Course Outline (REVISED!)
Final Exam Essay Rubric
Sample Final Exam Answer
Final Exam Skeletons
Background Material
Background 1: Performance versus Learning
Bonus Quiz Questions and Videos
1. What is the difference between performance and learning?
Watch: Video
2. What is the difference between retention and transfer?
Watch: Video
3. How do you know if learning has occurred?
Watch: Video
Extra Reading:
Magill, Chapter 11
Schmidt, Chapter 14
1. What is the difference between performance and learning?
Watch: Video
2. What is the difference between retention and transfer?
Watch: Video
3. How do you know if learning has occurred?
Watch: Video
Extra Reading:
Magill, Chapter 11
Schmidt, Chapter 14
Background 2: The Power Law of Practice
Bonus Quiz Questions and Videos
1. What is the power law of practice?
Watch: Video
2. What are the three stages of learning?
Watch: Video
3. What changes occur with learning
Watch: Video
Extra Reading:
Magill, Chapter 11
Magill, Chapter 12
Website: Queensland Brain Institute
1. What is the power law of practice?
Watch: Video
2. What are the three stages of learning?
Watch: Video
3. What changes occur with learning
Watch: Video
Extra Reading:
Magill, Chapter 11
Magill, Chapter 12
Website: Queensland Brain Institute
Background 3: Procedural Memories
Bonus Quiz Questions and Videos
1. Differentiate between declarative and procedural memories.
Watch: Video
2. Expand on what a procedural memory is?
Watch: Video
3. What is consolidation and how can we enhance it?
Watch: Video
Additional Materials:
Webpage: Explicit and Implicit Memories
Webpage: Human Memory
Research Paper: Procedural Memory Consolidation
Research Paper: Sleep and Motor Memory
1. Differentiate between declarative and procedural memories.
Watch: Video
2. Expand on what a procedural memory is?
Watch: Video
3. What is consolidation and how can we enhance it?
Watch: Video
Additional Materials:
Webpage: Explicit and Implicit Memories
Webpage: Human Memory
Research Paper: Procedural Memory Consolidation
Research Paper: Sleep and Motor Memory
Introductory Material
Introductory 1: Repetition, Expertise, and Hebbian Learning
Quiz Questions and Videos
1. How does "10000 hours" relate to the acquisition of expertise?
Watch: Video
2. When does the 10000 hours of practice typically occur and is it possible to achieve?
Watch: Video
3. What is the role of repetition in learning?
Watch: Video
4. What is Hebbian Learning and why is it associated with repetition learning?
Watch: Video
Exam Question 1
How does Ericsson's research on expertise speak to the role of Hebbian Learning and repetition in the learning process?
Question 1 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the significance of 10000 hours and why this implies repetition is crucial for learning
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Discuss in depth the role of repetition in learning and why it is associated with expertise.
7: Explain the timing of when the 10000 hours of practice typically occurs and how this related to the Ericcson study.
8: Relate the aforementioned information to and explain the concept of Hebbian Learning.
9: Incorporate original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Ericsson, Krampe, and Tesch-Romer, 1993
Magill, Chapter 12
Additional Material:
Paper: Ericcson, Krampe, and Tesch-Roemer, 1993
Paper: Deliberate Practice in Sport
Opinion: The Problem with Repetition
Video: Michael Jordan on Expertise
1. How does "10000 hours" relate to the acquisition of expertise?
Watch: Video
2. When does the 10000 hours of practice typically occur and is it possible to achieve?
Watch: Video
3. What is the role of repetition in learning?
Watch: Video
4. What is Hebbian Learning and why is it associated with repetition learning?
Watch: Video
Exam Question 1
How does Ericsson's research on expertise speak to the role of Hebbian Learning and repetition in the learning process?
Question 1 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the significance of 10000 hours and why this implies repetition is crucial for learning
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Discuss in depth the role of repetition in learning and why it is associated with expertise.
7: Explain the timing of when the 10000 hours of practice typically occurs and how this related to the Ericcson study.
8: Relate the aforementioned information to and explain the concept of Hebbian Learning.
9: Incorporate original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Ericsson, Krampe, and Tesch-Romer, 1993
Magill, Chapter 12
Additional Material:
Paper: Ericcson, Krampe, and Tesch-Roemer, 1993
Paper: Deliberate Practice in Sport
Opinion: The Problem with Repetition
Video: Michael Jordan on Expertise
Introductory 2: Feedback
Quiz Questions and Videos
1. How does feedback cause a prediction error and how does that impact learning?
Watch: Video
2. What is the difference between knowledge of results and knowledge of performance?
Watch: Video
3. What is the impact of feedback frequency on skill learning?
Watch: Video
4. How does video feedback help improve performance?
Watch: Video
Exam Question 2
How does feedback influence learning?
