Term
| Limited attentional capacity |
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Definition
| Individuals can only attend a limited amount of information at any one point in time, beyond which processing capabilities begin to be compromised. |
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Term
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Definition
| a word or short phrase directing a learner's attention to a critical aspect of skill performance or of environmental factors influencing skill performance. |
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Term
| Guidelines for Using Verbal Cues |
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Definition
Focus only on the most critical performance aspects of a skill or of environmental factors influencing skill performance.
Clearly direct the learner's attention to the critical aspects of performance.
Cues should contain no more than 4 words.
Cues should contain action words indicating what the learner is to do.
Be precise and include quantitative info when appropriate (how many feet, how many degrees, etc.)
Use meaningful images to guide action (Make a 'T' with your body)
Limit the use of cues to no more than 3-4 in the early stages of learning; the number can be increased as learning progresses (optimal number of cues to actively use: 7-9).
Encourage learners to repeat cues subverbally when they execute skills (self-talk).
Repeat cues frequently, especially in the early stages of learning. |
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Term
| Problem of perception-action coupling |
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Definition
| Limitations of science in explaining how perceptual sensory info is turned into motor actions. |
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Term
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Definition
| sensory info that has been encoded and brought to perception; info about a person's environment. |
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Term
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Definition
| info encoded within the motor system related to the execution of some action. |
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Term
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Definition
| the proposition that sensory and motor codes share common domain and are capable of direct communication |
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Term
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Definition
| Paying too much attention to one's movement patterns can disrupt efficient performance. |
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Term
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Definition
| Actions are best planned and controlled in relation to the desired effect of the action. |
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Term
| Internal focus of attention |
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Definition
| attention directed toward the movement patterns used in generating a motor response. |
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Term
| External focus of attention |
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Definition
| attention directed toward the effects of a motor response within the environment. |
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Term
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Definition
| learning that occurs as a result of observing another perform a skill |
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Term
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Definition
| All learning is observational by nature and occurs within a social context. |
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Term
| Stages of Observational Learning |
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Definition
attention
retention
reproduction
motivation |
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Term
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Definition
| an individual's belief in his/her ability to master a task/skill |
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Term
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Definition
Learner must observe and pay attention to a person engaged in the skill to be learned (model).
Influenced by: personal interest, motivation, previous experience, complexity of the skill being modeled, knowledge of the important skill features to which he or she should attend, arousal level, and model characteristics.
Demo's should be developmentally appropriate to learners, focus attention on important skill features, and be accurate enough that they can be correctly imitated. |
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Term
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Definition
Learners must be able to remember what the model has done; the model's movement patterns must be successfully encoded into memory and stored in a form readily retrievable.
Demo's, in connection with instructions (verbal cues), should focus attention on the critical features of movement patterns (transitional body positions, beginning and end points of movement patterns). Accurate modelling of skills in the early stages of learning should be sufficient to convey correct images of movement patterns. The number of skill features modeled, and to which the learner's attention is verbally directed, should be limited in the early stages of learning so that attentional resources are not exceeded. |
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Term
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Definition
the learner must be able to replicate the observed skill
observed skills must be adequately rehearsed in order to stabilize and strengthen acquired responses.
Demo's can reinforce the correct reproduction of observed behaviors, demonstrate incorrect behaviors to be eliminated, and be expanded to include skill and performance context variations.
Feedback plays an important role in this stage conveying to learners how effectively they are reproducing observed behaviors. |
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Term
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Definition
The learner's degree of self-efficacy, his/her belief in being able to reproduce and acquire the observed skill, influences motivation which, in turn, enhances attention to subsequent observations (the 4 stages form a continuous loop in the learning process).
The use of learning models can enhance a learner's belief that he/she can acquire the modeled skill, thus increasing feelings of self-efficacy and promoting further learning.
Self-efficacy is also promoted by reinforcing and rewarding correct practice behaviors and patterns of skill performance. |
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Term
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Definition
a skilled model who demonstrates a skill correctly
Expert models should represent:
-high status
-high level performance
-repeated, continuous demonstrations
-correct performance
-verbal cues with demonstrations
-identification of model's correct technique
-one correct technique
-encouragement of mimicry and exact reproduction |
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Term
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Definition
a person learning a skill who demonstrates both correct and incorrect aspects of performance relative to the model's stage of learning.
the model should represent:
-similar status (peer)
-performance level just above student's current level
-varied demonstrations
-correct performance + errors
-verbal cues + instructor feedback with demonstrations
-identification and correction of model's errors
-exploration of several task solutions
-encouragement of problem solving and thinking |
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Term
| Guidelines for providing effective modeling of skills |
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Definition
The use of learning models for demonstrating skills can be just as effective, and in some cases more effective, than demonstrations performed by expert models.
When using learning models, observers should be supplied with the model's feedback whenever possible.
The use of models that observers view as similar to themselves, whether expert or learning models, is to be preferred.
Use members of a group being instructed (class, team, etc.) as learning models.
To increase instructional effectiveness when teaching large groups, the use of peer models (a form of learning model) can be an effective method of providing demonstrations.
Mix demonstrations by expert and learning models for greatest effectiveness.
Provide demonstrations before practice begins, and then space demonstrations throughout practice for the greatest benefit.
Arrange learners for the most effective viewing angles when observing demonstrations. |
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Term
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Definition
| Neurons that become activated when an animal/person is performing a particular action or watching another perform the same action. Allow us to learn by observation. |
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