EPHE 245 Course Readings
EPHE 245 Course Outline
EPHE 245 Midterm One
EPHE 245 Midterm Two
EPHE 245 Final Exam
Question One: How Do We Learn
Question Two: What Do We Learn
Question Three: How Can We Improve Learning
EPHE 245 Midterm One
EPHE 245 Midterm Two
EPHE 245 Final Exam
Question One: How Do We Learn
Question Two: What Do We Learn
Question Three: How Can We Improve Learning
Introduction
Questions:
1. What is the difference between performance and learning?
2. What is the difference between retention and transfer?
3. How do you know if learning has occurred?
4. In the brain, at the simplest level, what changes occur with learning?
1. What is the difference between performance and learning?
2. What is the difference between retention and transfer?
3. How do you know if learning has occurred?
4. In the brain, at the simplest level, what changes occur with learning?
Introductory One: Repetition and Expertise
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Reading: Magill Chapter 12
Questions:
1. What are the three stages of learning (according to Fitts and Posner)?
2. What is the Power Law of Practice?
3. Why did Ericsson decide on 10,000 hours as the number to assume expertise?
4. What is deliberate practice?
Reading: Magill Chapter 12
Questions:
1. What are the three stages of learning (according to Fitts and Posner)?
2. What is the Power Law of Practice?
3. Why did Ericsson decide on 10,000 hours as the number to assume expertise?
4. What is deliberate practice?
Introductory Two: Feedback
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Reading: Schmidt Chapter 12
Questions:
1. What is the difference between inherent and augmented feedback?
2. What is the difference between Knowledge of Results and Knowledge of Performance?
3. What is the evidence that suggests video feedback enhances performance?
4. Schmidt and Weinstein have a classic paper about feedback frequency. What does it say?
Reading: Schmidt Chapter 12
Questions:
1. What is the difference between inherent and augmented feedback?
2. What is the difference between Knowledge of Results and Knowledge of Performance?
3. What is the evidence that suggests video feedback enhances performance?
4. Schmidt and Weinstein have a classic paper about feedback frequency. What does it say?
Introductory Three: Human Memory
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Reading: Edwards Chapter 6
Questions:
1. Differentiate between declarative and procedural memories.
2. What are the 3 stages of memory?
3. What is consolidation and how can we enhance it?
4. Why do we forget?
Reading: Edwards Chapter 6
Questions:
1. Differentiate between declarative and procedural memories.
2. What are the 3 stages of memory?
3. What is consolidation and how can we enhance it?
4. Why do we forget?
Introductory Four: Motor Programs
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Reading: Schmidt Generalized Motor Programs
Reading: Schmidt Problems with Motor Programs
Questions:
1. What is a generalized motor program?
2. What are invariant motor program features?
3. What are variant motor program features?
4. What types of motor program errors occur?
Reading: Schmidt Generalized Motor Programs
Reading: Schmidt Problems with Motor Programs
Questions:
1. What is a generalized motor program?
2. What are invariant motor program features?
3. What are variant motor program features?
4. What types of motor program errors occur?
Introductory Five: Distributed and Random Practice
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Reading: Schmidt Massed versus Distributed Practice
Reading: Schmidt Blocked and Random Practice
Questions:
1. What are massed and distributed practice schedules?
2. Why does distributed practice "work"?
3. What are blocked and random practice schedules?
4. What is contextual interference?
Reading: Schmidt Massed versus Distributed Practice
Reading: Schmidt Blocked and Random Practice
Questions:
1. What are massed and distributed practice schedules?
2. Why does distributed practice "work"?
3. What are blocked and random practice schedules?
4. What is contextual interference?
Introductory Six: Variable and Part Practice
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Reading: Schmidt Variability of Practice
Reading: Schmidt Part - Whole Practice
Questions:
1. What are constant and variable practice schedules?
2. What is the relationship between variable practice and schema theory?
3. What is the difference between part and whole practice?
4. When should you use part and whole practice?
Reading: Schmidt Variability of Practice
Reading: Schmidt Part - Whole Practice
Questions:
1. What are constant and variable practice schedules?
2. What is the relationship between variable practice and schema theory?
3. What is the difference between part and whole practice?
4. When should you use part and whole practice?
Intermediate One: Reinforcement and Supervised Learning
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Reading: Lohse et al.