Question 2 Learning Outcomes
5: At a minimum the answer MUST:
i. Provide a minimal description of the role of feedback in learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Additionally provides definitions of KR and KP.
7: Explains how feedback frequency and video feedback impact learning.
8: Explain what a prediction error is.
9: Incorporate original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Magill, Chapter 17
Schmidt, Chapter 12
Additional Materials:
Paper: The Benefits of a Reduced Feedback Schedule (Winstein & Schmidt 1990)
Video: The Stages of Motor Learning
Paper: Using Feedback to Enhance Learning
Paper: Inside the Brain of an Elite Athlete
TED Talk: The Importance of Feedback for Learning
1. How does feedback cause a prediction error and how does that impact learning?
Watch: Video
2. What is the difference between knowledge of results and knowledge of performance?
Watch: Video
3. What is the impact of feedback frequency on skill learning?
Watch: Video
4. How does video feedback help improve performance?
Watch: Video
Exam Question 2
How does feedback influence learning?
Question 2 Learning Outcomes
5: At a minimum the answer MUST:
i. Provide a minimal description of the role of feedback in learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Additionally provides definitions of KR and KP.
7: Explains how feedback frequency and video feedback impact learning.
8: Explain what a prediction error is.
9: Incorporate original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Magill, Chapter 17
Schmidt, Chapter 12
Additional Materials:
Paper: The Benefits of a Reduced Feedback Schedule (Winstein & Schmidt 1990)
Video: The Stages of Motor Learning
Paper: Using Feedback to Enhance Learning
Paper: Inside the Brain of an Elite Athlete
TED Talk: The Importance of Feedback for Learning
Introductory 3: Motor Programs
Quiz Questions and Videos
1. What evidence is there that motor programs exist?
Watch: Video
2. What is a generalized motor program?
Watch: Video
3. What are invariant and variant motor program features?
Watch: Video 1
Watch: Video 2
4. What are the sources of motor program errors?
Watch: Video
Exam Question 3
What is a motor program? Discuss the evidence that exists for motor programs. How do motor program errors occur?
Question 3 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what a motor program is.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain what invariant motor program features are.
7: Explains what a variant motor program feature is.
8: Explains why motor program errors occur.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Edwards Chapter 6
Schmidt Generalized Motor Programs
Schmidt Problems with Motor Programs
Additional Materials:
Paper: Current Status of Motor Programs (Summers and Anson, 2009)
Website: The Schwartz Laboratory
Book: Motor Program Theory
Video: GMP Theory
Research Article: Generalized Motor Programs
1. What evidence is there that motor programs exist?
Watch: Video
2. What is a generalized motor program?
Watch: Video
3. What are invariant and variant motor program features?
Watch: Video 1
Watch: Video 2
4. What are the sources of motor program errors?
Watch: Video
Exam Question 3
What is a motor program? Discuss the evidence that exists for motor programs. How do motor program errors occur?
Question 3 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what a motor program is.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain what invariant motor program features are.
7: Explains what a variant motor program feature is.
8: Explains why motor program errors occur.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Edwards Chapter 6
Schmidt Generalized Motor Programs
Schmidt Problems with Motor Programs
Additional Materials:
Paper: Current Status of Motor Programs (Summers and Anson, 2009)
Website: The Schwartz Laboratory
Book: Motor Program Theory
Video: GMP Theory
Research Article: Generalized Motor Programs
Introductory 4: Motor Schemas
Quiz Questions and Videos
1. What is a motor schema?
Watch
2. How are schemas used in skill production?
Watch
3. How are schemas used in learning?
Watch
4. Explain the relationship between variable practice and motor schemas.
Watch
Exam Question 4
What role do schemas play in motor skill production and learning?
Question 4 Learning Outcomes
5: At a minimum the answer MUST:
i. Define a motor schema and its role in motor skill production.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how variable practice enhances a motor schema.
7: Clearly differentiate between the two types of schemas.
8: Explain the proposed role of schemas in motor learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading: Schema Theory
Additional Material:
Website: Schema Theory
Review Paper: Sherwood 2003
1. What is a motor schema?
Watch
2. How are schemas used in skill production?
Watch
3. How are schemas used in learning?
Watch
4. Explain the relationship between variable practice and motor schemas.
Watch
Exam Question 4
What role do schemas play in motor skill production and learning?
