness
3) Procedural Memory
Defined - automatic motorskills; motor programs -how to walk, run, ride abike, swim, drive a car, play
a sport, play an instrument
Learned movements storedin neural networks inmidbrain, basal ganglia andcerebellum
Only when some aspectsof a skill becomeautomatic can the athletedo more
31
32
33
Sunday, November 16, 2014
or declarative
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
12/30
4) Implicit vs Explicit MemoriesImplicit - memories that cannot be retrieved consciously but areactivated by a particular skill or action
Eg. my xerox number in HPL (20 years) cannot tell you whatit is, but when I look down at the keypad, my hand(s) knowwhat it is
The quiet eye is implicit prior to training; athletes do not knowthey have one (or not); after QE training becomes explicit
Explicit memory - memories that can be consciously retrieved and
reported Once an athlete views his/her QE on video, they can report
on the 5 characteristics
locationis easy to report durationis next Offset is challenging in some tasks (golf) onset relative to final movement most difficult
5) Short Term Memory (STM)
Defined:information held in mindas active neural traffic, until it isforgotten or encoded in LTM
Limit: 7 plus or minus 2 items(Miller, G. A.1956)
Question: Is 7 2 due to
A capacityproblem (memoryspan limit, ie longest list one canremember; longest seq of skills -fig. skate routines; # gates on arace course,
or to
Semantics- how meaningful issomething?
Motor Learning InvolvesChanges in Long TermMemory
Carter pp. 158-159
34
35
36
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
13/30
Memory Central: Hippocampus & Amygdala
!Hippocampus-
! Encodes and retrieveslongterms memories
! Sends processed memories tothe part of the brain where theywere first created, eg. lines,colors, edges to occipital cortex;
decisions & strategies to frontalcortex, etc
!Amygdala
!
!"#$# &'() *#$+ ,#+'$-#. /$# ,01#
Hippocampus: Selects transient
memories for permanent
storage as long term
memories (eg. learning to
hit a curve vs fastball in
baseball) Encoding- When signal
is persistent enough, new
connections are forged Enterorhinal cortex
central to
Forming Memories (p.156)
Potentiation- the
synchronous firing of
neurons makes it more likely
they will fire again
1. Input
2 Circuit formation
3 Increasing activity
Long term
potentiation- When a
pattern of neurons becomes
permanently sensitized to
each other
37
38
39
Sunday, November 16, 2014
tastas all incoming stimuli to prodct appropriate reactions and emotions
long term memory process
Neurons that fire together wire together
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
14/30
233 4( 5 6"17"8).*9:;"*).* "> 2#$3#45'( 6 07#(5'( ! #$%&'( )*
+, -.$*/0# %$./'1 ! %'*/.0# /$
2'2$., -$.203$*
4'.%'53$* ! *'1/ 6#)('
78'*3$* ! *'1/ 6#)('
9':.$*6 /;0/ .''*/ .'#0/'( 5$/'*30#F
H*%.'06'6 /;' #)&'#);$$( /;' '>'*/
I)## +' '*%$('( )* /;' ;)55$%025:6
0*( '>'*/:0##, 6/$.'( )* #$*< /'.2
2'2$., AJCKF
Quiet Eye
More On Perception
1) Perception- Explains how we process sensory
information (vision, hearing, touch, smell, taste) in very
short periods of time, usually less than 100 ms
(1000 ms in 1 second).
Considered subconscious (lack of awareness); we have
no recollection of this information, nor can we recall it
when asked.
With effort, an object shifts from perception to
awareness. Try these exercises
41
2) Attention- Explains how we select information
for more extensive processing in reactions timesthat range from 120 to 220 ms for simple tasks,
depending on the sensory system: vision (slowest),
hearing (2nd slowest), touch (fastest). RT can be
very long on complex tasks like golf. QE and RT are
related.
Anticipationis
42
Attention & Anticipation Defined
40
41
42
Sunday, November 16, 2014
a form of early attention, the ability to predict in advance what is going to, critical i performing all motor skills
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
15/30
Perception & AttentionExercises
43
Can you find 5 horses in this picture?
44
Artist: Bev
Doolittle
How many faces do you see inthis picture?
45
43
44
45
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
16/30
Accurate motor perception is especially difficultAli versus Liston (1985) - Which hand landed the
knockout? Left or Right?
University of Calgary Vickers quieteyesolutions.com
Primary & Secondary Attention in
Motor SkillsAttention is a limited resource.
