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T&L Ch 7,8

TermDefinition
Learning style Individual preference for receiving and processing new information
Global learner Learner who learns more easily when first presented with the big picture and then asked to concentrate on details
Analytic learner Learner who prefers to have new information presented in a sequential manner building toward the main concept
Modal strength The preferred perceptual mode through with a learner takes in and processes information
Positive transfer The learning of a new skill or its performance under novel conditions is positively influenced by past experience with another skill or skills
Negative transfer The learning of a new skill or its performance under novel conditions is negatively influenced by past experience with another skill or skills
Zero transfer Past experience with another skill or skills has no influence on the learning of a new skill or its performance under novel conditions
Transfer appropriate processing theory Theory that we should expect positive transfer when practice conditions require learners to engage in problem-solving processes similar to those that the criterion task requires
Motivation Internal condition that incites and directs action or behavior
Internal focus Focusing attention on one's own body movements
External focus Focusing one's attention on the effects of one's actions
Implicit learning Knowledge acquired without conscious awareness
Explicit learning Knowledge acquired through explicit verbal explanations
Verbal cue A word or concise phrase that focuses the learner's attention or prompts a movement or movement sequence
Self-talk Cues used by learners to guide themselves through an action or a movement sequence
Mirror neurons Nerve cells that fire both when we perform an action and when we watch someone else perform the same action
Mixed observation The observation of both a novice and an expert model versus a skilled or unskilled model alone
Manual guidance Physically moving a learner through a goal movement
Self-control Giving the learner control to choose some characteristics of the learning situation
Guided discovery learning technique where the practitioner asks a sequence of questions, each of which elicits a single correct response discovered by the learner
Created by: pirrone2012
 

 



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