Questions:
1. What is the difference between reinforcement and supervised learning?
2. What does it mean when we say a choice has "value"?
3. What is a prediction error?
4. Relate prediction errors to providing feedback and learning.
Reading: Lohse et al.
Questions:
1. What is the difference between reinforcement and supervised learning?
2. What does it mean when we say a choice has "value"?
3. What is a prediction error?
4. Relate prediction errors to providing feedback and learning.
Intermediate Two: Observational Learning and Mirror Neurons
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Reading: Wulf 2012
Reading: Lago 2014
Questions:
1. What is observational learning and how does it differ from reinforcement and supervised learning?
2. What are the mechanisms that underlie observational learning?
3. What are mirror neurons?
4. How do mirror neurons facilitate motor skill acquisition?
Reading: Wulf 2012
Reading: Lago 2014
Questions:
1. What is observational learning and how does it differ from reinforcement and supervised learning?
2. What are the mechanisms that underlie observational learning?
3. What are mirror neurons?
4. How do mirror neurons facilitate motor skill acquisition?
Intermediate Three: Motor Schemas
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Reading: Schema Theory
Questions:
1. What is a motor schema?
2. How are schemas used in skill production?
3. How are schemas used in learning?
4. Explain the relationship between variable practice and motor schemas.
Reading: Schema Theory
Questions:
1. What is a motor schema?
2. How are schemas used in skill production?
3. How are schemas used in learning?
4. Explain the relationship between variable practice and motor schemas.
Intermediate Four: Neural Basis of Motor Skills
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Reading: McGill Website (Beg, Int, and Adv)
Questions:
1. In terms of skill production, what do the primary motor cortex, SMA, and PMC do?
2. What is the role of sensory feedback (primary sensory cortex, posterior parietal cortex) in skill production?
3. What role does the cerebellum play in movement production?
4. What role does the basal ganglia play in movement production?
Reading: McGill Website (Beg, Int, and Adv)
Questions:
1. In terms of skill production, what do the primary motor cortex, SMA, and PMC do?
2. What is the role of sensory feedback (primary sensory cortex, posterior parietal cortex) in skill production?
3. What role does the cerebellum play in movement production?
4. What role does the basal ganglia play in movement production?
Intermediate Five: Specificity of Practice
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Reading: Schmidt Specificity of Practice
Questions:
1. What is specificity of practice?
2. How does specificity of practice relate to the processing of sensory information?
3. Provide an example of a learning situation that violates the specificity of practice hypothesis.
4. What are the differences between sensory/motor specificity, context specificity, and processing specificity?
Reading: Schmidt Specificity of Practice
Questions:
1. What is specificity of practice?
2. How does specificity of practice relate to the processing of sensory information?
3. Provide an example of a learning situation that violates the specificity of practice hypothesis.
4. What are the differences between sensory/motor specificity, context specificity, and processing specificity?
Intermediate Six: Mental Imagery
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Reading: Schmidt Mental Practice
Reading: Mental Imagery of Gait
Questions:
1. What is mental practice?
2. Discuss Figure 11.11. What are the results?
3. Why does mental practice work?
4. Review the second reading. What does it tell you about how mental imagery works?
Reading: Schmidt Mental Practice
Reading: Mental Imagery of Gait
Questions:
1. What is mental practice?
2. Discuss Figure 11.11. What are the results?
3. Why does mental practice work?
4. Review the second reading. What does it tell you about how mental imagery works?
Advanced One: LTP, Hebbian Learning, and Synaptic Plasticity
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Video: Action Potentials
Video: Synaptic Plasticity
Reading: Garland Chapter 10
Reading: Nilsen
Supplementary Reading: Citri et al. 2008
Questions:
Video: Action Potentials
Video: Synaptic Plasticity
Reading: Garland Chapter 10
Reading: Nilsen
Supplementary Reading: Citri et al. 2008
Questions:
1. Summarize how a neuron fires.
6 (C): Be able to draw a neuron and explain what an action potential is, what neurotransmitter is, and what post-synaptic potentials are.