Question 4 Learning Outcomes
5: At a minimum the answer MUST:
i. Define a motor schema and its role in motor skill production.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how variable practice enhances a motor schema.
7: Clearly differentiate between the two types of schemas.
8: Explain the proposed role of schemas in motor learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading: Schema Theory
Additional Material:
Website: Schema Theory
Review Paper: Sherwood 2003
Introductory 5: Practice Distribution and Randomization
Quiz Questions and Videos
1. What are massed and distributed practice?
Watch: Video
2. Why is distributed practice more effective than massed practice?
Watch: Video
3. What are blocked and random practice ?
Watch: Video
4. What is contextual interference in relation to random practice?
Watch: Video
Exam Question 5
Explain how distributed and random practice enhance motor skill learning relative to their counterparts (massed and blocked constant practice).
Question 5 Learning Outcomes
5: At a minimum the answer MUST:
i. Define massed, distributed, blocked, and random practice.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain what distributed and random practice are with skill drill examples.
7: Explain why distributed practice is better than massed practice.
8: Explain what contextual interference is and its link with random practice..
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Slides:
Slides
Readings:
Schmidt Massed versus Distributed Practice
Schmidt Blocked and Random Practice
Additional Material:
Paper: The Benefits of Distributed Practice (Baddeley and Longman, 1978)
Paper: Review of Massed and Distributed Practice (Murray and Udermann, 2003)
Sport Canada: Guide for the Use of Massed and Distributed Practice
Video: Why Distributed Practice Works
Article: Practice Scheduling and Surgery
Paper: The Use of Random Practice in Baseball (Hall et al., 1994)
Article: A Critique on RP and KR
1. What are massed and distributed practice?
Watch: Video
2. Why is distributed practice more effective than massed practice?
Watch: Video
3. What are blocked and random practice ?
Watch: Video
4. What is contextual interference in relation to random practice?
Watch: Video
Exam Question 5
Explain how distributed and random practice enhance motor skill learning relative to their counterparts (massed and blocked constant practice).
Question 5 Learning Outcomes
5: At a minimum the answer MUST:
i. Define massed, distributed, blocked, and random practice.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain what distributed and random practice are with skill drill examples.
7: Explain why distributed practice is better than massed practice.
8: Explain what contextual interference is and its link with random practice..
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Slides:
Slides
Readings:
Schmidt Massed versus Distributed Practice
Schmidt Blocked and Random Practice
Additional Material:
Paper: The Benefits of Distributed Practice (Baddeley and Longman, 1978)
Paper: Review of Massed and Distributed Practice (Murray and Udermann, 2003)
Sport Canada: Guide for the Use of Massed and Distributed Practice
Video: Why Distributed Practice Works
Article: Practice Scheduling and Surgery
Paper: The Use of Random Practice in Baseball (Hall et al., 1994)
Article: A Critique on RP and KR
Introductory 6: Practice Variability and Part/Whole Practice
Quiz Questions and Videos
1. What is variable practice?
Watch Video
2. Why is variable practice more effective than constant practice?
Watch Video
3. What is the difference between part and whole practice?
Watch Video
4. When should you use part and whole practice?
Watch: Video
Exam Question 6
Explain how variable practice and part/whole practice impact motor skill learning.
Question 6 Learning Outcomes
5: At a minimum the answer MUST:
i. Define constant, variable, part and whole practice.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain constant and variable practice in detail with a skill drill example.
7: Explain why variable practice works.
8: Explain in depth when to use part versus whole practice.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Variability of Practice
Schmidt Part - Whole Practice
Additional Material:
Volleyball Canada: Guide to Using Part versus Whole Practice
Video: Variable Practice and Practice Specificity
Research Article: Variable Practice and Tennis
Research Article: Why Variable Practice Works
Website: Schema Theory and Motor Programs
Research Article: Hansen et al. 2005
Book Chapter: Part versus Whole Practice
Research Article: Park 2002
Video: Types of Practice
1. What is variable practice?
Watch Video
2. Why is variable practice more effective than constant practice?
Watch Video
3. What is the difference between part and whole practice?
Watch Video
4. When should you use part and whole practice?
Watch: Video
Exam Question 6
Explain how variable practice and part/whole practice impact motor skill learning.
