Motor Learning and Control, 9th Edition Test Bank – Richard A. Magill

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Product Details:

• ISBN-10 ‏ : ‎ 0073523801
• ISBN-13 ‏ : ‎ 978-0073523804
• Author: Richard A. Magill

The text provides an introductory study of motor learning and control for students who aspire to become practitioners in exercise science, physical education, and other movement-oriented professions. Magill opens with an introduction to motor skills and control, continues through attention, memory, and learning, and ends with a discussion of instruction, feedback, and practice methods. The text’s strong research base, clear presentation and practical applications will help students build a solid foundation in motor skills and prepare them for further exploration on their own.

Table of Content:

Preface

vii

Dedication

xiv

Unit One Introduction to Motor Skills and Abilities

1(62)

The Classification of Motor Skills

2(20)

Application

2(1)

Discussion

3(19)

Skills, Actions, and Movements

4(3)

One-Dimension Classification Systems

7(4)

Gentile’s Two-Dimensions Taxonomy

11(11)

The Measurement of Motor Performance

22(26)

Application

22(1)

Discussion

23(25)

Reaction Time

24(4)

Error Measures

28(5)

Kinematic Measures

33(3)

Kinetics

36(2)

EMG

38(1)

Brain Activity Measures

39(3)

Measuring Coordination

42(6)

Motor Abilities

48(15)

Application

48(1)

Discussion

48(15)

Ability and Motor Ability

49(14)

Unit Two Introduction to Motor Control

63(130)

Neuromotor Basis for Motor Control

64(17)

Application

64(1)

Discussion

65(16)

The Neuron

65(2)

The Central Nervous System

67(9)

The Neural Control of Voluntary Movement

76(5)

Motor Control Theories

81(27)

Application

81(1)

Discussion

82(26)

Theory and Professional Practice

83(1)

Motor Control Theory

83(5)

Open-Loop and Closed-Loop Control Systems

88(2)

Two Theories of Motor Control

90(13)

The Present State of the Control Theory Issue

103(5)

Sensory Components of Motor Control

108(27)

Application

108(1)

Discussion

109(26)

Touch and Motor Control

109(2)

Proprioception and Motor Control

111(8)

Vision and Motor Control

119(3)

Investigating the Role of Vision in Motor Control

122(3)

The Role of Vision in Motor Control

125(10)

Performance and Motor Control Characteristics of Functional Skills

135(34)

Application

135(1)

Discussion

136(33)

Speed-Accuracy Skills

136(6)

Prehension

142(4)

Handwriting

146(2)

Bimanual Coordination Skills

148(2)

Locomotion

150(8)

Catching a Moving Object

158(3)

Striking a Moving Object

161(8)

Action Preparation

169(24)

Application

169(1)

Discussion

170(23)

Action Preparation Requires Time

170(1)

Task and Situation Characteristics Influencing Preparation

170(9)

Performer Characteristics Influencing Preparation

179(2)

What Occurs during Preparation?

181(12)

Unit Three Attention and Memory

193(54)

Attention as a Limited Capacity Resource

194(27)

Application

194(1)

Discussion

195(26)

Attention and Multiple Task Performance

196(6)

The Dual-Task Procedures for Assessing Attention Demands

202(1)

Focusing Attention

203(3)

Attention and Automaticity

206(1)

Visual Selective Attention

207(3)

Visual Search and Motor Skill Performance

210(5)

Training Visual Search Strategies

215(6)

Memory Components, Forgetting, and Strategies

221(26)

Application

221(1)

Discussion

222(25)

Memory Structure

222(1)

Working Memory

223(4)

Long-Term Memory

227(3)

Remembering and Forgetting

230(1)

Assessing Remembering and Forgetting

230(3)

The Causes of Forgetting

233(3)

Movement Characteristics Related to Memory Performance

236(2)

Strategies that Enhance Memory Performance

238(4)

Practice-Test Context Effects

242(5)

Unit Four Introduction to Motor Skill Learning

247(60)

Defining and Assessing Learning

248(17)

Application

248(1)

Discussion

248(17)

Performance Distinguished from Learning

249(1)

General Performance Characteristics of Skill Learning

249(1)

Assessing Learning by Observing Practice Performance

250(4)

Assessing Learning by Retention Tests

254(2)

Assessing Learning by Transfer Tests

256(1)

Assessing Learning from Coordination Dynamics

257(1)

Practice Performance May Misrepresent Learning

258(7)

The Stages of Learning

265(24)

Application

265(1)

Discussion

266(23)

The Fitts and Posner Three-Stage Model

266(1)

Gentile’s Two-Stage Model

267(4)

Performer and Performance Changes across the Stages of Learning

271(11)

A Performer Characteristic that Does Not Change across the Stages of Learning

282(1)

Expertise

283(6)

Transfer of Learning

289(18)

Application

289(1)

Discussion

290(17)

What Is Transfer of Learning?

290(1)

Why Is Transfer of Learning Important?

290(2)

Why Does Positive Transfer of Learning Occur?

292(4)

Negative Transfer

296(2)

Bilateral Transfer

298(9)

Unit Five Instruction and Augmented Feedback

307(62)

Demonstration and Verbal Instructions

308(24)

Application

308(1)

Discussion

309(23)

Demonstration

309(5)

The Neural Basis for Observational Learning: Mirror Neurons in the Brain

314(6)

Verbal Instructions and Cues

320(12)

Augmented Feedback

332(37)

Application

332(1)

Discussion

333(36)

The Feedback Family

334(1)

Types of Augmented Feedback

334(2)

The Roles of Augmented Feedback in Skill Acquisition

336(1)

How Essential is Augmented Feedback for Skill Acquisition?

337(3)

The Content of Augmented Feedback

340(6)

Types of Knowledge of Performance

346(6)

Timing Issues Related to Augmented Feedback

352(3)

The KR-Delay and Post-KR Intervals

355(4)

Frequency of Presenting Augmented Feedback

359(2)

Techniques that Reduce Augmented Feedback Frequency

361(8)

Unit Six Practice Conditions

369(72)

Practice Variability and Specificity

370(23)

Application

370(1)

Discussion

371(22)

The Future Performance Benefit of Practice Variability

371(1)

Implementing Practice Variability

372(3)

Organizing Variable Practice

375(9)

Accounting for the Contextual Interference Effect

384(1)

Practice Specificity

385(8)

The Amount and Distribution of Practice

393(16)

Application

393(1)

Discussion

394(15)

Overlearning and Learning Motor Skills

395(2)

The Overlearning Strategy Can Lead to Poor Test Performance

397(1)

Overlearning and Other Practice Variables

398(1)

The Distribution of Practice

399(1)

Defining Massed and Distributed Practice

399(1)

The Length and Distribution of Practice Sessions

399(5)

The Intertrial Interval and Practice Distribution

404(5)

Whole and Part Practice

409(18)

Application

409(1)

Discussion

410(17)

Skill Complexity and Organization

410(2)

Practicing Parts of a Skill

412(10)

An Attention Approach to Involving Part Practice in Whole Practice

422(5)

Mental Practice

427(14)

Application

427(1)

Discussion

428(13)

Two Roles for Mental Practice

428(1)

Mental Practice Aids Skill Acquisition

429(5)

Mental Practice Aids Performance Preparation

434(1)

Why Is Mental Practice Effective?

435(1)

Mental Practice and Imagery Ability

436(5)

Glossary

441(9)

Name Index

450(8)

Subject Index

458

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