7 (B): Explain how the release of neurotransmitter transmits a signal between a pre-synaptic and a post-synaptic neuron.
8 (A): Be able to explain how excitatory and inhibitory post synaptic potentials summate temporally and/or spatially to change the resting membrane potential and cause an action potential.
9 (A+): Explain how sodium and potassium pumps change the resting membrane potential OR explain how the binding of neurotransmitter results in a post-synaptic potential OR incorporate an original research article into your answer.
7 (B): Explain how the release of neurotransmitter transmits a signal between a pre-synaptic and a post-synaptic neuron.
8 (A): Be able to explain how excitatory and inhibitory post synaptic potentials summate temporally and/or spatially to change the resting membrane potential and cause an action potential.
9 (A+): Explain how sodium and potassium pumps change the resting membrane potential OR explain how the binding of neurotransmitter results in a post-synaptic potential OR incorporate an original research article into your answer.
2. What is LTP?
6 (C): Be able to describe the basic LTP effect in terms of the membrane potential.
7 (B): Explain why the LTP effect makes it more likely for a neuron to fire again.
8 (A): Describe the Bliss and Lomo experiment in detail and explain why it demonstrates LTP.
9 (A+): Describe the cellular level mechanism for LTP OR incorporate an original research article into your answer.
7 (B): Explain why the LTP effect makes it more likely for a neuron to fire again.
8 (A): Describe the Bliss and Lomo experiment in detail and explain why it demonstrates LTP.
9 (A+): Describe the cellular level mechanism for LTP OR incorporate an original research article into your answer.
3. What is the impact of LTP on a synapse?
6 (C): Define synaptic plasticity and explain how LTP reflects synaptic plasticity.
7 (B): Explain how LTP can be said to reflect Hebb's rule.
8 (A): Describe LTD.
9 (A+): Describe the role Calcium plays in LTP OR The role of NMDA receptors in synaptic plasticity OR incorporate an original research article into your answer.
7 (B): Explain how LTP can be said to reflect Hebb's rule.
8 (A): Describe LTD.
9 (A+): Describe the role Calcium plays in LTP OR The role of NMDA receptors in synaptic plasticity OR incorporate an original research article into your answer.
4. What long term changes occur at the synapse with "learning"?
6 (C): Describe the three main long term changes that occur at a synapse with "learning".
7 (B): Explain what is meant by synaptic sprouting and how this increases synaptic strength.
8 (A): Explain the role of LTP and LTD in structural change at the synapse.
9 (A+): Explain the cellular mechanism behind sprouting OR incorporate an original research article into your answer.
7 (B): Explain what is meant by synaptic sprouting and how this increases synaptic strength.
8 (A): Explain the role of LTP and LTD in structural change at the synapse.
9 (A+): Explain the cellular mechanism behind sprouting OR incorporate an original research article into your answer.
Advanced Two: Dopamine
1. How do reward prediction errors drive learning?
6 (C): Explain how prediction errors are used to modify values.
7 (B): Explain the role of learning rates in this process.
8 (A): Explain why temporal difference reinforcement models have a discounting parameter.
9 (A+): Show how a random walk or bandit problem reinforcement model shows prediction errors, learning rates, value updating, and discounting OR incorporate an original research article into your answer.
7 (B): Explain the role of learning rates in this process.
8 (A): Explain why temporal difference reinforcement models have a discounting parameter.
9 (A+): Show how a random walk or bandit problem reinforcement model shows prediction errors, learning rates, value updating, and discounting OR incorporate an original research article into your answer.
