Chapter 9

Question 1

How should we practice?

Answer 1

practice in a way that will deepen the effects and create long term appropriation in the brain

Question 2

explain original learning

Answer 2

influence how much you retain

refers to level of performance achieved in acquisition

Question 3

Explain the initial phase of learning

Answer 3

acquire the basic criteria of the task

accomplish the basic material

Question 4

What factors cause more original learning?

Answer 4

clearly defined criteria/realistic goal
increased difficulty level of practice
you don’t want it to be too easy
clear intention for students

Question 5

How do you increase difficulty level?

Answer 5

withdrawing feedback
increasing amount of variability
increasing amount of contextual interference

Question 6

what is over learning?

Answer 6

anything we do after the basic criteria has been learned

Question 7

Ways to overlearn

Answer 7

accomplish anything after basic material is met

lots of repetitions after basics have been achieved

Question 8

to become an expert–

Answer 8

takes a lot of overlearning

Question 9

explain “Specificity of practice principle”

Answer 9

-conditions of practice should match real world conditions to avoid a shift in required underlying abilities.
-conditions where we are evaluated under time [pressure]
WE NEED TO APPLY AND TRANSFER WHAT WE LEARN IN PRACTICE TO WHAT WE WILL LEARN IN PERFORMANCE

Question 10

Specificity of sensory feeback

Answer 10

sensory experiences/consequences/environment are similar
pose similar cognitive demands on performers
cannot be identical

Question 11

Why must we match these conditions?

Answer 11

1. all things learned can be transferred to the things you do in competition
2. no need to develop new skills

Question 12

Specificity of context

Answer 12

context may or may not have similar values

Question 13

Specificity of cognitive processing

Answer 13

COGNITIVE DEMANDS MUST BE SIMILAR

Question 14

define the concept of variability in practice

Answer 14

the degree of varying the way in which skills are performed during practice

Question 15

How does the schema theory relate to variability?

Answer 15

-broader range of movement and experiences with set of rules

Question 16

How does variability effect young children?

Answer 16

its better to practice with less variability when teaching young children
you don’t want to increase variability too fast

Question 17

Types of variability should differ with ____ and ______

Answer 17

type of skill and performance environment

regulatory vs non regulatory

Question 18

Define contextual interference

Answer 18

increased difficulty as a result of introducing 3+ tasks in the same practice session

Question 19

CI effect

Answer 19

greater levels of interference introduced into the practice setting enhance a learner’s ability to remember skill related info.

Question 20

What is the 2 relationships between TASK-RELATED characteristics and CI effect?

Answer 20

• high CI practice benefit learning with tasks of different patterns of coordination
• learning benefits of random practice are less evident when same coordination patterns are manipulated

Question 21

What are the 4 relationships between LEARNER-RELATED characteristics and CI effect?

Answer 21

1. age level
2. level of experience
3. intellectual capacity
4. learning style

Question 22

How does age effect CI

Answer 22

• young are better off given blocked practice

- as you mature, random practice can help benefit certain practice

Question 23

How does level of experience effect CI

Answer 23

• less experienced may not benefit from random practice schedules
• high level athletes benefit more from high CI

Question 24

How does intellectual capacity effect CI

Answer 24

smarter people do better with CI

Question 25

How does learning style effect CI

Answer 25

different people with learning styles respond differently to high CI schedules
reflective vs impulsive

Question 26

According to research, reflective learners ____

Answer 26

benefit more from high CI; impulsive do not.

Question 27

What does CI do with retention?

Answer 27

high levels of CI cause a decline in short term performance, but superior retention of long term information

Question 28

Students don’t know what is next, they must be ready at any moment

Answer 28

RANDOM PRACTICE

Question 29

In the Shea and Morgan study, what did they find?

Answer 29

developed CI effect by the varying knocking study