Chapter 12 Learning Motor Skills
1. The distinguishing characteristic of an open loop movement is that it
a. involves a sequence of responses
b. is completed before the individual receives any feedback
c. typically includes several mid-course corrections
d. none of the above
Answer: b
Rationale:
In an open loop movement, the action is executed without feedback from the environment,
meaning it is completed before any feedback can be received. This lack of feedback during
the movement distinguishes open loop movements from closed loop movements.
2. In a study in which subjects were blindfolded and tried to draw lines that were exactly 3
inches long, Thorndike found that
a. reinforcement was more effective than punishment
b. practice with reinforcement was more effective than practice without reinforcement
c. both a and b
d. neither a nor b
Answer: b
Rationale:
Thorndike's study demonstrated that practice with reinforcement (receiving feedback or
rewards for correct attempts) was more effective in improving performance compared to
practice without reinforcement. This highlights the effectiveness of reinforcement in motor
learning.
3. Keeping in contact with a target on a moving turntable is an example of a
a. discrete, closed loop movement
b. discrete, open loop movement
c. continuous, closed loop movement
d. continuous, open loop movement
Answer: c
Rationale:
In this scenario, the movement (tracking the target) is continuous, and feedback from the
environment (turntable movement) is utilized to continuously adjust the movement, making it
a continuous closed loop movement.
4. If a person's task is to draw a 12-inch line while blindfolded, which of the following types
of feedback would probably produce the fastest learning?
a. being told "Correct" if an attempt is within 1 inch of the desired length
b. being told "Incorrect" if an attempt is more than 0.1 inches from the desired length
c. being told the amount an attempt is long or short, to the nearest half inch
d. being told "Long" if the attempt is too long, and "Short" if the attempt is too short
Answer: c
Rationale:
Providing specific quantitative feedback regarding the amount of deviation from the desired
length allows the learner to adjust their movements more precisely, leading to faster learning
compared to more general feedback.
5. According to the guidance hypothesis of motor learning,
a. physically guiding the learner’s movements will improve long-term performance
b. physically guiding the learner’s movements will impair long-term performance
c. giving feedback on every trial will improve long-term performance
d. giving feedback on every trial will impair long-term performance
Answer: d
Rationale:
The guidance hypothesis suggests that excessive feedback or physical guidance during
learning can impede the development of the learner's ability to self-regulate and perform the
task independently in the long term.
6. In a continuous tracking task, such as tracing a line drawing, delay of visual feedback has
a. little or no effect on learning or performance
b. a small but temporary effect on the rate of learning
c. a small but permanent effect on performance
d. a large and permanent effect on performance
Answer: d
Rationale:
Delay of visual feedback in continuous tracking tasks can significantly impair performance,
as real-time feedback is crucial for making continuous adjustments to maintain accuracy in
such tasks.
7. In a slow positioning task in which feedback is given after each trial is over, such as
turning a pointer toward an unseen target, delay of feedback has
a. little or no effect on learning or performance
b. a small but temporary effect on the rate of learning
c. a small but permanent effect on performance
d. a large and permanent effect on performance
Answer: a
Rationale:
In slow positioning tasks where feedback is given after each trial, the delay of feedback has
little impact on learning or performance, as the learner has ample time to process feedback
between trials.
8. The finding that delay of feedback on slow positioning tasks does not have much of an
effect on learning can be interpreted as
a. evidence supporting the importance of reinforcement in motor learning
b. evidence against the importance of reinforcement in motor learning
c. evidence supporting the guidance hypothesis of motor learning
d. evidence against the guidance hypothesis of motor learning
Answer: c
Rationale:
This finding supports the guidance hypothesis, as it suggests that in slow positioning tasks,
where feedback is delayed, learners rely less on external guidance and more on internal
processes to refine their movements.
9. Research on knowledge of performance (KP) has shown that in learning a complex motor
skill, the best feedback
a. is simply telling the learner "right" or "wrong"
b. is giving a quantitative estimate of the error
c. often involves giving the subject detailed information on exactly which movements were
good and which were not
d. is no feedback at all
Answer: c
Rationale:
Providing detailed information about specific movements (knowledge of performance) allows
learners to understand precisely what aspects of their performance need improvement,
facilitating more effective learning of complex motor skills.
10. If a golf instructor tells a student to slow down his backswing, this is an example of
a. qualitative KR
b. quantitative KR
c. irrelevant KR
d. knowledge of performance (KP)
Answer: d
Rationale:
Instructing the student to slow down the backswing provides information about the
performance (knowledge of performance) rather than quantitative or qualitative knowledge
about the outcome, making it an example of knowledge of performance (KP).
11. Research findings suggest that when learning a new motor skill, using massed practice
a. is better than using distributed practice
b. is worse than using distributed practice
c. is helpful early in training but not later in training
d. is about equally effective as using distributed practice
Answer: b
Rationale:
Massed practice involves cramming a lot of practice into a short period, which can lead to
fatigue and reduced attention, hindering effective learning. On the other hand, distributed
practice, which spaces out practice sessions over time, allows for better retention and deeper
learning, as it provides opportunities for rest and consolidation between sessions.
12. Studies have found that ________ can be helpful in motor learning.
a. observing a model perform the task
b. practicing with a partner
c. video self-modeling
d. all of the above
Answer: d
Rationale:
Observing a model perform the task provides a visual representation for learning, practicing
with a partner can offer social support and feedback, and video self-modeling allows
individuals to see themselves performing the task correctly, all of which contribute to motor
learning.