2. How does dopamine encode a reward prediction error?
6 (C): Explain how phasic changes in dopamine following rewards reflect positive prediction errors.
7 (B): Explain how phasic changes in dopamine following punishments reflect negative prediction errors.
8 (A): Explain the change in phasic dopamine responses to predictive cues after learning and what this means.
9 (A+): Explain how dopamine data from reinforcement tasks aligns with reinforcement learning theory OR incorporate an original research article into your answer.
7 (B): Explain how phasic changes in dopamine following punishments reflect negative prediction errors.
8 (A): Explain the change in phasic dopamine responses to predictive cues after learning and what this means.
9 (A+): Explain how dopamine data from reinforcement tasks aligns with reinforcement learning theory OR incorporate an original research article into your answer.
3. Review the Schultz, Dayan, and Montague study (1997) - Figure 1 - and explain how it relates to reinforcement learning and prediction errors.
6 (C): Explain the three steps of the figure and what each step shows.
7 (B): Explain how the changes seen in the figure align with reinforcement learning theory.
8 (A): Incorporate Figure 2 from the same paper into your answer.
9 (A+): Incorporate Figure 3 from the same paper into your answer OR incorporate an original research article into your answer.
7 (B): Explain how the changes seen in the figure align with reinforcement learning theory.
8 (A): Incorporate Figure 2 from the same paper into your answer.
9 (A+): Incorporate Figure 3 from the same paper into your answer OR incorporate an original research article into your answer.
4. What is the impact of dopamine on a synapse?
6 (C): Be able to show how dopamine neurons are connected at a typical neural synapse.
7 (B): Explain the impact of phasic dopamine release on post synaptic receptor sites.
8 (A): Relate the changes above at the post synaptic receptor site to "synaptic plasticity".
9 (A+): Explain the difference at the synapse in terms of Type D1 and D2 dopamine receptors (HINT: look at work by Michael Frank at Brown University) OR incorporate an original research article into your answer.
7 (B): Explain the impact of phasic dopamine release on post synaptic receptor sites.
8 (A): Relate the changes above at the post synaptic receptor site to "synaptic plasticity".
9 (A+): Explain the difference at the synapse in terms of Type D1 and D2 dopamine receptors (HINT: look at work by Michael Frank at Brown University) OR incorporate an original research article into your answer.
Advanced Three: Neural Representations and Motor Primitives
1. What is a motor primitive and what is the advantage to having motor primitives?
6 (C): Provide a definition for a motor primitive.
7 (B): Discuss the advantages of having motor primitives.
8 (A): Discuss the difference between a primitive and a reflex.
9 (A+): Explain with a detailed example how a series of primitives combine to form a "motor program" OR incorporate an original research article into your answer.
7 (B): Discuss the advantages of having motor primitives.
8 (A): Discuss the difference between a primitive and a reflex.
9 (A+): Explain with a detailed example how a series of primitives combine to form a "motor program" OR incorporate an original research article into your answer.
2. What types of motor primitives exist?
6 (C): Explain the difference between kinetic and dynamic primitives.
7 (B): How are primitives observed at the behavioural, muscle, and neural level?
8 (A): What is meant by "syntax of action" with regard to primitives.
9 (A+): Explain with a detailed example how a series of primitives combine to form a "motor program" OR incorporate an original research article into your answer.
7 (B): How are primitives observed at the behavioural, muscle, and neural level?
8 (A): What is meant by "syntax of action" with regard to primitives.
9 (A+): Explain with a detailed example how a series of primitives combine to form a "motor program" OR incorporate an original research article into your answer.
3. Outline the function and role of the cortex - basal ganglia loop in motor learning.
6 (C): Explain what the cortex - basal ganglia loop is?
7 (B): What is the difference between the basal ganglia motor and the basal ganglia associative regions?
8 (A): Explain how the cortex basal ganglia loop "learns" (e.g., reward and novelty errors).
