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Processing of Information and Performance of Experts

Processing of Information and Performance of Experts. Models of information processing were prevalent from the 1950’s - 1980’s Represented a shift in focus from product to process. Subjects’ experience and activities engaged in became important components in the analysis of tasks.

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Processing of Information and Performance of Experts

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  1. Processing of Information and Performance of Experts

  2. Models of information processing were prevalent from the 1950’s - 1980’s • Represented a shift in focus from product to process. Subjects’ experience and activities engaged in became important components in the analysis of tasks. • Cognitive models were used to explain motor behavior.

  3. Intrinsic Information Feedback Input Perception Decision Effector Output Extrinsic Information Feedback STM LTM A serial model of information processing.

  4. Perception Intrinsic Information Feedback • Clarity and Intensity • Detection • Recognition • Comparison • Selective Attention Input Perception Decision Effector Output Extrinsic Information Feedback STM LTM info processing

  5. Short-term memory Intrinsic Information Feedback • Utilization • Organization • Execution • Evaluation Input Perception Decision Effector Output Extrinsic Information Feedback STM LTM info processing

  6. What is working memory? • Working memory is a way of describing short-term memory. The working memory perspective views the short-term memory like a workbench where input is received, past experiences are evaluated, and responses are shaped. • Some patterns, ideas, and information are received from STM and stored in some form for long term use. • Information is reshaped and transferred for performance.

  7. Decision Intrinsic Information Feedback • Simple, choice, and discrimination reactions • Fractionated Reaction Time • Premotor reaction time • Motor reaction time • Single channel processing • Attention • Selective attention • Psychological refractoriness (the “fake”) Input Perception Decision Effector Output Extrinsic Information Feedback STM LTM

  8. Effector Intrinsic Information Feedback • Open loop and closed loop models Input Perception Decision Effector Output Extrinsic Information Feedback STM LTM

  9. Dynamic systems models • the environment (environmental constraints) • the physical properties (mechanical constraints) • the morphology (anatomical constraints)

  10. S-R tradition Development of Motor Behavior Hierarchical Models Dynamic Systems Models

  11. Knowledge of Performance Feedback KP is feedback about the movement form. It is related to the process of movement, e.g., proprioception (kinesthesis) or verbal information from a coach, teacher, ergonomist, or trainer. KP can be provided from internal or external sources. Gentile (2000) and Allard and Burnett (1985) advocated for providing KP in closed skills without intertrial variability.

  12. Knowledge of Results Feedback KR is feedback about the goal (result) of movement, e.g., seeing a ball go through the basket, hearing an administrator’s excitement at the completion of a task. KR can be provided through internal or external sources. Gentile (2000) and Allard and Burnett (1985) suggested KR is appropriate for open and closed skills that occur in variable environments.

  13. Components of Expertise • Performance characteristics • Hardware and software • Neurophysiological mechanisms • Information processing • Memory

  14. Differences in Expert and Novice Information Processing • Limitations • space and time • 7+2 items • chunking of information • organization • repetition and development of central program generators

  15. Differences in Expert and Novice Performance Characteristics • Relationship between process/product • Measures and analyses using biomechanics • Degree of goal attainment • Manipulation of objects • Movement of the body

  16. Knowledge Structures • What is explicit knowledge? • What is implicit knowledge?

  17. Defining Expertise • What is ability? • What is expertise?

  18. What is domain specific knowledge and expertise?

  19. You are an expert! • Select a skill at which you consider yourself an expert • Attempt to uncover the components you bring to this skill that make you an expert • Identify the components discussed by Ericsson and Ward that make you an expert

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