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Results for “skill learning”

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At least 217 records · Page 12Linked to original sources
PubMed1998

Left hemispheric specialization for learned, skilled, and purposeful action.

Three-dimensional motion analyses were performed on trajectories of repetitive "slicing" gestures by 4 participants with left-hemisphere lesions and limb apraxia, 6 participants with right-hemisphere lesions, and 7 neurologically intact participants. Left hemispheric lesioned participants with apraxia, but not right hemispheric lesioned participants showed impaired coupling of spatial and temporal aspects of wrist trajectories and deficits in interjoint coordination. Both groups of brain-lesioned participants differed from control participants in the 3-D plane of the wrist motion. The deficits of some right hemispheric lesioned participants in controlling the plane of wrist motion may be a consequence of left hemispatial neglect with rightward deviations. In contrast, the deficits of apraxic participants in controlling wrist trajectories and coordinating joint motions seem to reflect a deficit in these participants for the movement plan.

Aged↗
PubMed2004

Strategy execution in cognitive skill learning: an item-level test of candidate models.

This article investigates the transition to memory-based performance that commonly occurs with practice on tasks that initially require use of a multistep algorithm. In an alphabet arithmetic task, item response times exhibited pronounced step-function decreases after moderate practice that were uniquely predicted by T. C. Rickard's (1997) component power laws model. The results challenge parallel strategy execution models as developed to date and they demonstrate that the shift to retrieval is an item-specific, as opposed to task-general, learning phenomenon. The results also call into question the entire class of smooth speed-up functions as global empirical learning laws. It is shown that overlaying of averaged item fits on averaged data can provide a sensitive test for model sufficiency. Strategy probes agreed with strategy inferences that were based on step-function speed-up patterns, supporting the validity of the probing technique.

Cognition↗
PubMed1997

Continuous concurrent feedback degrades skill learning: implications for training and simulation.

In two experiments we investigated the role of continuous concurrent visual feedback in the learning of discrete movement tasks. During practice the learner's actions either were or were not displayed on-line during the action; in both conditions the participant received kinematic feedback about errors afterward. Learning was evaluated in retention tests on the following day. We separated (a) errors in the fundamental spatial-temporal pattern controlled by the generalized motor program from (b) errors in scaling controlled by parameterization processes. During practice concurrent feedback improved parameterization but tended to decrease program stability. Based on retention tests, earlier practice with continuous feedback generally interfered with the learning of an accurate motor program and reduced the stability of time parameterization. Continuous feedback during acquisition degrades the learning of not only closed-loop processes in slower movements (as has been found in earlier studies) but also motor programs and their parameterization in more rapid tasks. Implications for feedback in training and simulation are discussed.

Analysis of Variance↗
PubMed1998

Individual differences in the performance of highly learned skill.

Examination of individual differences (intertrial correlations) of highly skilled performance by professional golfers demonstrated that individuals respond to conditions in dissimilar ways, despite having strong central tendency. Behavioral scientists may benefit extraordinarily by heeding the advice of Cronbach and Jones to combine differential and experimental techniques.

Female↗
PubMed1971

Skills learning.

Explore the source record for details and available documents.

Journal Article↗
PubMed1988

An introduction to independent learning skills for incoming medical students.

A partnership was initiated between educators of the College of Medicine and the McGoogan Library at the University of Nebraska Medical Center to establish a new educational component for incoming medical students. The objective was to encourage the development of the students' independent information seeking skills. A three-day seminar was introduced in which the process of seeking information was emphasized rather than the final product. Cooperative development of the seminar resulted in a fresh approach to educating medical students at the College of Medicine and the emergence of an ongoing instructional link between the library faculty and educators in the College of Medicine.

Curriculum↗