9 (A+): Explain how the cortex - basal ganglia loop integrates with what you have learned about synaptic plasticity (LTP, synaptic change) and learning from prediction errors OR incorporate an original research article into your answer.
7 (B): What is the difference between the basal ganglia motor and the basal ganglia associative regions?
8 (A): Explain how the cortex basal ganglia loop "learns" (e.g., reward and novelty errors).
9 (A+): Explain how the cortex - basal ganglia loop integrates with what you have learned about synaptic plasticity (LTP, synaptic change) and learning from prediction errors OR incorporate an original research article into your answer.
4. Outline the function and role of the cortex - cerebellum loop in motor learning.
6 (C): Explain what the cortex - cerebellar loop is?
7 (B): What is the difference between the cerebellar motor and the cerebellar associative regions?
8 (A): Explain how the cortex cerebellar loop "learns" (e.g., sensorimotor and timing errors).
9 (A+): Explain how the cortex - cerebellar loop integrates with what you have learned about synaptic plasticity (LTP, synaptic change) and learning from prediction errors OR incorporate an original research article into your answer.
7 (B): What is the difference between the cerebellar motor and the cerebellar associative regions?
8 (A): Explain how the cortex cerebellar loop "learns" (e.g., sensorimotor and timing errors).
9 (A+): Explain how the cortex - cerebellar loop integrates with what you have learned about synaptic plasticity (LTP, synaptic change) and learning from prediction errors OR incorporate an original research article into your answer.
Advanced Four: Predictive Models
1. What is an inverse model?
6 (C): Explain the role of an inverse model in movement planning.
7 (B): Explain why an inverse model is called an "inverse" model.
8 (A): Identify and explain the input parameters to an inverse model.
9 (A+): Explain the role of the cerebellum in inverse model theory OR incorporate an original research article into your answer.
7 (B): Explain why an inverse model is called an "inverse" model.
8 (A): Identify and explain the input parameters to an inverse model.
9 (A+): Explain the role of the cerebellum in inverse model theory OR incorporate an original research article into your answer.
2. What is a forward model?
6 (C): Explain the role of a forward model in movement control.
7 (B): Explain why a forward model is called a forward model.
8 (A): Identify and explain the input parameters to a forward model.
9 (A+): Explain the role of the cerebellum in forward model theory OR incorporate an original research article into your answer.
7 (B): Explain why a forward model is called a forward model.
8 (A): Identify and explain the input parameters to a forward model.
9 (A+): Explain the role of the cerebellum in forward model theory OR incorporate an original research article into your answer.
3. What experimental evidence is there for forward models?
6 (C): Explain how force adaptation provides support for forward and inverse models.
7 (B): Explain why you cannot tickle yourself.
8 (A): Explain why movement "smoothness" is evidence for forward and inverse models.
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain why you cannot tickle yourself.
8 (A): Explain why movement "smoothness" is evidence for forward and inverse models.
9 (A+): Incorporate an original research article into your answer.
4. How are forward models similar to reinforcement learning prediction models?
6 (C): Explain the error computed by a forward model.
7 (B): Relate this error term to a prediction error.
8 (A): Explain how forward and inverse models are trained.
9 (A+): Incorporate an original research article into your answer.
7 (B): Relate this error term to a prediction error.
8 (A): Explain how forward and inverse models are trained.
9 (A+): Incorporate an original research article into your answer.
Advanced Five: Sleep
1. What happens to motor skill performance following sleep?
6 (C): Explain the relationship between sleep and performance improvements.
7 (B): Provide specific performance results (Figure 2) from the Walker et al. 2002 paper.
8 (A): Review the Walker et al. 2002 experimental design.
9 (A+): Incorporate an original research article into your answer.
7 (B): Provide specific performance results (Figure 2) from the Walker et al. 2002 paper.
8 (A): Review the Walker et al. 2002 experimental design.
9 (A+): Incorporate an original research article into your answer.
2. What stage of sleep is most important for sleep related learning benefits and why?
6 (C): Identify the correct stage of sleep that is related to skill performance improvements.