13. If practicing a tennis stroke makes it harder to learn a correct stroke in ping-pong, this
would be an example of
a. positive transfer
b. negative transfer
c. an ironic error
d. intermittent KR
Answer: b
Rationale:
Negative transfer occurs when skills or knowledge from one context hinder performance in a
new context. In this case, the tennis stroke interferes with learning the correct stroke in pingpong, indicating negative transfer.
14. Negative transfer is most likely to be observed when two motor tasks involve
a. similar responses to similar stimuli
b. different responses to similar stimuli
c. different responses to different stimuli
d. either a or c
Answer: b
Rationale:
Negative transfer is more likely when tasks involve similar stimuli but require different
responses, leading to interference between the two tasks.
15. Positive transfer is most likely to be observed when two motor tasks involve
a. similar responses to similar stimuli
b. different responses to similar stimuli
c. different responses to different stimuli
d. either a or c
Answer: a
Rationale:
Positive transfer occurs when skills or knowledge from one context enhance performance in a
new context. Tasks involving similar responses to similar stimuli facilitate the transfer of
learning between them.
16. According to Adams's two-stage theory of motor learning, when a person shifts from the
verbal motor stage to the motor stage, the person has
a. a fairly good perceptual trace
b. a fairly good motor trace
c. both a and b
d. neither a nor b
Answer: a
Rationale:
In the verbal motor stage, learners develop a perceptual trace of the movement pattern before
transitioning to the motor stage, where they refine motor control. Therefore, they possess a
fairly good perceptual trace at this stage.
17. According to Adams's two-stage theory of motor learning, if knowledge of results (KR) is
withdrawn very early in training, one should observe
a. a decrease in performance, back to the baseline level
b. a decrease in performance, but some savings
c. no change in performance
d. further improvements in performance
Answer: a
Rationale:
Adams's theory suggests that early withdrawal of knowledge of results leads to a decrease in
performance back to baseline levels as learners rely on external feedback to guide their
movements.
18. According to Adams's two-stage theory of motor learning, if knowledge of results (KR) is
withdrawn late in training, one should observe
a. a decrease in performance, back to the baseline level
b. a decrease in performance, but some savings
c. no change in performance
d. further improvements in performance
Answer: d
Rationale:
Late withdrawal of knowledge of results is predicted to lead to further improvements in
performance according to Adams's two-stage theory, as learners have already internalized the
movement pattern and can rely on internal feedback mechanisms.
19. Compared to Schmidt's schema theory, a limitation of Adams's two-stage theory is that it
a. does not apply to open loop movements
b. does not apply to continuous movements
c. does not apply to movements that must be different every trial
d. none of the above
Answer: c
Rationale:
Adams's two-stage theory focuses on the transition from cognitive to associative stages and
does not account for movements that must vary from trial to trial, which is a limitation
compared to Schmidt's schema theory that addresses variability in movements.
20. As long as an individual receives feedback, it should be possible to learn from trials on
which the individual's movement is off-target. This is a prediction of
a. Adams's two-stage theory
b. Schmidt's schema theory
c. both a and b
d. neither a nor b
Answer: b
Rationale:
Schmidt's schema theory emphasizes the role of feedback in refining motor programs,
suggesting that even off-target movements can contribute to learning as long as feedback is
provided to adjust subsequent actions.
21. To improve a variable skill such as shooting a basketball from different places on the
court, the data suggest that the best way to practice is
a. shoot all practice shots from one location, such as the foul line
b. shoot all practice shots from a small number of different locations
c. shoot from many different locations, and change locations after every practice shot
d. shoot from many different locations, but shoot a group of shots from one location before
switching to another location
Answer: c
Rationale:
Shooting from many different locations and changing locations after every practice shot helps
in developing adaptability and versatility in the skill. It forces the shooter to adjust their
technique and aim based on varying conditions, mimicking real-game scenarios more closely.
22. According to the response chain approach, when we have learned to produce a sequence
of movements well
a. we can plan several steps in the sequence simultaneously
b. sensory feedback from one movement serves as a stimulus for the next movement in the
sequence
c. we get better at the task by grouping the movements into chunks
d. we may make errors of anticipation by starting one movement out of order
Answer: b
Rationale:
In the response chain approach, movements in a sequence are elicited by sensory feedback
from preceding movements. This process is often described as a chain where each movement
triggers the next one through sensory cues.
23. A characteristic of a motor program is that it
a. involves a sequence of responses
b. makes use of sensory feedback to guide the successive movements
c. is innate
d. all of the above
Answer: a
Rationale:
Motor programs involve a pre-structured sequence of movements stored in memory, which
can be executed without the need for constant feedback. They are essentially a set of
instructions for carrying out a specific action.
24. Some evidence for the existence of motor programs is that
a. some movement sequences can continue when sensory feedback has been removed
b. errors of anticipation suggest that the individual is planning ahead
c. both a and b
d. neither a nor b
Answer: c
Rationale:
Both the fact that movement sequences can continue without sensory feedback and errors of
anticipation imply the existence of pre-planned motor programs guiding movement
execution.
25. If one task involves making two consecutive movements and another involves making
four consecutive movements, research suggests that a person will
a. take longer to begin the longer sequence
b. take longer to begin the shorter sequence
c. pause before completing the last movement of the long sequence
d. pause before completing the last movement of the short sequence
Answer: a
Rationale:
Research indicates that longer sequences tend to require more time to initiate, reflecting the
additional planning or cognitive processing needed to execute them compared to shorter
sequences.
Test Bank for Learning and Behavior
James E. Mazur
9780205864812, 9780205246441
