Summary lectures + articles PML
Lecture 0
(Deliberate) practice: purposeful and systematic practice, which requires focused
attention and is conducted with the specific goal of improving performance.
Curvilinear curve: in the beginning,
performance increases quickly. After that, it
takes a lot of practice to gain a small
increase in performance.
Motor-learning in adults consists
of 3 stages.
1. Accumulate knowledge. A
lot of conscious knowledge to
execute task.
2. Smaller/fewer errors, less
conscious control
3. Unconscious control
Automatization
Representational theories (RT)
RT postulate internal mental representations (or ‘programs’ or ‘schemes’,
‘rules’) to explain perception and action
RT hold that action and perception are rule-governed manipulations of internal
representations in the mind or CNS
RT take learning as constructing new or refining existing internal
representations (or ‘programs’ etc.), skill acquisition
How do the representations evolve.
Fitts
Three-stage model
Fitts’ law: the time required to move to a target can be predicted by the
distance to and the size of the target
o Describing task difficulty in bits
,Fitts’ computer analogy: refers to how Fitts’ Law has been applied to human-
computer interaction (HCI) to design intuitive and efficient interfaces for users
The engineer
It is all about acquiring a priori plan (i.e., program), knowing about (internal
representations)
The plan typically consist of a hierarchy of independent modules (rules,
subroutines), which can be optimized or replaced (or studied) in isolation
(context-free)
The internal plan/program controls the body
There is a hard separation between plan and performance (disengagement,
disembodied)
o Disengagement: no engagement with the world
o Disembodied: executing a plan, not embodied in and with the world
Motor programming approach
Motor programs (schemes) that contain an a priori specification of the
movement and the expected feedback
Learning entails the forming and/or refining of the program, allowing more
precise specification of the movement and expected feedback
,Anti- or nonrepresentational theories (ART)
ART understand perception and action by focussing on the relation between
organism and environment, they extend into the environment
ART eliminate notions of mental representations (no mental gymnastics)
instead information needed for perception and action is available in the
environment
ART conceive learning as a change in the relation between organism and
environment, skill attunement
Changing the relationship with the environment to gain information for
perception and action
Bernstein
The degrees of Freedom problem (DOF)
Repetition without repetition
o Craftsmen achieved accurate outcomes through high execution
variability
Nail: the movement pattern was variable, but the endpoint was
very accurate being able to adapt to little changes due to the
high variability in the movement pattern
Motor skill is an ability to solve one or another type of motor problem.
Repetitions of a movement or action are necessary in order to solve a motor
problem many times (better and better) and to find the best ways of solving it
The context conditioned variability as an analogy for learning with instructions
o There is not a one to one relationship between motor command and the
movement outcome the role of a muscle is context dependent
Ikea bookshelves
By doing it yourself, it is not the design or end product (skill) that comes into focus,
but the construction process, adapting to the environment (exploring). You have to
take the environment into account in order to have a good outcome.
Dreyfus: learning is getting rid of the rules, and not internalizing them
5 stages of becoming an expert
1. Beginner: what to do and how to do this. Acquiring rules that help you to
perform the task.
2. Advanced beginner: rules become situational (more rules).
3. Competent: Prioritizing the most important rules. Risk-taking is necessary to
learn
, 4. Proficient: Perceives the situation as a whole, in which you can let go of the
rules but some consciousness is still involved
5. Expert: Immediate grasp what needs to be done (affordance), no longer relies
on rules
Lecture 1: motor-programming approach
The motor programming approach is a representational theory
The motor programming approach argues that internal representations exist
that cause movements
Motor programs (or ‘traces’, ‘schemes’) calculate motor commands for muscle
activity or kinematics (i.e., form, speed, extent) that produce the movement
pattern. This includes (separate) representations of expected feedback (or
sensory consequences)
Learning is forming, refining and/or strengthening of internal representations –
striving toward optimal movement pattern, accurate predictions of feedback
1. Adam’s closed-loop feedback
2. Schmidt’s schema theory (variability of practice)
3. Synthesis: Challenge point framework
Compare intrinsic (current) feedback with the extrinsic
(expected) feedback.
Intrinsic feedback: from ‘inside’: learner’s perceptual
systems
Extrinsic feedback: from ‘outside’ or
added/augmented: coach/therapist/teacher, video,
etc.
