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What does the practice specificity hypothesis suggest influences motor skill learning?
What does the practice specificity hypothesis suggest influences motor skill learning?
Which of the following is NOT one of the characteristics associated with motor skill learning and performance according to the practice specificity hypothesis?
Which of the following is NOT one of the characteristics associated with motor skill learning and performance according to the practice specificity hypothesis?
What are especial skills defined as in the context of practice specificity?
What are especial skills defined as in the context of practice specificity?
Which theory can be traced as an origin of the practice specificity hypothesis?
Which theory can be traced as an origin of the practice specificity hypothesis?
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Why can especial skills not be fully explained by the practice variability or practice specificity hypotheses?
Why can especial skills not be fully explained by the practice variability or practice specificity hypotheses?
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Which practice type involves practicing the same skill consistently over time?
Which practice type involves practicing the same skill consistently over time?
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What is the duration of blocked practice in the context provided?
What is the duration of blocked practice in the context provided?
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What does the term 'contextual interference' refer to in practice conditions?
What does the term 'contextual interference' refer to in practice conditions?
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Which practice type is characterized by varying skills in a random order?
Which practice type is characterized by varying skills in a random order?
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How long is each session of serial practice based on the presented data?
How long is each session of serial practice based on the presented data?
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In the context of practice conditions, what does blocked practice primarily emphasize?
In the context of practice conditions, what does blocked practice primarily emphasize?
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Which of the following is a potential outcome of high contextual interference?
Which of the following is a potential outcome of high contextual interference?
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Which practice type is least likely to facilitate memory retention through varied skill applications?
Which practice type is least likely to facilitate memory retention through varied skill applications?
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What is one potential benefit of performance errors during practice?
What is one potential benefit of performance errors during practice?
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How should non-regulatory conditions be varied for closed skills?
How should non-regulatory conditions be varied for closed skills?
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Which skill exemplifies a closed skill with inter-trial variability?
Which skill exemplifies a closed skill with inter-trial variability?
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What principle can guide the organization of variable practice?
What principle can guide the organization of variable practice?
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When assessing the characteristics of future situations for skill performance, one must consider which of the following?
When assessing the characteristics of future situations for skill performance, one must consider which of the following?
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How do varying practice conditions affect skill learning according to research?
How do varying practice conditions affect skill learning according to research?
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What does Gentile’s taxonomy help identify when assessing skills?
What does Gentile’s taxonomy help identify when assessing skills?
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For a basketball free throw, which aspect should not be varied?
For a basketball free throw, which aspect should not be varied?
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What effect does high contextual interference have on learning task variations?
What effect does high contextual interference have on learning task variations?
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Who were the first researchers to report evidence of the contextual interference effect in motor skill learning?
Who were the first researchers to report evidence of the contextual interference effect in motor skill learning?
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What is the impact of a blocked practice schedule on learners' judgments about their learning?
What is the impact of a blocked practice schedule on learners' judgments about their learning?
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In which area did Goode and Magill conduct their research related to contextual interference?
In which area did Goode and Magill conduct their research related to contextual interference?
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What term describes the effect of practice performance on a learner's judgment about their learning?
What term describes the effect of practice performance on a learner's judgment about their learning?
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According to the research by Simon and Bjork, which practice schedule leads to misjudgment of learning?
According to the research by Simon and Bjork, which practice schedule leads to misjudgment of learning?
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What does the term 'absolute constant error' refer to in the context of the 24-hr retention test?
What does the term 'absolute constant error' refer to in the context of the 24-hr retention test?
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Which factors were examined in the research by Hall, Domingues, and Cavazos regarding contextual interference?
Which factors were examined in the research by Hall, Domingues, and Cavazos regarding contextual interference?
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What is most likely to limit the contextual interference effect in motor skill learning?
What is most likely to limit the contextual interference effect in motor skill learning?
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Which hypothesis suggests that a higher level of contextual interference leads to better memory representation due to action plan reconstruction?
Which hypothesis suggests that a higher level of contextual interference leads to better memory representation due to action plan reconstruction?
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In which scenario would lower levels of contextual interference be optimal?
In which scenario would lower levels of contextual interference be optimal?
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According to the Challenge Point Hypothesis, when should practice schedule modifications be made?
According to the Challenge Point Hypothesis, when should practice schedule modifications be made?
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What is a characteristic of higher levels of contextual interference during practice?
