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MOTOR LEARNING
LABORATORY MANUAL
San José State University
Department of Kinesiology
Co-instructors
Dr. Emily H. Wughalter
Mr. Ryan Starnes
Spring 2010
Dr. Emily H. Wughalter
Office: SPX 059
Office Phone: (408) 924-3043
e-mail: Emily.Wughalter@sjsu.edu
http://www.kin.sjsu.edu/faculty/ewughalter/
Mr. Ryan Starnes
e-mail: ryan@ptlosaltos.com
Phone Contact: (408) 910-8323
2
Motor Learning Laboratory Calendar
Topics
Page
January 26, January 28
Emily Wughalter & Ryan Starnes
Course expectations; requirements
February 2, February 4
Emily Wughalter
Terminology; An experience in Microsoft Excel
February 9, February 11
Ryan Starnes
Part-whole learning lab
February 16, February 18
Emily Wughalter
An application of Gentile’s taxonomy for describing motor
skills; follow-up on part-whole learning lab
February 23, February 25
Ryan Starnes
Perceptual Factors
March 2, March 4
Emily Wughalter
Group assignment
Group work: understanding reaction time
March 9, March 11
Ryan Starnes
Visual Reaction Time
March 16, March 18
Ryan Starnes
Group work
Auditory Reaction Time
March 23, March 25
Ryan Starnes
Knowledge of Results and Measures of Error
March 29, March 31
No Class, Spring Recess
April 6, April 8
Emily Wughalter
Short Term Memory
April 13, April 15
Ryan Starnes
Fitts’ Law
April 20, April 22
Emily Wughalter
Mini Observation Lab
April 27, April 29
Emily Wughalter
Final Thoughts
May 3, May 6
No lab this week, Faculty Furlough on May 6
Motor Behavior Lab will be open from 11:00am to 12:00pm for group
project work and make up labs
May 11, May 13
Emily Wughalter
Group presentations
Bound copies of Motor Learning Lab Manuals are due on Thursday, May 13, 2 010 for all motor learning
students. Manuals should be velobound.
3
Course Expectations and Requirements
Attendance is required for all scheduled weeks of laboratory for undergraduate
motor learning. The lab is scheduled from 0930-1120. Students attend either the
Tuesday section or Thursday section of lab but not both. Limited flexibility will be
permitted with regard to switching sections of lab only when serious and compelling
reasons exist.
At the conclusion of the semester each student will submit a portfolio from the
laboratory experience. The portfolio will include answers to the questions posed in the
manual, and supplementary materials added by the student. Materials should be arranged
in an appropriate order. Once the process of accumulating materials is completed the
manual should be velobound. A good copy center will be able velobound your manual.
All velobound Motor Learning Lab Manuals are due on Tuesday, May 13, 2010. Except if
serious and compelling reasons for lateness exist and if students have made arrangements
with the professor ahead of time, then lab manuals will not be accepted after this date.
Be sure to complete the group activities each week before you leave the
laboratory. Draft your answers prior to recording them in this manual. Your personal
data from weekly lab sessions however should be written directly onto the lab sheets
provided in the manual. At the end of the lab hour the instructor and class members will
discuss all group questions. At home activities for the lab should be finished soon after
the lab experience is over. Be sure to transcribe the information and the results of your
group activities at the same time. Do not allow a great deal of time to lapse between the
lab experience and your reflection on it. Forgetting occurs quickly!
All graphs must be drawn using a computer program. Computer generated graphs
can be printed onto plain white paper. Students must possess a variety of computer skills
for now and for the future. A lack of computer skills will minimize your ability to
operate effectively in school or in the workplace.
Student/Instructor Agreement
I have read the course expectations and agree to complete the assignment well and
on time.
___________________________________
Student Name
___________________________________
Student Signature
___________________________________
Date
4
THE MOTOR BEHAVIOR LAB
Introduction
Welcome to SPX 082, the motor behavior laboratory. Motor behavior is a
recognized subdiscipline under the umbrella discipline of kinesiology/physical education
(Kin). The purpose of motor behavior is to further knowledge and understanding about
the psychological and behavioral aspects of human movement. Generally, motor
behavior is thought to include the subdisciplines called motor learning, motor control,
motor development, and sport psychology.
As you complete your core and concentration requirements in Kin you will begin
to recognize many similarities among the theories, hypotheses, and experimental designs
emerging from these motor behavior subdisciplines. You will also notice the variety of
ways researchers think about how humans move their bodies through the world.
