Course Outline
Background Material
Day One: Performance versus Learning (September 10, 2020)
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
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
Extra Reading:
Magill, Chapter 11
Schmidt, Chapter 14
Day Two: The Power Law of Practice (September 14, 2020)
Bonus Quiz Questions and Videos
1. What is the power law of practice?
Watch: Video
2. How do you know if learning has occurred?
Watch: Video
Extra Reading:
Magill, Chapter 11
Magill, Chapter 12
1. What is the power law of practice?
Watch: Video
2. How do you know if learning has occurred?
Watch: Video
Extra Reading:
Magill, Chapter 11
Magill, Chapter 12
Day Three: The Power Law of Practice (September 17, 2020)
Bonus Questions and Videos
1. What are the three stages of learning?
Watch: Video
2. What changes occur with learning
Watch: Video
Extra Reading:
Magill, Chapter 12
Website: Queensland Brain Institute
1. What are the three stages of learning?
Watch: Video
2. What changes occur with learning
Watch: Video
Extra Reading:
Magill, Chapter 12
Website: Queensland Brain Institute
Introductory Material (Exam Questions 1 to 6)
Day One: Repetition, Expertise, and Hebbian Learning (September 21, 2020)
Quiz Questions and Videos
1. How does "10000 hours" relate to the acquisition of expertise?
Watch: Video
2. What is deliberate practice and what is its role in attaining expertise?
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 relationship between deliberate practice, "10000" hours, and repetition.
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. What is deliberate practice and what is its role in attaining expertise?
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 relationship between deliberate practice, "10000" hours, and repetition.
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
Day Two: Feedback (September 24, 2020)
Quiz Questions and Videos
1. What is the difference between KR and KP?
Watch: Video
2. What is the difference between inherent versus augmented feedback?
Watch: Video
3. What is the impact of feedback frequency?
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, KP, inherent and augmented feedback.
7: Explains how feedback frequency and video feedback impact learning.
8: Provides at least one other feedback factor that influences 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:
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. What is the difference between KR and KP?
Watch: Video
2. What is the difference between inherent versus augmented feedback?
Watch: Video
3. What is the impact of feedback frequency?
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, KP, inherent and augmented feedback.
7: Explains how feedback frequency and video feedback impact learning.
8: Provides at least one other feedback factor that influences 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:
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
Day Three: Procedural Memories and Motor Programs (Sep 28, 2020)
Quiz Questions and Videos
1. Differentiate between declarative and procedural memories.
Watch: Video
2. What is consolidation and how can we enhance it?
Watch: Video
3. What is a generalized motor program?
Watch: Video
4. What are invariant and variant motor program features?
Watch: Video 1
Watch: Video 2
Exam Question 3
How are our motor skills represented in memory? Discuss with regard to procedural memories and motor programs.
Question 3 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what a procedural memory 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: Provides context for procedural memories within the scope of explicit and implicit memories.
7: Explains what a motor program is.
8: Explains what invariant and variant features into are.
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
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. What is consolidation and how can we enhance it?
Watch: Video
3. What is a generalized motor program?
Watch: Video
4. What are invariant and variant motor program features?
Watch: Video 1
Watch: Video 2
Exam Question 3
How are our motor skills represented in memory? Discuss with regard to procedural memories and motor programs.
Question 3 Learning Outcomes
5: At a minimum the answer MUST:
i. Explain what a procedural memory 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: Provides context for procedural memories within the scope of explicit and implicit memories.
7: Explains what a motor program is.
8: Explains what invariant and variant features into are.
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
Additional Materials:
Webpage: Explicit and Implicit Memories
Webpage: Human Memory
Research Paper: Procedural Memory Consolidation
Research Paper: Sleep and Motor Memory
Day Four: Evidence for Motor Programs (Oct 1, 2020)
Quiz Questions and Videos
1. What evidence is there that motor programs exist?
Watch: Video
2. Is there evidence against the notion of motor programs?
Watch: Video
3. What are the sources of motor program errors?
Watch: Video
4. Why do we forget?
Watch: Video
Exam Question 4
Discuss the evidence that exists for and against motor programs. How do motor program errors and the concept of forgetting factor in whether or not motor programs exist.
Question 4 Learning Outcomes
5: At a minimum the answer MUST:
i. Discuss evidence that motor programs exist.
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 issues with motor program theory.
7: Discuss the source of motor program errors.
8: Integrates the concepts of forgetting into the 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 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. Is there evidence against the notion of motor programs?
