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T&L Ch 7,8
| Term | Definition |
|---|---|
| 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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