20.It is important that the verbal instructions given to a beginner should not exceed that person’s limited ________ capacity to attend to information. 21.The ________ hypothesis is the most likely explanation for the research finding that verbal instructions that direct attention to specific movements of a skill hinder learning. 22.The role that implicit learning can play in the learning of open motor skills has been shown by research which has demonstrated the learning of environmental
context ________ conditions without the learner being consciously aware of the characteristics of those conditions. 23.Verbal ________ given along with a demonstration can supplement the visual information and help a person better understand how to perform skills. 24.The terms modeling and observational learning often are used interchangeably withthe term demonstration when they refer to the learning of motor skills. 25.Demonstration should be the preferred method of providing information about howto perform a motor skill. 26.The point-light technique is a procedure that researchers have used to support the hypothesis that the critical information observers of skilled demonstrations detect consists of the invariant relationships in coordinated movement. 27.Research has shown that beginners who observe other beginners practicing a skill will perform at a higher level when they begin to perform the skill than the beginners they observed. 28.To help beginning dancers learn the rhythmic structure of a dance routine, either auditory or visual demonstration will be similarly effective for learning. 29.Research supporting the cognitive mediation theory of the benefit of demonstrationhas shown that observational learning involves the development of effective error detection and correction. 30.Verbal instructions that direct the performer’s attention to the intended movement outcomes will lead to better learning and performance than instructions that direct attention to the movements used to perform the skill. 31.An experiment by Green and Flowers, which involved participants in learning a computer-based catching task, showed that explicit verbal instructions about the rules underlying the movement of the “ball” were better for learning the skill than instructions that established a discovery learning situation.
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