Designing the Learning Environment Flashcards
(25 cards)
essential features of learner preparation and practice
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
goal setting meta-analysis
-what did it find
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
well-defined goals
-characteristics
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
effective information: skill presentation
strong communication between learner and instructor (therapist) is critical to learning and performance
components of effective skill presentation
introduction
verbal instructions
demonstration
skill presentation - intro
-what is important to present
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
skill presentation - verbal instructions
-key components
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
where should the learner’s attention be focused?
-consider in terms of…
width (broad or narrow)
direction (inward vs. outward)
skill presentation - within a rehab or training context
-internal vs. external focus of attention
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
motor skill across the spectrum (gross –> fine, closed –> open) are best learned when attention is focused…
externally
Constrained Action Hypothesis
- internal focus results in…
- focusing attention on performing one’s movements during tasks can…
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)
Action Effect Hypothesis
- what it is
- example
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
why is skill presentation important
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
discovery learning
- requires the learner to…
- promotes…
- advantages
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
discovery learning
-practical applications for the clinic
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
skill presentation - demonstration
- what is it
- the real question
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
demonstration - visual modeling
-why use it?
vision trumps all other senses
information presented with words alone: retention rate 10%
add a picture: retention rate 65%
hypothesized neural basis for observational learning
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
demonstration - skilled demonstrator vs. unskilled demonstrator (coping model)
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
Gentile contends that demonstration is most effective…
before the person begins practicing the skill (encourage active observation)
with continued demonstration as often as necessary
concurrent imitation
- what is it
- benefit
- but…
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
delayed imitation
- what is it
- effect on learning
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
delayed vs. concurrent imitation effect on acquisition
delayed looked worse than concurrent
increasing “cognitive load”/cognitive effort to imitate modeled action initially suppresses accuracy of imitation
auditory modeling
-compared to visual demonstration before practice
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
