Lab 1: Stages of Motor Learning and Associated Motor Performance
Characteristics
In Table 1.5 of your text Schmidt and Wrisberg display the names of “stages of learning”
as described by four different scientists. Of these, the stages suggested by Fitts and
Posner (1967) are the most frequently cited. In their view a learner moves from a
cognitive stage where a performer is learning what is required in the performance, to an
associative stage where the performer is learning how to perform the skill, and finally to
the autonomous stage during which the performer can perform the skill with few errors
and very little mental effort. Performers may spend different amounts of time in the first
two stages depending on their skill level and some performers may never reach the
autonomous stage where the skill is performed in a rather “automatic” fashion.
Along with the stages there are certain performance characteristics that go through
changes as well. Accuracy is probably one of the most frequently experienced. With
practice a golfer will be able to hit a shot closer and closer to the desired target. Another
important characteristic is consistency. On television a golf announcer will often ask the
co-commentator how many times out of 10 could a player make such a spectacular shot.
Good golfers not only make very accurate shots, but they do so much more often than
poor golfers. In fact, in golf, consistency is critical to success. Many people can score
well in golf as long as they can count on hitting the same shot consistently. While not
emphasized in golf, speed of a performance is also often mentioned. In the biathalon the
athlete must shoot the rifle quickly and accurately. Table 1.5 mentions other
characteristics that also change as a performer learns a particular skill.
In this lab we will attempt to demonstrate some of the changes outlined above as an
individual practices a skill. The skill to be used is typing a designated 30-word paragraph.
Methodology
Participant
A single participant naïve to the purpose of the experiment is required. She/he should be
naïve to the purpose of the study. Exclude anyone who has been a secretary (or
equivalent) or who has very limited typing experience.
Equipment/Material
The experimenter will need a computer on which the participant will type and a stop
watch to time the performance on each trial. The computer screen should not be visible to
the typist during the trial.
The experimenter will construct an unique phrase (Phrase A) of approximately 30 words
(you can decide on how many sentences there are). The phrase should not be something
that might be familiar (e.g., a nursery rhyme) to the participant. The phrase should require
the performer to produce a diversity of keystrokes. It should contain letters only (not
numbers), but can require different types of punctuation (e.g., !, :, ?, “). The phrase
should be typed out prior to data collection using 16 pt. font, so the typist can read the
phrase easily.
Construct a second (new) phrase (Phrase B) that has the same number of letters and
words and similar punctuation as the first, but that is distinctly different than the first.
Procedure
Before testing begins explain clearly to the participant what their task is to be. Do not
mention that they will be receiving the same paragraph over and over, just their task on
each trial (as fast and as accurately as possible). Also organize the computer so that it will
be easy to save the performance after each trial.
On each trial the typist’s task is to type the Phrase A as quickly and accurately as
possible. Each trial will begin with the participant resting their fingers comfortably on the
home row of the keyboard. At the same time that the experimenter says “go” and starts
the stopwatch, the experimenter will flip over the card with the designated phrase to be
typed so that it can be easily seen by the typist (discuss the best location with the
participant during the instruction period) throughout the trial. The card should be
removed as soon as the trial is finished. At the end of each trial the experimenter will
record the number of errors and the time it took to finish the paragraph. Each trial should
be saved on the computer for future reference. At the end of each trial the participant
should be given their time and number of keystroke errors.
The participant is to receive 60 total trials of Phrase A with a 5-minute break after each
set of 10 trials. After a 5-minute break give the participant 2 trials using Phrase B (record
the performance as before). During the break explain to the typist that the last two trials
will be with a new phrase and that, as with Phrase A, they should type Phrase B as
quickly and accurately as possible.
Dependent Variables
On each trial record the number of keystroke errors and the speed of typing. These scores
will be used to demonstrate and discuss the typist’s motor learning (i.e., performance
improvement).
Results
On two separate graphs/figures plot trials 1-60 for Phrase A on the X axis and errors/time
on the Y axis (see Figures 7.3, 7.4, & 9.2 for examples of how the graph should look). On
the same figures plot the two trials of Phrase B so they can be compared to the final
performance on Phrase A. Figure 1 should be performance time and Figure 2 errors for
each trial. Note that the figures in the text have a brief title underneath to explain what is
pictured.
Discussion
1. Explain what stages of learning (use Chapter 1 and pages 195-198 for assistance)
you believe the performer went through. Refer to the two figures to support your
discussion.
2. Explain how you would represent consistency of performance. Did this happen to
your typist?
3. Was performance on Phrase B as good as end performance (e.g., average of trials
56-60) on Phrase A? Using the concept of a serial skill, explain why performance
was different.
Writing your lab
REMEMBER THAT YOUR WRITING SHOULD BE AS PERFECT AS YOU CAN MAKE
IT. If you know you do not write well you should find an editor to check your work
before handing the assignment in. In science poor grammar, unclear sentences, and poor
writing style are not tolerated. While no grades are assigned directly for writing in this
lab, it is unavoidable that labs that are well written will likely receive higher grades than
labs written poorly, because the former will be much easier to understand. IT IS NOT
THE MARKER’S JOB TO TRY TO FIGURE OUT WHAT THEY THINK THE
WRITER MEANT IN POORLY WRITTEN MATERIAL.
Form for write-up
1. Maximum word count for report is 300 words (not including Figures).
2. On top right (as a header) put your name, student number, and word count.
3. Your report will have the following parts:
 title (centred at top of page)
 2-3 sentences as introduction including your research hypothesis (what
you think will happen to performance and why).
 Results section (titled and centred “Results”) – ideally computer generated
graphs of the results.
 Discussion section (titled and centred “Discussion”) – number your
answers to the three questions.
4. Attach all of the typing trials to your report (number each trial and use single
spacing to save paper - as many trials per page as possible).
Marks
1.
2.
3.
4.
5.
Overall presentation of paper, including introduction
Results (presentation & clarity of figures)
Question one
Question two
Question three
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