000			08293cam a2200457 i 4500
005			20211129123917.0
008			130411s2014 ilua b 001 0 eng d
010			_a 2013014793
011			_aBIB MATCHES WORLDCAT
020			_a1450443613 _qprint
020			_a9781450443616 _qprint
035			_a(OCoLC)840048768
040			_aDNLM/DLC _beng _erda _cDLC _dNLM _dOCLCO _dYDXCP _dIPL _dLMR _dAU@ _dOCLCF _dATU
042			_apcc
050	0	0	_aBF295 _b.S248 2014
082	0	0	_a152.334 _223
100	1		_aSchmidt, Richard A., _d1941- _eauthor.
245	1	0	_aMotor learning and performance : _bfrom principles to application / _cRichard A. Schmidt, Timothy D. Lee.
250			_aFifth edition.
264		1	_aChampaign, IL : _bHuman Kinetics, _c[2014]
264		4	_c©2014
300			_axx, 315 pages : _billustrations ; _c29 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_a1. 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 -- --
505	0	0	_g1. _tIntroduction to Motor Learning and Performance: How Skills Are Studied -- _tWhy Study Motor Skills? -- _tThe Science of Motor Learning and Performance -- _tFocus on Research 1.1: Franklin M. Henry, Father of Motor Behavior Research -- _tDefining Skills -- _tComponents of Skills -- _tClassifying Skills -- _tFocus on Research 1.2: Error Scores in Discrete Tasks -- _tFocus on Research 1.3: Error Scores in Continuous Tasks -- _tUnderstanding Performance and Learning -- _tSummary -- _tLearning Aids -- -- _gPart I. _tPrinciples of Human Skilled Performance -- -- _g2. _tProcessing Information and Making Decisions: The Mental Side of Human Performance -- _tThe Information-Processing Approach -- _tReaction Time and Decision Making -- _tFocus on Research 2.1: Donders' Stages of Processing -- _tFocus on Research 2.2: Hick's Law -- _tFocus on Application 2.1: Light Switches -- _tFocus on Application 2.2: Strategies for Anticipating -- _tFocus on Research 2.3: Assessing Anticipation Skills -- _tMemory Systems -- _tSummary -- _tLearning Aids -- -- _g3. _tAttention and Performance: Limitations on Information Processing -- _tFocus on Application 3.1: William James on Attention -- _tWhat Is Attention? -- _tLimitations in Stimulus Identification -- _tLimitations in Response Selection -- _tFocus on Research 3.1: Distracted-Driving Research -- _tLimitations in Movement Programming -- _tFocus on Research 3.2: The Double-Stimulation Paradigm -- _tDecision Making Under Stress -- _tFocus on Application 3.2: Automotive Panic -- _tSummary -- _tLearning Aids -- -- _g4. _tSensory Contributions to Skilled Performance: Feedback Processing in Motor Control -- _tSources of Sensory Information -- _tProcessing Sensory Information -- _tFocus on Application 4.1: Error Correction in Batting -- _tPrinciples of Visual Control -- _tFocus on Research 4.1: "Blindsight" Reveals Dorsal and Ventral Stream Processing -- _tFocus on Research 4.2: Gaze Control -- _tFocus on Application 4.2: Visibility in Nighttime Car-Truck Accidents -- _tAudition and Motor Control -- _tFocus on Application 4.3: When Vision Degrades Performance -- _tSummary -- _tLearning Aids -- -- _g5. _tMotor Programs: Motor Control of Brief Actions -- _tMotor Program Theory -- _tEvidence for Motor Programs -- _tFocus on Research 5.1: The Henry-Rogers Experiment -- _tFocus on Application 5.1: Checked Swings in Baseball -- _tFocus on Research 5.2: Initiating a Motor Program -- _tMotor Programs and the Conceptual Model -- _tProblems in Motor-Program Theory: Novelty and Storage Problems -- _tGeneralized Motor-Program Theory -- _tFocus on Research 5.3: Invariances and Parameters -- _tFocus on Research 5.4: Relative Timing in Locomotion -- _tFocus on Application 5.2: Relative-Timing Fingerprints -- _tFocus on Application 5.3: The Stereo-System Analogy -- _tSummary -- _tLearning Aids -- --
