KNES 370 Exam 1 Study Guide S17 PDF

Preview

Summary

This was a study guide the teacher told us would be helpful...

Description

Yue Du

Department of Kinesiology - UMD

KNES 370/Motor Development/Spring 2017 STUDY GUIDE: EXAM 1 NOTE: This exam will cover all material through 02/27. You are responsible for all lectures, assigned reading materials, and information from the lab sections. MODULE 1 – The Mountain of Motor Development? Fundamentals of Motor Development

• • • • • • • • • • • •

What is MOTOR development? What is the difference between Motor Development and Motor Learning/Control? Why development is considered to be a life-span process? What are the main characteristics of developmental perspectives on motor development? How long does it take for motor capability to develop? What is the difference between age-related changes and age-dependent changes? Is development age-dependent or age-related? Why? Give examples of different ways to calculate age (e.g., chronological, corrected, and developmental ages). Explain the concepts of development, aging, growth, and maturation. Explain the following sentence: There is NO SINGLE CAUSE of developmental change – many factors are important What are the three main developmental domains? Explain each of them. What are skill, ability, and movement?

Mountain of Motor Development Be able to discuss the specific characteristics of the periods of motor skill development including: • The order of the periods associated ages of transition as well as what defines transitions between periods (i.e. pre-adapted ends at 12 months on average – but what behaviors really mark this transition). • List examples of motor behaviors of each period. • Contrast spontaneous, reflexive, and voluntary movements. • What are the dominant source(s) of constraint in these periods? • What are phylogenetic and ontogenetic skills? • Of the two general types of behaviors (phylogenetic and ontogenetic), which type is the focus of motor development in these periods? Why? • What is the proficiency barrier? • Can someone get "stuck” on the mountain? Why? • Relate progress up the mountain to the various components of our skill definition. • What are the characteristics of motor skillfulness (e.g. how is skill defined)? Be able to explain, in detail, each of the characteristics with accompanying examples. • What types of requirements are involved in being ‘voluntary’, ‘efficient’, ‘adaptive’ and consistent? (e.g. what is the process by which our behaviors emerge, and from where or what sources do our behaviors emerge?). • Define two main ways an individual may enter the compensation period.

1

Yue Du

Department of Kinesiology - UMD

MODULE 2 – Theoretical Perspectives on MD Theoretical Perspectives of Motor Development • • • • • • • • • • • • • •

What are major historical periods of the field of Motor Development? Describe topics that research focuses on during each period of the field of Motor Development? Describe and explain the maturational, information processing, perception-action, and dynamical system perspectives. What are the major claims about motor development from each period of Motor Development? What are the major findings during each period of the field of Motor Development? What are cephalocaudal and proximodistal directions? Why does reflex disappear according to McGraw? What explanation Thelen had? What have you learned from Held and Hein’s experiment? What are the main lessons from Gibson’s visual cliff studies? What is affordance? How does it explain the relationship between perception and action differently from the information processing perspective? What are the two dynamical system’s solutions to Bernstein’s problems? What is self-organization? List examples. What are control parameter and rate limiter? Define coordinative structure and list examples.

Constraints: What are constraints? Thoroughly discuss the three sources of constraint, what they are and how they influence development. What is the role of the individual in his or her own development? Active? Passive? Does the organism provide her or his own constraints? Does the organism participate in “solving” both developmental and movement problems? Much of our presentation of development has focused on the role of organism constraints and how that role changes across development. Trace the role of organism constraints across the lifespan and, where appropriate, discuss how this relates to the role of environmental and task constraints. 1. What is the role of organism constraints in each of the periods of the mountain? Do they dominate? Are they influential? 2. Biological maturation is a significant source of organism constraints across the lifespan. In which of the periods of the mountain does biological maturation act most strongly? (HINT: think in terms of the rate and timing of physical growth). 3. Organism constraints can be divided along the lines of structural and functional. Define both of these and provide examples. Relate to the formation of coordinative structures as well as the development of the motor repertoire. Why constraints reduce uncertainty? Why is Newell’s model so helpful in studying motor development?

2

Yue Du

Department of Kinesiology - UMD

There are many sources of environmental constraints on motor behavior and development. Because of their complexity, these are more difficult to discuss in a principled manner as one can do with organism constraints. Discuss environmental constraints across the lifespan: 1. What is the role of environmental constraints in each of the periods of the mountain? Do they dominate? Are they influential? 2. What are various sources of environmental constraints? a) Relate these to the basic level of sensory information (what kinds of organs do the body have to detect and use information from the environment? How does ‘the environment get into the muscles’?). b) Think more broadly in terms of family, peers and socio-cultural context. What kinds of influences to these broad environmental constraints have on development? Is there a place on the mountain where such constraints become more important or even critical to motor development? 3. Discuss the relationship between environmental and task constraints. How do they differ? What do they have in common?

Nature X Nurture • • •

• • •

• • • • •

Define Nature and Nurture in the context of MD Why the Nature vs Nurture debate is still perplexing many scientists from different areas around the world? What caused the twins to be different? Were they born with different skills (nature), or was their “exact same” training (nurture) a different experience for each child? What makes the child from the other family able to throw the ball exactly the same as the one twin? Were these two born with a similar gift, or did they both learn a skill in a similar way? What is the difference between Skill and Ability? Debate nature vs. nurture from different theoretical perspectives. Debate nature vs. nurture according to scientific studies: • What have you learned from the study developed by Meltzof and Moore (1977)? • What have you learned from the super child rearing study? • What have you learned from the Elbert’s string players’ cortex study? • What are the main lessons form McGraw Experiment? Jimmy and Johnny • What have you learned from Gibson’s visual cliff studies? • What have you learned from Thelen’s studies? What can possibly explain our differences in term of motor skillfulness? Why am I so different from Michael Jordan while am playing Basketball? Why can’t I play piano like Mozart? How does genetic works in terms of movement ability? What makes us so different from another human being? What is the probabilistic epigenetic view? Give an example about how does that work in human behavior. Explain the following sentence: The relative contributions of heredity and environment are not additive. What is the difference between sensitive period and critical period?

The exam will require such learning outcomes: to know and apply the knowledge acquired in this MD course.

3...