Question 6 Learning Outcomes
5: At a minimum the answer MUST:
i. Define constant, variable, part and whole practice.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain constant and variable practice in detail with a skill drill example.
7: Explain why variable practice works.
8: Explain in depth when to use part versus whole practice.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Variability of Practice
Schmidt Part - Whole Practice
Additional Material:
Volleyball Canada: Guide to Using Part versus Whole Practice
Video: Variable Practice and Practice Specificity
Research Article: Variable Practice and Tennis
Research Article: Why Variable Practice Works
Website: Schema Theory and Motor Programs
Research Article: Hansen et al. 2005
Book Chapter: Part versus Whole Practice
Research Article: Park 2002
Video: Types of Practice
Intermediate Material
Intermediate 1: Synaptic Plasticity
Quiz Questions and Videos
1. Summarize how a neuron fires.
Watch Video
2. What long term changes occur at the synapse with "learning"?
Watch Video
3. Explain how learning modifies the strength of synaptic connections.
Watch Video
4. Explain how memory is stored as the strength of synaptic connections in a neural circuit.
Watch: Video
Exam Question 7
What is meant by "synaptic plasticity"?
Question 7 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the changes that define synaptic plasticity.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Relate the aforementioned changes to a change in synaptic strength.
7: Relate the aforementioned changes to the specifics of neuronal firing.
8: Explain how the strength of synaptic connections create memories.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Reading: Garland Chapter 10
Additional Materials:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
1. Summarize how a neuron fires.
Watch Video
2. What long term changes occur at the synapse with "learning"?
Watch Video
3. Explain how learning modifies the strength of synaptic connections.
Watch Video
4. Explain how memory is stored as the strength of synaptic connections in a neural circuit.
Watch: Video
Exam Question 7
What is meant by "synaptic plasticity"?
Question 7 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the changes that define synaptic plasticity.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Relate the aforementioned changes to a change in synaptic strength.
7: Relate the aforementioned changes to the specifics of neuronal firing.
8: Explain how the strength of synaptic connections create memories.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Reading: Garland Chapter 10
Additional Materials:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
Intermediate 2: Prediction Errors and Reinforcement Learning
Quiz Questions and Videos:
1. What is the difference between reinforcement and supervised learning?
Watch
2. What does it mean when we say a choice has "value"?
Watch
3. What is a prediction error?
Watch
4. Relate prediction errors to providing feedback and learning.
Watch
Exam Question 8
How do prediction errors shape learning?
Question 8 Learning Outcomes
5: At a minimum the answer MUST:
i. Define prediction errors, reinforcement learning, and supervised learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how value relates to synaptic strength and how prediction errors change value.
7: Clearly differentiate between reinforcement and supervised learning.
8: Explain learning rates and their role in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading: Lohse et al.
Additional Materials:
Supplementary Reading: Cockburn et al. 2017
Reinforcement Learning Example: Robot Learns to Flip Pancakes
Learning Styles: Examples of Different Learning Styles
Research Paper: Prediction Errors in the Human Brain Garrison et al. 2013
Website: Observational Learning
Video: Thorndike's Law of Effect
Research Article: Prediction Errors
1. What is the difference between reinforcement and supervised learning?
Watch
2. What does it mean when we say a choice has "value"?
Watch
3. What is a prediction error?
Watch
4. Relate prediction errors to providing feedback and learning.
Watch
Exam Question 8
How do prediction errors shape learning?
Question 8 Learning Outcomes
5: At a minimum the answer MUST:
i. Define prediction errors, reinforcement learning, and supervised learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how value relates to synaptic strength and how prediction errors change value.
7: Clearly differentiate between reinforcement and supervised learning.
8: Explain learning rates and their role in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading: Lohse et al.
Additional Materials:
Supplementary Reading: Cockburn et al. 2017
Reinforcement Learning Example: Robot Learns to Flip Pancakes
Learning Styles: Examples of Different Learning Styles
Research Paper: Prediction Errors in the Human Brain Garrison et al. 2013
Website: Observational Learning
Video: Thorndike's Law of Effect
Research Article: Prediction Errors
Intermediate 3: Motor Representations
Quiz Questions and Videos
Questions:
1. In terms of skill production, what does the primary motor cortex do?
Watch
2. In terms of skill production, what do the motor planning regions do? (SMA, Premotor Cortex)
Watch
Watch
3. In terms of motor control, what do the Cerebellum and Posterior Parietal Cortex do?
Watch
Watch
4. What are motor primitives?
Watch
Watch
Exam Question 15
Discuss the role of motor regions and motor primitives in skill production and motor learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Review the concept of a motor respresentation.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Discuss the role of primary motor cortex, SMA, and premotor cortex in movement production.
