12.1 Information Processing Theory
5 min read•july 30, 2024
Information Processing Theory is a key concept in motor control, viewing the brain as a computer processing information in stages. It breaks down movement into , , and , with feedback playing a crucial role in refining motor responses.
This theory emphasizes the importance of attention and in motor control. It explains how sensory information from various sources is processed and used to plan and execute movements, providing a framework for understanding how we learn and perform motor skills.
Information processing theory components
Key components and their roles
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- The information processing theory views the brain as a computer that processes information in stages, similar to how a computer processes data
- The three main components of information processing are the stimulus identification stage, response selection stage, and response programming stage
- The stimulus identification stage involves the detection and identification of relevant sensory information from the environment
- The response selection stage involves deciding on an appropriate motor response based on the identified stimulus and the individual's goals
- The response programming stage involves organizing and initiating the chosen motor response
- Feedback is an essential component of information processing theory as it allows for the modification and refinement of motor responses based on the outcome of the movement (visual, proprioceptive, or auditory feedback)
Attention and memory in information processing
- Attention and memory play crucial roles in the information processing theory as they influence the selection, storage, and retrieval of relevant information for motor control
- Attention directs cognitive resources to relevant stimuli and motor tasks, enabling effective information processing and motor performance (, )
- Memory stores and retrieves information related to motor skills, strategies, and experiences, facilitating the planning and execution of motor responses (working memory, long-term memory)
Sensory information processing in motor control
Sensory information detection and transmission
- Sensory information from various modalities, such as vision, , and vestibular sense, is detected by sensory receptors and transmitted to the central nervous system for processing
- Visual information provides data about the environment, object locations, and movement of the body (hand position, obstacle avoidance)
- Proprioceptive information from muscles, tendons, and joints conveys the position and movement of body parts (joint angles, muscle tension)
- Vestibular information from the inner ear contributes to balance and spatial orientation (head position, acceleration)
Stimulus identification and response selection
- The stimulus identification stage involves the and interpretation of sensory information, which is influenced by factors such as attention, expectation, and prior experience
- Sensory information is compared to stored representations in memory to identify relevant stimuli and their significance for motor control (recognizing a ball to catch)
- The response selection stage utilizes sensory information to choose an appropriate motor response based on the individual's goals, the environmental context, and the available motor programs (deciding to kick or throw a ball)
- Sensory feedback is continuously monitored during the execution of a motor response, allowing for online corrections and adjustments to the ongoing movement (adjusting grip force based on tactile feedback)
Memory in information processing theory
Types of memory and their functions
- Memory plays a vital role in the storage and retrieval of information relevant to motor control, including sensory information, motor programs, and past experiences
- Sensory memory briefly holds incoming sensory information for processing in the stimulus identification stage (iconic memory for visual information)
- Short-term memory, also known as working memory, temporarily stores and manipulates information relevant to the current task, such as the selected motor response and any necessary adjustments based on feedback (remembering a sequence of dance steps)
- Long-term memory stores learned motor skills, strategies, and experiences, which can be retrieved and utilized in the response selection and programming stages (recalling how to ride a bicycle)
Motor programs and skill acquisition
- Motor programs, which are pre-structured sets of commands for executing specific movements, are stored in long-term memory and can be retrieved and modified based on the current context and goals (a motor program for a tennis serve)
- The efficiency and effectiveness of motor control can be influenced by the strength and accessibility of relevant memories, as well as the individual's ability to update and modify stored information based on new experiences and feedback
- Skill acquisition involves the development and refinement of motor programs through practice, feedback, and the consolidation of memory traces (learning to play a musical instrument)
- As individuals gain expertise in a motor skill, their reliance on cognitive processing decreases, and the execution of the skill becomes more automatic and efficient (a professional pianist's fluid performance)
Limitations of information processing theory
Simplicity and lack of complexity
- The information processing theory has been criticized for being too simplistic and not accounting for the complexity and variability of human motor control
- The theory's stage-based structure may not accurately reflect the parallel and interactive nature of information processing in the brain (simultaneous processing of sensory information and response selection)
- The information processing theory does not adequately address the role of emotions, motivation, and other psychological factors in motor control (the impact of anxiety on motor performance)
Continuous and dynamic nature of motor control
- The theory's emphasis on discrete processing stages may not capture the continuous and dynamic nature of sensorimotor interactions in real-world situations (the fluid and adaptive nature of walking on uneven terrain)
- The information processing theory does not fully explain how individuals acquire and refine complex motor skills through practice and experience (the development of expertise in sports or music)
- The theory's focus on information processing may neglect the importance of biomechanical and environmental constraints on motor control (the influence of gravity and surface friction on movement)
Individual differences and variability
- Critics argue that the information processing theory does not sufficiently account for the role of individual differences, such as expertise and motor abilities, in shaping motor control strategies (the unique techniques of elite athletes)
- The theory does not fully address the variability and adaptability of motor control across different tasks, environments, and individuals (the ability to adjust gait patterns to different surfaces)
- The information processing theory may not adequately explain the development and coordination of motor skills across the lifespan, from infancy to old age (the changes in motor control associated with aging)
Key Terms to Review (25)
Auditory cues: Auditory cues are sounds or auditory signals that provide information or feedback to an individual during a task or activity. They play a significant role in guiding motor responses and enhancing performance by offering essential information about the environment, actions, or conditions surrounding an individual’s movements.
