Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
21 Cards in this Set
- Front
- Back
Two characteristics of learning.
|
You do not observe learning directly.
We can make inferences about learning observing and measuring behavior and/or performance. |
|
Observable behavior, execution of a skill at a specific time in a specific situation.
|
performance
|
|
Can only be "observed" from charcteristics of a person's performance.
|
learning
|
|
A change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience.
|
learning
|
|
Performance variables...
|
can affect a person's performance but not be indicative of the degree of learning that has occurred (e.g. alertness, anxiety, fatigue)
|
|
4 observable performance characteristics that indicate skill learning is taking place.
|
1. Improvement
2. Consistency 3. Persistence 4. Adaptability |
|
Performance of a skill shows IMPROVEMENT over time.
Bad or good habits! |
improvement
|
|
Performance becomes more CONSISTENT/stable.
Acquired behavior not easily disturbed by minor personal or environmental changes. |
consistency
|
|
Improved performance capability lasts over INCREASING PERIODS OF TIME.
(teammate temper tantrum) |
persistence
|
|
Improved performance is ADAPTABLE to a variety of performance and environmental charcacteristics.
(one-touch at dawn) |
adaptability
|
|
Performance curves demonstrate general trends.
|
Linear curves
Negatively accelerated curves Positively accelerated curves S-shaped curves |
|
This learning assessment shows persistence. Does learning last?
|
Retention tests.
Show something 3 different ways to increase learning curve. |
|
This learning assessment shows adaptibility; novel context or novel variation. You don't "cue", but let them figure it out on their own.
|
Transfer tests.
|
|
This learning assessment demonstrates stability and consistency of coordination patterns.
|
Coordination dynamics.
|
|
Does practice performance truly represent (cognitive) learning?
|
no
|
|
Performance variables may influence performance...
|
during practice.
|
|
Performance plateaus...
|
may be occuring.
Cognitive learning occurs during plateaus. |
|
Plateaus appear to be associated with performace characteristics rather than...
|
learning characteristics.
|
|
Learning seems to continue...
|
during plateaus.
|
|
What are the reasons for plateaus?
|
Developing new strategies; period of transition between two phases of acquiring certain aspects of new skills.
Learning variations on a known skill. |
|
More reasons for plateaus...
|
Poor motivation.
Fatigue. Lack of attention to important aspects of the skill. Ceiling or floor effects of the performance measure. |