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| Introduction to Motor Behavior | |
| Evolution of a Field of Study | |
| Understanding Movement | |
| Origins of the Field | |
| Summary | |
| Methodology for Studying Motor Performance | |
| Classification of Behavior | |
| Basic Considerations in Measurement | |
| Measuring Motor Behavior | |
| Measuring and Evaluating Relationships | |
| Summary | |
| Human Information Processing | |
| The Information | |
| Processing Model | |
| Three Stages of Information Processing | |
| Anticipation | |
| Signal Detection Theory | |
| Memory | |
| Summary | |
| Attention and Performance | |
| Types of Attention | |
| Theories of Attention | |
| Attention and Patterns of Interference Among Tasks | |
| Attention and Interference During Movement | |
| Cell Phones, Attention and Driving | |
| Directed Attention in Action | |
| Attention, Arousal, and Anxiety | |
| Summary | |
| Motor Control | |
| Sensory Contributions to Motor Control | |
| Vision | |
| Audition | |
| Proprioceptors | |
| Proprioception and Motor Control | |
| Feedforward Influences on Motor Control | |
| Summary | |
| Central Contributions to Motor Control | |
| Open-Loop Processes | |
| Central Control Mechanisms | |
| Central Control of Rapid Movements | |
| Motor Program Issues | |
| Generalized Motor Programs | |
| Summary | |
| Principles of Speed and Accuracy | |
| Fitts' Law: The Logarithmic Speed | |
| Accuracy Trade-Off | |
| The Linear Speed | |
| Accuracy Trade-Off | |
| The Temporal Speed | |
| Accuracy Trade-Off | |
| Central Contributions to the Speed | |
| Accuracy Trade-Off | |
| Correction Models of the Speed | |
| Accuracy Trade-Off | |
| Summary | |
| Coordination | |
| Discrete Tasks | |
| Continuous Tasks | |
| Summary | |
| Individual Differences and Capabilities | |
| Experimental Versus Differential Approaches | |
| Abilities | |
| Taxonomies | |
| Prediction | |
| Individual | |
| Difference Variables | |
| Summary | |
| Motor Learning | |
| Motor Learning Concepts and Research Methods | |
| Motor Learning Defined | |
| Measuring Motor Learning | |
| Designing Experiments on Learning | |
| Some Alternative Methods for Measuring Learning | |
| Issues About the "Amount" of Learning | |
| Importance of Understanding Learning and Performance Variables | |
| Summary | |
| Conditions of Practice | |
| The Power Law of Practice | |
| Prepractice Considerations | |
| Distribution of Practice | |
| Variability of Practice | |
| Scheduling Practice with Several Different Tasks | |
| Mental Practice | |
| Part Versus Whole Practice | |
| Guidance | |
| Principles of Practice Specificity | |
| Summary | |
| Augmented Feedback | |
| Classifications and Definitions | |
| Research on Augmented Feedback | |
| Evaluating the Effects of Augmented Feedback | |
| Knowledge of Performance | |
| Knowledge of Results | |
| Theoretical Issues: How Does Augmented Feedback "Work"? | |
| Summary | |
| The Learning Process | |
| Characteristics of the Learning Process | |
| Two Theories of Motor Learning | |
| Differing Theoretical Perspectives of Motor Learning | |
| Summary | |
| Retention and Transfer | |
| Fundamental Distinctions and Definitions | |
| Measuring Retention and Transfer | |
| Retention and Motor Memory | |
| Retention Loss | |
| Transfer of Learning | |
| Summary | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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