In Kin 166, Motor Learning, our attention will be focused specifically on how
humans process information and control their motor actions during performance. The
processing of information during the time period from the onset of a stimulus to the time
overt movement begins is called reaction time and it is one of the variables researchers in
motor learning study. Motor learning researchers are also interested in studying the
structure and scheduling of tasks in a practice session. Our experiments this semester
will help us explore several different paradigms used in research on motor learning.
In the subdiscipline of motor control, an outgrowth of motor learning, information
regarding how humans control movement is studied. Human action requires great
precision particularly when the varied and changing factors in our immediate
environment are considered. Movements are controlled in situations that require changes
in complexity and performers are confronted with tremendous variability in the
environment. One question that might be asked by motor behavior specialists is: does
one general motor program govern all of the variations for a similar type movement or do
single traces exist for every variation required?
The laboratory experiments developed for this semester will illustrate concepts,
principles, and hypotheses produced by motor learning and control experts.
Using the Computers in SPX 082
You will notice many computers around the laboratory. Many of our experiments
are developed for the computer. In the winter 1993, IBM donated 10 computers to our
laboratory because of the assistance of an alumnus, John Toner. We were lucky to have
this donation which helped convert our lab into a 21st century phenomenon. More
recently we had computers donated to our lab because of the hard work of our faculty.
5
Please take care when using them. Several software packages will be made available for
you to use when in the motor learning laboratory.
A word of Thanks
I’d like to thank Kristy Stuart, Janet Clair, and Aaron Jacobsen, graduates of the
Master of Arts program in the Department of Kinesiology. They all assisted in the
development of the motor behavior lab manual. Also many students have taken motor
learning in previous semesters and they provided critical feedback for improving the lab
experience by revising it. Their thoughtful and constructive criticism helped shape the
ideas presented here. I look forward to your input for future revisions of the document
before you.
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Common Terms
The growth of physical education in higher education over the last 40 years has
led to a proliferation of subdisciplines found emerging as departments called human
performance, kinesiology, movement science (just to name a few). Many scholars have
discussed the splintering of our field; however what weaves together this field is the focus
on movement as the common organizing the body of knowledge in these departments. In
motor learning, understanding how movement is learned and performed serves as a core
concept and makes the connections to the other subdisciplines possible. A problem that
exists and also discussed in the literature is the absence of a consistent terminology to
discuss problems and issues related to movement, and thus the connections among the
disciplines are often lost. Here are some common terms used in the motor learning
subdiscipline and that you will need to understand our work this semester.
1. Variable
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2. Independent variable
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3. Dependent variable
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4. Experimental control
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5. Subdiscipline /Motor Learning
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6. Identify an independent, a dependent, and a control variable someone in motor
learning might study.
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7. Paradigm
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8. Nominal, ordinal, interval, and ratio scores
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8
An Experience in Microsoft Excel
PURPOSE
The purpose of the lab today is to learn about the functions of a spreadsheet and
how to use these functions in motor behavior. Some of the many applications of
spreadsheets in Kin include: the sport manager who tracks how attendance changes at
games by recognizing a series of factors (e.g., opponents, giveaways, and promotions);
the teacher who is calculating final grades for 100 students with a series of tasks
contributing to the final grades; the physical therapist who is tracking his or her clients
progress or type of injury.
1. What is a spreadsheet?
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2. What is a row? What is a column?
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3. What is a cell?
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PROCEDURES
Entering data in Microsoft Excel
1.
2.
3.
4.
5.
Turn on computer.
Click on the start button.
Select programs.
Click on Microsoft Excel.
Begin the lab by entering the data below. Your trial scores should be in the rows.
The data listed for for SRT, 2CRT, and 4 CRT should be in the columns.
EXAMPLE
A
B
1
SRT
2 CRT
2
323
375
3
301
264
4
321
367
5
215
368
6
368
383
7
353
369
8
Mean SRT
Mean 2 CRT
9
=AVERAGE(A2:A7)
=AVERAGE(B2:B7)
(313.50)
(354.33)
(440.83)
C
4 CRT
532
524
395
291
421
482
Mean 4 CRT
=AVERAGE(C2:C7)
9
6. First select a cell and begin typing (SRT) then hit the enter key and type numeric
values for SRT (323, 301, 321…).
7. Once you have entered your numeric values for SRT – type Mean SRT then hit
the enter key.
8. You should now be in cell A9. To find the mean value for the SRT scores place
the cursor in the formula bar and type in the equal sign (=) in the formula bar.
9. Click on the box next to the formula bar and chose the AVERAGE key by
clicking on it. If you are working in a version lower than Microsoft Excel from
Office 2000 then you might have to go to the Insert pull-down and select
Function. When the window comes up make sure the correct values are chosen.
