A Multilevel Approach to the Study of Motor Control and Learning
Published on 23. September 1997
Book
Hardback
331 pages
978-0-02-403621-6 (ISBN)
Description
Finally, an up-to-date textbook that provides a comprehensive introduction to the principles of motor control and motor learning in one text. The author integrates knowledge from the fields of cognitive psychology and neuroscience to provide students with a more complete understanding of the multilevel processes that contribute to the acquisition and control of movement skills.
Each section of the book introduces the most important theoretical models in each particular area, followed by theoretical principles and then illustrated with practical examples drawn from movement, skill, and clinical settings. The breadth of the practical applications will appeal to students preparing to enter a variety of professions that require a strong knowledge of motor control and learning principles.
The strong contemporary and multilevel review of the literature in both motor control and learning will provide the student with the most comprehensive and user-friendly introduction to two highly integrated areas of study in movement science today.
Each section of the book introduces the most important theoretical models in each particular area, followed by theoretical principles and then illustrated with practical examples drawn from movement, skill, and clinical settings. The breadth of the practical applications will appeal to students preparing to enter a variety of professions that require a strong knowledge of motor control and learning principles.
The strong contemporary and multilevel review of the literature in both motor control and learning will provide the student with the most comprehensive and user-friendly introduction to two highly integrated areas of study in movement science today.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 241 mm
Width: 184 mm
Thickness: 21 mm
Weight
726 gr
ISBN-13
978-0-02-403621-6 (9780024036216)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Debra Rose | Robert Christina
Multilevel Approach to the Study of Motor Control and Learning, A
Book
06/2005
2nd Edition
Pearson Education (US)
€188.65
Shipment within 3-4 weeks
Content
Each chapter concludes with "Summary," "Important Terminology," "Suggested Further Readings," "Test Your Understanding," and "About the Quote." I. MOTOR CONTROL.
1. The Nature of Motor Control.
Defining Motor Control.
Theories of Motor Control.
Reflex Hierarchical Dynamic Systems.
Characteristics of Human Action.
Flexibility Uniqueness Consistency and Modifiability.
Coordination versus Control of Action.
Muscle Response Synergies Mechanical Properties of Limbs.
2. Scientific Measurement and Motor Control.
Psychological Measures.
Response Outcome Measures Response Process Measures.
Neurological Measures.
Surface Recordings-Evoked Potentials Intracellular Recordings Lesions/Abrasions Brain Scanning Techniques.
3. Developing and Executing a Plan of Action.
Planning the Action.
Making the Decision to Act Developing a General Plan Adding Details to the Plan Executing the Plan of Action.
The Neuromotor Level of Analysis.
The Limbic System The Association Cortex Projection System Motor Pathways The Spinal System.
Moment-to-Moment Control.
Types of Motorneurons Muscle Activation and Force Production Musculoskeletal Contributions to Force Subconscious Control of Movement Solving the Motor Problem.
Action Planning for Stable and Variable Environments.
Disorders of the Motor System Affecting Motor Control.
Basal Ganglia Disorders Cerebellar Disorders Disorders of Descending Pathways.
4. Sensory Contributions to Action.
General Properties of Sensory Receptors and Afferent Pathways.
Adequate Stimulation Intensity Coding Sensory Adaptation.
The Transmission and Integration of Sensory Input.
Somatosensation.
Cutaneous Receptors Proprioceptors.
Transmission of Sensory Input.
Dorsal Column Medial Lemniscal System Anterolateral Spinothalamic Tract.
Disorders of the Somatosensory System.
Application of Theory.
The Conscious Sensation of Movement.
Afferent Sources of Kinesthesis Practical Applications.
The Role of Feedback in Controlling Actions.
Knowledge of Body Position Planning and Modification of Action Plans Learning or, Relearning of Movements.
Errors in Performance.
5. Vision and Action.
Neuromotor Processing of Vision.
Reception of Visual Input Transmission to the Brain Topographical Organization of the Visual System.
Two Visual Systems?
Two Visual Systems and Motor Control.
Psychological Studies of Perception and Action.
Contrasting Theories of Visual Perception.
Visual Guidance of Action.
Posture and Locomotion Anticipation Timing Time-to-Contact Information Visual Dominance.
Disorders of the Visual System.
II. MOTOR LEARNING.
6. The Nature of Motor Learning.
Defining Motor Learning.
Learning Leads to Relatively Permanent Changes Learning Must be Inferred Learning is Promoted Through Practice and Experience.
Theories of Motor Learning.