7: Discuss the role of cerebellum and posterior parietal cortex in movement production.
8: Explain what motor primitives are and how they play a role in movement production.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Motor Primitives
McGill Website (Beg, Int, and Adv)
Additional Material:
Video: The Basal Ganglia and Movement
Review Paper: Willingham 1999
Review Paper: Brown 2006
Website: How Do You Move?
More on Motor Primitives
Questions:
1. In terms of skill production, what does the primary motor cortex do?
Watch
2. In terms of skill production, what do the motor planning regions do? (SMA, Premotor Cortex)
Watch
Watch
3. In terms of motor control, what do the Cerebellum and Posterior Parietal Cortex do?
Watch
Watch
4. What are motor primitives?
Watch
Watch
Exam Question 15
Discuss the role of motor regions and motor primitives in skill production and motor learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Review the concept of a motor respresentation.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Discuss the role of primary motor cortex, SMA, and premotor cortex in movement production.
7: Discuss the role of cerebellum and posterior parietal cortex in movement production.
8: Explain what motor primitives are and how they play a role in movement production.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Motor Primitives
McGill Website (Beg, Int, and Adv)
Additional Material:
Video: The Basal Ganglia and Movement
Review Paper: Willingham 1999
Review Paper: Brown 2006
Website: How Do You Move?
More on Motor Primitives
Intermediate 4: Forgetting
Quiz Questions and Videos
1. What is consolidation and how can we enhance it?
WATCH
2. Review Question: How does a single synapse hold a memory?
WATCH
3. What is the trace decay theory of forgetting?
WATCH
4. What is the interference theory of forgetting?
WATCH
Exam Question 10
Explain how we forget.
Question 10 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the trace decay theory of memory.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Relate your answer to the strength of a synapse as a memory.
7: Tie in the idea of consolidation and how it relates to memory.
8: Include the interference theory of memory as an alternate explanation.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Text: Chapter 11
Additional Material:
The Forgetting Curve
1. What is consolidation and how can we enhance it?
WATCH
2. Review Question: How does a single synapse hold a memory?
WATCH
3. What is the trace decay theory of forgetting?
WATCH
4. What is the interference theory of forgetting?
WATCH
Exam Question 10
Explain how we forget.
Question 10 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the trace decay theory of memory.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Relate your answer to the strength of a synapse as a memory.
7: Tie in the idea of consolidation and how it relates to memory.
8: Include the interference theory of memory as an alternate explanation.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Text: Chapter 11
Additional Material:
The Forgetting Curve
Intermediate 5: Deliberate Practice and Specificity of Practice
Questions and Videos
1. What is the specificity of practice hypothesis?
Watch
2. Provide an example of a learning situation that violates the specificity of practice hypothesis.
Watch
3. What is deliberate practice and what is its role in attaining expertise?
Watch
4. What is deliberate play?
Watch
Exam Question 11
Discuss how specificity of practice and deliberate practice impact motor learning.
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what specificity of practice and deliberate practice are.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Describe how specificity of practice impacts the design of learning environments.
7: Describe how deliberate practice impacts the design of learning environments.
8: What is the role of deliberate play in motor learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Specificity of Practice
Additional Materials:
Paper: Specificity of Practice (Krigolson & Tremblay, 2009)
Research Article: Specificity of Practice
1. What is the specificity of practice hypothesis?
Watch
2. Provide an example of a learning situation that violates the specificity of practice hypothesis.
Watch
3. What is deliberate practice and what is its role in attaining expertise?
Watch
4. What is deliberate play?
Watch
Exam Question 11
Discuss how specificity of practice and deliberate practice impact motor learning.
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what specificity of practice and deliberate practice are.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Describe how specificity of practice impacts the design of learning environments.
7: Describe how deliberate practice impacts the design of learning environments.
8: What is the role of deliberate play in motor learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Specificity of Practice
Additional Materials:
Paper: Specificity of Practice (Krigolson & Tremblay, 2009)
Research Article: Specificity of Practice
Intermediate 6: Mental Imagery
Questions and Videos
1. What is mental imagery?
Watch
2. Why does mental imagery work?
Watch
3. Outline how the study described in the video demonstrates the benefits of mental practice.
Watch
4. What does the Wei 2010 paper tell us about how mental imagery works?
Watch
Exam Question 12
Discuss how mental imagery improves motor learning?