Blocked Practice: Blocked practice is a motor learning strategy where a learner practices the same skill repeatedly for a set period of time, focusing on one task or variation before moving on to another. This approach can enhance performance during practice sessions but may not translate as effectively to real-world settings or game situations compared to more varied practice methods.
Concurrent feedback: Concurrent feedback is real-time information provided to a learner during the execution of a task, allowing them to make immediate adjustments and corrections. This type of feedback is critical as it helps individuals understand their performance as it happens, reinforcing learning through intrinsic and extrinsic feedback mechanisms, and enhancing their ability to process information effectively while performing a skill.
Decision-making stage: The decision-making stage is a critical phase in the information processing model where an individual evaluates potential responses to a given situation and selects the most appropriate action. This stage relies heavily on the individual's perception of environmental cues, prior knowledge, and the context of the task at hand, influencing overall performance outcomes. Effectively navigating this stage can significantly enhance skill execution and reaction time in various motor tasks.
Divided Attention: Divided attention refers to the ability to process multiple sources of information or perform multiple tasks simultaneously. This concept is crucial in understanding how individuals manage their focus during activities that require coordination and control, as well as how automaticity can develop through practice, allowing for smoother performance under dual-task conditions.
Execution stage: The execution stage refers to the phase in the motor learning process where an individual translates the plan of action into actual movement. During this stage, the body carries out the selected motor response based on the information processed in previous stages, particularly focusing on coordination and timing to achieve a specific goal. Successful execution relies heavily on prior practice and the ability to integrate sensory feedback to adjust movements in real time.
Extrinsic feedback: Extrinsic feedback is information that comes from an external source, such as a coach, instructor, or technology, which helps individuals understand their performance during motor tasks. This type of feedback is crucial in enhancing learning by providing specific details about how well a skill was executed and where improvements can be made, connecting to processes of sensory-motor adaptation, information processing, and overall skill acquisition.
Fitts and Posner Model: The Fitts and Posner Model is a framework that describes the stages of motor skill acquisition, outlining three distinct phases: cognitive, associative, and autonomous. This model highlights how learners progress from understanding a new skill to refining it and ultimately executing it with ease and efficiency, connecting memory processes and information processing as crucial elements in developing motor skills.
Focused Attention: Focused attention refers to the cognitive ability to concentrate on a specific task or stimulus while ignoring distractions. This mental state is crucial for effective sensory information processing, allowing individuals to prioritize relevant information and execute motor outputs efficiently. The ability to maintain focused attention is essential for tasks that require precision, such as sports performance, learning new skills, and navigating complex environments.
Intrinsic Feedback: Intrinsic feedback refers to the sensory information that individuals receive from their own body during and after performing a motor task. This type of feedback allows individuals to evaluate their performance based on internal signals such as proprioception, kinesthetic awareness, and visual or auditory cues, which are crucial for refining skills and enhancing motor learning.
Massed practice: Massed practice refers to a motor learning strategy where practice sessions are conducted in a concentrated and continuous manner with little to no breaks in between. This method is often contrasted with distributed practice, which includes longer breaks between practice sessions. Massed practice can influence how quickly skills are learned and how they progress through various stages of motor learning.