Adams' Closed Loop Theory Schema Theory Ecological Theories of Perception and Action.
Stages of Motor Learning.
Fitts' Three Stages of Learning A Neo-Bernsteinian Perspective Gentile's Two Stage Model.
The Generalizability of Learning.
Understanding the Relationship Between Learning and Transfer.
Theoretical Views of Transfer.
Identical Elements Theory Transfer-Appropriate Processing.
Application of Theory.
Make Practice Difficult Vary the Type of Practice Reduce the Frequency of Feedback.
7. Scientific Measurement and Motor Learning.
Measurement and Motor Learning.
Performance Curves Retention Tests Transfer Tests.
Measuring Learning-Related Changes in Perception and Cognition.
Expert vs. Novice Visual Occlusion Techniques Eye Movement Recordings Memory Recall Tests Knowledge Base Development.
Measuring Learning-Related Changes in the Dynamics of Action.
Measures of Metabolic and Mechanical Efficiency Cross-Correlation Analyses Learning Trends.
Identifying the Learning-Related Changes in Performance.
8. Memory and Learning.
Contemporary Models of Memory.
Atkinson and Shiffrin's Multistore Model Levels-of-Processing Framework.
Neurobiology of Memory.
The Limbic Connection Dual Systems Theory of Action.
Types of Memory.
Short-Term (Temporary) and Long Term (Permanent) Declarative and Procedural Memory The Relationship Between Learning and Memory.
Factors Influencing Memory Skill.
Movement Characteristics Environmental Context The Learner.
Application of Theory.
Increasing Amount of Original Learning Fostering Understanding of Skill-to-be-Learned Mnemonics (Memory Aids) Contextual Interference During Practice Spacing of Practice Practice-Performance Similarity.
Disorders of Memory.
9. Setting the Stage for Learning.
Introducing the Skill to be Learned.
Variables Influencing Model Effectiveness Evaluating Models' Effectiveness.
Theoretical Explanations of the Modeling Effect.
Social Learning Theory Direct Perception Approach.
Discovery Learning.
Applying the Principles of Discovery Learning.
10. Organizing the Practice Environment.
Structuring the Practice Session.
Practice Variability.
Organizing the Practice Schedule.
Introducing Interference Influencing Factors Measurement of Performance, Learning, or Transfer.
Theoretical Accounts of the Contextual Interference Effect.
Elaboration View Action-Plan Reconstruction View.
Spacing/Distribution of Practice.
Practical Implications.
Techniques for Enhancing Practice Effectiveness.
Guidance Techniques Whole vs. Part-Task Strategies Part-Practice Methods Attentional Cueing and Whole Practice.
11. Augmented Feedback and Learning.
Form of the Feedback.
Kinematic and Kinetic Visual Displays Videotape Feedback Augmented Sensory Feedback: Biofeedback Guiding Principles.
Precision of Augmented Feedback.
Frequency of Augmented Feedback.
Fading-Frequency Schedules of KR Bandwidth KR Reversed Bandwidth KR Summary KR Average Knowledge of Results.
Theoretical Explanations of the Frequency Effect.
Guidance Hypothesis Consistency Hypothesis.
Augmented Feedback and Motivation.
References.
Credits.
Author Index.
Subject Index.
1. The Nature of Motor Control.
Defining Motor Control.
Theories of Motor Control.
Reflex Hierarchical Dynamic Systems.
Characteristics of Human Action.
Flexibility Uniqueness Consistency and Modifiability.
Coordination versus Control of Action.
Muscle Response Synergies Mechanical Properties of Limbs.
2. Scientific Measurement and Motor Control.
Psychological Measures.
Response Outcome Measures Response Process Measures.
Neurological Measures.
Surface Recordings-Evoked Potentials Intracellular Recordings Lesions/Abrasions Brain Scanning Techniques.
3. Developing and Executing a Plan of Action.
Planning the Action.
Making the Decision to Act Developing a General Plan Adding Details to the Plan Executing the Plan of Action.
The Neuromotor Level of Analysis.
The Limbic System The Association Cortex Projection System Motor Pathways The Spinal System.
Moment-to-Moment Control.
Types of Motorneurons Muscle Activation and Force Production Musculoskeletal Contributions to Force Subconscious Control of Movement Solving the Motor Problem.
Action Planning for Stable and Variable Environments.
Disorders of the Motor System Affecting Motor Control.
Basal Ganglia Disorders Cerebellar Disorders Disorders of Descending Pathways.
4. Sensory Contributions to Action.
General Properties of Sensory Receptors and Afferent Pathways.