Difficult to attend at a high level to more than one thing at a time.Selective attention is required
Driving
Car
Secondary
attention -
takes
remaining
Primary
attention -
driving a
car - takes
most
resources
Driving Talking/looking
at a special
friend
Attention is
diverted
easily to more
interesting
topics
Primary & Secondary Attention
46
47
48
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
17/30
Attentional capacity can easily be
exceeded
Cat runs across
the road
Attention changes with
training
Novices have to devoteall their attention to howto perform a skill; littleattentional capacity leftfor anything else
Experts are able toattend externally towhat is happening in theenvironment because
more and more of theirmotor skills becomeautomatic
50
Novices-how skill isperformed
Expert - what isthe opponent
doing
How SkillIs Performed
Automaticcontrol shifts
to other areas ofthe brain
Limbic and
cerebellum
49
50
51
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
18/30
Children aged6.2 to10 - cannotattend to threetasks at once
Children aged10.1 to 14 are ableto skate and IDshapes better thanstickhandle and ID
shapesAdolescents14.1-19.6 are ableto attend to allthree tasks at highspeed
89: +. ; '?
@+'5'(0A +#+'$-#.
L E2$3$* )*%.'06'6 08'*3$*#'0()*< /$ -06/'. 2'2$.,
-$.203$*
L M*%$*6%)$:6 .$:/' #C 0(1
1-$#3> >' +'>'$ 3'$>#C D.## 4E
F8GH
L 72,'U +, .'5#0,)*< )/ )* 0 #$$5
L V)55$%025:6 6'*(6 2'2$.)'6
!"" $% & '" $()%
*+,-(). +, /0+,1 23,$ 43$+,5
R %).%:)/6 )*>$#>'(W
6(%789 :(,:7(1
! $%%)5)/0# /$ -.$*/0# #$+'
! >)6:0# 0*( 65030#
)*-$.203$*
;7
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
19/30
'" $()% = > 538,% =
?(@@+:8$@89 A,+:3%%().
X/.)&)*< '15'.)'*%'6 S+.'0&
$:/U $- XCK 0*( '2'*/ ! 2$/$. %$./'1D
%'.'+'##:2
Y;'.' )/ 20, +' 6/$.'(
5'.20*'*/#, -$. #)-'
8 I#0$. '(J0$1 ;
K'(.'A-105'(
!"#$%& (%)"$*+ ,"-.""*-/" /0((12%3(#+ %*4
21$52%& 2"&&+ ,"213"
+030&%$6+7*2/$1*08"4
9"31$7 0+ +-1$"4 0* -/"2"$",$%& 21$-":; -/#+
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
20/30
Where MemoriesAre Stored
Occipital lobe - edges,speed, direction, color,depth of objects & eventsstored (eg. Baseballpitches)
Frontal lobe - workingmemory, strategies, goals,decisions, higher levels of
thinking and planningPutamen - automatic
procedural skills (motorskills)
Cerebellum -
Limitations of Attentionand/or Memory
The Psychological RefractoryPeriod (PRP)
! An inherent bottleneck in ourattention system
! Functions when 2 stimuli (S1
& S2) enter the system withan intra-stimulus interval60-80 ms (100 ms max)
! Has to be timed just right. 40ms too fast - 100 ms tooslow.
! Creates a delay in theresponse of opponent of200-300 ms
! Why? Only one motorprogram can beprogrammed and executedat a time
(Schmidt & Wrisberg, 2004/2008)
S1 & S2 Personexecuting fake
Personbeingfaked
58
59
60
Sunday, November 16, 2014
Conditioned memories, events linked by time
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
21/30
Psychological Refractory Period
" There is a bottle neck in attention that can affectRT and MT - a delay in response when 2 stimuli (S1and S2) are processed close to one another
" if we detect the 2ndstimulus while processing the1ststimulus we are unable to process the second
until we finish processing the first. Slows MT
" Although S1 and S2 may only be 60-80 ms apart adelay occurs in MT 200-300 ms in responding.
THE STROOP TASK
Most attentional processes occur in serial order (oneevent after another)
But under certain conditions attention can occur inparallel
Evidence for parallel processing - STROOP TASK -Evidence of parallel processing
2 or more stimuli are perceived at once and undercertain conditions are in conflict
Exercise: As quickly as possible, call out the COLORof the following
!
62
Stroop Effect - Why?
! Parallel streams of information were processed bythe brain at the same time
! If information is meaningful, then top-downprocessing adds to conflict
!
61
62
63
Sunday, November 16, 2014
Your visual system saw green, but your ability to read the wrd yellow created a conflict
During stoop - RT is slower and errors are greater
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
22/30
What happened??
" Some in class experienced conflict, but others
did not? Why?
