Learning and Performance in Psychology

10 Questions

What is the main difference between performance and learning?

Performance is directly observable while learning is not directly observable.

What does the Cognitive Load Hypothesis suggest about the relationship between cognitive effort and learning success?

Higher cognitive effort is predictive of learning success.

What is one of the general performance characteristics of skill learning in sports mentioned in the text?

Improved consistency in skill performance

In the context of memory consolidation, what is a key characteristic of the typical forgetting curve mentioned in the text?

Initial rapid forgetting followed by a plateau of retention.

How can adaptability and transferability of skills be described in the context of motor learning processes?

Skills can be transferred to various situations and contexts, showcasing adaptability

How should the decision between Whole and Part learning methods be made according to the text?

Related to the complexity and organizational characteristics of the skill being learned.

What is the purpose of over-learning strategies in motor learning?

To continue training beyond the point needed to achieve a certain performance criterion

Why is excessive initial training followed by a long practice pause detrimental to performance improvement?

It results in poor performance after the pause

In motor learning, why is the 'more is better' approach not generally advisable?

It hinders the adaptability of skills

What characterizes the Elaborations-Hypothesis and Rekonstruktions-Hypothesis in relation to motor learning?

They emphasize cognitive demand during training for lasting positive effects

Study Notes

Performance vs. Learning

The main difference between performance and learning lies in the distinction between short-term and long-term retention: performance refers to the immediate execution of a skill, whereas learning involves the retention and transfer of that skill over time.

Cognitive Load Hypothesis

The Cognitive Load Hypothesis suggests that increasing cognitive effort can impede learning success due to the depletion of working memory resources.

Skill Learning in Sports

One key characteristic of skill learning in sports is the gradual improvement in performance over practice trials, accompanied by a decrease in cognitive effort.

Forgetting Curve

The typical forgetting curve in memory consolidation is characterized by rapid forgetting in the initial stages, followed by a gradual slowing of forgetting over time.

Adaptability and Transferability

Adaptability and transferability of skills in motor learning processes refer to the ability to apply learned skills in novel situations and environments.

Whole and Part Learning Methods

The decision between Whole and Part learning methods should be based on the complexity of the task and the learner's prior experience: Whole learning is suitable for simple tasks and novice learners, whereas Part learning is more effective for complex tasks and experienced learners.

Over-Learning Strategies

The purpose of over-learning strategies is to solidify learned skills and prevent forgetting through extended practice and repetition.

Initial Training and Practice Pause

Excessive initial training followed by a long practice pause is detrimental to performance improvement because it can lead to decrements in performance due toforgetting and the loss of motor patterns.

'More is Better' Approach

The 'more is better' approach is not generally advisable in motor learning because it can lead to mental fatigue, decreased motivation, and decreased performance.

Elaborations-Hypothesis and Rekonstruktions-Hypothesis

The Elaborations-Hypothesis suggests that the creation of new movement patterns is based on the elaboration of existing knowledge structures, whereas the Rekonstruktions-Hypothesis proposes that new movements are constructed through the reorganization of existing movement patterns.