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Feedback is an important part of learning a new skill and practicing it to perfection.  You can have either intrinsic feedback where you can naturally see during a skill as in having your arm move awkwardly while shooting a basketball.  There is also augmented feedback, which has to come from an external source like a judge, coach, or system designed to measure errors.  There are four possible outcomes of augmented feedback. First, it could be essential for skill acquisition. It would have been IMPOSSIBLE for Darth Vader to learn the force by himself. He needed help from other Jedis to learn this difficult task. Second, it could not be needed at all. For example, Darth Vader never needed help to open his light saber. It is such an easy task to press a button, so why would he need help. Third, it could enhance performance which is the most common. Although he could get his light saber out no problem, someone had to walk him through and teach him how to use it. He could have learned on his own, but he learned quicker with help. The fourth, it could make you worse. If you imagine the force being the augmented feedback in this golf example, if you take away the augmented feedback (the force), Darth Vader would have missed this putt by a mile.

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Only the first patient lost a limb... Practice Practice Practice

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Only the first patient lost a limb... Practice Practice Practice

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This is me performing surgery in Haiti. I know I look super professional, but no I'm not a surgeon. I performed multiple hernia surgeries while in Haiti, with a real surgeons help obviously. However, my first one I was pretty bad at stitching the patient up and it took me about 10 minutes to do and I was afraid the patient was going to wake up before I finished! Anyways, with each time that I stitched up a patient, I got faster and faster and more accurate. I was able to use the characteristics of motor learning. I improved after every session and eventually became very consistent with the time it took me to complete the task. I reached a performance plateau in which I couldn't go any faster. I think this happened because I was getting used to the task, and it didn't require as much attention as it did before, so I did it without thinking much.  I am going back to Haiti this year, and I will be able to see how much persistence that I have.  I will be able to test my retention after a year without any practice. When I was in the cognitive stage, I had to think really hard and talk myself through what I was doing. In the associative stage, I was able to move a little bit more consistently and I felt more confident in my ability. By the end of the trip, I was in the autonomous stage where I could have been sewing up a patient with one hand and eating a sandwich with the other! I don't know how well that would have gone over with everyone else though.

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I forgot what I was going to put as the title...

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I forgot what I was going to put as the title...

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One thing that humans are blessed with is the ability to remember so much information. Without our sense of remembrance, our lives would be much more hectic and confusing. However, while we can retain a lot of information, we seem to forget a lot too! The first way that we can forget something is by trace decay. This simply states that as time goes on, it is harder to remember information that doesn't quite make it into long term memory. If we don't rehearse things many times, the information is often forgotten. Another reason for forgetting is proactive interference, which states that activities that occur prior to the presentation of information may cause someone to forget something. For example, if I am given a list of five foods and asked to remember them, I can do this fairly easily. However, if you then give me a list of five new pieces of food, I may say that one of the food items from group one belongs in group two. The information I was presented with first is interfering with my ability to remember the second group. Retroactive interference happens when you are presented the initial information, but then presented with many more things. For example, if I learned French but then later took and Spanish course, then I went to talk with my French friends, I may start to include some Spanish words in my dialogue on accident.  How embarrassing Mr. Bean!

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Coordinating coordinated movements with your coordinator

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Coordinating coordinated movements with your coordinator

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Coordination is the patterning of your head, body, or any limb motion relative to the patterning of the environment. In this GIF we see both coordination within body segments as the hand moves and the elbow of the same arm moves as well. We also have coordination between body segments. As the Kung Fu Panda swings his nunchuck, he needs to coordinate his nunchuck hand with movements of his legs, other arm, and head to avoid a very embarrassing event of hitting himself. No one gets very intimidated by a guy who can't
use a nunchuck. Coordination can either be discrete or continuous. Discrete tasks have a distinct start and stop position and can include things such as eye-head coordination, reaching to grasp, and bimanual coordination. The pandas exhibit discrete coordination by starting their routine in one position and then ending soon after in another set position. An example of continuous coordination happens when you are running or walking, there is never really a distinct end to the task. In this situation there are other properties that are playing a role in the coordination of the pandas. There are intrinsic factors like the weight, size, and material the nunchuck is made of. There are also intrinsic factors. The panda at the right has to be aware of his spatial location in relation to the panda at the left. If they get to close he might give his coordinator a little surprise!

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This first post is all about my old friend, reaction time. As you can see, this young female volleyball player got nailed right in the face. What could have prevented this? If she had a better reaction time and a quicker information processing system! This girl had the stimulus of the ball coming at her over the net, then she had to quickly decide what responses she had to make to that stimulus.  The final thing she had to do was to figure out how she was going to achieve the task.  Ideally, she would have seen the ball coming straight at her, think about what she should do whether that be moving her face out of the way, or putting her hands up to block the ball, and then she would have performed whichever task she thought fit the situation better. There is a possibility that she didn't quite see where the ball was, so her clarity was a little off. She also may have not played volleyball before and didn't understand how the pattern of bump, set, spike works. Unfortunately her information processing system wasn't quite quick enough, and this lead to a large headache and possibly a nice mild concussion.