The effects of proactive and retroactive demonstrations on learning signed letters

Examining the proactive and retroactive placement of augmented information for learning a novel computer alphabet.

“…In sum, the superior performance benefits during practice for the proactive groups, reversed in retention by superitir perfonnance for the retroactive groups, replicate previous findings by Richardson and Lee (1999) and Pattenton and Lee (2005). The role of PDA-English similarity and the spacing of the second of two repetitions only had a moderating impact on the influences of proactive/retroactive conditions during practice trials.…”

“…These experiments (Patterson & Lee, 2005;Richardson & Lee. 1999; and Experiment 1 here) confounded the cognitive role of "retrieval practice" (Bjork, 1988) and the motor role of producing the retrieved item.…”

“…Traditional use of augmented information as an instruction tool employs techniques such as demonstrations and is provided prior to the learner's attempt at the task. This is defined as proactive augmented information because it occurs before an attempted action and provides itiformation to the leamer regarding what to do (Richardson & Lee, 1999). Feedback, however, is augmented information that is typically provided after the learner's performance, often in the form of KR (knowledge of results).…”

“…In Richardson and Lee (1999), participants learned to produce handshapes corresponding to letters of the American Sign Language. On each trial during practice, the to-be-ieamed handshapes were presented either before a practice attempt (proactive), or immediately after the attempt (retroactive).…”

Efeito da demonstração distribuída na aprendizagem do saque do voleibol

“…Dentre estes fatores que afetam a aquisição de habilidades motoras, a demonstração tem recebido atenção ao longo dos anos, pois é uma forma de fornecer informação relacionada ao padrão espaço-temporal de uma ação a ser realizada para alcançar a meta da tarefa em questão 11 . De forma mais especi ca, a demonstração é entendida como uma informação sobre "o como fazer" 12 . Em outras palavras, a demonstração permite a formação de uma representação cognitiva do comportamento observado que serve como um modelo interno da ação 13 .…”