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Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition
We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours. 相似文献
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Stillman Blake 《Journal of The Franklin Institute》1828,6(6):404-405
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Jane Stillman 《Early Childhood Education Journal》1985,12(4):9-12
I often passed the kindergarten on campus during my assignment as a teacher of English at the Sichuan Institute of Finance and Economics in Chengdu. Each time I marveled at the charm of the children as they intently learned while playing. I vowed to arrange a visit before my year was over. It was a bright April day in 1984 when my interpreter and I were welcomed to this busy place.Jane Stillman is a teacher of world cultures and reading in Broadway High School in San Jose, California. She spent a year in China teaching English. 相似文献
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Jamy Stillman Kathryn Struthers Ahmed Erika Castañeda-Flores 《The Educational forum》2013,77(4):432-452
In this article, we share findings from a 3-year project in which novice teacher educators participated in Freirean culture circles and Boalian Theatre of the Oppressed (teatro) in order to critically explore the work of justice-oriented teacher education. Anchored in one of the project’s most resonant scenarios, the article illustrates how teatro cultivated among participants courage to confront injustice, while also shedding light on the complexities teacher educators may face when attempting to facilitate teacher learning, particularly when such learning is centered on equity and justice. 相似文献
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The analysis and interpretation of data are important life skills. A poster challenge for schoolchildren provides an innovative outlet for these skills and demonstrates their relevance to daily life. We discuss our Statistics Poster Challenge and the lessons we have learned. 相似文献
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This paper reports an intensive study of problem-solving activity of female students at the senior secondary level. The study focussed both on the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Response maps were used to analyse and categorize the written responses from individual students while videotaped problem solving sessions and structured and free response interviews probed the students' metacognitive knowledge, strategies, decision making, beliefs and affects. Metacognitive activities were involved in all phases of the solution process with key points in students' solutions identifiable in terms of the cognitive-metacognitive framework of Garofalo and Lester (1985). On average more time was spent on orientation and execution activities with little time being spent on organisation and verification activities, however, the successful groups spent less time on orientation than the other groups. All successful groups displayed a high number of key points where metacognitive decisions could influence cognitive action. Success was accompanied by a tendency to engage in a high number of organisational activities, regulation of execution activities and evaluation activities particularly evaluation of execution but fewer opportunities where metacognitive decisions could influence cognitive actions during orientation. 相似文献
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