Memory: Memory is the cognitive process that allows individuals to encode, store, and retrieve information over time. It plays a crucial role in learning new motor skills and enhancing performance by allowing individuals to recall previous experiences and apply that knowledge in practice and competition. Memory influences the cognitive stage of learning, the understanding of motor control, psychological factors affecting performance, how information is processed, and how aging impacts cognitive abilities.
Motor skill retention: Motor skill retention refers to the ability to maintain and recall motor skills over time after learning or practice has occurred. This process involves the storage and retrieval of motor memories, allowing individuals to perform previously learned skills effectively even after a period of inactivity or absence from practice. Factors such as the type of skill, the length of retention interval, and individual differences play a crucial role in how well motor skills are retained.
Perception: Perception is the process by which individuals interpret and make sense of sensory information received from their environment. This includes recognizing, organizing, and interpreting stimuli to understand what is happening around them. In motor learning and control, perception plays a crucial role in how we respond to movement-related information, influencing decision-making and performance.
Perceptual Stage: The perceptual stage is the initial phase in the information processing model where individuals gather and interpret sensory information to form a meaningful perception of their environment. This stage is crucial as it helps determine how a person will respond to stimuli and influences subsequent decision-making and motor actions. The effectiveness of this stage can significantly impact overall performance in various tasks.
Proprioception: Proprioception is the body's ability to sense its position, movement, and equilibrium through sensory receptors located in muscles, tendons, and joints. This internal feedback system is crucial for coordinating movements and maintaining balance, allowing individuals to perform motor tasks effectively and adapt to changing environments.
Random practice: Random practice refers to a training method where different skills or tasks are practiced in a varied and unpredictable order rather than in a set sequence. This approach enhances learning by promoting adaptability and improving the retention of skills, making it particularly effective in contexts requiring flexibility and quick decision-making.
Reaction Time: Reaction time is the interval between the presentation of a stimulus and the initiation of a response. This concept is crucial in understanding how individuals process information and execute motor actions, as it reflects cognitive processing speed and motor response efficiency. Factors such as practice, age, and cognitive load can significantly influence reaction time, making it a key area of study in motor learning and control.
Response programming: Response programming is the stage in information processing where the brain organizes and prepares the appropriate motor response to a stimulus after receiving and interpreting sensory information. This stage is crucial as it translates cognitive decisions into physical actions, relying on stored motor programs that guide movement execution based on past experiences and learned skills.
Response Selection: Response selection is the stage in the information processing model where the brain decides which action to take after processing sensory input. It plays a crucial role in determining how quickly and accurately a person can respond to stimuli, as it involves evaluating options and selecting the appropriate response based on the context of the task. This process influences motor performance, as it can affect reaction time and decision-making under pressure.
Schmidt's Schema Theory: Schmidt's Schema Theory posits that motor learning involves the creation of generalized motor programs (GMPs) that guide movement performance through the storage of specific information about movements. This theory suggests that rather than memorizing every single movement, individuals develop schemas that allow them to adapt to variations in conditions and parameters, making it easier to perform skills in different contexts.
Selective Attention: Selective attention is the cognitive process of focusing on specific stimuli while ignoring others, allowing individuals to prioritize relevant information and efficiently allocate their mental resources. This concept is crucial in understanding how individuals learn motor skills, as it influences the processing of sensory information and guides actions based on internal and external cues.
Stimulus identification: Stimulus identification is the initial stage of information processing in which the brain recognizes and interprets incoming sensory information. This phase is crucial as it sets the foundation for subsequent decision-making and response selection, determining how effectively an individual can react to various stimuli. The ability to accurately identify a stimulus can significantly influence performance in motor tasks and overall skill acquisition.
Transfer of Learning: Transfer of learning refers to the influence that prior learning experiences have on the performance of a new skill or task. It encompasses both positive transfer, where previous experiences enhance the learning of new skills, and negative transfer, where past experiences hinder performance. Understanding this concept is crucial for optimizing practice conditions and designing effective training regimens.
Visual perception: Visual perception is the process through which the brain interprets and organizes visual information from the environment, enabling individuals to understand and interact with their surroundings. It involves various aspects such as depth perception, motion perception, and the recognition of shapes and colors, which are critical for performing motor skills effectively. This perceptual skill is essential for coordinating movements and making decisions based on visual stimuli during activities.