The window should read =AVERAGE(A2:A7). This screen will give you the
numeric mean score. Hit okay. And what was in the window should now appear in
cell A9. Do the same for B9 & C9.
Graphing
1. Highlight the area you wish to graph by using the mouse and mouse keys. To
graph the reaction times (SRT, 2 CRT, and 4 CRT), the cells that should be
highlighted are: columns A-C and rows 1-7.
2. Click on the chart wizard.
3. Pick the type of graph you would like (Bar)- hit next.
4. Pick if you would like columns or rows (columns) – hit next.
5. Type in chart title, x-axis (# of trials), y-axis (time) – hit next.
6. Click on place as object – hit finish.
7. The graph will appear on your data screen.
8. To create a graph of the MEAN scores, follow steps 1-7. The only difference will
be the area that is highlighted (A8 & A9 – C8 & C9), and the chart title (mean
reaction time scores), x-axis and y-axis (if you choose rename).
Review
1.
Write a short interpretation of the tables and graphs from this lab. Insert the
tables and graphs into your Microsoft Word document.
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2. Describe one or more new thing(s) you learned today about Microsoft Excel.
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3.
Identify your emphasis or concentration area here. How might you use
spreadsheets to assist your professional and personal life in the future?
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11
Part/Whole Learning
INTRODUCTION
Researchers in motor learning and psychology have studied whole skill and or part
skill practice and their effects on motor learning. Research on part/whole practice and
motor skills has yielded data supporting significant effects in both directions. The
various findings may be related to the type of skill being investigated.
Magill (2007) classified two dimensions to assist in the analysis of skills and aid
teachers in decision making about appropriate instructional strategies. The dimensions
are task complexity and task organization. According to Magill (1985) tasks requiring
large amounts of motor organization should be taught using the whole method, whereby
the skill is presented and practiced as a whole. A highly complex skill, on the other hand,
can be processed better when broken down into its component parts whereby each part is
practiced separately and then at some point rejoined for practice. A major problem exists
in the motor learning literature because there is a lack of a clear definition of motor skill
complexity. Later in the semester we will explore the idea of complexity in greater detail.
Once an appropriate method of teaching is identified then the
teacher/trainer/specialist/coach can determine the discrete components of the skill
facilitating successful performance of the skill.
PURPOSE
The purpose of the laboratory will be to determine the differences, if any, in
performance between a group learning to juggle using the part method and a group
learning to juggle using the whole method.
More specifically, how does part/whole learning affect success in a juggling task?
METHOD
Participants
Two groups of participants will be studied: the whole practice group and the part
practice group.
Equipment
Three tennis balls of the same color will be used.
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Whole Group
Procedure
Day 1 (Tuesday)
Total practice = 40 trials of practice in the following four trial blocks:
Trial block 1 = 10 trials using 3 balls
Trial block 2 = 10 trials using 3 balls
Trial block 3 = 10 trials using 3 balls
Trial block 4 = 10 trials using 3 balls*
Day 2 (Thursday)
Total Practice = 40 trials of practice in the following four trial blocks
Trial block 1 = 10 trials using 3 balls
Trial block 2 = 10 trials using 3 balls
Trial block 3 = 10 trials using 3 balls
Trial block 4 = 10 trials using 3 balls*
Day 3 (Saturday)
Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*
Day 4 (Monday)
Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*
Instructions to Participants
When a person wants to juggle three balls simultaneously, he or she begins with
two balls in the right hand and one ball in the left hand. Begin juggling by tossing one
ball from the right hand into the air. Consider this Ball #1. When Ball #1 reaches its
peak flight, toss the ball in the left hand into the air. Consider this Ball #2. When Ball #2
reaches its peak flight, toss the remaining ball from the right in the air. This cycle needs
to be continuous to successfully juggle. Always catch the ball in the air with the hand
opposite the throwing hand. The juggling of three balls requires that one ball is always
kept in flight.
13
Part Group
Procedure
Day 1 (Thursday)
Total practice = 40 trials of practice in the following four trial blocks:
Trial block 1 = 10 trials using 1 ball
Trial block 2 = 10 trials using 1 ball
Trial block 3 = 10 trials using 2 balls
Trial block 4 = 10 trials using 3 balls*
Day 2 (Saturday)
Total Practice = 40 trials of practice in the following four trial blocks
Trial block 1 = 10 trials using 1 balls
Trial block 2 = 10 trials using 2 balls
Trial block 3 = 10 trials using 2 balls
Trial block 4 = 10 trials using 3 balls*
Day 3 (Monday)
Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*
Day 4 (Wednesday)
Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*
Instructions to Subjects
When juggling one ball toss it from the right hand to the left hand and then back
to the right hand. Focus on a spot just above and in front of your face. Attempt to toss
the ball to the same spot with each attempt. Limit the number of tosses to 10 per trial.
