Kin 315 Test 2

Front 1

automaticity

Back 1

tthen term used to indicate that a person performs a skill, or engages in certain information-processing activities, without requiring attention resources

Front 2

selective attention

Back 2

the detection and selection of performance-related information in the performance environment

Front 3

visual search

Back 3

the process of directing visual attention to locate relevant info in the enviro that will enable a person to determine how to prepare and perform a skill in specific situation

Front 4

Feature integration theory

Back 4

part of visual selective attention; states that people visually select and attend to certain cues in the performance enviro and ignore others

Front 5

Working Memory

Back 5

Operates to temporarily store and use recently presented information; it also serves as a temporary workspace to integrate recently presented info w/ info retrieved from LTM to carry our problem-solving, decision-making, and action-preparation activities

Front 6

Long-Term Memory

Back 6

a component system in the structure of a memory that serves as a relatively permanent storage repository for info

Front 7

Declarative Knowledge

Back 7

"WHAT to do" in a situation; this knowledge is typically verbalizable

Front 8

Procedural Knowledge

Back 8

"HOW to do" a skill; this knowledge typically is difficult to verbalize or is not verbalizable

Front 9

Encoding

Back 9

memory process involving the transformation of info to be remembered into a form that can be stored in memory

Front 10

Retrieval

Back 10

a memory process involving the search through LTM for info needed to perform the task at hand

Front 11

Recall test

Back 11

an explicit memory test that requires a person to produce a required response with few, if any, available cues or aids

Front 12

Recognition test

Back 12

an explicit memory test that requires a person to select a correct response from several alternative responses

Front 13

Proactive interference

Back 13

a cause of forgetting because of activity that occurs prior to the presentation of info to be remembered

Front 14

Retroactive Interference

Back 14

a cause of forgetting because of activity occurring during the retention interval

Front 15

Encoding specificity principle

Back 15

a memory principle that indicates the close relationship between encoding and retrieval memory processes; it states that memory test performance is directly related to the amount of similarity between the practice and the test contexts; ex. the more similarity, the better the test performance will be

Front 16

Performance

Back 16

the behavioral act of executing a skill at a specific time and in a specific situation

Front 17

Learning

Back 17

change in the capability of a person to perform a skill; it must be inferred from a relatively permanent improvement in performance as a result of practice or experience

Front 18

Stability or Variability

Back 18

the influence on skill performance of perturbations, which are internal or external conditions that can disrupt performance

Front 19

Retention Test

Back 19

test of a practiced skill that a learner performs following an interval of time after practice has ceased

Front 20

Transfer test

Back 20

a person performs a skill that is different from the skill he or she practiced or performs the practiced skill in a context or situation different from the practice context or situation

Front 21

Performance plateau

Back 21

while learning a skill, a period of time in which the learner experiences no improvement after having experienced consistent improvement; typically, the learner then experiences further improvement with continued practice

Front 22

5 general performance characteristics as someone learns a motor skill

Back 22

Improvement
Consistency
Stability
Persistence
Adapt

Front 23

Cognitive stage

Back 23

the first stage of learning in the Fitts and Posner model; the beginning or initial stage on the learning stages continuum

Front 24

Associative stage

Back 24

the second stage of learning in the Fitts and Posner model; an intermediate stage on the learning stages continuum

Front 25

Autonomous stage

Back 25

third stage on the Fitts and Posner model; the final stage on the learning stages continuum, also called the automatic stage

Front 26

Non-regulatory conditions

Back 26

char of the performance enviro that DO NOT influence the movement char required to achieve an action goal; ex; the color of the cup when grabbing the cup

Front 27

Fixation

Back 27

the learner's goal in the second stage of learning in Gentile's model for learning closed skils in which learners refine movement patterns so that they can produce them correctly, consistently, and efficiently from trial to trial

Front 28

diversification

Back 28

the learner's goal in the second stage of learning in Gentile's model for learning OPEN skills in which learners acquire the capability to modify the movement pattern according to enviro context char

Front 29

Power of law practice

Back 29

mathematical law describing the neg accelerating change in rate of performance improvement during skill learning; large amounts of improvement occur during early practice, but smaller improvement rates char further practice

Front 30

Freezing the degrees of freedom

Back 30

common initial strategy of beginning learners to control the many deg of freedom associated with the coordination demands of a motor skill in order to achieve the action goal; the person holds some joints rigid (freezing them) while performing the skill

Front 31

Superdiagonal form

Back 31

the way the trial-to-trial correlations appear in a correlation matrix where all trials are correlated with each other; trials that are closer to each other have scores more highly correlated; the correlation dec as trials become further apart

Front 32

Expertise

Back 32

high level of skill performance that char a person at the extreme opposite end of learning continuum from the beginner (at least 10 years of intense practice)

Front 33

Transfer of learning

Back 33

the influence of having previously practiced or performed a skill or skills on the learning of a new skill

Front 34

Positive transfer

Back 34

the beneficial effect of previous experience on the learning or performance of new skill, or on the performance of a skill in a new context

Front 35

Negative transfer

Back 35

the neg effect of prior experience on the performance of a skill, so that a person performs the skill less well than he or she would have without prior experience

Front 36

Identical elements theory

Back 36

an explanation of positive transfer proposing that transfer is due to the degree of similarity between the component parts or char of two skills or two performance contexts

Front 37

Transfer-appropriate processing theory

Back 37

an explanation of positive transfer proposing that transfer is due to the similarity in the cognitive processing char required by the two skills or two performance situations

Front 38

Bilateral transfer

Back 38

transfer of learning that occurs between two limbs

Front 39

Asymmetric transfer

Back 39

bilateral transfer in which there is a greater amount of transfer from one limb than from the other limb

Front 40

Symmetric transfer

Back 40

bilateral transfer in which the amount of transfer is similar from one limb to another, no matter which limb is used first