Motor learning and control: concepts and applications
"This twelfth edition primarily updates the previous edition by adding more recent research and interpretations of the concepts and theoretical views associated with those concepts that were in the eleventh edition. Similar to the previous editions this new edition continues its two most distin...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
McGraw-Hill
[2020]
|
| Ausgabe: | Twelfth edition, international student edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This twelfth edition primarily updates the previous edition by adding more recent research and interpretations of the concepts and theoretical views associated with those concepts that were in the eleventh edition. Similar to the previous editions this new edition continues its two most distinctive features as an introductory motor learning and control textbook: its overall approach to the study of motor learning and control and the organization of the implementation of that approach. In every edition of this book, the overall approach has been the presentation of motor learning and control "concepts" to identify the common theme of each chapter. The concepts should be viewed as generalized statements and conclusions synthesized from collections of research findings. Following the concept statement is a description of a real-world application of the concept, which is then followed by discussions of specific topics and issues associated with the concept. An important part of these discussions are summaries of research evidence, on which we base our present knowledge of each topic and issue, as well as the implications of this knowledge for practitioners. The benefit of this organizational scheme is the presentation of motor learning and control as a set of principles and guidelines for practitioners, which are based on research evidence rather than on tradition or "how things have always been done"-- |
| Beschreibung: | Includes bibliographical references and index 2002 |
| Beschreibung: | xiv, 544 Seiten Illustrationen, Diagramme |
| ISBN: | 9781260240702 9781260570557 |
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| 250 | |a Twelfth edition, international student edition | ||
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| 520 | 3 | |a "This twelfth edition primarily updates the previous edition by adding more recent research and interpretations of the concepts and theoretical views associated with those concepts that were in the eleventh edition. Similar to the previous editions this new edition continues its two most distinctive features as an introductory motor learning and control textbook: its overall approach to the study of motor learning and control and the organization of the implementation of that approach. In every edition of this book, the overall approach has been the presentation of motor learning and control "concepts" to identify the common theme of each chapter. The concepts should be viewed as generalized statements and conclusions synthesized from collections of research findings. Following the concept statement is a description of a real-world application of the concept, which is then followed by discussions of specific topics and issues associated with the concept. An important part of these discussions are summaries of research evidence, on which we base our present knowledge of each topic and issue, as well as the implications of this knowledge for practitioners. The benefit of this organizational scheme is the presentation of motor learning and control as a set of principles and guidelines for practitioners, which are based on research evidence rather than on tradition or "how things have always been done"-- | |
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| adam_text | Detailed Contents Preface vii Dedication xv UNIT ONE Introduction to Motor Skills and Abilities 1 The Classification of Motor Skills 2 Application 2 Discussion 3 Skills, Actions, Movements, and Neuromotor Processes 5 One-Dimension Classification Systems 9 Gentile’s Two-Dimensions Taxonomy 14 2 The Measurement of Motor Performance 26 Application 26 Discussion 27 Reaction Time 28 UNIT TWO Error Measures 32 Kinematic Measures 37 Kinetics 41 EMG 42 Brain Activity Measures 44 Measuring Coordination 48 3 Motor Abilities 53 Application 53 Discussion 53 Ability and Motor Ability 54 Introduction to Motor Control 4 Neuromotor Basis for Motor Control 70 Application 70 Discussion 71 The Neuron 71 The Central Nervous System 73 The Neural Control of Voluntary Movement 82 5 Motor Control Theories 87 Application 87 Discussion 89 Theory and Professional Practice 89 Motor Control Theory 90 Open-Loop and Closed-Loop Control Systems 94 Two Theories of Motor Control 96 1 69 A Complementary Theory: The OPTIMAL Theory ofMotor Learning 110 The Present State of the Control Theory Issue 112 6 Sensory Components of Motor Control 116 Application 116 Discussion 117 Touch and Motor Control 117 Proprioception and Motor Control 120 Vision and Motor Control 128 Investigating the Role of Vision in Motor Control 132 The Role of Vision in Motor Control 134
