Designing the Learning Environment Flashcards

(25 cards)

1
Q

essential features of learner preparation and practice

A

facilitate specific intention to improve and master a skill (why are you doing this)
provide effective information
-optimize attentional strategies
-build strong motivation and effort
create individual-based practice and learner input\
-allow discovery learning
-allow for learning with variation

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2
Q

goal setting meta-analysis

-what did it find

A

explicit, well-defined goals that are moderately challenging to achieve were beneficial to exercise and performance
short-term goals combined with long-term goals were more effective than long-term goals

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3
Q

well-defined goals

-characteristics

A

focus specifically on what activities have to be done
assist in managing the effort given
-physical vs. cognitive effort
help to sustain focused attention
function as a reference for performance comparison
-specific goals set by either learner or instructor lead to greater retention rates

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4
Q

effective information: skill presentation

A

strong communication between learner and instructor (therapist) is critical to learning and performance

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5
Q

components of effective skill presentation

A

introduction
verbal instructions
demonstration

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6
Q

skill presentation - intro

-what is important to present

A

what are they about to learn and why (motivational strategy) - establish motivational factors (task salience)
-purpose of the task
-how smaller components relate to larger functional ability
be simple and concise

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7
Q

skill presentation - verbal instructions

-key components

A

communicate the general idea
-words often have limited value with movements learned for the first time
-excessively detailed or elaborate explanations are of no value - may interfere with learning or overload learner with too much information
-“what I want you to do is I want you to…”
establish regulatory features of the task
-ex.: speed vs. accuracy
define the learner’s focus of attention

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8
Q

where should the learner’s attention be focused?

-consider in terms of…

A

width (broad or narrow)

direction (inward vs. outward)

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9
Q

skill presentation - within a rehab or training context

-internal vs. external focus of attention

A

internal
-instructions refer to performer’s movements, describe certain body parts
-ex. surgeon learning to tie a knot
external
-attention directed at the effects of one’s movements on the environment or other regulatory features of the environment

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10
Q

motor skill across the spectrum (gross –> fine, closed –> open) are best learned when attention is focused…

A

externally

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11
Q

Constrained Action Hypothesis

  • internal focus results in…
  • focusing attention on performing one’s movements during tasks can…
A

internal focus results in a conscious attempt to control movements that
-interferes with automatic motor control processes
-prevents conscious attention to other parts of the motor task
focusing attention on performing one’s movements during tasks can interfere with performance of well-learned skills and learning new movements
-ski simulator (thinking about pressure through feet less effective cue than thinking about position of force plate)

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12
Q

Action Effect Hypothesis

  • what it is
  • example
A

instructions directed to the intended outcome of the movement are more effective than those focused on the movement themselves
example
-focus on the pathway of the club head pathway during back- and down-swing, imagining movement like a pendulum
-less effective to focus on motion of the arms in the golf swing

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13
Q

why is skill presentation important

A

focusing on a specific movement outcome simplifies the brain’s movement planning
enables the brain to organize the most effective solution
lets performers acquire environmental regularities through discovery learning

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14
Q

discovery learning

  • requires the learner to…
  • promotes…
  • advantages
A

requires the learner to independently discover the optimal solution to a given movement problem
discovery learning promotes exploration of strategies rather than imitation
advantages
-forces learner to problem-solve more than other approaches
-shifts role of practitioner from teacher to facilitator

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15
Q

discovery learning

-practical applications for the clinic

A

present a movement problem
-problem is presented and learner is left to discover appropriate strategy to achieve the goal
simplify the learning environment
-reduce degrees of freedom that must be controlled by the learner

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16
Q

skill presentation - demonstration

  • what is it
  • the real question
A

process of watching another person perform a movement to be learned before attempting to physically reproduce the action
-demonstration is probably the most common means to communicate how to do a movement skill
the real question is what do we actually see when watching a skill demonstrated, rather than just looking

17
Q

demonstration - visual modeling

-why use it?

A

vision trumps all other senses
information presented with words alone: retention rate 10%
add a picture: retention rate 65%

18
Q

hypothesized neural basis for observational learning

A

mirrror neurons (aka visual-motor neurons)

  • fMRI shows activation in inferior frontal cortex (SMA), medial temporal lobe, and superior parietal lobe)
  • these regions physiologically active when a person acts and when observing an action being performed
  • mirror neurons may code the concrete representation of the action
19
Q

demonstration - skilled demonstrator vs. unskilled demonstrator (coping model)

A

skilled/expert model
-cognitive representation is developed as a function of observing model - assumption is that the more correct the model, the more correct the perceived representation
-observer perceives information about the strategies used to solve the movement problem
unskilled (coping) model
-discourages imitation of skilled model - encourages active problem solving
-enhances self confidence, decreases distress, demonstrates learning strategies
-watching coping model is effective for early learner but not a highly skilled learner

20
Q

Gentile contends that demonstration is most effective…

A

before the person begins practicing the skill (encourage active observation)
with continued demonstration as often as necessary

21
Q

concurrent imitation

  • what is it
  • benefit
  • but…
A

learner imitates when model moves
strong guidance facilitates the match between the demonstrated and imitated movement patters
-near-perfect scores for concurrent demo in acquisition phase
but, the amount of cognitive effort theoretically is minimized by allowing the observer to coordinate imitation with modeled action

22
Q

delayed imitation

  • what is it
  • effect on learning
A

learner imitates after the model moves
forces learner to retain concept of task
effect on learning
-because “guidance” by model in acquisition is eliminated, early acquisition performance for delayed group lagged behind the performance of groups able to concurrently rehearse

23
Q

delayed vs. concurrent imitation effect on acquisition

A

delayed looked worse than concurrent

increasing “cognitive load”/cognitive effort to imitate modeled action initially suppresses accuracy of imitation

24
Q

auditory modeling

-compared to visual demonstration before practice

A

skills where goal is to move in a certain time or rhythm
-dance steps, gain in Parkinson’s Disease
visual vs. auditory
-one group saw a skill whereas other only heard
-learners who only heard did better

25
demonstration: clinical application
pre-practice demonstration result in better acquisition and retention performances compared to no demonstration demonstration has the greatest impact when the skill requires a new pattern of coordination when learning a new skill, use verbal cues with a visual demonstration demonstrations should be frequent through practice make sure the observer sees the critical features of the skill observation by a beginner of another beginner practicing a skill can facilitate learning use auditory demonstration for skill that involve rhythm