Percep=on. Ecological Approach. Reac=on Time. HPS 402 Fall 2012 Dr. Joe G. Schmalfeldt 9/13/12

Transcription

1 Percep=on HPS 402 Fall 2012 Dr. Joe G. Schmalfeldt Process by which meaning is aeached to sensory informa=on Two approaches for explaining the nature of percep=on: Informa=on processing model Ecological approach Informa=on Processing Model Informa=on Processing Model 1. Generate a list of s=muli, both relevant and irrelevant, that may be available to a goalkeeper when facing a penalty kick. 2. In addi=on to deciding what response to make, the performer must determine details regarding that response, such as when to ini=ate it. Generate a list of possible responses and response details for the above situa=on. 3. For a skill and situa=on of your choice, repeat items 1 and Speculate as to the differences in processing demands for open versus closed skills. Give examples to support your response. Ecological Approach Affordances: Ac=on possibili=es of the environment/task in rela=on to the perceiver s own capabili=es Percep=on of the environment/task in terms of the ac=ons the perceiver can poten=ally exert on it Ecological approach: Views the rela=onship between percep=on and ac=on as circular Reac=on Time Brief =me lag between the moment when a s=mulus is presented and the ini=a=on of a response Influenced by a number of factors: Number of response choices An=cipa=on Foreperiod consistency Psychological refractory period S=mulus response compa=bility 1

2 Number of Response Choices Choice RT: The reac=on =me resul=ng from a situa=on that involves a choice as to how to respond Hick s Law: Choice RT is logarithmically related to the number of response choice alterna=ves Movement =me: The interval between the ini=a=on of the movement and its comple=on Hick s Law Components of Response Time Controlling Levels of Uncertainty According to Hick s Law, increased uncertainty leads to delayed or inaccurate responses. Prac==oners should be aware of strategies that can reduce uncertainty to facilitate learning and performance. An=cipa=on Event an=cipa=on Temporal an=cipa=on Precues Prac=cal applica=ons: Prac=ce will help learners beeer an=cipate what will happen and when it will happen, and they will be able to prepare required ac=ons in advance. Foreperiod Consistency Foreperiod: Interval of =me between the presenta=on of a warning signal and the s=mulus. Example: Ball toss before a tennis serve. Consistency influences the performer s ability to capitalize on an=cipa=on. Randomizing foreperiod length is essen=al for preven=ng an opponent from gaining an advantage. 2

3 The Psychological Refractory Period S=mulus Response Compa=bility The extent to which a s=mulus and its required response are naturally related. Example: Mirroring in an aerobics class the instructor raises her right hand when she wants the par=cipants to raise their le` hands. Theore=cal Models of AEen=on BoEleneck Theory of AEen=on BoEleneck theory AEen=onal resource theories Informa=onal flow is impeded by an aeen=on filter that allows through only the informa=on that will be processed further. AEen=onal Demands on Available AEen=onal Resources Factors Influencing AEen=onal Demands Environmental complexity Task complexity Performer s skill level Number of cues 3

4 Your Perspec=ve How are you at mul=tasking? Can you carry on a conversa=on while learning a new skill? Can you engage in three tasks at a =me such as walking on a treadmill, talking with a friend, and watching TV? What would you recommend to learners who are trying to do many ac=vi=es at once? AEen=onal Focus Broad external: For assessing external environment Broad internal: For analyzing and planning strategy Narrow external: For performing the motor response Narrow internal: For mentally rehearsing an upcoming performance AEen=onal Focus Tips for Prac==oners Don t assume that learners will be able to disregard irrelevant informa=on. Avoid causing learners to shi` aeen=onal focus in the wrong direc=on. For example: Don t think about falling. On the other hand, disrup=ng aeen=onal focus may be done to distract an opponent. Arousal A general physiological and psychological ac=va=on of the organism that varies on a con=nuum from deep sleep to intense excitement. Gould & Krane, 1992, pp An op=mum level of arousal exists for peak performance. That op=mum level depends on task and performer characteris=cs. Inverted- U Principle Arousal and Movement Prepara=on Cue u=liza=on hypothesis: Changes in aeen=onal focus occur according to arousal levels AEen=onal focus narrows as arousal approaches op=mal levels: Zone of op=mal func=oning Perceptual narrowing 4

5 Arousal Tips for Prac==oners To increase arousal: Increase rhythm/rate of breathing Listen to music Increase physical ac=vity To decrease arousal: Encourage slow and controlled breathing Contract and relax various muscle groups Replace nega=ve thoughts with posi=ve ones Visualize a posi=ve outcome Focus on performance rather than outcome Your Perspec=ve What types of s=muli tend to distract you when you are trying to focus? What do you do to ignore the irrelevant s=muli and regain your focus? How can you help others learn to regain their focus? 5