505	0	0	_g6. _tPrinciples of Speed, Accuracy, and Coordination: Controlling and Timing Movements -- _tSpeed-Accuracy Trade-Offs -- _tFocus on Research 6.1: Fitts Tasks -- _tFocus on Application 6.1: Fitts' Law in Everyday Actions -- _tSources of Error in Rapid Movements -- _tExceptions to the Speed-Accuracy Trade-Off -- _tAnalyzing a Rapid Movement: Baseball Batting -- _tAccuracy in Coordinated Actions -- _tFocus on Application 6.2: Coordination in Golf Putting -- _tFocus on Research 6.2: Coordination as a Self-Organization Process -- _tSummary -- _tLearning Aids -- -- _g7. _tIndividual Differences: How People Differ in Their Performance Capabilities -- _tThe Study of Individual Differences -- _tAbilities versus Skills -- _tIs There a General Motor Ability? -- _tFocus on Application 7.1: The Babe (Mildred "Babe" Zaharias) -- _tFocus on Research 7.1: Correlation: The Statistic of Individual Differences -- _tAbilities and the Production of Skills -- _tPrediction and Selection Based on Ability -- _tFocus on Application 7.2: Moneyball -- _tFocus on Research 7.2: The Relative-Age Effect -- _tSummary -- _tLearning Aids -- -- _gPart II. _tPrinciples of Skill Learning -- -- _g8. _tIntroduction to Motor Learning: Concepts and Methods in Research and Application -- _tMotor Learning Defined -- _tHow is Motor Learning Measured? -- _tFocus on Research 8.1: Learning Curves: Facts or Artifacts? -- _tDistinguishing Learning from Performance -- _tFocus on Application 8.1: Self-Assessments of Learning -- _tTransfer of Learning -- _tSummary -- _tLearning Aids -- -- _g9. _tSkill Acquisition, Retention, and Transfer: How Expertise is Gained -- _tSkill Acquisition -- _tFocus on Application 9.1: Principles of Golf Practice -- _tFocus on Research 9.1: Learning Never Ends -- _tFocus on Application 9.2: Fitts and Bernstein Learn to Play Ice Hockey -- _tSkill Retention -- _tSkill Transfer -- _tFocus on Application 9.3: Teaching for Transfer of Learning -- _tFocus on Research 9.2: Game Systems for Virtual Training -- _tSummary -- _tLearning Aids -- -- _g10. _tOrganizing and Scheduling Practice: How the Structure of Practice Influences Learning -- _tOff-Task Practice Considerations -- _tFocus on Application 10.1: Mental Practice in Stroke Rehabilitation -- _tOrganizing Practice and Rest -- _tVariable Versus Constant Practice -- _tFocus on Research 10.1: Especial Skills: An Exception to Variable Practice? -- _tBlocked Versus Random Practice -- _tSummary -- _tLearning Aids -- -- _g11. _tAugmented Feedback: How Providing Extra Information Influences Learning -- _tFeedback Classifications -- _tFunctions of Augmented Feedback -- _tFocus on Research 11.1: Revising Ideas About How Feedback Works -- _tHow Much Feedback Should Be Given? -- _tFocus on Research 11.2: Augmented Feedback From Video Replays -- _tWhen to Give Feedback -- _tFocus on Application 11.1: Physical Guidance in Stroke Rehabilitation -- _tFocus on Application 11.2: Physical Guidance in Learning to Swim -- _tSummary -- _tLearning Aids.
650		0	_aMotor learning. _9321073
650		0	_aLearning. _9319952
650		0	_aMovement, Psychology of. _9321101
650		2	_aMotor Activity _9361143
650		2	_aKinesthesis _9361235
650		2	_aPsychomotor Performance _9360123
700	1		_aLee, Timothy Donald, _d1955- _eauthor. _9454327
907			_a.b13631275 _b11-07-17 _c28-10-15
942			_cB
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