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Practice Chapter 5. Performance & learning Performance is observed, learning inferred Performance can improve without improved learning Learning can improve.

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Presentation on theme: "Practice Chapter 5. Performance & learning Performance is observed, learning inferred Performance can improve without improved learning Learning can improve."— Presentation transcript:

1 Practice Chapter 5

2 Performance & learning Performance is observed, learning inferred Performance can improve without improved learning Learning can improve without improved performance What is learning, really?

3 Amount of practice Do we become less dependent on the environment, or more? Important implications – do you practice powerlifting in front of a mirror to aid form? (Proteau & Temblay, 1998)

4 Amount of practice As we learn, do we rely less on feedback? Proteau’s task (1987, 1992)...

5 Amount of practice As we learn, do we rely less on feedback? Proteau’s typical paradigm... Task: 90cm movement in 550msec Condition 1: 200 trials with vision Condition 2: 2000 trials with vision Test condition: No vision Has also used walking (see next slide), force control, and others Sometimes as little as 20 vs. 200 trials too.

6 Amount of practice As we learn, do we rely less on feedback? Typical Results: The full vision practice condition typically transfers to a no vision condition badly, and this gets worse as full vision practice increases

7 Amount of practice As we learn, we seem to rely more on the information that is present and used when we learn For the powerlifting form example – mirrors not a good idea (Proteau & Tremblay, 1998) Also think of learning to type, drive (shifting gear), play piano (watching fingers) and so on “learning is specific to the source or sources of afferent information that are more likely to ensure optimal performance”

8 Amount of practice More recent findings: Weak vs. strong visual cues (still a reaching task) – weak vision transfers as well as no vision to a no vision condition Weak vision encourages processing of other sources of information like proprioception

9 Amount of practice More recent findings: Ball interception – touch the interception point of a moving ball with the index finger Two conditions: full vision, or ball only

10 Amount of practice More recent findings: Ball interception – touch the interception point of a moving ball with the index finger Two conditions: full vision, or ball only Normal specificity effect when transferring to practiced trajectories Effect disappears in new trajectories

11 Variability of practice Imagine you’re trying to teach catching Should you make it as simple as possible, by choosing only one type of ball, one type of throw, one catching technique…etc… Or not?

12 Variability of practice Schema Theory (Schmidt, 1975) More variability means more generalized schema for learning Like a regression rule Your performance of the right movement depends on the proximity of previous behavior to the desired behavior

13 Variability of practice Supported? Generally, I’d say so, provided key assumptions are met Are the participants genuinely novices? Is sufficient practice given to form a strong enough prediction rule? Is prediction of a novel version of the task ultimately required? See Schmidt and Shapiro (1982) for a summary Does not imply that the governing theory is accepted Now as for organization of variability...

14 Contextual interference Practice order (3 tasks – A, B, and C) Blocked All A’s …then all B’s …then all C’s All A’s …then all B’s …then all C’s Serial A CB Random Who knows – it’s random! Amount of contextual interference Low High

15 Contextual interference Practice order (3 tasks – A, B, and C) Stimulus light goes off Color signifies which movement pattern to perform Pick up tennis ball Knock down barriers Replace tennis ball RT and MT measured

16 Contextual Interference effect From the classic study (Shea & Morgan, 1979) Practice – Low CI is better (time is being measured, so smaller scores are better) Retention – High CI is better

17 Contextual Interference Theory 2 primary hypotheses Elaboration Compare the sequence of tasks practiced within blocked and random practice – what kinds of comparisons between or among the tasks are promoted by each type of practice?

18 Contextual Interference Theory 2 primary hypotheses Action plan reconstruction Compare the sequence of tasks practiced within blocked and random practice – how long, on average, do you have to wait before the task is repeated in each practice order? Brown-Peterson (1958), Peterson-Peterson (1960) Recall worsens as interval “A” increases A A Recall improves (!) as interval “A” increases

19 Contextual Interference Some research examples, and some conclusions... http://www.youtube.com/watch?v=CIG3El76ltg&feature=related

20 Contextual Interference Smith & Davies (1995) Used a Pawlata roll Compared progressive part learning of a full roll with either alternate (high CI) or blocked (low CI) practice All transferred to both a full and a half roll one week later (score is 5 - average # attempts prior to success)

21 Contextual Interference Now for something completely different (...and quite a bit more difficult) We’ll see that these findings may severely limit the generalization of the CI effect

22 Contextual Interference Task: Notice: overall duration varies across tasks; relative timing does not

23 Contextual Interference Task: With this task, you can vary overall duration without varying rhythm see previous slide Or both Or vice versa E.g. 300-200-400 400-300-200 and 200-300-400

24 Contextual Interference Findings Experiment 1: The more consistent the practice type, the better people perform in retention and transfer

25 Contextual Interference Findings Experiment 2: Feedback type has a radical effect on this outcome Hard to see, but depending on fdbk, effect is almost reversed Generally, whatever results in stability of RT during practice works (random practice with segment fbdk did this, & so did blocked practice w/ratio fdbk)

26 Contextual Interference Since then... Still celebrated as a general effect Does not seem to be the case Shea’s (& colleagues) work clearly important Findings largely limited to overall timing (simple adaptations of already known movements) Smith & Davies (1995, see also Smith, 2002, Smith et al, 2003) may be a result of negative transfer rather than CI But these things matter too! Subsequent work emphasizes the disconnect between simple and complex tasks...

27 Contextual Interference Complexity as a moderator (for CI & others) A good review paper for the final

28 Part vs. Whole practice Segmentation, fractionation, simplification, component interdependence... Do the parts fit together naturally, or can they be easily separated? Think of a free throw – should you practice the knee movement and the arm movement separately? Juggling...from the annals of 257 (Spring 2000) – Knapp & Dixon (1952) revisited.

29 Part vs. Whole practice 11am class: move through practice stages quickly (get to the full juggling phase as soon as possible) 12:35pm class: practice each stage thoroughly (master each stage before moving on) Similar findings have been published by Knapp & Dixon, 1952.

30 Part vs. Whole practice In this case, part practice of juggling didn’t work well Seems that the skill is highly organized, and as such should not be practiced in parts See also Hautala (1988): scarves not a good idea.


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