Stages of Learning

Stages of Learning
Chapter 5
Fitts and Posners Three Stage

Model
COGNITIVE STAGE
ASSOCIATIVE
STAGE
AUTONOMOUS
STAGE
Development of basic
movement pattern
Refinement of
movement pattern
Performance of
movement virtually
automatic
Practice
Cognitive Stage
High
degree of cognitive activity
Attentional
demands high, limited to movement
production
Movements
lack synchronization and appear

choppy and deliberate
Numerous
Lacks
errors, typically gross in nature
capability to determine cause of errors

or correct them
Associative Stage
More
consistent
Attentional
demands for movement production
decrease
Fewer,
Better
Begin
less gross errors
at detecting cause of errors
to develop appropriate error correction

strategies
Autonomous Stage
Highest
Not
level of proficiency
all learners will reach this stage
Attention
making
reallocated to strategic decision-
Consistent
Confident
Make
few errors and can generally detect and

correct those errors that do occur
Practical Application
Choose
a skill and generate a list of practical

tips practitioners could follow based on Fitts
and Posners characteristics of learners across
the three stages.
See Cerebral Challenge #1 on page 100
Gentiles Two-Stage Model
GETTING THE
IDEA OF THE
MOVEMENT
FIXATION
Closed Skill
Refinement of movement
pattern
Development of ability to
discriminate between
regulatory and nonregulatory conditions
DIVERSIFICATION
Development of basic
movement pattern
Open Skill
Adaptation of movement to
conform to ever-changing
environmental demands
Getting the Idea of the Movement

Goal
is to develop an understanding of
movements requirements
Have
to learn to discriminate between

regulatory and non-regulatory conditions
Fixation/Diversification
Goal
is refinement
Fixation
Closed skills
How should skills be practiced?
Diversification
Open skills
How should skills be practiced?
Practical Application
Choose
a skill and generate a list of practical

tips practitioners could follow based on
Gentiles two stages of learning.
See Cerebral Challenge #3 on page 103
Review Questions
How
does the role of the practitioner shift as

the learner progresses through Fitts & Posners
stages of learning? Through Gentiles two
stage model?
Explain the relationship of fixation/
diversification to closed and open skills.
Inferring Progress: Learner And

Performance Changes
Coordination
and control; freezing degrees of freedom

Muscle activity; reduction to only those needed
Energy expenditure; reduction as movement becomes
more efficient and coordinated
Consistency;consistently correct motion or incorrect?

Attention; less conscious attention; attention may be
detrimental; visual attention on relevant stimuli
Knowledge and memory; access information quicker,
solve problems more quickly with fewer errors
Inferring Progress: Learner And Performance

Changes continued
Error detection and correction; better able to interpret
sensory receptor info in recognition schema; may stop a
performance to avoid an inefficient movement
Self-confidence; more success breed more motivation to
continue; shoot for 80% success
Review Questions
Describe how a persons capability of detecting and

correcting error changes as a result of practice and
moving from early to later stages of learning. Provide
an example to illustrate this change.
Describe how novices try to control the degrees of
freedom of various limbs as they begin to learn a new
skill. Give an example.
Discuss how the muscles used change as a result of
practice, and explain why this happens.
Assessing learning from

coordination dynamics
One
observes stability and transitions of:
Temporal movement coordination patterns

Spatial movement coordination patterns
The
stability or instability of performance

across trials helps the observer characterize
learning
Performance Curves
Used
to assess progress over time
Two
performance characteristics can be

observed with performance curves
Improvement
Consistency
Types of Performance Curves
Practice performance may

misrepresent learning
Practice
performance may overestimate or

underestimate learning
Practice artificially inflates performance

Transfer and retention test should be given
Performance
plateaus
Period when little or no improvement occurs
Performance Plateau
Period
of time during the learning process in

which no overt changes in performance occur
May be transitional period in learning process
Not always indicative of cessation of learning
Other
factors: fatigue, anxiety, lack of motivation
Limited
by performance measurement used
Retention and Transfer Tests

Both
measure persistence of improved skill

performance
Retention
Skill performance test give following a period of no

practice
Transfer
test
test
Measurement of the adaptability of a response

determined by testing learners ability to use a skill
in a novel context or manner
Assessing learning by
retention tests
A common
measure to assess the performance

characteristic of improvement
Typical administration of a retention test
Perform the skill in practice

Period of no practice
Retention test is administered to determine amount
retained
Assessing learning by
transfer tests
Assess
the performance characteristics of

adaptability
Performing a practiced skill in:
Novel context that changes

Without
augmented feedback
Physical environment
Personal characteristics
Novel skill variations
Review Questions
Why
arent performance plateaus indicative

that a person has quit learning?
What characteristics may be represented on a
learning curve?
Compare and contrast retention and transfer
tests.

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How do Fitts and Posner's three stages of learning characterize skill acquisition?

How do Fitts and Posner's three stages of learning characterize skill acquisition?

How does Gentile's two-stage model characterize skill acquisition?

How does Gentile's two-stage model characterize skill acquisition?

Stages of Learning

Fitts and Posners Three Stage

degree of cognitive activity

demands high, limited to movement

lack synchronization and appear

errors, typically gross in nature

capability to determine cause of errors

demands for movement production

less gross errors

at detecting cause of errors

to develop appropriate error correction

all learners will reach this stage

reallocated to strategic decision-

few errors and can generally detect and

a skill and generate a list of practical

See Cerebral Challenge #1 on page 100

Gentiles Two-Stage Model

Getting the Idea of the Movement

to learn to discriminate between

How should skills be practiced?

How should skills be practiced?

a skill and generate a list of practical

See Cerebral Challenge #3 on page 103

does the role of the practitioner shift as

Inferring Progress: Learner And

and control; freezing degrees of freedom

Consistency;consistently correct motion or incorrect?

Inferring Progress: Learner And Performance

Describe how a persons capability of detecting and

Assessing learning from

observes stability and transitions of:

Temporal movement coordination patterns

stability or instability of performance

to assess progress over time

performance characteristics can be

Types of Performance Curves

Practice performance may

performance may overestimate or

Practice artificially inflates performance

Period when little or no improvement occurs

of time during the learning process in

May be transitional period in learning process

Not always indicative of cessation of learning

factors: fatigue, anxiety, lack of motivation

by performance measurement used

Retention and Transfer Tests

measure persistence of improved skill

Skill performance test give following a period of no

Measurement of the adaptability of a response

measure to assess the performance

Perform the skill in practice

the performance characteristics of

Novel context that changes

Novel skill variations

arent performance plateaus indicative