in nature (e.g., using such terms as good, long), and indicates the quality of
performance.
●
Performance bandwidth - in the context of providing augmented feedback, a
range of acceptable performance error; augmented feedback is given only when
the amount of error is greater than this range.
●
Descriptive KP - a verbal knowledge of performance (KP) statement that
describes only the error a person has made during the performance of a skill.
●
Prescriptive KP - a verbal knowledge of performance (KP) statement that
describes errors made during the performance of a skill and states (i.e.,
prescribes) what needs to be done to correct them.
●
Biofeedback - a type of augmented feedback that provides information about
physiological processes through the use of instrumentation (e.g., EMG
biofeedback).
●
Concurrent augmented feedback - augmented feedback that is provided while a
person is performing a skill or making a movement.
●
Terminal augmented feedback - augmented feedback that is provided after a
person has completed the performance of a skill or a movement.
●
KR-delay interval - the interval of time between the completion of a movement and
the presentation of augmented feedback.
●
Post-KR interval - the interval of time between the presentation of augmented
feedback and the beginning of the next trial.
●
Guidance hypothesis - a hypothesis indicating that the role of augmented
feedback in learning is to guide performance to be correct during practice;
however, if it is provided too frequently, it can cause the learner to develop a
dependency on its availability and therefore to perform poorly when it is not
available.
Chapter 16
●
Practice variability - the variety of movement and context characteristics a person
experiences while practicing a skill.
●
Contextual interference - the memory and performance disruption (i.e.,
interference) that results from performing multiple skills or variations of a skill
within the context of practice.
●
Contextual interference effect - the learning benefit resulting from performing
multiple skills in a high contextual interference practice schedule (e.g., random
practice), rather than performing the skills in a low contextual interference
schedule (e.g., blocked practice).
●
Specificity of practice hypothesis - the view that motor skill learning by practice
condition characteristics, especially the sensory/perceptual information available,
performance context characteristics, and cognitive processes involved.
Chapter 17
●
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.
