1. Chapter 8 Introduction to Motor Learning

2. Objectives This chapter will help you to understand the following:
Motor learning and how it differs from motor performance
Temporary and relatively permanent effects of practice variables
Transfer designs and their importance in learning research
Measurement of transfer of motor skills

3. Motor Learning Defined
Improved performance does not, by itself, define learning.
Improved performance is an indication that learning may have occurred.
Motor learning is a set of processes associated with practice or experience leading to relatively permanent gains in the capability for skilled performance.

4. Figure 8.1

5. Motor Learning Defined
To emphasize the features of the definition of learning, the following statements are important to keep in mind:
Learning results from practice or experience.
Learning is not directly observable.
Learning changes are inferred from certain performance changes.
(continued)

6. Motor Learning Defined (continued)
Learning involves a set of processes in the central nervous system.
Learning produces an acquired capability for skilled performance.
Learning changes are relatively permanent, not transitory.

7. Performance Curves
Performance curves are plots of individual or average performance against practice trials.
Such curves can either increase or decrease with practice, depending on the particular way the task is scored.
The law of practice says that improvements are rapid at first and much slower later in practice.

8. Figure 8.3

9. Limitations of Performance Curves
Performance curves are not learning curves.
Between-subject effects are masked.
Within-subject variability is masked.

10. Temporary and Relatively Permanent Effects of Practice
Practice can have numerous effects on the learner:
Relatively permanent effects that persist across many days, even years
Temporary effects that vanish with time or a change in conditions (positive or negative)
Simultaneous temporary and relatively permanent effects

11. Separating Temporary and Relatively Permanent Effects of Practice
Whenever learners practice, and especially when instructors intervene to enhance learning, it is important to have a way to separate the relatively permanent practice effects from the temporary effects.
A transfer design can analyze whether a change that improves performance in practice also improves learning.

12. Transfer Designs Essential features of transfer designs:
Allow sufficient time for the supposed temporary effects of practice to dissipate.
The time needed will vary depending on the nature of the temporary effects.
(continued)

13. Transfer Designs (continued)
Evaluate learners again in a transfer or retention test, with all groups performing under identical conditions.
Any differences observed in this transfer test are due to a difference in the relatively permanent capability for performance acquired during earlier practice.

14. Figure 8.6

15. Transfer of Learning
Transfer, closely related to learning, is seen when practice on one task contributes to performance capability in some other task.
Important in many instructional situations:
Complex skills may be broken down into simpler elements for beginning learners.
For safety or other reasons, the conditions under which practice is conducted are obviously quite different than the conditions in a real situation.

16. How Is Transfer Measured?
We want to estimate the performance level of the criterion task, with the relatively permanent effects of learning separated from any temporary performance effects.
Transfer concerns how performance on the transfer task is influenced by practice on some other task.

17. Figure 8.7

18. Positive and Negative Transfer
Positive transfer occurs when a treatment (e.g., practice on another skill) facilitates performance over and above no practice.
Negative transfer occurs when a treatment (e.g., practice on another skill) degrades performance in comparison to those that received no additional practice.

19. Specific and Generalized Transfer
Specific transfer is a useful measure in cases in which the criterion for learning is performance on a specific task
Measured by delayed retention tests on that task
For generalized transfer, transfer to relatively different activities is the goal
Measured by some transfer test performed in the future that may involve a different task

20. Near and Far Transfer
Near transfer is transfer of learning from one task or setting to another that is very similar.
Far transfer is transfer of learning from one task to another very different task or setting.
Both are types of generalized transfer.