When a person juggles two balls begin with one ball in the right hand and one in
the left hand. Toss the ball in the right hand first to the same spot you used earlier. Once
the ball reaches its peak flight then toss the ball in your left hand. Juggling two balls can
be awkward in that it requires that you stop after the two balls have been tossed.
When a person juggles three balls simultaneously, begin with two balls in the
right hand and one ball in the left hand. Begin juggling by tossing one ball from the right
hand into the air. When this first ball reaches its peak flight, toss the ball in the left hand
into the air. Once the second ball reaches its peak flight toss the third ball from the right
hand into the air. Always catch the ball in the opposite of the throwing hand. Juggling
three balls requires that one ball is always kept in flight.
14
RESULTS
1. Record the number of catches for each trial of practice on the data sheet provided. A
trial score consists of the number of catches you make without allowing a ball to drop to
the ground.
2. Plot the individual trial scores, for each trial block of practice with an asterisk next to
it on a separate graph. You should end up with a total of six graphs.
3. Calculate the mean for each trial block with an asterisk next to it. Record the
calculated mean scores below. A trial block is a specified number of trials. Usually the
trial block score is represented as the mean of the trial scores representing that block.
Sometimes the trial block score is represented as a total score instead of the mean score.
TB1 ______
TB2 ______
TB3 ______
TB4 ______
TB5 ______
TB6 ______
4. On one graph, plot the six means calculated for each trial block.
5. Discuss the data you found over the 4 days of practice.
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Part/Whole Learning Data Sheet
DAY 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
MEAN __________
DAY 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
MEAN ______
DAY 3
1.
2.
3.
4.
5.
6
7.
8.
9.
10.
11.
12.
13.
14
15.
MEAN _______
DAY 4
1.
2.
3.
4.
5.
6
7.
8.
9.
10.
GROUP _______ Part
MEAN ______
11.
12.
13.
14
15.
MEAN _______
______Whole
16.
17.
18.
19.
20.
16.
17.
18.
19.
20.
MEAN _______
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GROUP TASKS
1. Describe the differences between learning and performance.
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2. Define the term trial block as it is used in motor learning. Describe how we used it in
the experiment on part/whole learning.
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3. Define the term transfer as it is used in motor learning.
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4. Define the words equivocal and unequivocal.
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5. Describe some of the controls lacking in the experiment today.
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17
An Application of Gentile’s Taxonomy (1972, 1975, 1987) of Motor Skills
PURPOSE
The purpose of the laboratory today is to examine a variety of motor skills in
different contexts and categorize them using Gentile’s taxonomy.
METHOD
1.
Take a walk around campus examining people in motion. Identify 5 different
examples of people engaged in motor skills. Use the table below from Gentile’s
work categorize each of the 5 skills examined.
Stability
No LTM
With LTM
Closed
Transport
No LTM
With LTM
Absent
Present
Open
Absent
Present
2.
List the 5 skills here.
3. What are the regulatory conditions of these tasks?
4. Describe if intertrial variability is present or absent for these tasks.
5. Is the body stationary or being transported?
6. Are there objects being manipulated?
7. What conditions might change the placement of these 5 tasks into another
category of skill classification?
8.
What is your emphasis or concentration in Kin and how might Gentile’s
taxonomy of motor skills be applied to your work environment?
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Perceptual Factors
PURPOSE
The purpose of the experiment will be to study the ability of an individual to
discriminate between different weights in both comparative and absolute judgment
paradigms.
EQUIPMENT
Light (75-125 gm) and heavy (175-225 gm) constants will be used as stimuli.
Blindfolds will be worn to eliminate visual information feedback.
PROCEDURE
Absolute judgment trials
The participant (S) will place the blindfold on before the experiment begins. The
experimenter (E) will place into the right hand of the S the criterion weight, either 100
gm (light) or 200 gm (heavy). Following a 5 sec exposure to the weight the S will hand
the criterion weight back to the E. In absolute judgment trials the S relies on memory for
the weight. The S will be handed each of the remaining weights one at a time and in a
random order immediately following exposure to the criterion weight. Following a 5 sec
exposure time to the trial weight the S will report verbally whether the trial weight was
the same as, or lighter or heavier than the criterion weight. On the data sheet provided E
should record a C for a correct response and an I for an incorrect response. Be sure to
record the results properly under the absolute judgment trials for the light or heavy
weights.