Adequate Stimulation Intensity Coding Sensory Adaptation.
The Transmission and Integration of Sensory Input.
Somatosensation.
Cutaneous Receptors Proprioceptors.
Transmission of Sensory Input.
Dorsal Column Medial Lemniscal System Anterolateral Spinothalamic Tract.
Disorders of the Somatosensory System.
Application of Theory.
The Conscious Sensation of Movement.
Afferent Sources of Kinesthesis Practical Applications.
The Role of Feedback in Controlling Actions.
Knowledge of Body Position Planning and Modification of Action Plans Learning or, Relearning of Movements.
Errors in Performance.
5. Vision and Action.
Neuromotor Processing of Vision.
Reception of Visual Input Transmission to the Brain Topographical Organization of the Visual System.
Two Visual Systems?
Two Visual Systems and Motor Control.
Psychological Studies of Perception and Action.
Contrasting Theories of Visual Perception.
Visual Guidance of Action.
Posture and Locomotion Anticipation Timing Time-to-Contact Information Visual Dominance.
Disorders of the Visual System.
II. MOTOR LEARNING.
6. The Nature of Motor Learning.
Defining Motor Learning.
Learning Leads to Relatively Permanent Changes Learning Must be Inferred Learning is Promoted Through Practice and Experience.
Theories of Motor Learning.
Adams' Closed Loop Theory Schema Theory Ecological Theories of Perception and Action.
Stages of Motor Learning.
Fitts' Three Stages of Learning A Neo-Bernsteinian Perspective Gentile's Two Stage Model.
The Generalizability of Learning.
Understanding the Relationship Between Learning and Transfer.
Theoretical Views of Transfer.
Identical Elements Theory Transfer-Appropriate Processing.
Application of Theory.
Make Practice Difficult Vary the Type of Practice Reduce the Frequency of Feedback.
7. Scientific Measurement and Motor Learning.
Measurement and Motor Learning.
Performance Curves Retention Tests Transfer Tests.
Measuring Learning-Related Changes in Perception and Cognition.
Expert vs. Novice Visual Occlusion Techniques Eye Movement Recordings Memory Recall Tests Knowledge Base Development.
Measuring Learning-Related Changes in the Dynamics of Action.
Measures of Metabolic and Mechanical Efficiency Cross-Correlation Analyses Learning Trends.
Identifying the Learning-Related Changes in Performance.
8. Memory and Learning.
Contemporary Models of Memory.
Atkinson and Shiffrin's Multistore Model Levels-of-Processing Framework.
Neurobiology of Memory.
The Limbic Connection Dual Systems Theory of Action.
Types of Memory.
Short-Term (Temporary) and Long Term (Permanent) Declarative and Procedural Memory The Relationship Between Learning and Memory.
Factors Influencing Memory Skill.
Movement Characteristics Environmental Context The Learner.
Application of Theory.
Increasing Amount of Original Learning Fostering Understanding of Skill-to-be-Learned Mnemonics (Memory Aids) Contextual Interference During Practice Spacing of Practice Practice-Performance Similarity.
Disorders of Memory.
9. Setting the Stage for Learning.
Introducing the Skill to be Learned.
Variables Influencing Model Effectiveness Evaluating Models' Effectiveness.
Theoretical Explanations of the Modeling Effect.
Social Learning Theory Direct Perception Approach.
Discovery Learning.
Applying the Principles of Discovery Learning.
10. Organizing the Practice Environment.
Structuring the Practice Session.
Practice Variability.
Organizing the Practice Schedule.
Introducing Interference Influencing Factors Measurement of Performance, Learning, or Transfer.
Theoretical Accounts of the Contextual Interference Effect.
Elaboration View Action-Plan Reconstruction View.
Spacing/Distribution of Practice.
Practical Implications.
Techniques for Enhancing Practice Effectiveness.
Guidance Techniques Whole vs. Part-Task Strategies Part-Practice Methods Attentional Cueing and Whole Practice.
11. Augmented Feedback and Learning.
Form of the Feedback.
Kinematic and Kinetic Visual Displays Videotape Feedback Augmented Sensory Feedback: Biofeedback Guiding Principles.
Precision of Augmented Feedback.
Frequency of Augmented Feedback.
Fading-Frequency Schedules of KR Bandwidth KR Reversed Bandwidth KR Summary KR Average Knowledge of Results.
Theoretical Explanations of the Frequency Effect.
Guidance Hypothesis Consistency Hypothesis.
Augmented Feedback and Motivation.
References.
Credits.
Author Index.
Subject Index.