Research has indicated the facilitating affect of cognitive pretraining in the acquisition of complex perceptual motor skills. However, precise procedure for generating such verbal instruction is generally unclear if not totally lacking. The present study was undertaken to ascertain the effectiveness of an operationally defined verbal mediator, the instructional cue, on the acquisition of an instrument maneuver flying skill. Eleven subjects enrolled in the UPT program at Williams AFB were given instruction which contained three levels of instructional cues. Analysis of variance techniques as well as graphic analyses revealed that the instructional cue is both a powerful and effective variable. Results were explained in terms of control theory and information theory.
Physical educators and coaches of all sports have long been breaking down motor skills while teaching in order to maximize learning. Part of that process involves the use of attentional cues, giving students and athletes cues on which to focus. Studies show that for the learning of complex skills internal focus cues, often used for teaching golf, may not be the most effective in terms of performance and retention. When learning complex skills, external focus of attention is the preferred method (Bell & Hardy, 2009; Wulf , 2008; Wulf, Lauterback, & Toole, 1999; Wulf , Shea, & Park, 2001; Zentgraf & Munzert, 2009). It appears that having an external focus would lead to better performance and acquisition (Bell & Hardy, 2009). This study compared the retention from learning to hit a golf ball by internal focus cues, external focus cues, and no attentional focus cues. The purpose was to determine if giving external focus cues during the acquisition stage of learning a golf motor skill would produce a better performance and retention of that skill. Twenty high school physical education students (males = 9, females = 11) with no or little prior experience playing golf participated in three skill lessons and a retention test after 60 days. The skills test task was to hit a golf ball as close to a target as possible using a nine iron. Instruction was given using different attentional focus cues according to their assigned group. The average age of the participant was 15.81. Participants were randomly placed in one of three groups, external focus of attention, internal focus of attention or the control group. Participants were given a skills test prior to receiving three lessons. After each lesson a skills test was administered. After 30 and 60 days from the last lesson another skills test was performed to measure retention. There was no significant difference in the novice golfers' performance or retention of the golf skills based on any focus of attention instructions. These findings were discussed in relation to motor learning and practical issues of golf instruction and physical education classes.
This volume constitutes the proceedings of the 11th International Conference on Augmented Cognition, AC 2017, held as part of the International Conference on Human-Computer Interaction, HCII 2017, which took place in Vancouver, BC, Canada, in July 2017. HCII 2017 received a total of 4340 submissions, of which 1228 papers were accepted for publication after a careful reviewing process. The papers thoroughly cover the entire field of Human-Computer Interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The two volumes set of AC 2017 presents 81 papers which are organized in the following topical sections: electroencephalography and brain activity measurement, eye tracking in augmented cognition, physiological measuring and bio-sensing, machine learning in augmented cognition, cognitive load and performance, adaptive learning systems, brain-computer interfaces, human cognition and behavior in complex tasks and environments.
On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
The special education area of deafblind severe disabilities is a highly specialized area involving a close working relationship among medical and educational professionals. In this book, author Jones presents a very complete package of information for the educator of children with severe disabilities. The book includes detailed diagnostic information so that the teacher will understand the physical, mental, social, and educational status of the student. The materials allow the teacher to plan for skill development based on the specific deficits of the child in relation to the skills needed. The main features of this new Second Edition remain to provide a teacher-training text and resource volume for teachers and other professionals serving not only students with deafblindness and severe disabilities but also children of any disability functioning within the sensorimotor stage of development. The new edition also provides, under one cover, theoretical background information, medical information, diagnostic information, and specific instructional information for classroom teachers and related service professionals to use in determining functional abilities for program planning and writing IEPs, collecting data to monitor IEPs, and ideas for hands-on materials that teachers can create and use for instruction in their classrooms. Each chapter begins with a brief outline, discusses background medical information and theory; discusses evaluation, diagnosis, programming, and IEP monitoring; and ends with a summary. Also included are the new research and developments in the field and an expanded view of motor skills. Tables have been reformatted at the back of each chapter. A major addition to this text is the focus on 'Snoezelen' which includes developing a Snoezelen resource room, designing the room with placement of the special materials, and specific ways of using the Snoezelen room and the sensory stimulation materials for relaxation, leisure and enjoyment.