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what mental imagery is.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Describe why mental imagery works.
7: Describe how you might incorporate mental imagery into a practice session.
8: Include the results of the two studies (Q's 3 and 4) in your answer.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Mental Practice
Additional Materials:
Research Article: Mental Imagery and Motor Learning
Research Article: Wei 2010
Article: The Power of Mental Imagery
Video: Mental Imagery
Reading: Mental Imagery of Gait
Lecture Video
1. What is mental imagery?
Watch
2. Why does mental imagery work?
Watch
3. Outline how the study described in the video demonstrates the benefits of mental practice.
Watch
4. What does the Wei 2010 paper tell us about how mental imagery works?
Watch
Exam Question 12
Discuss how mental imagery improves motor learning?
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what mental imagery is.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Describe why mental imagery works.
7: Describe how you might incorporate mental imagery into a practice session.
8: Include the results of the two studies (Q's 3 and 4) in your answer.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Schmidt Mental Practice
Additional Materials:
Research Article: Mental Imagery and Motor Learning
Research Article: Wei 2010
Article: The Power of Mental Imagery
Video: Mental Imagery
Reading: Mental Imagery of Gait
Lecture Video
Advanced Material
Advanced 1: LTP and LTD
Quiz Questions and Videos
1. Understand how a neuron fires in terms of changes in resting membrane potentials.
Watch
2. What is LTP?
Watch
3. What is the impact of LTP on a synapse?
Watch
4. What long term changes occur at the synapse with learning?
Watch
Exam Question 13
Discuss the role of LTP and LTD in learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what LTP is in terms of changes in resting membrane potential.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain why LTP is a form of short term memory.
7: Explain the role of LTP and LTD with regard to long terms changes at the synapse.
8: Explain what STDP is and its role in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Garland Chapter 10
Addition Material:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Reading: Citri et al. 2008
Video: LTP
Website: LTP
Video: LTP
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
1. Understand how a neuron fires in terms of changes in resting membrane potentials.
Watch
2. What is LTP?
Watch
3. What is the impact of LTP on a synapse?
Watch
4. What long term changes occur at the synapse with learning?
Watch
Exam Question 13
Discuss the role of LTP and LTD in learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what LTP is in terms of changes in resting membrane potential.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain why LTP is a form of short term memory.
7: Explain the role of LTP and LTD with regard to long terms changes at the synapse.
8: Explain what STDP is and its role in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Garland Chapter 10
Addition Material:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Reading: Citri et al. 2008
Video: LTP
Website: LTP
Video: LTP
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
Advanced 2: Dopamine
Quiz Questions and Videos
1. How do reward prediction errors drive learning?
Watch
2. How does dopamine encode a reward prediction error?
Watch
3. Review the Schultz, Dayan, and Montague study (1997) - Figure 1 - and explain how it relates to reinforcement learning and prediction errors.
Watch
4. What is the impact of dopamine on a synapse?
Watch
Exam Question 14
What is the role of dopamine in learning?
Learning Outcomes
5: At a minimum the answer MUST:
i. Relate phasic dopamine firing to prediction errors during learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain why the 1997 results (Q3) clearly demonstrate the relationship between phasic dopamine activity and prediction errors.
7: Relate dopamine activity and prediction errors to providing feedback and reinforcement learning.
8: Explain the impact of phasic dopamine at the synapse.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Schultz 2016
Schultz et al. 1997
Addition Material:
Article: Neural Coding of Prediction Errors
Article: Dopamine and RL
Video: Dopamine and Reward
Article: Schultz, Dayan, and Montague 1997
Article: Synaptic Degradation
Article: Understanding Dopamine and Prediction Errors
Article: Review of Prediction Error Findings
Website: Mouse Party - How Drugs Mess With Your Reward System
Article: Dopamine, Aging, and Prediction Errors
1. How do reward prediction errors drive learning?
Watch
2. How does dopamine encode a reward prediction error?
Watch
3. Review the Schultz, Dayan, and Montague study (1997) - Figure 1 - and explain how it relates to reinforcement learning and prediction errors.
Watch
4. What is the impact of dopamine on a synapse?
Watch
Exam Question 14
What is the role of dopamine in learning?
Learning Outcomes
5: At a minimum the answer MUST:
i. Relate phasic dopamine firing to prediction errors during learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain why the 1997 results (Q3) clearly demonstrate the relationship between phasic dopamine activity and prediction errors.
