Chapter 8-11

Question 1

complexity

Answer 1

the number of parts or components and the degree of information-processing that characterize a skill; more complex skills have more component parts and involve greater information processing demands than less complex skills

Question 2

organization

Answer 2

when applied to a complex motor skill, the relationships among the components of the skill

Question 3

fractionization

Answer 3

a part-task training method related to asymmetric coordination skills that involves practicing each arm or leg separately before performing with them together

Question 4

segmentation

Answer 4

a part-task training method that involves separating the skill into parts and then practicing the parts so that after one part is practiced, it is then practiced together with the next part, and so on; also known as the progressive part method

Question 5

simplification

Answer 5

a part-task training method that involves reducing the difficulty of specific parts or features of a skill

Question 6

Attention approach

Answer 6

to involving part practice in whole practice

Question 7

practice variability

Answer 7

the variety of movement and context characteristics a person experiences while practicing a skill

Question 8

contextual interference

Answer 8

the memory and performance disruption (i.e., interference) that results from performing multiple skills or variations of a skill within the context of practice

Question 9

contextual interference effect

Answer 9

the learning benefit resulting from performing multiple skills in a high contextual interference practice schedule (e.g., random practice), rather than performing the skills in a low contextual interference schedule (e.g., blocked practice)
Contextual interference influences judgments about learning Accounting for the contextual interference effect

Question 10

specificity of practice hypothesis

Answer 10

the view that motor skill learning is influenced by specific practice condition characteristics, especially the sensory/perceptual information available, performance context characteristics, and cognitive processes involved

Question 11

overlearning

Answer 11

practice that continues beyond the amount needed to achieve a certain performance criterion

Question 12

massed practice

Answer 12

a practice schedule in which the amount of rest between practice sessions or trials is very short

Question 13

distributed practice

Answer 13

a practice schedule in which the amount of rest between practice sessions or trials is relatively long

Question 14

task-intrinsic feedback

Answer 14

the sensory feedback that is naturally available while performing a skill

Question 15

augmented feedback

Answer 15

a generic term used to describe information about a performance that supplements sensory feedback and comes from a source external to the performer; it is sometimes referred to as extrinsic or external feedback

Question 16

knowledge of results (KR)

Answer 16

a category of augmented feedback that gives information about the outcome of an attempt to perform a skill

Question 17

knowledge of performance (KP)

Answer 17

a category of augmented feedback that gives information about the movement characteristics that led to a performance outcome

Question 18

quantitative augmented feedback

Answer 18

augmented feedback that includes numeric values related to the magnitude of a performance characteristic (e.g., the speed of a pitched baseball)

Question 19

qualitative augmented feedback

Answer 19

augmented feedback that is descriptive in nature (e.g., using such terms as good, long), and indicates the quality of performance

Question 20

performance bandwidth

Answer 20

in the context of providing augmented feedback, a range of acceptable performance error; augmented feedback is given only when the amount of error is greater than this range

Question 21

descriptive KP

Answer 21

a verbal knowledge of performance (KP) statement that describes only the error a person has made during the performance of a skill

Question 22

prescriptive KP

Answer 22

a verbal knowledge of performance (KP) statement that describes errors made during the performance of a skill and states (i.e., “prescribes”) what needs to be done to correct them

Question 23

biofeedback

Answer 23

a type of augmented feedback that provides information about physiological processes through the use of instrumentation (e.g., EMG biofeedback)

Question 24

concurrent augmented feedback

Answer 24

augmented feedback that is provided while a person is performing a skill or making a movement

Question 25

terminal augmented feedback

Answer 25

augmented feedback that is provided after a person has completed the performance of a skill or a movement

Question 26

KR-delay interval

Answer 26

the interval of time between the completion of a movement and the presentation of augmented feedback

Question 27

post-KR interval

Answer 27

the interval of time between the presentation of augmented feedback and the beginning of the next trial

Question 28

guidance hypothesis

Answer 28

a hypothesis indicating that the role of augmented feedback in learning is to guide performance toward the goal of the task; however, if it is provided too frequently, it can cause the learner to develop a dependency on its availability and therefore perform poorly when it is not available