" The wordvert means green in French.
"
Why Stroop?
Color vertand wordvert were processedsimultaneously
by two different
parts of brain
- Wordcomprehension
(Wernickes area)
- Color vision
(Occipital area)
- Prior to speaking(Brocas area)
Lift without a Hippocampus
The Story of HM & Dr. Brenda Milner
4(9)3,B 'C!D
!X'>'.' '5)#'56,
!B'2$>'( 2$6/ A+:/
*$/ 0##F $- ;)6
;)55$%025:6
!9$ 2'2$., $- 506/
A.'/.$0%3>' 2'2$.,F
$. *'I 2'2$.)'6
A5.$0%3>'F
!Z:/ ;' %$:#( #'0.*
6)25#' 2$/$. 6&)##6[
YV\[
66
64
65
66
Sunday, November 16, 2014
It illustrates why we need distributed long term memory
those who speak french would have experienced the conflict the french word for green (verbal part of brain)
and the color red would have been processed in parallel
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
23/30
All of HMs hippocampus was removed
Centre of memory formation Connection to frontal cortex removed - no learning or memory of
new events/people/movements
Some connections to cerebellum remained - allowed learningsimple movements (he worked in hospital gift shop)
CliveWearing
Brilliant conductor, composer and pianist
Virus destroyed all of his hippocampus at a young age
Complete amnesia - both anterograde (inability to createnew memories) and retrograde (no memory of past)
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Bias and Selective Attention:Attention Blindness
Our cognitive abilities are greatlyinfluenced by what our attention is biasedtoward: Exercise
Selective Attention Test
http://www.youtube.com/watch?v=vJG698U2Mvo&feature=related
Original visual search research by UlrichNeisser (1960s)
69
67
68
69
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
24/30
Inattention Or Change Blindness - ourattention system is often controlled by
internal biases or processes" We can be look right at something and not
see it
" TV show Oblivious
" A person viewing a visual scene fails to
detect large changes in the scene due toprior knowledge, assumptions,expectations
" Top-down...
" Can you detect the changes in these
71
Bottom-up versus top-downprocessing
Bottom-up processing - A form of attention thatproceeds in a single direction from sensory
input, through perceptual analysis, towards
motor output, without involving feedback
information flowing backwards from higher
centers to lower centers (Corbetta & Shulman,
2002, p. 201).
Salient cues, such as..
70
71
72
Sunday, November 16, 2014
bias to detect specific pre detrmined information processing
Bottom up processing is less likely to occur during change or
blindness
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
25/30
During change blindness top-downprocessing occurs more than bottom-
Top-down processing - The flow of informationis from the higher to lower centers, conveying
knowledge derived from previous experience
rather than sensory stimulation (Corbetta &
Shulman, 2002, p. 201).
Top-down processing is affected by ourmemories, our goals and expectations, and theamount of knowledge and experience we have in
a given situation.
Top-down processing often occurs rapidly andhas qualities linked to awareness, insight, and
the degree of experience the person has in a
Summary: Why Random & Variable
Training Works Better Than Blocked! There are more opportunities to learn how to attend to
critical cues
! Simulates pressure, stress and unpredictable conditions
! Greater cognitive effort is expended by the performers
! Memory retrieval is enhanced; neural plasticity promoted
! Less tendency to learn irrelevant/harmful /artificial/useless movements
! Provides more opportunities for performers to figure outwhat is required on their own; develop rapid retrievalskills
! More shared problem solving opportunities
! Overall - maximizes training of decision making skillsduring physical training
Limitations of Variable and/orRandom Practice
Children
Stroke Patients
Alzheimer's Patients
73
74
75
Sunday, November 16, 2014
Random variable processes helps athlees see things they norm
don't see
Builds better long term memory skills in a variety of conditions
More opportunities to learn to attend to critical cues and avoid m
limitations
Promotes independence - provides more opportunities for perfor
figure out what is required on their own
More shared problem solving opportunities with coaches and tea
greater confidence in one another
Overall - neural plasticity is promoted
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
26/30
Random/Variable Practice: Is it Recommendedfor Young Children & Beginners?
" NO
" Wrisberg & Mead (1983)
" Coincident or anticipationtiming task
" 6-8 years olds
" 2 Constant or blocked groups" Slow light speed" Fast light speed
" 2 Varied or Random groups" One group had 4 speeds
presented in random order" One group had 6 reps of
one speed; 6 reps of otherspeed
! Results - Best performanceby the group that had 6 repsof one speed, then 6 reps ofsecond speed, etc.
! Conclusion:
Is Random Variable PracticeEffective For Stroke Patients?
