4.1 Cognitive Stage
4 min read•july 30, 2024
The marks the beginning of motor learning, where learners first encounter a new skill. It's characterized by high cognitive activity, inconsistent performance, and conscious movement control. Learners focus on understanding basic mechanics and verbalizing steps to process information.
During this stage, and instruction are crucial. Learners rely on verbal guidance and demonstrations to develop a mental picture of the skill. Performance is typically effortful and inefficient, with high variability and observable errors, as learners consciously control each movement component.
Characteristics of the Cognitive Stage
Initial Phase of Motor Learning
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- Learners are first introduced to the skill and begin to understand the basic movement requirements
- Learners exhibit a high degree of cognitive activity as they actively think about the skill and consciously control their movements
- Performance is typically inconsistent, with large fluctuations in accuracy and timing of movements (e.g., a novice golfer's inconsistent swing)
High Attentional Demand and Verbalization
- The cognitive stage is characterized by a high attentional demand, as learners must focus on understanding the skill and coordinating the necessary movements
- Learners often verbalize the steps of the skill to themselves or seek verbal guidance from instructors to help process the new information (e.g., a beginner swimmer repeating the steps of the freestyle stroke)
- Learners actively engage in problem-solving and hypothesis testing to figure out the most effective way to perform the skill
Learner Focus in the Cognitive Stage
Understanding Basic Mechanics and Requirements
- The learner's primary focus is on understanding the basic mechanics and requirements of the skill
- Learners aim to develop a cognitive representation or mental picture of the skill, which includes the sequence of movements, timing, and spatial orientation
- is directed towards the step-by-step execution of the skill, with learners consciously thinking about each component of the movement (e.g., a novice tennis player focusing on the grip, stance, and swing)
Identifying Relevant Environmental Cues
- Learners focus on identifying the relevant environmental cues and stimuli that are essential for performing the skill successfully
- Learners attempt to understand how to adapt their movements to different conditions and constraints (e.g., a beginner skier learning to adjust their technique for different slopes and snow conditions)
- Learners actively seek information and feedback from the environment to refine their understanding of the skill
Feedback and Instruction in the Cognitive Stage
Importance of Feedback and Instruction
- Feedback and instruction play a crucial role in the cognitive stage, as they help learners acquire knowledge about the skill and guide their practice efforts
- Verbal instructions and demonstrations provide learners with a clear description and visual representation of the skill, aiding in the development of a cognitive representation
- Feedback during the cognitive stage should be frequent and detailed, as learners require a high degree of guidance and information to refine their understanding and performance of the skill
Types of Feedback
- Augmented feedback, such as knowledge of performance (KP) and knowledge of results (KR), helps learners understand the critical aspects of the skill and make necessary adjustments
- KP feedback focuses on the quality and technique of the movement, providing information about the learner's form and execution (e.g., a coach providing feedback on a gymnast's body position during a routine)
- KR feedback provides information about the outcome of the movement, such as accuracy or success in achieving the goal (e.g., a basketball coach informing a player about the number of shots made during practice)
- Intrinsic feedback, such as proprioceptive and visual information, also plays a role in helping learners understand and adjust their movements (e.g., a dancer using the mirror to observe and correct their form)
Performance Outcomes of the Cognitive Stage
High Variability and Inconsistency
- Performance in the cognitive stage is characterized by high variability and inconsistency in the execution of the skill
- Learners often make large, observable errors in technique and struggle to achieve the desired outcome consistently
- Movements tend to be slow, jerky, and uncoordinated, as learners consciously control each component of the skill (e.g., a beginner pianist playing a piece with uneven tempo and incorrect notes)
Effortful and Inefficient Performance
- Performance is typically effortful and inefficient, requiring a high degree of cognitive resources and attentional focus
- Learners may exhibit a "freezing" or "stiffening" of their movements, as they focus on the individual steps rather than the fluid execution of the skill (e.g., a novice dancer performing a routine with rigid and hesitant movements)
- As learners progress through the cognitive stage, their performance gradually becomes more consistent and accurate, setting the stage for the next phase of learning (e.g., a beginner juggler successfully completing a three-ball cascade with increasing regularity)
Key Terms to Review (19)
Associative stage: The associative stage is the second phase of motor skill learning, where learners begin to refine their skills and make adjustments based on feedback. During this stage, individuals develop a greater understanding of the task, leading to smoother and more coordinated movements. This phase is characterized by decreased variability in performance and improved consistency, connecting it to various aspects of sensory-motor adaptation and learning.
Attention: Attention is the cognitive process of selectively focusing on specific information while ignoring other stimuli. This process plays a crucial role in motor learning and performance, as it determines how effectively individuals can concentrate on tasks, learn new skills, and respond to environmental demands.
Autonomous stage: The autonomous stage is the final phase in the motor learning process where a performer demonstrates refined skill execution with minimal conscious effort. In this stage, movements become automatic, allowing individuals to perform tasks efficiently and focus on strategic decision-making rather than the mechanics of the skill itself.
