Wikipedia:School and university projects/Psyc3330 w10/Group12
Origin
Movement is a critical part of our life, and it is a major component of our evolutionary development; without it, we could not survive[1]. It has been suggested that our developed cognitive capacities evolved so we could make movements essential to our survival. For example, cognitive abilities evolved so we could use tools, build shelter, and hunt for animals.
The origins of research for the acquisition of motor skills stem from philosophers such as Plato, Aristotle and Galen. Bessel is a philosopher who is especially noteworthy, as he was among the first to empirically observe motor learning. Bessel tried to observe the difference in his colleagues with the method in which they recorded the transit time of stars [2]. After the break of tradition of the pre-1900’s view of introspection, psychologists emphasized research and more scientific methods in observing behaviours[3]. Thereafter, numerous studies studying the role of motor learning was conducted. Such studies included the research of handwriting, and methods of practicing to maximize motor learning[4].
Most importantly; however,the retention of motor skills, referred to as motor memory, also began to be of great interest in the early 1900’s. Most motor skills are known to be acquired through practice; however, mere observation of the skill has lead to learning as well[5]. By no means do we start off our life with a blank slate in regards to motor memory; although we do learn most of our motor memory repertoire during our lifetime[6]. Movements such as facial expressions, which are thought to be learnt, can actually be observed in children who are blind, thus there is some evidence for motor memory to be genetically pre-wired[7]. In the early stages of empirical research of motor memory Thorndike, a leading pioneer in the study of motor memory, was among the first to acknowledge learning can occur without conscious awareness[8]. One of the earliest and most notable studies regarding the retention of motor skills by Hill, Rejall, and Thorndike showed savings in relearning typing skills after a 25 year period of no practice[9]. Findings related to the retention of learned motor skills have been continuously replicated in studies, suggesting that through subsequent practice, motor learning is stored in memory, which is why performing skills such as riding a bike or driving a car are effortlessly and ‘unconsciously’ picked up even if someone had not performed these skills in a long period of time[10].
- ^ Lee, D.T., & Schmidt, A.R. (2005). Motor Control and Learning: A Behavioural Emphasis. (4th ed). Windsor, ON: Human Kinetics
- ^ Lee, D.T., & Schmidt, A.R. (2005). Motor Control and Learning: A Behavioural Emphasis. (4th ed). Windsor, ON: Human Kinetics
- ^ Adams, A.J. (1987). Historical Review and Appraisal of Research on the Learning, Retention, and Transfer of Human Motor Skills. Psychological Bulletins, 101(1), 41-74
- ^ Lee, D.T., & Schmidt, A.R. (2005). Motor Control and Learning: A Behavioural Emphasis. (4th ed). Windsor, ON: Human Kinetics
- ^ Celnik, P., Classen, J., Cohen, G.L., Duque, J., Mazzocchio, R., Sawaki, L., Stephan, K., & Ungerleider, L. (2005). Formation of a Motor Memory by Action Observation. The Journal of Neuroscience, 25(41), 9339-9346
- ^ Flanagan, R.J., Ghahramani, Z., & Wolpert, M.D. (2001). Perspectives and Problems in Motor Learning. Trends in Cognitive Sciences, 5(11), 487-494
- ^ Flanagan, R.J., Ghahramani, Z., & Wolpert, M.D. (2001). Perspectives and Problems in Motor Learning. Trends in Cognitive Sciences, 5(11), 487-494
- ^ Shanks, D.R. & St. John, M.F. (1994). Characteristics of Dissociable Human Learning Systems. Behavioural and Brain Sciences, 17(3), 367-447
- ^ Lee, D.T., & Schmidt, A.R. (2005). Motor Control and Learning: A Behavioural Emphasis. (4th ed). Windsor, ON: Human Kinetics
- ^ Lee, D.T., & Schmidt, A.R. (2005). Motor Control and Learning: A Behavioural Emphasis. (4th ed). Windsor, ON: Human Kinetics