Comparative judgment trials
The S will place the blindfold on before the experiment begins. The E will place
into the left hand of the S the criterion weight, either 100 gm (light) or 200 gm (heavy).
Following a 5 sec exposure to the weight the E will place each of the remaining trial
weights at random in the right hand of the S. During comparative judgment trials the
criterion weight is constantly present in the environment. Immediately following a 5 sec
presentation of each trial weight the subject will verbally report whether the trial weight
was the same as, or lighter or heavier than the criterion weight. On the data sheet
provided the E should record a C for a correct response and an I for an incorrect response.
Be sure to record the results properly under the comparative judgment trials for the light
or heavy weights.
All S will be tested for the light and heavy, and the absolute and comparative
judgment trials. The order of light and heavy weights will be counterbalanced across S.
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RESULTS
1. Define absolute and comparative judgment.
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2. Define counterbalancing.
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3. Why is counterbalancing important in motor learning experiments?
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4. Within a specific set of weights and specific condition, during which trials was it
easier to discriminate between the weights? Why?
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5. What controls were evident in this experiment? What controls were lacking today?
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6. What strategies did you use? What is the problem with using a counting strategy?
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Record the order you followed here
_______ Light absolute first
_______ Light comparative first
_______ Heavy absolute first
_______ Heavy comparative first
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DATA SHEET
Light Set
Absolute Judgment
Standard
75
80
85
90
95
100
105
110
115
120
125
120
125
220
225
220
225
(Number correct) (9) +1 = __________% correct
Comparative
Standard
75
80
85
90
95
100
105
110
115
(Number correct) (9) +1 = __________% correct
Heavy Set
Absolute Judgment
Standard
175
180
185
190
195
200
205
210
215
(Number correct) (9) +1 = __________% correct
Comparative
Standard
175
180
185
190
195
200
205
210
215
(Number correct) (9) +1 = __________% correct
Laboratory and data sheet are taken from:
Husak, W.S. & Young, D.E. (1988). Motor control and learning laboratory
experiments. Dubuque, IA: eddie bowers publishing, inc.
21
Group Assignment #1
Reaction Time Measurements
PURPOSE
The purpose of the laboratory today is to further explore and understand the
variable reaction time. Reaction time is often used in motor learning experiments as a
dependent measure. It is a measure of the processing time used often in motor learning
research.
METHOD
1. Group introductions: Members of the group should introduce each other. Record
group names and e-mail addresses here.
Name
e-mail address
TASKS
1. Use the EMG graph provided and the knowledge gained in class to describe each
element of the reaction time paradigm and what it measures.
2. Define the terms:
a) Warning _______________________________________________________
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b) Stimulus ________________________________________________________
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c) Initiation ______________________________________________________
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d) Termination _____________________________________________________
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e) Reaction time____________________________________________________
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f) Foreperiod ______________________________________________________
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g) Response Time __________________________________________________
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h) Premotor Reaction Time ___________________________________________
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i) Motor Reaction Time ______________________________________________
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j) Movement Time __________________________________________________
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3. At what point does one notice a change in the EMG activity for a response to a
stimulus? Please use the terminology described above to explain your answer.
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4. As a group identify a discrete motor skill and analyze it for the various components or
terms described above.
23
Visual Reaction Time
PURPOSE
The purpose of the laboratory is to study the effect of varying stimulus- response
(S-R) paradigm on the measure of visual reaction time. Remember reaction time
measures the time it takes to process and initiate a response to information presented. By
manipulating the S-R paradigms we will observe changes in information processing speed
due to increasing or decreasing the processing demands of the trial in terms of the number
of stimuli.
The number of S-R alternatives presented to a participant determines the bits of
information in a task. Trials with more S-R alternatives have more bits of information
than trials where fewer S-R alternatives are presented. Bits is a measure of the amount of
information contained in a task. Speed of information processing slows down when a
task contains more bits of information. In the table below you will see how bits of
information increase as the number of S-R alternatives increase. Also displayed is the
reaction time paradigm described for the number of stimulus-response alternatives. As
you can see when the number of S-R alternatives is equal to a number with the base of 2
BITS can be determined by the smallest number of questions one needs to ask to derive a
correct answer. If the number of S-R alternatives is different than a number equivalent to
base 2 then a specific formula can be used to derive the bits of information contained in a
task.
In addition to the number of S-R alternatives other factors have been found to
affect the reaction time measure, such as: varying foreperiod interval and task complexity.