IV DETAILED CONTENTS 7 Performance and Motor Control Characteristics of Functional Skills 145 Application 145 Discussion 146 Speed-Accuracy Skills 146 Prehension 152 Handwriting 157 Bimanual Coordination Skills 158 Catching a Moving Object 160 Striking a Moving Object 163 Locomotion 166 UNIT THREE Attention and Memory 9 Attention as a Limited Capacity Resource 206 Application 206 Discussion 207 Attention and Multiple-Task Performance 208 The Dual-Task Procedure for Assessing Attention Demands 214 Focusing Attention 215 Attention and Automaticity 219 Visual Selective Attention 220 Visual Search and Motor Skill Performance 224 Training Visual Search Strategies 231 UNIT FOUR 8 Action Preparation 179 Application 179 Discussion 180 Action Preparation Requires Time 180 Task and Situation Characteristics Influencing Preparation 180 Performer Characteristics Influencing Preparation 189 What Occurs During Preparation ? 191 205 10 Memory Components, Forgetting, and Strategies 235 Application 235 Discussion 236 Memory Structure 236 Working Memory 237 Long-Term Memory 242 Remembering and Forgetting 244 Assessing Remembering and Forgetting 244 The Causes of Forgetting 247 Movement Characteristics Related to Memory Performance 250 Strategies That Enhance Memory Performance 251 Practice-Test Context Effects 256 Introduction to Motor Skill Learning 11 Defining and Assessing Learning 262 Application 262 Discussion 262 Performance Distinguished From Learning 263 General Performance Characteristics of Skill Learning 263 Learning Assessment Techniques 265 Practice Performance May Misrepresent
Learning 275 12 The Stages of Learning 279 Application 279 Discussion 280 261 The Fitts and Posner Three-Stage Model 280 Gentile ’s Two-Stage Model 282 Bernstein’s Description of the Learning Process 284 Performer and Performance Changes Across the Stages of Learning 285 A Performer Characteristic That Does Hot Change Across the Stages of Learning 297 Expertise 298
DETAILED CONTENTS 13 Transfer of Learning 305 Application 305 Discussion 306 What Is Transfer of Learning ? Why Is Transfer of Learning Important? 307 UNIT FIVE 306 Instruction and Augmented Feedback 14 Demonstration and Verbal Instructions Application 326 Discussion 327 Demonstration 327 Verbal Instructions and Cues 340 15 Why Does Positive Transfer of Learning Occur? 309 Negative Transfer 313 Learning How to Learn as an Example of Transfer 315 Bilateral Transfer 316 326 Practice Conditions 391 16 Practice Variability and Specificity 392 Application 392 Discussion 393 The Future Performance Benefit of Practice Variability 393 Implementing Practice Variability 394 Organizing Variable Practice 397 Accounting for the Contextual Interference Effect 407 Practice Specificity 408 17 How Essential Is Augmented Feedback for Skill Acquisition? 357 The Content ofAugmented Feedback 360 Types of Knowledge of Performance 366 Timing Issues Related to Augmented Feedback 373 The KR-Delay and Post-KR Intervals for Terminal Augmented Feedback 376 Frequency of Presenting Augmented Feedback 380 Techniques That Reduce Augmented Feedback Frequency 382 Augmented Feedback 352 Application 352 Discussion 353 The Feedback Family 354 Types ofAugmented Feedback 354 The Roles ofAugmented Feedback in Skill Acquisition 356 UNIT SIX 325 The Amount and Distribution of Practice 417 Application 417 Discussion 418 Overlearning and Learning Motor Skills 419 The Overlearning Strategy Can Lead to Poor Test Performance 421 Overlearning and Other Practice Variables 422 The Distribution of Practice 423 Defining
Massed and Distributed Practice 423 The Length and Distribution of Practice Sessions 424 The Intertrial Interval and Practice Distribution 428 18 Whole and Part Practice 433 Application 433 Discussion 434 Skill Complexity and Organization 434 Practicing Parts of a Skill 436 An Attention Approach to Involving Part Practice in Whole Practice 447 19 Mental Practice 451 Application 451 Discussion 452 Two Roles for Mental Pracúce 452 Mental Practice Aids Skill Acquisition 453 Mental Practice Aids Performance Preparation 458 Why Is Mental Practice Effective? 459 Mental Practice and Imagery Ability 461 Glossary 465 References 475 Name Index 513 Subject Index 533 v
