Chapter 11 The Stages of Learning

The Fitts and Posner Three Stage Model

Fitts and Posner (1967) proposed motor

skill learning involved three stages

Cognitive stage: beginner focuses on cognitively-oriented problems Associative stage: cognitive stage change due to cues from the environment Autonomous stage: final stage where the skill is automatic

Gentiles Two Stage Model

Gentile (1972, 1987, 2000) viewed

motor skill learning through two stages

Initial stage involves:
movement coordination patter acquirement learn to discriminate between regulatory and non-regulatory conditions

Gentiles Two Stage Model, contd

Gentile (1972, 1987, 2000) viewed

motor skill learning through two stages (contd)

Later stage involves three characteristics:
adapting consistency economy of effort

Gentiles Two Stage Model, contd

Gentile (1972, 1987, 2000) viewed

motor skill learning through two stages (contd)

Unique feature of the second stage: learners goal depends on the type of skill
closed skills require fixation open skills require diversification

Performer and Performance Changes Across the Stages of Learning

Stages of learning models have distinct

characteristics at each learning stage Observable changes are noted for both the person and the skill performance Two benefits are provided
Provides a closer look at the skill learning process Helps explain why instruction or training strategies need to be developed for people in different learning stages

Performer and Performance Changes Across the Stages of Learning, contd

Characteristics are: Changes in rate of improvement Changes in movement coordination Changes in altering an old or preferred coordination pattern Changes in muscles used to perform the skill Changes in energy cost

Performer and Performance Changes Across the Stages of Learning, contd

Characteristics are (contd): Changes in achieving the kinematic goals of the skill Changes in visual selective attention Changes in conscious attention with performing a skill Changes in error detection and correction capability

A Performer Characteristics that Does Not Change Across the Stages of Learning

We use visual feedback during

practice in the first stage of learning We continue to use this, even after we become more skillful later on Proteua (1998) hypothesized that dependency develops since sensory feedback becomes a sensory component of memory representation of the skill

Expertise
An expert is a person who is located

at the extreme right end Experts in skill performance areas have the following characteristics:
Amount and type of practice leading to expertise Experts knowledge structure Experts use of vision

Predicting Future Achievement

Three approaches have been used

to predict if early learning leads to later achievement

1.Correlating initial and later performance 2.Inter-trial correlations 3.The relationship between motor abilities and the stages of learning

Chapter 11

The Stages of Learning