Foreperiod interval (FPI) is defined as the time period from a warning signal to the onset
of a stimulus. Varying the FPI limits anticipation of the onset of a stimulus. If the FPI is
not varied in a reaction time experiment, particularly when using a simple reaction time
paradigm, it would appear that participants have faster reaction times than normal. This
change is associated with the participants’ ability to begin the reaction time phase earlier
than the stimulus onset through anticipation.
Number of S-R Alternatives
RT Paradigm
Bits
1
2
4
8
SRT
2 CRT
4 CRT
8 CRT
0
1
2
3
24
METHOD
Use the Psych Experiments Lab Programs provided at the University of
Mississippi found at http://www.psych.uni.edu/psychexps/Exps/labexperiments.htm
1.
2.
3.
4.
5.
6.
Select RT Color - Visual
Write your code here _________ ***MUST WRITE YOUR CODE DOWN***
Place First Name in when prompted for Name
Place your gender, hand preference, and race
Choose Interested Person
Follow the instructions of the experiment.
RESULTS
1.
Find your data by returning to the home page of Psych Experiments
http://www.psych.uni.edu/psychexps/Exps/labexperiments.htm
2. Enter your data into a table in Microsoft Excel that resembles the table below.
Table 1. Summary of Visual Reaction Time Performance
Trial
Paradigm
Score
Paradigm
Score
Paradigm
1
Choice
Go/NoGo
Simple
2
Choice
Go/NoGo
Simple
3
Choice
Go/NoGo
Simple
4
Choice
Go/NoGo
Simple
5
Choice
Go/NoGo
Simple
6
Choice
Go/NoGo
Simple
7
Choice
Go/NoGo
Simple
8
Choice
Go/NoGo
Simple
9
Choice
Go/NoGo
Simple
10
Choice
Go/NoGo
Simple
11
Choice
Go/NoGo
Simple
12
Choice
Go/NoGo
Simple
13
Choice
Go/NoGo
Simple
14
Choice
Go/NoGo
Simple
15
Choice
Go/NoGo
Simple
16
Choice
Go/NoGo
Simple
17
Choice
Go/NoGo
Simple
18
Choice
Go/NoGo
Simple
19
Choice
Go/NoGo
Simple
20
Choice
Go/NoGo
Simple
Mean
Mean
Mean
Score
25
Table 2. Example of a completed table with trial scores and mean scores for the reaction
time paradigm.
Trial
Paradigm
Score
Paradigm
Score
Paradigm
Score
1
Choice
0.42
Go/NoGo
0.545
Simple
0.296
2
Choice
0.415
Go/NoGo
0.423
Simple
0.231
3
Choice
0.456
Go/NoGo
0.594
Simple
0.241
4
Choice
0.396
Go/NoGo
0.343
Simple
0.271
5
Choice
0.396
Go/NoGo
0.445
Simple
0.38
6
Choice
0.377
Go/NoGo
0.281
Simple
0.235
7
Choice
0.717
Go/NoGo
0.35
Simple
0.256
8
Choice
0.414
Go/NoGo
0.36
Simple
0.236
9
Choice
0.517
Go/NoGo
0.358
Simple
0.395
10
Choice
0.496
Go/NoGo
0.366
Simple
0.256
11
Choice
0.376
Go/NoGo
0.415
Simple
0.218
12
Choice
0.816
Go/NoGo
0.251
Simple
0.135
13
Choice
1.615
Go/NoGo
0.396
Simple
0.498
14
Choice
0.277
Go/NoGo
0.372
Simple
0.256
15
Choice
0.296
Go/NoGo
0.649
Simple
0.276
16
Choice
0.455
Go/NoGo
0.472
Simple
0.376
17
Choice
0.836
Go/NoGo
0.335
Simple
0.557
18
Choice
0.596
Go/NoGo
0.472
Simple
0.255
19
Choice
0.558
Go/NoGo
0.406
Simple
0.235
20
Choice
0.577
Go/NoGo
0.446
Simple
0.336
Mean
0.5503
Mean
0.41395
Mean
0.29695
GROUP TASKS
1. Was there a varied foreperiod interval in the experiment? If so, describe the point of
the foreperiod interval for the specific experimental model used in our laboratory today.