|
| adam_txt |
Detailed Contents Preface vii Dedication xv UNIT ONE Introduction to Motor Skills and Abilities 1 The Classification of Motor Skills 2 Application 2 Discussion 3 Skills, Actions, Movements, and Neuromotor Processes 5 One-Dimension Classification Systems 9 Gentile’s Two-Dimensions Taxonomy 14 2 The Measurement of Motor Performance 26 Application 26 Discussion 27 Reaction Time 28 UNIT TWO Error Measures 32 Kinematic Measures 37 Kinetics 41 EMG 42 Brain Activity Measures 44 Measuring Coordination 48 3 Motor Abilities 53 Application 53 Discussion 53 Ability and Motor Ability 54 Introduction to Motor Control 4 Neuromotor Basis for Motor Control 70 Application 70 Discussion 71 The Neuron 71 The Central Nervous System 73 The Neural Control of Voluntary Movement 82 5 Motor Control Theories 87 Application 87 Discussion 89 Theory and Professional Practice 89 Motor Control Theory 90 Open-Loop and Closed-Loop Control Systems 94 Two Theories of Motor Control 96 1 69 A Complementary Theory: The OPTIMAL Theory ofMotor Learning 110 The Present State of the Control Theory Issue 112 6 Sensory Components of Motor Control 116 Application 116 Discussion 117 Touch and Motor Control 117 Proprioception and Motor Control 120 Vision and Motor Control 128 Investigating the Role of Vision in Motor Control 132 The Role of Vision in Motor Control 134
IV DETAILED CONTENTS 7 Performance and Motor Control Characteristics of Functional Skills 145 Application 145 Discussion 146 Speed-Accuracy Skills 146 Prehension 152 Handwriting 157 Bimanual Coordination Skills 158 Catching a Moving Object 160 Striking a Moving Object 163 Locomotion 166 UNIT THREE Attention and Memory 9 Attention as a Limited Capacity Resource 206 Application 206 Discussion 207 Attention and Multiple-Task Performance 208 The Dual-Task Procedure for Assessing Attention Demands 214 Focusing Attention 215 Attention and Automaticity 219 Visual Selective Attention 220 Visual Search and Motor Skill Performance 224 Training Visual Search Strategies 231 UNIT FOUR 8 Action Preparation 179 Application 179 Discussion 180 Action Preparation Requires Time 180 Task and Situation Characteristics Influencing Preparation 180 Performer Characteristics Influencing Preparation 189 What Occurs During Preparation ? 191 205 10 Memory Components, Forgetting, and Strategies 235 Application 235 Discussion 236 Memory Structure 236 Working Memory 237 Long-Term Memory 242 Remembering and Forgetting 244 Assessing Remembering and Forgetting 244 The Causes of Forgetting 247 Movement Characteristics Related to Memory Performance 250 Strategies That Enhance Memory Performance 251 Practice-Test Context Effects 256 Introduction to Motor Skill Learning 11 Defining and Assessing Learning 262 Application 262 Discussion 262 Performance Distinguished From Learning 263 General Performance Characteristics of Skill Learning 263 Learning Assessment Techniques 265 Practice Performance May Misrepresent
Learning 275 12 The Stages of Learning 279 Application 279 Discussion 280 261 The Fitts and Posner Three-Stage Model 280 Gentile ’s Two-Stage Model 282 Bernstein’s Description of the Learning Process 284 Performer and Performance Changes Across the Stages of Learning 285 A Performer Characteristic That Does Hot Change Across the Stages of Learning 297 Expertise 298
DETAILED CONTENTS 13 Transfer of Learning 305 Application 305 Discussion 306 What Is Transfer of Learning ? Why Is Transfer of Learning Important? 307 UNIT FIVE 306 Instruction and Augmented Feedback 14 Demonstration and Verbal Instructions Application 326 Discussion 327 Demonstration 327 Verbal Instructions and Cues 340 15 Why Does Positive Transfer of Learning Occur? 309 Negative Transfer 313 Learning How to Learn as an Example of Transfer 315 Bilateral Transfer 316 326 Practice Conditions 391 16 Practice Variability and Specificity 392 Application 392 Discussion 393 The Future Performance Benefit of Practice Variability 393 Implementing Practice Variability 394 Organizing Variable Practice 397 Accounting for the Contextual Interference Effect 407 Practice Specificity 408 17 How Essential Is Augmented Feedback for Skill Acquisition? 357 The Content ofAugmented Feedback 360 Types of Knowledge of Performance 366 Timing Issues Related to Augmented Feedback 373 The KR-Delay and Post-KR Intervals for Terminal Augmented Feedback 376 Frequency of Presenting Augmented Feedback 380 Techniques That Reduce Augmented Feedback Frequency 382 Augmented Feedback 352 Application 352 Discussion 353 The Feedback Family 354 Types ofAugmented Feedback 354 The Roles ofAugmented Feedback in Skill Acquisition 356 UNIT SIX 325 The Amount and Distribution of Practice 417 Application 417 Discussion 418 Overlearning and Learning Motor Skills 419 The Overlearning Strategy Can Lead to Poor Test Performance 421 Overlearning and Other Practice Variables 422 The Distribution of Practice 423 Defining
