3.4 Learning Theories- Cognitive What is Adam’s closed loop theory? What is insight learning?

Cognitive theories Developed as a result of the criticisms of operant conditioning… Stress the importance of what the brain does with the information that it receives Reject the concept that we respond to stimulus in an unthinking way. Require the learner to understand what they are trying to achieve

Cognitive theory of learning Suggests we learn by working out the solutions to problems ourselves A performer needs to think about and understand what is required, rather than simply developing a series of response to various stimuli. Focus is on whole skill rather than a particular aspect The problem will be solved as a whole using previous knowledge and experience Mark Cavendish knows he has a better sprint finish than anyone so others will set off hard to combat it. Roger Federer used to be know for a weaker backhand so people would hit to it, know is arguably his best shot

Adam’s Closed Loop Theory Movement is initiated by memory trace (Motor programme stored and developed through experience) Movement is controlled by the perceptual trace (Skill learning requires development through feedback) Movement is compared to your stored motor programme by the perceptual trace If there is a mismatch you will attempt to eliminate it by changing the movement Learning is a process of eliminating errors Stimulus (Input) Perceptual Mechanism Memory traces initiates Motor Programme Perceptual trace controls movement Motor action (Output) Feedback detects errors

Insight Learning Learner suddenly gets an insight into the task, puts connections together and makes dramatic improvement Struggle for a while Then suddenly it ‘clicks’ into place It is a combination of both internal and external Links to the theory that the ‘whole is greater than the sum of the parts’ It is the relationship and transition between the parts which is the most vital part Needs to understand the skill as a whole before it can be correctly performed Means that teachers/coaches need to supply a variety of learning situations to gain the full ‘insight’