Structuring learning experience

Question 1

How do you structure practice for several different skills (2 ways)?

Answer 1

Blocked

Random

Question 2

Blocked practice

Answer 2

focus on one skill until you get it, then move on to next skill
- performance is better during acquisition phase, however performance declines after retention phase, and on transfer task

Question 3

random practice

Answer 3

variation in order of practice - skills intermingled
- performance not as good during acquisition phase. performance is better than acquisition after retention and on transfer task

Question 4

contextual interference effect

Answer 4

although blocked conditions produce better performance during intial practice, when performances are compared on retention tests, random practice produces more learning than blocked practice does

Question 5

what causes contextual interference

Answer 5

rehearsal is more meaningful

• elaboration hypothesis - random practice causes appreciation of distinctiveness of different tasks
• allows easier long term memory retrieval

Question 6

desirable difficulties

Answer 6

develop during random practice where learner forgets a to do b

Question 7

practice in verbal cognitive phase of learning

Answer 7

absolute beginners: blocked practice

once pattern developed, move to random

Question 8

practice during motor, autonomous stage

Answer 8

all random

Question 9

Building a gmp with motor learning

Answer 9

• gmp represents a class of movements related to a single skill
• invariant characteristics: foundation of skill - structure of the task - movement pattern
• parameters: surface characteristics that help modify skill to adapt to context
• efficient use requires capacity to parameterize effectively

Question 10

How do you structure practice to optimize the GMP for the same skill?

Answer 10

Constant and varied practice - for same skill

Question 11

Constant practice

Answer 11

rehearsing one variation of a single action or skill during a skill

Question 12

varied practice

Answer 12

practice different versions of the same action, rehearsal matches actual performance

Question 13

What is a schema?

Answer 13

rule or relationship that directs decision making when a learner is faced with a movement problem

• used to parameterize a GMP
• developed by abstracting 4 sources of info for each attempt

Question 14

what are the 4 sources of info for developing schema

Answer 14

1. initial conditions - how context is set up
2. response specifications - GMP parameters
3. sensory consequences - what did action feel like
4. response outcome - how successful was response

Question 15

varied practice in schema development

Answer 15

• better for developing schemas

- produces more flexibility, or adaptability of movements

Question 16

schema development in learning stages

Answer 16

• verbal cognitive- use constant

- once in place, switch to variable

Question 17

what practice is best for single and multiple skills early in learning?

Answer 17

Constant practice for single skills in blocked order until the get the “idea of movement” eg GMP

• gradual mix of constant-varied within a skill, blocked-random across skills
• follow with varied practice of skills, random practice of tasks