What is a characteristic of higher levels of contextual interference during practice?
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Which of the following statements regarding motor skill variations is true in the context of the CI effect?
Which of the following statements regarding motor skill variations is true in the context of the CI effect?
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What misconception might individuals who practice with a blocked schedule have regarding their learning?
What misconception might individuals who practice with a blocked schedule have regarding their learning?
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Which of the following conditions would be most suitable for highly skilled individuals according to the Challenge Point Hypothesis?
Which of the following conditions would be most suitable for highly skilled individuals according to the Challenge Point Hypothesis?
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What does practice variability primarily emphasize in skill learning?
What does practice variability primarily emphasize in skill learning?
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How does variable practice compare to constant practice in terms of effectiveness?
How does variable practice compare to constant practice in terms of effectiveness?
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What is a key aspect of the practice specificity hypothesis?
What is a key aspect of the practice specificity hypothesis?
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What does the contextual interference effect primarily relate to?
What does the contextual interference effect primarily relate to?
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Why is contextual interference considered beneficial for motor skill learning?
Why is contextual interference considered beneficial for motor skill learning?
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How do especial skills challenge the practice variability hypothesis?
How do especial skills challenge the practice variability hypothesis?
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Which of the following best describes constant practice?
Which of the following best describes constant practice?
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What is the primary goal of implementing practice variability?
What is the primary goal of implementing practice variability?
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Study Notes
Motor Learning and Control: Chapter 16
- Practice variability refers to the variety of movement and contextual characteristics encountered during practice of a skill. It emphasizes the learner's increased ability to perform the skill not just in the practiced context but also in novel situations.
Learning Objectives
- Understanding practice variability and its relationship to motor skill learning theories.
- Methods for implementing practice variability in learning or relearning contexts.
- How contextual interference pertains to organizing variable practice.
- Identifying reasons why contextual interference benefits motor skill learning, considering novice and expert learners.
- Differentiating between practice specificity and practice variability hypotheses.
- The impact of special skills on practice specificity and variability.
Practice Variability
- Constant practice: involves only one variation of a skill.
- Variable practice: involves multiple variations of a skill.
- Research highlights that more variable practice yields better learning outcomes than less variable practice.
Contextual Interference (CI)
- Contextual interference (CI) is the disruption of memory and performance when performing variations of a skill during practice.
- Higher amounts of CI can lead to better skill learning than lower amounts.
- Different practice schedules (blocked vs. random) impact contextual interference.
- Blocked practice: involves performing one skill variation repeatedly.
- Random practice: involves mixing different skill variations.
Research Evidence
- The first evidence came from Shea and Morgan (1979).
- Non-laboratory experiments show beginners learning multiple skill variations, including Goode and Magill's (1986) badminton serves.
- Skilled performers refine multiple skill variations, like Hall, Domingues, and Cavazos' (1994) baseball players hitting different pitch types.
Limits of the CI Effect
- Not all motor skill learning situations benefit equally from contextual interference.
- Motor skill characteristics and learner characteristics (like age and skill level) are relevant limitations.
Challenge Point Hypothesis
- Proposed by Guadagnoli and Lee (2004).
- Different practice conditions optimally challenge persons and enhance skill learning.
- Lower levels of CI are best for more difficult skills and novices.
- Higher levels of CI are more effective for skills with lower levels of difficulty and skilled individuals.
- Practicioners should use retention or transfer tests to adjust practice schedules, not just practice session outcomes.
Why Does CI Effect Occur?
- Elaboration hypothesis: increased skill memory representation.
- Action plan reconstruction hypothesis: higher CI leads to stronger memory consolidation due to forgetting and subsequent action plan reconstruction.
- Higher CI increases practice demands.
- Blocked practice often leads to learners overestimating their learning during practice.
Practice Specificity
- Practice specificity emphasizes that skill learning depends on practice characteristics, stemming from Thorndike's identical elements theory and links with Henry's motor ability specificity hypothesis.
- Concerns sensory/perceptual, performance context, and cognitive characteristics related to skills.
Special Skills
- Skills performed exceptionally better than similar skills.
- These skills aren't fully explained by practice specificity or variability hypotheses.
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Description
This quiz explores the concept of practice variability in motor learning and its significance in skill acquisition. It covers various methods of implementing practice variability and the effects of contextual interference on learners at different levels. Additionally, it distinguishes between practice specificity and variability hypotheses.
