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Motor Behavior #3
| Question | Answer |
|---|---|
| complexity | The number of parts or components and the amount of information-processing demands that characterizes a skill |
| organization | the relationship among the components of the skill |
| If the skill is _______ in complexity and ______ in organization, practice of the whole skill is the better choice | low high |
| If the skill is _______ in complexity and ______ in organization, practice using the part method | high low |
| fractionization | type of part practice in which one part of a complex motor skill is practiced separately |
| simplification | type of part practice in which the difficulty of some aspect of the motor skill is reduced |
| segmentation (progressive part) | type of part practice in which one part of a motor skill is practiced until it is learned, then a second part is added to the first part, and the two parts are practiced together |
| practice variability | the variety of movement and context characteristics a person experiences while practicing a skill |
| contextual interference effect | the learning benefit resulting from performing multiple skills in a high contextual interface practice schedule (e.g., random practice), rather than performing the skills in a low contextual interface schedule (e.g., blocked practice) |
| metacognition | Judgment about how much we are learning while we practice, which concerns "what we know about what we know." The assessment of this information is typically done by asking people to predict how well people will do on a retention test |
| elaboration hypothesis | the contextual interference effect is related to the elaboration of the memory representation of the skill variations that a learner is practicing |
| action plan reconstruction hypothesis | high amounts of contextual interference benefit learning because the interference benefit learning because the interference requires a person to reconstruct an action plan on the next practice trial for a particular skill variation |
| overlearning | practice that continues beyond the amount needed to achieve a certain performance criterion |
| massed practice | a practice schedule in which the amount of rest between practice sessions or trials is very short |
| distributed practice | a practice schedule in which the amount of rest between practice sessions or trials is relatively long |
| ______ practice schedules result in better learning for discrete motor skills | massed |
| ______ practice schedules result in better learning for gross motor skills | distributed |
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