Lecture 1 Repetition and Expertise Flashcards
3 stages of learning
Fitts and Posner
1: Cognitive
2: Associative
3: Autonomous
- think of as a continuum of practice time
- gradual change from stage to stage
- often difficult to detect which stage you’re in
Cognitive stage of learning
- first stage of learning
- focuses on cognitively oriented problems
- answer “what is my objective?” and “where should this arm be when my leg is here?”
- listen to instructions/feedback
- performance marked by large number of errors, variable, inconsistent
- not sure what they need to improve
Associative stage of learning
- second stage of learning
- learned to associate environmental cues with movements required to achieve goal
- fewer/less gross errors
- has fundamental skills, still need to be improved
- more consistent performance, less variability
- learn to detect their own errors
Autonomous stage of learning
- third/final stage of learning
- “automatic”
- occurs after much practice/experience
- not consciously thinking about what they’re doing
- “can carry a conversation while typing”
- small performance variability
- can detect own errors easily/make adjustments for them
- not everyone will reach this stage
Gentile’s two stage model
2 stages of learning
1: Getting the idea of the movement
2: fixation/diversification
Getting the idea of the movement
- first stage of Gentile’s learning model
- appropriate movement coordination pattern
- learn to discriminate between environmental features (regulatory and non-regulatory environmental conditions)
- regulatory conditions: reaching for a cup –> size of the cup, shape of the cup, distance, etc.
- nonregulatory conditions: don’t influence movement, colour of the cup, shape of the table the cup is on
Fixation/Diversification
- The second stage of Gentile’s method of learning
- learner must acquire skill characteristics in order to continue skill improvement
- must increase consistency
- learn to perform the skill with an economy of effort
Closed skills
- fixation
- refine pattern so he/she can achieve goal consistently
- must give the learner the opportunity to “fixate” the required movement coordination pattern so they are capable of performing it consistently
- no outside factors influencing the skills
Open skills
- Diversification
- factors can influence how the skill needs to be performed
- need to know how to react to those factors
- make modifications to learned skills –> change invariant features or parameters of the movement pattern
- tennis: may prepare to hit a forehand stroke on the serve return, but then has to switch to backhand based on the angle it was served
Power Law of Practice
- Learning curve
- early practice has large amounts of improvement, but further practice yields much smaller improvement rates
- make 10,000 cigars vs. 10 million –> improvement even after 7 years of employment, majority happened in first 2 years
freezing the degrees of freedom
- strategy for learning multi limb movements
- holding limb segments rigid to control the degrees of freedom used
- hitting a racquetball: need to use wrist, elbow, shoulder, but beginners tend to lock wrist/elbow and only use shoulder and then slowly begin to use elbow and then wrist as they get more comfortable
- develops functional synergy
- like w/ rowing: start arms only, then use back, then legs
changes in altering a preferred coordination pattern
-
Deliberate Practice
Characteristics:
1) subject’s motivation to attend to the task and exert effort to improve their performance
2) the design of the task should take into account preexisting knowledge of the learners so that it can be correctly understood after ab brief period of instructions
3) subject should receive immediate informative feedback and knowledge of their performance
4) The subject should repeatedly perform the same or similar tasks
5) skills should target the performers weaknesses –> goal is to improve performance
6) requires effort - not inherently enjoyable
10,000 Hours
- the difference between ‘good’ and ‘great’
- Ericsson study on musicians
- best in the world had 10,000+ hours of deliberate practice logged by age 20
- has argued that 10,000 hours worth of practice in anything will lead to mastery no matter what as long as it is deliberate practice
Difference between performance and learning?
Performance: what you see
Learning: chemical changes occurring in your brain
-test of learning is retention
-haven’t really learned it if you can’t recall it years later
** need an example **