Random/Variable Practice for StrokePatients?
! YES
! Hanlon (1996)
! 24 stroke patients withhemiparesis (paralysis ofone limb from stroke)
! Damage to left parietal areascauses paralysis of right
arm, and vice versa
! Task: open cabinet door,grasp a coffee cup handle
and place cup on thecounter and release
! Success Goal = 3 successful
! All patients - attempted task 10xper day until successful
! Random group - 1/3 of grouppracticed pointing, touching &grasping tasks
! Control group - practiced neither
! RESULTS: No difference ingroups during training, but therandom group better inretention
!
76
77
78
Sunday, November 16, 2014
children and most novies require blocked training before variable or random training
/ completed more than 10 trials
Yes random variable practice is good for stroke patients
Helps heal the brain
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
27/30
ApplicationsIs Variable and Random PracticeGood for Alzheimers Patients?
What is Alzheimers disease?" NO
" Plaque builds up in the brainand destroys synapticconnections. Cause unknown.Severe memory loss
" Build up of a protein (betaamyloid) destroys brain tissue
" Early onset can occur, butmore prevalent in over 70 age;
Random/Variable Practice: Is ItRecommended for Alzheimer Patients?
! Dick et al (1998) - provided blocked or random practicefor patients
! No beneficial effects found for random practice;blocked practice best.
! Why? Cognitive impairment prevented the beneficialeffects of random practice
! Random practice facilitates the development of newneural connections and networks.
! Conclusion:
79
80
81
Sunday, November 16, 2014
Variable and random practice do not work as well in populations with permanent or regressive neural impairment, compared to normal population
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
28/30
Practice Scheduling
! Is it better to schedule short practices overa longer period of time (ex. 1 hr per day for12 weeks)
OR! long practices over a shorter period of time
(ex. 2 hrs per day for 6 weeks)
! How is learning, retention & transferaffected?
! Which do learners prefer?
Baddeley & Longman, 1978Design of StudyParticipants: Postal workers in UK
operating sorting machines
Task: Typing - goal: 80 wpm/with no errors! What training scheduleis best for
reaching 80 wpm?
! 60 hrs of practice scheduled initially! Plus additional hours added if 80 wpm
not reached in 60 hrs
4 Groups" All groups received 60 hours of initial training, followed by extra
hours until each group averaged 80 wpm
" Group 1 - 1 hr per day x 5 days/wk x 12 wks= 60 hrs(mostweeks/less time per day)
" Group 2 - 1 hr x 2/day x 5 days x 6 wks= 60 hrs(mediumweeks/twice per day)
" Group 3 - 2 hrs x 1/day x 5 days x 6 wks= 60 hrs(mediumweeks/once per day)
" Group 4 - 2 hrs x 2/day x 5 days x 3 wks= 60 hrs(fewestweeks/most time per day)
" Hypotheses (Predictions)
"
82
83
84
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
29/30
Results Baddeley & Longman
90
80
70
60
50
40
Hours of practice retention
(months)
Correct keystrokes
per minute
40 806050 70 1 3 9
2 per day for 2 hrs x 3
I per day for 1 hr x 12 wks
1 per day for 2 hrs x 6
2 per day for 1 hr x 6 wks
Goal
Data analyzed when min 40 wpm (or more attained)
Results Baddeley & Longman
90
80
70
60
50
40
Hours of practice retention
(months)
orrect keystrokes
per minute
40 806050 70 1 3 9
2 per day for 2 hrs x 3
I per day for 1 hr x 12
1 per day for 2 hrs x 6
2 per day for 1 hr x 6
Goal
Data analyzed when 50 wpm (or more attained)
Retention test
procedures
After training,told not to use a typewriter for3 months
7 did and wereeliminated
Retention rateswere deemedquite good -
high of 70 wpm
and low of 50.
Baddeley & LongmanConclusions
! Fewest total training hours to reach 80 wpm?
! Group 1- 12 wks x 1 hr per day x 5 days/wk = took
60 hrs! Most training hrs to reach 80 wpm?
! Group 4- 3 wk, 2x2 = 80 hrs - blocked in fewestweeks in training
! Least satisfied typists?
! Group 1 - 12 weeks
! Most satisfied typists?
! Group 4 - 3 weeks
! Advice -
85
86
87
Sunday, November 16, 2014
-
8/10/2019 9.0 Practice Effects on Motor Learning & Memory.pdf
30/30
Original FigureBaddeley & Longman, 1978
From original paper: Progress plotted after 40 wpmachieved; note faster earlier progress of 1 x 1 group
88