In other words, when in the trial did the foreperiod interval occur in our experiment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
26
2. What was the order of stimulus presentation for the key presses during the choice
reaction time trials? What effect does order have on reaction time? What effect does
order have on information processing?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How might expertise affect this specific experiment? What type of expertise might
prove useful?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What strategies did you use in this experiment?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________
GRAPH
1. For each of the varying S-R paradigms in the experiment develop a graph displaying
the trial scores. Provide one graph of the 20 trials for each S-R paradigm presented
equaling 3 graphs. Provide one graph of three means representing the trial block from the
manipulation of the S-R paradigm
AT HOME
1. Give an example of a sport or movement context when you would want to increase the
number of S-R alternatives, or conversely when you would want to decrease the number
of stimulus-response alternatives?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Can you describe how you might create these increases (or decreases) in stimulusresponse alternatives for a skill in which you are an expert?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
27
Auditory Reaction Time
PURPOSE
The purpose of the experiment today is to examine auditory reaction in three
different S-R paradigms: choice reaction time, go/no go reaction time (discrimination),
and simple reaction.
METHOD
Use the Psych Experiments Lab Programs provided at the University of Mississippi
found at http://www.psych.uni.edu/psychexps/Exps/labexperiments.htm
1. Select RT Sound - Auditory
2. Write your code here _________ ***MUST WRITE YOUR CODE DOWN***
3. Place First Name in when prompted for Name
4. Place your gender, hand preference, and race
5. Choose Interested Person
6. Follow the instructions of the experiment.
RESULTS
1. Find your data by returning to the home page of Psych Experiments
http://www.psych.uni.edu/psychexps/Exps/labexperiments.htm
2. Enter your data into a table in Microsoft Excel that resembles the table below.
Table1. Summary of results of auditory reaction time paradigm.
Trial
Paradigm
Score
Paradigm
Score
Paradigm
1
Choice
Go/NoGo
Simple
2
Choice
Go/NoGo
Simple
3
Choice
Go/NoGo
Simple
4
Choice
Go/NoGo
Simple
5
Choice
Go/NoGo
Simple
6
Choice
Go/NoGo
Simple
7
Choice
Go/NoGo
Simple
8
Choice
Go/NoGo
Simple
9
Choice
Go/NoGo
Simple
10
Choice
Go/NoGo
Simple
11
Choice
Go/NoGo
Simple
12
Choice
Go/NoGo
Simple
13
Choice
Go/NoGo
Simple
14
Choice
Go/NoGo
Simple
15
Choice
Go/NoGo
Simple
16
Choice
Go/NoGo
Simple
17
Choice
Go/NoGo
Simple
18
Choice
Go/NoGo
Simple
19
Choice
Go/NoGo
Simple
20
Choice
Go/NoGo
Simple
Mean
Mean
Mean
Score
GRAPHING
1. For each of the varying S-R paradigms in the experiment develop a graph displaying
the trial scores. Provide one graph of the 20 trials for each S-R paradigm presented
equaling 3 graphs. Provide one graph of three means representing the trial block from the
manipulation of the S-R paradigm
28
GROUP ACTIVITIES
1.
Describe why FPI is important in a simple reaction time paradigm.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________
2. How did your visual and auditory reaction times compare?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
29
Precision Knowledge of Results and Measures of Error
PURPOSE
The purpose of the laboratory is to develop an understanding of the frequently
reported measures of error through an experiment on the precision of knowledge of
results. Measures of error often serve as dependent variables in experiments particularly
when using measuring devices that require prediction or memory of an object in time or
space. These devices and measures are common in motor skills research because
prediction and anticipation are required for coordinated movement to occur. An example
in the real world would include batting a skill in which a performer can be early or late in
timing the response.
By transcribing the information from lecture and then with information from your
book, describe and define the error measures AE, CE, VE, and algebraic error listed
below.
1. Define the following measures of error:
a) Algebraic error ______________________________________________
________________________________________________________________________
________________________________________________________________________
b) Constant error (CE) _______________________________________________
________________________________________________________________________
________________________________________________________________________
c) Variable error (VE) _______________________________________________
________________________________________________________________________
________________________________________________________________________
d) Absolute error (AE)
________________________________________________________________________
________________________________________________________________________
METHODS AND TASKS
The equipment for the lab today includes dart boards.
Three knowledge of results conditions will be studied as a within subjects’
variable. A within subjects’ variable is also called a repeated measure. In a within
subjects’ or repeated measure all subjects experience all conditions of the experiment. In
our experiment you will be tested in all three conditions. Whenever there is a repeated
measure it should be counterbalanced. By counterbalancing the order of conditions a
researcher can observe the impact of performing one condition prior to performance of
another, as well as warm-up and fatigue effects. When the variable requires that people
are categorized into one group or another it is called a between subjects’ variable. The
30
conditions we are studying today are: no KR, qualitative KR, and quantitative KR. They
will be counterbalanced in the following orders. Please place a check next to the order
assigned to you by the instructor.
