Chapter 9 Flashcards
How should we practice?
practice in a way that will deepen the effects and create long term appropriation in the brain
explain original learning
influence how much you retain
refers to level of performance achieved in acquisition
Explain the initial phase of learning
acquire the basic criteria of the task
accomplish the basic material
What factors cause more original learning?
clearly defined criteria/realistic goal
increased difficulty level of practice
you don’t want it to be too easy
clear intention for students
How do you increase difficulty level?
withdrawing feedback
increasing amount of variability
increasing amount of contextual interference
what is over learning?
anything we do after the basic criteria has been learned
Ways to overlearn
accomplish anything after basic material is met
lots of repetitions after basics have been achieved
to become an expert–
takes a lot of overlearning
explain “Specificity of practice principle”
-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
Specificity of sensory feeback
sensory experiences/consequences/environment are similar
pose similar cognitive demands on performers
cannot be identical
Why must we match these conditions?
- all things learned can be transferred to the things you do in competition
- no need to develop new skills
Specificity of context
context may or may not have similar values
Specificity of cognitive processing
COGNITIVE DEMANDS MUST BE SIMILAR
define the concept of variability in practice
the degree of varying the way in which skills are performed during practice
How does the schema theory relate to variability?
-broader range of movement and experiences with set of rules
How does variability effect young children?
its better to practice with less variability when teaching young children
you don’t want to increase variability too fast
Types of variability should differ with ____ and ______
type of skill and performance environment
regulatory vs non regulatory
Define contextual interference
increased difficulty as a result of introducing 3+ tasks in the same practice session
CI effect
greater levels of interference introduced into the practice setting enhance a learner’s ability to remember skill related info.
What is the 2 relationships between TASK-RELATED characteristics and CI effect?
- 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
What are the 4 relationships between LEARNER-RELATED characteristics and CI effect?
- age level
- level of experience
- intellectual capacity
- learning style
How does age effect CI
- young are better off given blocked practice
- as you mature, random practice can help benefit certain practice
How does level of experience effect CI
- less experienced may not benefit from random practice schedules
- high level athletes benefit more from high CI
How does intellectual capacity effect CI
smarter people do better with CI
How does learning style effect CI
different people with learning styles respond differently to high CI schedules
reflective vs impulsive
According to research, reflective learners ____
benefit more from high CI; impulsive do not.
What does CI do with retention?
high levels of CI cause a decline in short term performance, but superior retention of long term information
Students don’t know what is next, they must be ready at any moment
RANDOM PRACTICE
In the Shea and Morgan study, what did they find?
developed CI effect by the varying knocking study
