Kin 315 Test 3

Front 1

Modeling

Back 1

the use of demonstration as a means of conveying info about how to perform a skill

Front 2

Action Effect Hypothesis

Back 2

learning and performance skills are optimized when attention is directed at the intended outcome rather than on the movements themselves

Front 3

Two theories that describe demonstration effects on learning

Back 3

1. Cognitive mediation theory - leads to memory and must access this prior to performing
2. Dynamic view theory - don't need cognitive mediation bc visual system can can control motor system to act according to what was just observed

Front 4

Task-intrinsic feedback

Back 4

the sensory feedback that is naturally available while performing a skill

Front 5

Augmented Feedback

Back 5

describes info about performing a skill that is ADDED to sensory feedback and comes from a source external to the person performing the skill; it is sometimes referred to as extrinsic or external feedback

Front 6

Knowledge of Results (KR)

Back 6

augmented feedback that gives info about the OUTCOME of performing a skill or about achieving the goal of the performance

Front 7

Knowledge of Performance (KP)

Back 7

aug. feedback thatt gives info about the MOVEMENT CHARACTERISTICS that led to a performance outcome

Front 8

2 goals of Augmented Feedback

Back 8

1. Facilitate achievement of the action goal of the skill
2. motivate the learner to continue striving toward a goal

Front 9

Performance bandwidth

Back 9

a range of acceptable performance error, aug. feedback is given only when the amount of error is GREATER than this range

Front 10

Descriptive KP

Back 10

simply describes the error the performer has made (verbal KP)

Front 11

Prescriptive KP

Back 11

not only identifies the error but also tells the person what to do to correct it

Front 12

Biofeedback

Back 12

type of aug. feedback that provides info about physiological processes through the use of instrumentation
EX: Heart rate, muscle activity, etc.

Front 13

Concurrent augmented feedback

Back 13

Provided WHILE a person is performing a skill or making a movement

Front 14

Terminal Augmented Feedback

Back 14

provided AFTER a person has completed the performance of a skill

(No one is better than the other)

Front 15

Contextual Interference

Back 15

the memory and performance disruption that results from performing multiple skills or variations of a skill within the context of practice

Front 16

Contextual Interference Effect

Back 16

a high amount of contextual interference results in better learning

Front 17

Metacognition

Back 17

judgement about how much we are learning while we practice `

Front 18

Overlearning

Back 18

practice that continues beyond the amount needed to achieve a certain performance criterion.
** IT IS beneficial (has a pos. influence on retraction)

Front 19

Massed practice

Back 19

a practice schedule in which the amount of rest between practice sessions or trials is very short
**this involves longer active practice, or work time, and shorter rest periods than a distributed schedule

Front 20

Distributed practice

Back 20

Practice schedule in which the amount of rest between practice sessions or trials is relatively long

Front 21

Continuous skills' retention is greater with ________ practice schedules

Back 21

distributed

Front 22

Discrete skills' retention is greater with ________ practice schedules

Back 22

Massed

Front 23

Complexity

Back 23

the number of parts or components in a skill, as well as the attention demands of the task

Front 24

Organization

Back 24

the relationships among the components of the skill
** High level of org when its component parts are spatially and temporally interdependent (low level of org when " " are independent)

Front 25

Whole practice should be used when complexity is ___ and org is _____

Back 25

Complexity is LOW
Organization is HIGH

Front 26

Part practice should be used when complexity is _____ and org is ____

Back 26

Complexity is HIGH
Organization is LOW

Front 27

Fractionization

Back 27

part-task training method related to asymmetric coordination skills that involves practicing each arm or leg separately before performing with them together

Front 28

Segmentation

Back 28

part-time training method that involves separating the skill into parts and then practicing the parts so that after one part is practiced, it is then practiced together with the next part, and so on; (aka Progressive Part Method)

Front 29

Simplification

Back 29

part-task training method that involves reducing the difficulty of specific parts or features of a skill

Front 30

Imagery ability

Back 30

ability to image an action when requested to do so : some have a great difficulty with this whereas others can imagine with vividness and control