Check row
Order
Assigned
1
2
3
2
3
1
3
1
2
1=No KR
2=Qualitative KR (report for Center of Target=Very Good; Anywhere but center
on target=Good; Off target=Poor)
3=Quantitative KR (report exact score gained)
RESULTS
1. Record your scores from each of the conditions here. Be sure you are recording
the scores in the appropriate columns.
No KR
Qualitative KR
Quantitative KR
1.
2.
3.
4.
5.
Mean of Absolute Value of the scores
for TB1
6.
7.
8.
9.
10.
Mean of Absolute Value of the scores
for TB2
2. Plot your mean absolute error scores on a graph with Trial Block (TB) 1 and 2 on
the X axis, the absolute error score on the Y axis, and the precision of KR inside
the graph. Attach your graph to the lab.
DISCUSSION
1.
Use the web to access the library; search Sport Discus for information about KR.
What did you find? Who has published in this area, what are the years of
publication, what are some of the narrow variables studied by the researchers?
Conduct the same search on PsychINFO. What are some of the differences you
observed between the two databases?
31
2. What does a negative algebraic error score mean? What does a positive algebraic
error score mean?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.
Did the order of the conditions affect your performance compared to your
classmates?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
32
Short Term Memory
PURPOSE
The purpose of the laboratory today is to understand the phenomenon of short
term memory. Short term memory has been studied in a variety of paradigms. For
example a researcher can manipulate the type of retention measured as in recognition or
recall paradigms, he or she may vary the retention interval, he or she may examine
interpolated activity on short-term recall, he or she may include chunking in the design, or
he or she may vary the number of items included on a list.
A paradigm is a model used for research purposes to provide a flowchart related
to how an experiment should be conducted. Many paradigms are provided in the motor
behavior area to help guide research.
METHODS AND TASKS
For today’s experiment link to http://faculty.washington.edu/chudler/stm0.html.
Complete the table below by writing the letters that you remember after each trial is
completed and before beginning the next trial. Your final results will provide the
additional information needed to complete the table
RESULTS
Trial
Total # of
#
Letters in the Set
1
2
3
4
5
6
The letters I remember are:
Total Letters
Remembered
Percent
Correct
DICUSSION
1.
With a partner discuss what strategies you used in today’s experiment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
33
2. With your partner find two articles in the scholarly literature on short- term
memory.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3.
Provide a minimum of two (2) examples of how knowledge of short-term
memory can be applied to human performance work settings.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4.
What is another term that can be applied to short term memory? Why has a new
name been used?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
34
Fitts’ Law
PURPOSE
Paul Fitts (1964) provided an explanation of task difficulty as measured by
movement time (MT). He found movement time changes as a function of the amplitude
between and width within the targets. Further explained, as the distance (amplitude)
between targets increases then MT increases; likewise, when the size of a target changes
from larger to smaller movement time increases. Performers tend to trade off speed and
accuracy as well as motor control for these factors.
TASKS
The instruments used in today’s experiment are tapping tasks. Two tapping tasks
are used, one with a large target area and one with a small target area. The task involves
tapping performance between two metal plates using a stylus. Students will be timed for
six 30 second trials. Students should respond as quickly and as accurately as possible.
All students will be tested in two tapping conditions, three trials with each type of tapping
board. The order of tapping tasks is counterbalanced in the experiment.
RESULTS AND DISCUSSION
Large Target Board
Small Target Board
Trial 1
Trial 2
Trial 3
Fastest Time
1.
On a single graph plot your tapping scores displayed on the counter
timer?
2.
During which trials did you move the fastest, slowest? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What controls were lacking in today’s experiment?
____________________________________________________________
___________________________________________________________
4. Explain how our experiment reflects Fitts’ views.
________________________________________________________________________
________________________________________________________________________
____________________________________
35
Mini Observation Lab
PURPOSE
The purpose of today’s lab is to observe movement in the real world and to
determine the relative variability and invariability in motor behavior.
METHOD
With your partner(s) take a walk around campus. Choose a single skill. Observe
a single individual performing this skill multiple times (within subject variable). Observe
two individuals performing the same task (between subject variable).
RESULTS
1. What is a within subject variable? What is a between subject variable?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the differences within an individual on performance of the task?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the similarities within an individual on performance of the task?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What are the differences between individuals on performance of the task?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What are the similarities between individuals on performance of the task?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. How does a task dictate the relative variability or invariability of
performance?
__________________________________________________________________
__________________________________________________________________
36
Final Thoughts
Use the space provided here to jot down some of your final thoughts, critical
comments, and evaluation of the motor learning lab component of your Kin 166
course. Thanks!
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