Verbal motor stage
First, extrinsic feedback to understand movement form
verbalization (self-talk) and knowledge formation
Then, extrinsic feedback guides toward correct movement
Lecture 0
(Deliberate) practice: purposeful and systematic practice, which requires focused
attention and is conducted with the specific goal of improving performance.
Curvilinear curve: in the beginning,
performance increases quickly. After that, it
takes a lot of practice to gain a small
increase in performance.
Motor-learning in adults consists
of 3 stages.
1. Accumulate knowledge. A
lot of conscious knowledge to
execute task.
2. Smaller/fewer errors, less
conscious control
3. Unconscious control
Automatization
Representational theories (RT)
RT postulate internal mental representations (or ‘programs’ or ‘schemes’,
‘rules’) to explain perception and action
RT hold that action and perception are rule-governed manipulations of internal
representations in the mind or CNS
RT take learning as constructing new or refining existing internal
representations (or ‘programs’ etc.), skill acquisition
How do the representations evolve.
Fitts
Three-stage model
Fitts’ law: the time required to move to a target can be predicted by the
distance to and the size of the target
o Describing task difficulty in bits
,Fitts’ computer analogy: refers to how Fitts’ Law has been applied to human-
computer interaction (HCI) to design intuitive and efficient interfaces for users
The engineer
It is all about acquiring a priori plan (i.e., program), knowing about (internal
representations)
The plan typically consist of a hierarchy of independent modules (rules,
subroutines), which can be optimized or replaced (or studied) in isolation
(context-free)
The internal plan/program controls the body
There is a hard separation between plan and performance (disengagement,
disembodied)
o Disengagement: no engagement with the world
o Disembodied: executing a plan, not embodied in and with the world
Motor programming approach
Motor programs (schemes) that contain an a priori specification of the
movement and the expected feedback
Learning entails the forming and/or refining of the program, allowing more
precise specification of the movement and expected feedback
,Anti- or nonrepresentational theories (ART)
ART understand perception and action by focussing on the relation between
organism and environment, they extend into the environment
ART eliminate notions of mental representations (no mental gymnastics)
instead information needed for perception and action is available in the
environment
ART conceive learning as a change in the relation between organism and
environment, skill attunement
Changing the relationship with the environment to gain information for
perception and action
Bernstein
The degrees of Freedom problem (DOF)
Repetition without repetition
o Craftsmen achieved accurate outcomes through high execution
variability
Nail: the movement pattern was variable, but the endpoint was
very accurate being able to adapt to little changes due to the
high variability in the movement pattern
Motor skill is an ability to solve one or another type of motor problem.
Repetitions of a movement or action are necessary in order to solve a motor
problem many times (better and better) and to find the best ways of solving it
The context conditioned variability as an analogy for learning with instructions
o There is not a one to one relationship between motor command and the
movement outcome the role of a muscle is context dependent
Ikea bookshelves
By doing it yourself, it is not the design or end product (skill) that comes into focus,
but the construction process, adapting to the environment (exploring). You have to
take the environment into account in order to have a good outcome.
Dreyfus: learning is getting rid of the rules, and not internalizing them
5 stages of becoming an expert
1. Beginner: what to do and how to do this. Acquiring rules that help you to
perform the task.
2. Advanced beginner: rules become situational (more rules).
3. Competent: Prioritizing the most important rules. Risk-taking is necessary to
learn
, 4. Proficient: Perceives the situation as a whole, in which you can let go of the
rules but some consciousness is still involved
5. Expert: Immediate grasp what needs to be done (affordance), no longer relies
on rules
Lecture 1: motor-programming approach
The motor programming approach is a representational theory
The motor programming approach argues that internal representations exist
that cause movements
Motor programs (or ‘traces’, ‘schemes’) calculate motor commands for muscle
activity or kinematics (i.e., form, speed, extent) that produce the movement
pattern. This includes (separate) representations of expected feedback (or
sensory consequences)
Learning is forming, refining and/or strengthening of internal representations –
striving toward optimal movement pattern, accurate predictions of feedback
1. Adam’s closed-loop feedback
2. Schmidt’s schema theory (variability of practice)
3. Synthesis: Challenge point framework
Compare intrinsic (current) feedback with the extrinsic
(expected) feedback.
Intrinsic feedback: from ‘inside’: learner’s perceptual
systems
Extrinsic feedback: from ‘outside’ or
added/augmented: coach/therapist/teacher, video,
etc.
Verbal motor stage
First, extrinsic feedback to understand movement form
verbalization (self-talk) and knowledge formation
Then, extrinsic feedback guides toward correct movement