Massed and Distributed Practice 423 The Length and Distribution of Practice Sessions 424 The Intertrial Interval and Practice Distribution 428 18 Whole and Part Practice 433 Application 433 Discussion 434 Skill Complexity and Organization 434 Practicing Parts of a Skill 436 An Attention Approach to Involving Part Practice in Whole Practice 447 19 Mental Practice 451 Application 451 Discussion 452 Two Roles for Mental Pracúce 452 Mental Practice Aids Skill Acquisition 453 Mental Practice Aids Performance Preparation 458 Why Is Mental Practice Effective? 459 Mental Practice and Imagery Ability 461 Glossary 465 References 475 Name Index 513 Subject Index 533 v |
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| spelling | Magill, Richard A. 1944- Verfasser (DE-588)136613551 aut Motor learning and control concepts and applications Richard A. Magill, Teachers College, Columbia University, and New York University, David I. Anderson, San Francisco State University Twelfth edition, international student edition New York, NY McGraw-Hill [2020] xiv, 544 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index 2002 "This twelfth edition primarily updates the previous edition by adding more recent research and interpretations of the concepts and theoretical views associated with those concepts that were in the eleventh edition. Similar to the previous editions this new edition continues its two most distinctive features as an introductory motor learning and control textbook: its overall approach to the study of motor learning and control and the organization of the implementation of that approach. In every edition of this book, the overall approach has been the presentation of motor learning and control "concepts" to identify the common theme of each chapter. The concepts should be viewed as generalized statements and conclusions synthesized from collections of research findings. Following the concept statement is a description of a real-world application of the concept, which is then followed by discussions of specific topics and issues associated with the concept. An important part of these discussions are summaries of research evidence, on which we base our present knowledge of each topic and issue, as well as the implications of this knowledge for practitioners. The benefit of this organizational scheme is the presentation of motor learning and control as a set of principles and guidelines for practitioners, which are based on research evidence rather than on tradition or "how things have always been done"-- Bewegungssteuerung (DE-588)4145160-0 gnd rswk-swf Motorisches Lernen (DE-588)4170603-1 gnd rswk-swf Motor learning / Textbooks Motorisches Lernen (DE-588)4170603-1 s Bewegungssteuerung (DE-588)4145160-0 s DE-604 Anderson, David I. 1969- Verfasser (DE-588)1062634853 aut Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032547376&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Motor learning and control concepts and applications |
| title_auth | Motor learning and control concepts and applications |
| title_exact_search | Motor learning and control concepts and applications |
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| title_full | Motor learning and control concepts and applications Richard A. Magill, Teachers College, Columbia University, and New York University, David I. Anderson, San Francisco State University |
| title_fullStr | Motor learning and control concepts and applications Richard A. Magill, Teachers College, Columbia University, and New York University, David I. Anderson, San Francisco State University |
| title_full_unstemmed | Motor learning and control concepts and applications Richard A. Magill, Teachers College, Columbia University, and New York University, David I. Anderson, San Francisco State University |
| title_short | Motor learning and control |
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