Blocked Practice: Blocked practice is a motor learning strategy where a learner practices the same skill repeatedly for a set period of time, focusing on one task or variation before moving on to another. This approach can enhance performance during practice sessions but may not translate as effectively to real-world settings or game situations compared to more varied practice methods.
Cognitive Load Theory: Cognitive Load Theory is a psychological framework that describes how the brain processes information and the limits of working memory during learning. It emphasizes the importance of balancing intrinsic, extraneous, and germane cognitive load to optimize learning and skill acquisition. By understanding cognitive load, educators and learners can create more effective strategies that enhance the learning experience and facilitate the transition from the cognitive stage to higher levels of performance.
Cognitive stage: The cognitive stage is the first phase in the motor learning process, where individuals are learning a new skill and rely heavily on conscious thought and feedback to understand the task. During this stage, learners focus on understanding the basic mechanics of the skill, which often leads to a high number of errors as they experiment and refine their movements.
Error Detection: Error detection refers to the process of recognizing and identifying discrepancies between intended movement outcomes and actual performance in motor skills. This cognitive mechanism allows individuals to adjust their movements based on feedback, promoting learning and refinement of skills over time. It plays a crucial role in different stages of skill acquisition, where an individual learns to recognize their own errors and make necessary adjustments to improve performance.
Feedback: Feedback refers to the information provided to a learner about their performance on a task, which helps them adjust and improve their skills. It plays a crucial role in enhancing motor learning by guiding learners through various stages of skill acquisition, allowing them to adapt their movements based on sensory information and previous experiences.
Goal Setting: Goal setting is the process of identifying specific, measurable, achievable, relevant, and time-bound (SMART) objectives that an individual or group aims to accomplish. This practice enhances motivation and performance by providing clear direction and focus, which can significantly impact learning processes, skill acquisition, and psychological factors in motor performance.
High Cognitive Demand: High cognitive demand refers to tasks or activities that require significant mental effort, critical thinking, and problem-solving skills. This level of demand often involves complex decision-making, understanding intricate concepts, and applying knowledge in new situations. Engaging with high cognitive demand tasks can enhance learning and skill acquisition, pushing learners to develop deeper understanding and mastery of the material.
Initial Learning: Initial learning refers to the early stage of acquiring a new motor skill, characterized by significant cognitive processing as learners attempt to understand and execute the skill. During this phase, individuals are often focused on figuring out how to perform the task, which includes a lot of trial and error, and they rely heavily on verbal instructions and demonstrations.
Memory: Memory is the cognitive process that allows individuals to encode, store, and retrieve information over time. It plays a crucial role in learning new motor skills and enhancing performance by allowing individuals to recall previous experiences and apply that knowledge in practice and competition. Memory influences the cognitive stage of learning, the understanding of motor control, psychological factors affecting performance, how information is processed, and how aging impacts cognitive abilities.
Mental Imagery: Mental imagery is the cognitive process of creating and manipulating images in one's mind without any external sensory input. This technique is widely used in various fields, including sports and rehabilitation, to enhance performance, develop skills, and aid in recovery. It plays a crucial role during the cognitive stage of learning, where individuals rely heavily on mental representations to understand and execute new motor tasks.
Paul Fitts: Paul Fitts was a pioneering psychologist known for his contributions to motor learning and control, particularly his development of the Fitts' Law, which describes the relationship between the speed and accuracy of goal-directed movements. His work laid the foundation for understanding how people progress through various stages of skill acquisition and has important implications for designing effective training protocols.
Practice variability: Practice variability refers to the range of different movements and contexts that learners encounter during practice sessions, which can enhance learning and performance. This concept is important because varying practice conditions helps learners develop a more adaptable motor skill set, leading to improved retention and transfer of skills in real-world situations.
Random practice: Random practice refers to a training method where different skills or tasks are practiced in a varied and unpredictable order rather than in a set sequence. This approach enhances learning by promoting adaptability and improving the retention of skills, making it particularly effective in contexts requiring flexibility and quick decision-making.
Richard Schmidt: Richard Schmidt is a prominent figure in the field of motor learning and control, known for his significant contributions to understanding how humans acquire and refine motor skills. His work emphasizes the importance of feedback, practice variability, and the theoretical frameworks that explain how motor skills are learned and executed.
Schema theory: Schema theory posits that motor skills and actions are organized in the brain into cognitive structures known as schemas, which guide performance and learning by providing a framework for processing sensory information and executing movements. This concept connects to various aspects of how we learn and adapt our movements based on experiences and environmental feedback.
Skill Acquisition: Skill acquisition refers to the process of learning and refining motor skills through practice and experience, ultimately leading to improved performance. This concept is crucial in understanding how individuals adapt their movements, develop techniques, and enhance their proficiency in various activities, connecting closely with the stages of learning and the principles underlying motor control.