7 (B): Explain the human sleep cycle and where the above stage fits in, and why this stage is impacted by sleep duration.
8 (A): Explain the specific results (Figure 3, Walker et al., 2002) that relate this stage of sleep to performance improvements.
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain the human sleep cycle and where the above stage fits in, and why this stage is impacted by sleep duration.
8 (A): Explain the specific results (Figure 3, Walker et al., 2002) that relate this stage of sleep to performance improvements.
9 (A+): Incorporate an original research article into your answer.
3. What brain regions are involved in sleep related skill learning?
6 (C): Identify the brain regions where Walker et al. 2005 found increased activations related to performance improvements following sleep.
7 (B): Identify the brain regions where Walker et al. 2005 found decreased activations related to performance improvements following sleep.
8 (A): Explain the meaning of the increased and increased activations related to sleep related performance improvements.
9 (A+): Incorporate an original research article into your answer.
7 (B): Identify the brain regions where Walker et al. 2005 found decreased activations related to performance improvements following sleep.
8 (A): Explain the meaning of the increased and increased activations related to sleep related performance improvements.
9 (A+): Incorporate an original research article into your answer.
4. What are the implications of the Walker 2005 paper?
6 (C): Identify that motor skill consolidation appears to occur while we sleep.
7 (B): Explain how the results of Walker et al. 2005 support the importance of sleep in motor skill consolidation.
8 (A): Relate the results of the Walker et al. 2005 paper to a general trend in society to "sleep less".
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain how the results of Walker et al. 2005 support the importance of sleep in motor skill consolidation.
8 (A): Relate the results of the Walker et al. 2005 paper to a general trend in society to "sleep less".
9 (A+): Incorporate an original research article into your answer.
Advanced Six: Aging, Nutrition, and Other Factors
1. What age related changes are seen in motor skill learning?
6 (C): What is the general trend in terms of skill learning and age?
7 (B): Identify that there is a "sweet spot" or age range where motor skill learning is optimal (based on Figure 2, Voelcker Rehage, 2008).
8 (A): Discuss differences in learning with age between fine and gross motor tasks.
9 (A+): Incorporate an original research article into your answer.
7 (B): Identify that there is a "sweet spot" or age range where motor skill learning is optimal (based on Figure 2, Voelcker Rehage, 2008).
8 (A): Discuss differences in learning with age between fine and gross motor tasks.
9 (A+): Incorporate an original research article into your answer.
2. What underlies age related changes in motor skill learning?
6 (C): Identify that neurodegenerative and neurochemical changes underlie motor skill degradation with age?
7 (B): Explain what is meant by neurodegenerative and neurochemical degradation.
8 (A): Discuss how the motor system compensates for this degradation.
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain what is meant by neurodegenerative and neurochemical degradation.
8 (A): Discuss how the motor system compensates for this degradation.
9 (A+): Incorporate an original research article into your answer.
3. What effect does a diet rich on anti-oxidants have on motor skill learning?
6 (C): Explain what impact a diet rich on anti-oxidants has on motor learning.
7 (B): Explain why a diet rich on anti-oxidants has an impact on motor learning.
8 (A): Discuss the major finding of Bickford et al.
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain why a diet rich on anti-oxidants has an impact on motor learning.
8 (A): Discuss the major finding of Bickford et al.
9 (A+): Incorporate an original research article into your answer.
4. What affect does alcohol hangover have on motor skill learning?
6 (C): Explain the impact of alcohol hangover on neural learning signals.
7 (B): Explain why alcohol hangover impacts motor learning.
8 (A): Explain wow the Howse 2018 result fits in with what you know about feedback dependent learning.
9 (A+): Incorporate an original research article into your answer.
7 (B): Explain why alcohol hangover impacts motor learning.
8 (A): Explain wow the Howse 2018 result fits in with what you know about feedback dependent learning.
9 (A+): Incorporate an original research article into your answer.