Demonstration and steps in skill transfer
Demonstration and steps in skill transfer: Psychomotor skills are taught by those with the relevant skill and knowledge
of the trade area, and further capable of transfering the skill. The main bases of transfer of skill are:
1. Similarity of contents, 3. Similarity of principles, and
2. Similarity of techniques, 4. Combination of the three.
Training to transfer is aimed to some life situation, in order to maximise the efforts. As Jersild (1946) pointed out transfer in the motor field does
occur but is more limited than in the intellectual field. A trainee who has learned a skill is very likely to learn a second associated skill in less time than was required to learn the first one even though the paths from starting point to goal ae quite different. He also eliminates large scale errors. Training one hand or foot frequently makes it easier to learn the activity with the other hand or foot. This is known as cross transfer. When for example one has learned to cut with the left hand, it is relatively not difficult to learn to cut with the other hand. Past habits of movement will interfere with the learning of new co-ordination that for a time he is completely baffled. Some even become angry on this account. After a trainee has worked for some time, he gets success in mastering the new skill. Learning of new coordination react with previously established habit and may temporarily upset the new learning. Interference and inhibition are quite likely to happen when two forms of response are related to the same situation. It is necessary to analyse the specific requirement for removal of such traits, and give con¬stant drill to avoid interference and inhibition. The instructor must utilise the general principle, that success in one activity give confidence in attempting other activities and this helps even if the actual activities have little in common. Likewise failure in one activity may have a negative effect on the success in other activities.
Whole versus part method:
We discussed earlier that in cognitive learning, the part versus whole method is desiable. For motor learning activities, experimental results indicate that the whole method is better for some activities and the part method for some others. Cross concludes after experimentation that
1. The simpler unitary skills (visual and hand coddmation) are taught by the whole method.
2. Complex skills involving muscular coordination are best taught by the whole method.
3. Intermediate complex skills are best taught by the part to whole.
When movements are not too long and too complex, but do involve continuity
of movement in the finished performance the whole method is better. Some
form of part method is at times more economical in terms of time and effort.But when the part method is used, natural units should be kept together., When the learner tries to put the units of skill elements together, he may find too much truth that the Gestalt maxim that the whole is more than the sum of its parts. When you are in doubt, determine whether the whole method or the part method is better by performing an experiment with carefully equated groups and compare results.
It is considered that accuracy is developed first in most skill learning before speed is achieved. If it is considered that an art is performed with speed. we must be prepared to accept many errors at first and attempt to reduce them.
Tags: experiments, instructional plans, Technology, training
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