Replication Project. Data Collection. Data Analysis. Writing an APA Style Paper. You will write up an APA style paper for this replication project.

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1 Replication Project Data Collection On Sep 17, you will learn how to do a lit review. This should enable you to start writing the Intro of your replication project. On Sep 22, data collection for the replication project will occur during class. Krista and I will be the experimenters and you will be the participants. We will have one set of data to play with for everyone. Data Analysis On Sep 24, I will demonstrate how to use SPSS to do many of the basic analyses. Attendance is required. On Sep 29, you will hand in your Assignment 2 (Intro and Method section of replication project paper) and we will do our first peer review in class. On Oct 1 and Oct 6, you will conduct your statistical analyses. Videos for the SPSS analyses are posted on the course website. Writing an APA Style Paper You will write up an APA style paper for this replication project. Your paper will include all the major sections of an APA style paper: Title page, abstract, Introduction, Method, Results, Discussion, References, and Tables and Figures.

2 Assignment 2 Title page Introduction (Must contain at least 4 citations) Method Design, Participants, Materials, Procedure References At least 5 references (each reference styled correctly is worth 1 pt, up to 5 pts on this assignment). You will need to have Assignment 2 completed BEFORE the class on Sep 29, during which we will conduct a peer review of your written paper. I will also grade your paper. Your score will be based on both my grading (70%) and the peer review grading scores (30%). On Oct 13, we will perform the peer review of the Results and Discussion sections for your paper (Assignment 3). Full Replication Project Paper Full replication project paper is due Oct 27 during class. Must include: Title page, Abstract, Introduction, Method, Results, Discussion, References (with at least 7 references), Tables and Figures. Date Class Topic What To Do Sep 15 Rep Proj Intro Read Kerr & Booth Sep 17 Lit Review Work on Assignment 1, Write Introduction Sep 22 Data Collection Write Method, Hand in Assignment 1 Sep 24 SPSS Demo Keep Writing & Method Sep 29 Peer Review Hand in Assignment 2 Oct 1 Data Analysis in SPSS Write Results Oct 6 Data Analysis in SPSS Write Discussion Oct 8 Independent Proj Ideas Keep Writing, ID Proj Oct 13 Peer Rev Hand in Assignment 3

3 Replication Project Paper Kerr & Booth (1978) Perceptual & Motor Skills Specific and Varied Practice of Motor Skill You need to read this paper before Thursday s class. Section I of Assignment 1 asks you to summarize this article. Detailed instructions are on the hand out. How do people learn to perform a motor task? Adam s Closed Loop Theory Adams (1971) closed-loop theory suggests that we develop a precise motor/perceptual memory for the motor task. A motor program is developed over time when one learns the precise motor movements required for the task (memory), and development of the motor program is aided by perceptual feedback (e.g., comparing proprioceptive feeling of the movement with visual feedback). E.g., drawing a triangle

4 Weakness Storage is required for each and every motor program. Problems in explaining generalization of movements to new scenarios. Schmidt s Schema Theory (1975) General motor program (GMP) Instead of storing information about specific movements, the GMP (schema) stores invariant attributes of the motor program - e.g., the sequence and timing in which motor events occur, the force needed at various stages of the motor program, etc. E.g., to write the letter D, the GMP may store information about a straight line in the vertical direction followed by a curved line in the clockwise direction, but it will not store information about exactly how the wrist moves when one holds a 2-H pencil and draws in a 1 x 1 grid. Generalization from the GMP of writing a D can thus by applied to write a B. Kerr & Booth (1978) Compare constant (specificity) and variable (schema) practice

5 8-year old children and 12-year old children participated. Pre- and post-test scheduled 11 weeks apart. Identical procedures for pre-test and post-test. Toss 1 X 1 bean bags at 4 X 4 targets. 8-year 2, 3 *, or 4 depending on condition. 12-year 3, 4 *, or 5 depending on condition. Throw under-hand while kneeling. Vision of target and arms are obstructed by a special device hanging from shoulders. 6 blocks of 4 trials each Can see results of throw after each throw in Block 1-4 See results after entire block in Block 5. Test scores are Block 5 and Block 6. Performance measured by distance from center of target (marked by a letter) based on one dimension. Constant Error: Average distance from center. Sign indicates direction of error. E.g., -2, +3, -5, -1 = -5/4 = Variable Error: Standard deviation of the throws. Absolute Error: Average error ignoring direction. the schema groups showed significant improvement from pre- to posttest in both constant and absolute errors, whereas the means for the specificity groups did not change significantly. (p. 399)

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