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Skill Acquisition > Skill learning and expertise > Flashcards

Skill learning and expertise Flashcards

1
Q

What is the difference between learning and performance?

A

learning is a relatively stable change in the capability to perform a skill that results from practice
Performance is observable behaviour

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2
Q

What is an acquisition test?

A

Direct measurement of the performance across a series of practical trials

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3
Q

What is a retention test?

A

Measurement of the persistence of performance improvements over a period of no practice

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4
Q

What is a transfer test?

A

ability to adapt learning to a different skill or context

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5
Q

What are the 3 stages of learning in the Fitts and Posners model?

A
  1. Cognitive
  2. Associative
  3. Autonomous
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6
Q

What is the law of practice?

A

Improvement in performance continues as long as practice continues, but the rate at which it occurs gradually diminishes over time or number of practice trials. Can be expressed as a logarithmic power function.

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7
Q

Explain the benefits of overlearning

A

Practice beyond mastery benefits retention and may benefit automaticity

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8
Q

Define deliberate practice (4)

A

Practice that is:

  1. effortful
  2. closely monitored and instructed
  3. directed towards the extrinsic goals rather than immediate rewards
  4. motivated by the desire to improve skill performance
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9
Q

What are the instructional priorities of the cognitive stage of learning?

A
  1. Identify task goal and movement patterns
  2. Identify critical sources of information
  3. Transfer of learning
  4. Prescriptive feedback
  5. Motivation through positive reinforcement
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10
Q

What are the instructional priorities of the associative stage of learning?

A
  1. Focus on the adaptability to variation
  2. Fade feedback (reduce relative frequency)
  3. Whole practice
  4. Motivation through positive reinforcement
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11
Q

What are the instructional priorities of the autonomous stage of learning?

A
  1. Develop strategy
  2. Transfer of learning
  3. Maintenance of motivation
  4. Learner requested feedback
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12
Q

What are the performance characteristics of the cognitive stage of learning?

A
  • many errors
  • wide variability in errors
  • jerky movement patterns
  • stiff limbs in complex movements
  • slow response time (high processing demand)
  • high attentional demand
  • self talk
  • inability to articulate appropriate movement mechanics (unknown task goal)
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13
Q

What are the performance characteristics of the associative stage of learning?

A
  • decreased frequency of errors
  • errors are less gross
  • errors show particular outcome bias
  • basic skill requirements are understood
  • smooth and refined movements
  • quicker movements
  • automated segments
  • begin to match movement parameters to environmental change
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14
Q

What are the performance characteristics of the autonomous stage of learning?

A
  • few errors with little variability
  • smooth, coordinated action of limbs
  • quick response in executing skill
  • automaticity of performance
  • well integrated components
  • attend to extraneous information while still performing skill well
  • perform well in a variety of environmental contexts
  • decreased reaction time associated with decision making
  • max. energy expenditure
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15
Q

Explain the acquisition of expertise

A

10 years of 10,000 hours of deliberate practice

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16
Q

Explain how fatigue affects skill learning and performance (2 approaches)

A
  • unidimensional approach: high intensity causes fatigue which results in an internal focus of attention. Attentional resources are devoted to the secondary task causing a decrease in primary task.
  • multidimensional approach: both arousal and effort affects performance. There needs to be effort to allocate resources to given tasks. There is not a decrease in availability of resources but insufficient effort to focus on the primary task.
17
Q

Explain how individual success may be predicted across the stages of learning (Ackerman’s theory)

A
  1. cognitive stage = general cognitive abilities are dominant
  2. associative stage = perceptual speed abilities are dominant
  3. autonomous = motor abilities are dominant
18
Q

What do linear and positively accelerating performance curves imply for learning?

A

The rate of learning is accelerating

19
Q

What do “typical” (negative) performance curve reveal about learning and how do we express it?

A

The most rapid change in learning occurs relatively early, this rate decreases over-time until an asymptote is reached

20
Q

What is the monotonic benefits assumption?

A

learning occurs at the same rate as long as practice continues, though its manifestation in performance decreases at a predictable rate

21
Q

What is the learning asymptote?

A

the theoretical upper limit to learning that is progressively approached with practice but that it is never reached

22
Q

Explain the dynamical systems model of learning? including the stages.

A

Constraints limit performance and guide patterns of movement to preferred attractor states. The instructor facilitates discovery by the learner

  1. Novice
  2. Advanced
  3. Expert
23
Q

Explain the performance characteristics in the novice stage of learning

A
  • Freezing the degrees of freedom

- exploration leads to freeing degrees of freedom

24
Q

Explain the performance characteristics in the advanced stage of learning

A
  • the development of coordinated structures of synergies

- optimal coordination patterns emerge

25
Q

Explain the performance characteristics in the expert stage of learning

A
  • exploitation of degree of freedom

- attunement to affordances

26
Q

Explain the instructional priorities in the novice stage of learning

A
  • introduce the goal, the movement “problem” and possible solutions
  • direct to relevant cues and provide feedback
27
Q

Explain the instructional priorities in the advanced stage of learning

A
  • refine movement pattern through verbal instructions and demonstrations
  • use environmental constraints to challenge the movement pattern
28
Q

Explain the instructional priorities in the expert stage of learning

A
  • free environmental constraints

- focus on maintaining motivation

Skill Acquisition (7 decks)

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