Cognitive Effort And Skill Acquisition Essay Assignment

There are many factors that influence skill acquisition, learning, and practice such as observational learning, augmented feedback, practice schedules, and organization. Furthermore, much effort in motor production lacks cognition especially when a performer repeatedly executes a complex motor task (such as a golf swing on the driving range). The performer shifts from a planned execution of the skill to a more automatic process in which action requires little cognitive effort.

This assignment will allow you to explore questions surrounding skill acquisition such as the consequence of practice that requires little cognitive effort, the importance of cognitive effort as a function in skill acquisition, and methods for manipulating practice or the learning environment to increase cognitive effort without overwhelming the learner.

General Requirements

Use the following information to ensure successful completion of the assignment:

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· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

Directions:

Write an essay (1,250-1,500 words) in which you will explore cognitive effort and skill acquisition. In your essay, include the following:

1. A statement demonstrating the impact of cognitive effort on practice.

2. An empirical examination of whether cognitive effort is important or necessary for motor skill acquisition.

3. A statement explaining how the learning environment could be manipulated to increase cognitive effort.

Read chapters 13 and 14.

URL:

Read:

Kantak, S. S., Sullivan, K. J., Fisher, B. E., Knowlton, B. J., & Winstein, C. J. (2011). Transfer of motor learning engages specific neural substrates during motor memory consolidation dependent on the practice structure. Journal of Motor Behavior, 43(6), 499-507.

URL:

Read:

Kumar, S., & Mandal, M. K. (2005). Bilateral transfer of skill in left- and right-handers. Laterality: Asymmetries of Body, Brain and Cognition, 10(4), 337-344.