Chapter 8-11 Flashcards
complexity
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
organization
when applied to a complex motor skill, the relationships among the components of the skill
fractionization
a part-task training method related to asymmetric coordination skills that involves practicing each arm or leg separately before performing with them together
segmentation
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
simplification
a part-task training method that involves reducing the difficulty of specific parts or features of a skill
Attention approach
to involving part practice in whole practice
practice variability
the variety of movement and context characteristics a person experiences while practicing a skill
contextual interference
the memory and performance disruption (i.e., interference) that results from performing multiple skills or variations of a skill within the context of practice
contextual interference effect
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
specificity of practice hypothesis
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
overlearning
practice that continues beyond the amount needed to achieve a certain performance criterion
massed practice
a practice schedule in which the amount of rest between practice sessions or trials is very short
distributed practice
a practice schedule in which the amount of rest between practice sessions or trials is relatively long
task-intrinsic feedback
the sensory feedback that is naturally available while performing a skill
augmented feedback
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
knowledge of results (KR)
a category of augmented feedback that gives information about the outcome of an attempt to perform a skill
knowledge of performance (KP)
a category of augmented feedback that gives information about the movement characteristics that led to a performance outcome
quantitative augmented feedback
augmented feedback that includes numeric values related to the magnitude of a performance characteristic (e.g., the speed of a pitched baseball)
qualitative augmented feedback
augmented feedback that is descriptive in nature (e.g., using such terms as good, long), and indicates the quality of performance
performance bandwidth
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
descriptive KP
a verbal knowledge of performance (KP) statement that describes only the error a person has made during the performance of a skill
prescriptive KP
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
biofeedback
a type of augmented feedback that provides information about physiological processes through the use of instrumentation (e.g., EMG biofeedback)
concurrent augmented feedback
augmented feedback that is provided while a person is performing a skill or making a movement
terminal augmented feedback
augmented feedback that is provided after a person has completed the performance of a skill or a movement
KR-delay interval
the interval of time between the completion of a movement and the presentation of augmented feedback
post-KR interval
the interval of time between the presentation of augmented feedback and the beginning of the next trial
guidance hypothesis
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