7: Relate dopamine activity and prediction errors to providing feedback and reinforcement learning.
8: Explain the impact of phasic dopamine at the synapse.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Reading:
Schultz 2016
Schultz et al. 1997
Addition Material:
Article: Neural Coding of Prediction Errors
Article: Dopamine and RL
Video: Dopamine and Reward
Article: Schultz, Dayan, and Montague 1997
Article: Synaptic Degradation
Article: Understanding Dopamine and Prediction Errors
Article: Review of Prediction Error Findings
Website: Mouse Party - How Drugs Mess With Your Reward System
Article: Dopamine, Aging, and Prediction Errors
Advanced 3: Memory as Synaptic Strength
Quiz Questions and Videos
1. How does a single synapse hold a memory?
WATCH
2. What is the role of neural firing in ensuring a synapse gets strengthened?
WATCH
3. What do we mean by a pattern of neural input?
WATCH
4. Explain how a pattern of neural inputs generates a unique pattern of neural output.
WATCH
Exam Question 9
Explain how memories can be thought of as a collection of synaptic weights.
Question 9 Learning Outcomes
5: At a minimum the answer MUST:
i. Clearly explain how a synaptic strength can be thought of as a memory.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how a single synapse can be though of as holding a memory.
7: Explain the role of neural firing in strengthening a synapse.
8: Explain how a pattern of neural inputs generates a unique pattern of neural output.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Video: LECTURE
1. How does a single synapse hold a memory?
WATCH
2. What is the role of neural firing in ensuring a synapse gets strengthened?
WATCH
3. What do we mean by a pattern of neural input?
WATCH
4. Explain how a pattern of neural inputs generates a unique pattern of neural output.
WATCH
Exam Question 9
Explain how memories can be thought of as a collection of synaptic weights.
Question 9 Learning Outcomes
5: At a minimum the answer MUST:
i. Clearly explain how a synaptic strength can be thought of as a memory.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how a single synapse can be though of as holding a memory.
7: Explain the role of neural firing in strengthening a synapse.
8: Explain how a pattern of neural inputs generates a unique pattern of neural output.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Video: LECTURE
Reading: Garland Chapter 10
Additional Material:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Reading: Citri et al. 2008
Video: LTP
Website: LTP
Video: LTP
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
Additional Material:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Nilsen
Reading: Citri et al. 2008
Video: LTP
Website: LTP
Video: LTP
Article: Hebbian Learning and Decision Making
Article: Hebbian Learning and Development
Website: Introduction to Hebb's Law
The Man: Donald Hebb
Article: Hebbian Learning
Article: Lucas et al. 2015
Video: Synaptic Plasticity
Advanced 4: Internal Models
Quiz Questions and Videos
1. What is an inverse model?
Watch
2. What is a forward model?
Watch
3. What evidence is there for forward models?
Watch
4. How are forward models similar to reinforcement learning prediction errors?
Watch
Exam Question 16
Discuss the role of inverse and forward models in movement production.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what inverse and forward models are.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how forward models "correct" errors in a motor command.
7: Discuss evidence that forward models exist.
8: Explain how the errors in forward models are similar to RL prediction errors.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Wolpert 2000
Desmurget 2000
Additional Materials:
Research Paper: Forward and Inverse Models
Research Article: Wolpert Internal Models
Research Article: Desmurget 2000
Research Article: Forward and Inverse Models
1. What is an inverse model?
Watch
2. What is a forward model?
Watch
3. What evidence is there for forward models?
Watch
4. How are forward models similar to reinforcement learning prediction errors?
Watch
Exam Question 16
Discuss the role of inverse and forward models in movement production.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what inverse and forward models are.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain how forward models "correct" errors in a motor command.
7: Discuss evidence that forward models exist.
8: Explain how the errors in forward models are similar to RL prediction errors.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Wolpert 2000
Desmurget 2000
Additional Materials:
Research Paper: Forward and Inverse Models
Research Article: Wolpert Internal Models
Research Article: Desmurget 2000
Research Article: Forward and Inverse Models
Lecture
Advanced 5: Sleep
Quiz Questions and Videos
1. What happens to motor skill performance following sleep?
Watch
2. What stage of sleep is most important for sleep related learning benefits and why?
Watch
3. What brain regions are involved in sleep related skill learning?
Watch
4. What are the implications of the Walker 2005 paper?
Watch
Exam Question 12
Discuss how sleep impacts motor skill learning.
