Motor learning and performance : from principles to application / Richard A. Schmidt, Timothy D. Lee.

Includes bibliographical references and index.

1. Introduction to Motor Learning and Performance: How Skills Are Studied -- Part I. Principles of Human Skilled Performance -- 2. Processing Information and Making Decisions: The Mental Side of Human Performance -- 3. Attention and Performance: Limitations on Information Processing -- 4. Sensory Contributions to Skilled Performance: Feedback Processing in Motor Control -- 5. Motor Programs: Motor Control of Brief Actions -- 6. Principles of Speed, Accuracy, and Coordination: Controlling and Timing Movements -- 7. Individual Differences: How People Differ in Their Performance Capabilities -- Part II. Principles of Skill Learning -- 8. Introduction to Motor Learning: Concepts and Methods in Research and Application -- 9. Skill Acquisition, Retention, and Transfer: How Expertise is Gained -- 10. Organizing and Scheduling Practice: How the Structure of Practice Influences Learning -- 11. Augmented Feedback: How Providing Extra Information Influences Learning -- --

1. Introduction to Motor Learning and Performance: How Skills Are Studied -- Why Study Motor Skills? -- The Science of Motor Learning and Performance -- Focus on Research 1.1: Franklin M. Henry, Father of Motor Behavior Research -- Defining Skills -- Components of Skills -- Classifying Skills -- Focus on Research 1.2: Error Scores in Discrete Tasks -- Focus on Research 1.3: Error Scores in Continuous Tasks -- Understanding Performance and Learning -- Summary -- Learning Aids -- -- Part I. Principles of Human Skilled Performance -- -- 2. Processing Information and Making Decisions: The Mental Side of Human Performance -- The Information-Processing Approach -- Reaction Time and Decision Making -- Focus on Research 2.1: Donders' Stages of Processing -- Focus on Research 2.2: Hick's Law -- Focus on Application 2.1: Light Switches -- Focus on Application 2.2: Strategies for Anticipating -- Focus on Research 2.3: Assessing Anticipation Skills -- Memory Systems -- Summary -- Learning Aids -- -- 3. Attention and Performance: Limitations on Information Processing -- Focus on Application 3.1: William James on Attention -- What Is Attention? -- Limitations in Stimulus Identification -- Limitations in Response Selection -- Focus on Research 3.1: Distracted-Driving Research -- Limitations in Movement Programming -- Focus on Research 3.2: The Double-Stimulation Paradigm -- Decision Making Under Stress -- Focus on Application 3.2: Automotive Panic -- Summary -- Learning Aids -- -- 4. Sensory Contributions to Skilled Performance: Feedback Processing in Motor Control -- Sources of Sensory Information -- Processing Sensory Information -- Focus on Application 4.1: Error Correction in Batting -- Principles of Visual Control -- Focus on Research 4.1: "Blindsight" Reveals Dorsal and Ventral Stream Processing -- Focus on Research 4.2: Gaze Control -- Focus on Application 4.2: Visibility in Nighttime Car-Truck Accidents -- Audition and Motor Control -- Focus on Application 4.3: When Vision Degrades Performance -- Summary -- Learning Aids -- -- 5. Motor Programs: Motor Control of Brief Actions -- Motor Program Theory -- Evidence for Motor Programs -- Focus on Research 5.1: The Henry-Rogers Experiment -- Focus on Application 5.1: Checked Swings in Baseball -- Focus on Research 5.2: Initiating a Motor Program -- Motor Programs and the Conceptual Model -- Problems in Motor-Program Theory: Novelty and Storage Problems -- Generalized Motor-Program Theory -- Focus on Research 5.3: Invariances and Parameters -- Focus on Research 5.4: Relative Timing in Locomotion -- Focus on Application 5.2: Relative-Timing Fingerprints -- Focus on Application 5.3: The Stereo-System Analogy -- Summary -- Learning Aids -- --

6. Principles of Speed, Accuracy, and Coordination: Controlling and Timing Movements -- Speed-Accuracy Trade-Offs -- Focus on Research 6.1: Fitts Tasks -- Focus on Application 6.1: Fitts' Law in Everyday Actions -- Sources of Error in Rapid Movements -- Exceptions to the Speed-Accuracy Trade-Off -- Analyzing a Rapid Movement: Baseball Batting -- Accuracy in Coordinated Actions -- Focus on Application 6.2: Coordination in Golf Putting -- Focus on Research 6.2: Coordination as a Self-Organization Process -- Summary -- Learning Aids -- -- 7. Individual Differences: How People Differ in Their Performance Capabilities -- The Study of Individual Differences -- Abilities versus Skills -- Is There a General Motor Ability? -- Focus on Application 7.1: The Babe (Mildred "Babe" Zaharias) -- Focus on Research 7.1: Correlation: The Statistic of Individual Differences -- Abilities and the Production of Skills -- Prediction and Selection Based on Ability -- Focus on Application 7.2: Moneyball -- Focus on Research 7.2: The Relative-Age Effect -- Summary -- Learning Aids -- -- Part II. Principles of Skill Learning -- -- 8. Introduction to Motor Learning: Concepts and Methods in Research and Application -- Motor Learning Defined -- How is Motor Learning Measured? -- Focus on Research 8.1: Learning Curves: Facts or Artifacts? -- Distinguishing Learning from Performance -- Focus on Application 8.1: Self-Assessments of Learning -- Transfer of Learning -- Summary -- Learning Aids -- -- 9. Skill Acquisition, Retention, and Transfer: How Expertise is Gained -- Skill Acquisition -- Focus on Application 9.1: Principles of Golf Practice -- Focus on Research 9.1: Learning Never Ends -- Focus on Application 9.2: Fitts and Bernstein Learn to Play Ice Hockey -- Skill Retention -- Skill Transfer -- Focus on Application 9.3: Teaching for Transfer of Learning -- Focus on Research 9.2: Game Systems for Virtual Training -- Summary -- Learning Aids -- -- 10. Organizing and Scheduling Practice: How the Structure of Practice Influences Learning -- Off-Task Practice Considerations -- Focus on Application 10.1: Mental Practice in Stroke Rehabilitation -- Organizing Practice and Rest -- Variable Versus Constant Practice -- Focus on Research 10.1: Especial Skills: An Exception to Variable Practice? -- Blocked Versus Random Practice -- Summary -- Learning Aids -- -- 11. Augmented Feedback: How Providing Extra Information Influences Learning -- Feedback Classifications -- Functions of Augmented Feedback -- Focus on Research 11.1: Revising Ideas About How Feedback Works -- How Much Feedback Should Be Given? -- Focus on Research 11.2: Augmented Feedback From Video Replays -- When to Give Feedback -- Focus on Application 11.1: Physical Guidance in Stroke Rehabilitation -- Focus on Application 11.2: Physical Guidance in Learning to Swim -- Summary -- Learning Aids.