Watch: Video
3. What are the sources of motor program errors?
Watch: Video
4. Why do we forget?
Watch: Video
Exam Question 4
Discuss the evidence that exists for and against motor programs. How do motor program errors and the concept of forgetting factor in whether or not motor programs exist.
Question 4 Learning Outcomes
5: At a minimum the answer MUST:
i. Discuss evidence that motor programs exist.
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 issues with motor program theory.
7: Discuss the source of motor program errors.
8: Integrates the concepts of forgetting into the 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 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
Day Five: Practice Distribution and Randomization (Oct 5, 2020)
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.
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.
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
Day Six: Practice Variability and Part/Whole Practice (Oct 8, 2020)
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 (Exam Questions 7 to 12)
Day Seven: Synaptic Plasticity (Oct 19, 2020)
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
Day Eight: Prediction Errors (Oct 22, 2020)
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
Day Nine: Motor Schemas (Oct 26, 2020)
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 9
What role do schemas play in motor skill production and learning?
Question 9 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 9
What role do schemas play in motor skill production and learning?
Question 9 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
Day Ten: Motor Primitives (October 29, 2020)
Quiz Questions and Videos
1. What is a motor primitive?
Watch
2. What types of motor primitives exist?
Watch
3. What is the advantage of having motor primitives?
Watch
4. What is meant by the "syntax of action"?
Read: Flash article
Exam Question 10
Explain how motor primitives can be combined to create complex movements.
Question 10 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what a motor primitive 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 how motor primitives can be combined into a motor skill.
7: Explain the three types of motor primitives and what they control.
8: Explain why motor primitives help reduce the motor program degrees of freedom problem.
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:
Review Article: Flash
Additional Material:
Review Article: Konczak
Website: Motor Primitives in Robotics
Research Paper: Motor Primitives
1. What is a motor primitive?
Watch
2. What types of motor primitives exist?
Watch
3. What is the advantage of having motor primitives?
Watch
4. What is meant by the "syntax of action"?
Read: Flash article
Exam Question 10
Explain how motor primitives can be combined to create complex movements.
Question 10 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what a motor primitive 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 how motor primitives can be combined into a motor skill.
7: Explain the three types of motor primitives and what they control.
8: Explain why motor primitives help reduce the motor program degrees of freedom problem.
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:
Review Article: Flash
Additional Material:
Review Article: Konczak
Website: Motor Primitives in Robotics
Research Paper: Motor Primitives
Day Eleven: Specificity of Practice and Mental Imagery (November 2, 2020)
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 mental imagery?
Watch
4. Why does mental imagery work?
Watch
Exam Question 11
Discuss how specificity of practice and mental imagery impact motor learning.
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what specificity of practice 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: Define what mental imagery is.
7: Describe how specificity of practice impacts the design of learning environments.
8: Describe why mental imagery works.
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:
Schmidt Specificity of Practice
Schmidt Mental Practice
Additional Materials:
Paper: Specificity of Practice (Krigolson & Tremblay, 2009)
Research Article: Specificity of Practice
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
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 mental imagery?
Watch
4. Why does mental imagery work?
Watch
Exam Question 11
Discuss how specificity of practice and mental imagery impact motor learning.
Question 11 Learning Outcomes
5: At a minimum the answer MUST:
i. Define what specificity of practice 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: Define what mental imagery is.
7: Describe how specificity of practice impacts the design of learning environments.
8: Describe why mental imagery works.
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:
Schmidt Specificity of Practice
Schmidt Mental Practice
Additional Materials:
Paper: Specificity of Practice (Krigolson & Tremblay, 2009)
Research Article: Specificity of Practice
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
Day Twelve: Sleep (November 5, 2020)
Quiz Questions and Videos
Advanced Material (Exam Questions 13 to 18)
Day Thirteen: LTP and LTD (November 16, 2020)
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
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 with regard to long terms changes at the synapse.
8: Explain what LTD 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
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 with regard to long terms changes at the synapse.
8: Explain what LTD 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
Day Fourteen: Dopamine and Mirror Neurons (November 19, 2020)
Quiz Questions and Videos
Day Fifteen: Neural Structures and Representations (November 23, 2020)
Quiz Questions and Videos
Day Sixteen: Internal Models (November 26, 2020)
Quiz Questions and Videos
Day Seventeen: Aging and Nutrition (November 30, 2020)
Quiz Questions and Videos
Day Eighteen: Other Factors (December 3, 2020)
Quiz Questions and Videos