Question 12 Learning Outcomes
5: At a minimum the answer MUST:
i. Review how sleep facilitates motor skill learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Review the Walker 2002 findings and how they demonstrate the role of sleep in learning.
7: Discuss the stages of sleep.
8: Identify the importance of NREM2 sleep in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Walker 2002
Walker 2005
Additional Materials:
Watch: Matt Walker on TED
Video: The Benefits of Sleep
Website: The Walker Sleep Laboratory
Paper: Walker et al. 2002, Sleep and Motor Skill Learning
Paper: Walker et al. 2003, Sleep and the Time Course of Motor Learning
1. What happens to motor skill performance following sleep?
Watch
2. What stage of sleep is most important for sleep related learning benefits and why?
Watch
3. What brain regions are involved in sleep related skill learning?
Watch
4. What are the implications of the Walker 2005 paper?
Watch
Exam Question 12
Discuss how sleep impacts motor skill learning.
Question 12 Learning Outcomes
5: At a minimum the answer MUST:
i. Review how sleep facilitates motor skill learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Review the Walker 2002 findings and how they demonstrate the role of sleep in learning.
7: Discuss the stages of sleep.
8: Identify the importance of NREM2 sleep in learning.
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Walker 2002
Walker 2005
Additional Materials:
Watch: Matt Walker on TED
Video: The Benefits of Sleep
Website: The Walker Sleep Laboratory
Paper: Walker et al. 2002, Sleep and Motor Skill Learning
Paper: Walker et al. 2003, Sleep and the Time Course of Motor Learning
Advanced 6: Aging, Exercise, and Nutrition
Quiz Questions and Videos
1. What underlies age related changes in motor skill learning?
Watch
2. What effect does a diet rich on anti-oxidants have on motor skill learning?
Watch
3.How does exercise improve learning and memory?
Watch
4.What physiological changes to learning and memory systems are caused by exercise?
Watch
Exam Question 18
Discuss the impact of age, exercise, and nutrition on motor skill learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the impact of age, exercise, or nutrition on motor learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain the impact of age on motor learning and how nutrition can help.
7: Explain how exercise benefits motor learning.
8: Explain the impact of one factor not covered in this course on motor learning (see additional readings).
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Voelcker Rehage 2008
Bickford 2000
cotman2007.pdf
Mang et al 2014
Statton et al. 2015
Additional Readings:
Research Article: Liu 2013
Research Article: Caffeine
Review Paper: Cramer 2015
Lin and Kuo, 2013-For more on Neurotransmitters
Berchtold et al. 2005- For more on the timeline of exercise benefits
Pesce et al. 2011- Even more on Short vs Long Term
Mang et al 2014- Immediate exercise benefit
Video: Wendy Suzuki on all the brain-related benefits of exercise
1. What underlies age related changes in motor skill learning?
Watch
2. What effect does a diet rich on anti-oxidants have on motor skill learning?
Watch
3.How does exercise improve learning and memory?
Watch
4.What physiological changes to learning and memory systems are caused by exercise?
Watch
Exam Question 18
Discuss the impact of age, exercise, and nutrition on motor skill learning.
Learning Outcomes
5: At a minimum the answer MUST:
i. Explain the impact of age, exercise, or nutrition on motor learning.
Also, for 5 points the answer must be:
ii. Of sufficient length (0 = no, 1 = short, 2 = yes)
iii. Include examples and/or diagrams (0 = no, 1 = minimally, 2 = yes)
iv. Be understandable (0 = no, 1 = yes)
Scores of less 5 have lost points on i, ii, iii, and/or iv.
6: Explain the impact of age on motor learning and how nutrition can help.
7: Explain how exercise benefits motor learning.
8: Explain the impact of one factor not covered in this course on motor learning (see additional readings).
9: Incorporates original research into the answer.
10: An exceptional answer with new ideas, new information, and a perfect summary of all the content associated with this question.
Readings:
Voelcker Rehage 2008
Bickford 2000
cotman2007.pdf
Mang et al 2014
Statton et al. 2015
Additional Readings:
Research Article: Liu 2013
Research Article: Caffeine
Review Paper: Cramer 2015
Lin and Kuo, 2013-For more on Neurotransmitters
Berchtold et al. 2005- For more on the timeline of exercise benefits
Pesce et al. 2011- Even more on Short vs Long Term
Mang et al 2014- Immediate exercise benefit
Video: Wendy Suzuki on all the brain-related benefits of exercise