PSYCH 240 1st Edition Lecture 17Outline of Last Lecture: Semantic Networks I. What must be learnedII. How does language development proceed?Outline of Current Lecture: Episodic MemoryI. Skill AcquisitionII. Motor Program RepresentationsCurrent Lecture: I. Skill Acquisitiona. Two basic problemsi. Skill acquisition: how does practice turn declarative knowledge into procedural knowledgeii. Serial order problem: how do different parts of a skill get organized into a sequenceb. Stages of Skill (Fitts and Postner):i. Cognitive1. Declarative knowledge2. Commit facts to memory3. Rehearse as you try to perform4. Requires attention – can’t do a second task5. May be independent of skill: the beautiful teacher may not be the most skillful, but rather someone who knows how to describe the cognitive stage wellii. Associative1. Strengthen connections that lead to desired resulta. Feedback is important: see which actions lead to desired result2. Get rid of actions that lead to errorsiii. Automatic1. FastThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.2. Executed w/ less attention/consciousness3. Less verbalizationa. Less dependent on verbalizationb. Declarative knowledge less available4. Feedbacka. Less importantb. Lower level (proprioceptive not visual)5. Need for consistent practicea. Where a stimulus always gets the same response6. Example: Touch typinga. Practice is needed for automaticity to developb. Learner must “let go” of visual crutch to achieve automaticityc. Feedback: may get in the way if you want to be fastiv. Example: golf1. learn the basics by verbal instruction2. practice components and see which ones work3. components are strung together4. continued practice produces automatic stroke productionc. Theory: ACT*1. Adaptive Control of Thought2. Procedural Knowledgea. Separate from declarativeb. Made from production rules: if-then statementsii. Production rulesiii. Knowledge compilation1. Proceduralization:a. Take declarative knowledge and turn into productions2. Composition: take several productions and join them together into oneiv. Example: tying shoelacesa. Children begin w/ declarative knowledge2. Declarative knowledge:a. Cross lace R under lace Lb. Form a loop w/ lace R on the lefc. Wrap lace L around the base of the R loopd. Push lace L through the opening below the R loope. Pull lace L through the opening to form the loopf. Pull laces tight3. These get made into production rules4. Rules get chunked into a single rule by ‘experts’II. Motor Program Representationsa. Response chaining: feedback from one movement triggers the next one i. Originally a behaviorist notionii. It is incorrect, b/c movements occur too quicklyiii. Example: Superior Typing Skill1. Carole W. Bechen of Dixon, Illinoisa. World record for typing: 176 wpmb. Roughly 15 characters per second2. Typing: as one key is pressed, the finger for the next key is already moving to its key3. Anticipation errors: “Because”4. Different keyboards have been designed to take advantage of overlapping motor movementsb. Representation of the plan for movement and movement sequencesi. Fast, doesn’t require feedbackii. Abstractiii. Hierarchical1. Abstract high level2. Specific low leveliv. Composed of subprograms1. Less abstract representation of movement sub-partsc. Abstract, hierarchical representationsi. Demo: writing name1. Signature looks familiar for small and large examples2. None of the motor commands are the same 3. Shows evidence for: a. Abstract motor representationsb. Hierarchical representationsi. Empirical evidence: Rosenbaum Exp.1. Make movement sequences: Lm, Rm, Lm, Rm, Li, Ri, Li, Ri2. Measure time btwn responsesii. Evidence for subprograms: motor program retrieval1. For longer sequences, more subprograms must be retrieved before being sent to the musclesii. Demonstration: Drumming1. The “Paradiddle” is a typical drummers’ warmup exercisea. LRLL RLRRb. Sub-programs are not reusablec. Sub-programs are exactly opposited. To perform, person needs to acquire higher-order abstracts program ABAAi. Difficult to do for beginnerii. Experts can do it very quickly2. Application: Fitts’s Lawa. Overviewi. Discussed in Haberlandt Readingii. Describes a specific type of speed-accuracy trade-off: aimed movementsiii. Time required to hit a target depends on two things: 1. Size of target2. Distance from targetiv. Describes many types of aimed movements1. Hand movements2. Mouse movements3. Leg movementsv. Computer interface designers use Fitts’s Lawb. Defying Fitts’s Lawi. Edges of screen are especially easy to hit1. You only have to aim2. No penalty for size of target3. Macintosh has taken advantage of this with menusc. Obeying Fitts’s Lawi. Microsof Windows places menus on windows1. Windows are NOT at the edge2. Aimed movements obey Fitts’s Lawii. Bottom Toolbar 1 pixel away from edgeiii. Windows XP, bottom toolbar flush w/ edgeiv. Buttons are largerv. Makes use of “right-click” to avoid mouse