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Through reference to appropriate literature, compare and contrast cognitive and constraints based approaches to motor control and learning. Explain and provide examples of how a coach might manipulate specific constraints to promote the acquisition of specific skills in their athletes.
Use research and theory to support your answer.
Information processing theory- what is it? Key assumptions? Research evidence? Limitations? How might this look in practice?
Constraints- use to inform critique of IPT, key assumptions/basis of this approach? Key concepts?
How might this be applied? Research evidence? Applied examples?
Information processing theory
It is defined as the approach to the cognitive development study which is evolved out of the American traditional in psychology. The information processing is used for mental development in terms of maturational changes which is used as a basic component of a children’s mind (Sweller et al., 2016). It is based on the idea that the human process the information which they receive rather than stimuli. The cognitive psychology helps to compare the computer with the human mind, and it suggests that the humans are also information processors.
Key assumptions
1. The information is transformed from processing system in various systematic ways (Leahy et al., 2016).
2. Information processing of humans is similar to the computer.
3. The aim of the study is to specify the structure and process which underlie cognitive performance.
4. The information which is retrieved from the environment is processed by the series of the processing system.
Research evidence
There is evidence from dual task experiments that the parallel processing is possible.
Application
It can be utilized in the study of the computer. It can be applied to a system which is beyond the individual.
Constraints
The consensus is impossible to achieve at the time of creating a matrix of human errors. A limited amount of information can be retained. It is difficult to predict that in the process of a particular task is under parallel fashion or serial because it mainly depends upon the amount of practice on the particular task (Rao et al., 2016).
Key concept
The key concept is that the mind of humans is like an information processor rather than the behaviorist notions in which humans merely a response to the stimuli.
Key assumptions
1. The information is transformed from processing system in various systematic ways (Leahy et al., 2016).
2. Information processing of humans is similar to the computer.
3. The aim of the study is to specify the structure and process which underlie cognitive performance.
4. The information which is retrieved from the environment is processed by the series of the processing system.
Research evidence
There is evidence from dual task experiments that the parallel processing is possible.
Application
It can be utilized in the study of the computer. It can be applied to a system which is beyond the individual.
Constraints
The consensus is impossible to achieve at the time of creating a matrix of human errors. A limited amount of information can be retained. It is difficult to predict that in the process of a particular task is under parallel fashion or serial because it mainly depends upon the amount of practice on the particular task (Rao et al., 2016).
Key concept
The key concept is that the mind of humans is like an information processor rather than the behaviorist notions in which humans merely a response to the stimuli.
Cognitive vs. Constraint-based approaches
The cognitive approach in psychology is a modern approach to the human behavior which is mainly focus on the thinking approach of an individual which impacts on the behavior of an individual for example biological approach which shows that the influence of genetics and imbalance of chemical on the behavior of an individual (Rodriguez et al., 2016). It is used to develop the rules and description of human behavior then it generalized on individual behavior. Whereas the constraint-based approach is promoted as a framework in order to understand the acquiring movement skills of adults and children's for exercise and sports (Pezzulo et al., 2016). The constraint-based approach is used to determine the nature of interacting constraints which influence the skills acquisition among the learners.
Application of constraints
The serial processing of stimuli inputs assessment is assumed serial processing and parallel processing which is used to evaluate the information processing theory. The analogy between the computer functioning and human cognition is adopted by the information processing approach is limited. The evidence of the theory is based on the experiments, and most of the laboratory studies are the lack of ecological validity.
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Rodriguez, C. M., Smith, T. L., & Silvia, P. J. (2016). Multimethod prediction of physical parent–child aggression risk in expectant mothers and fathers with Social Information Processing theory. Child abuse & neglect, 51, 106-119.
Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44(1), 90-106.
Sweller, J. (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In Evolutionary Perspectives on Child Development and Education (pp. 291-306). Springer International Publishing.
Leahy, W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44(1), 107-123.
Pezzulo, G., Vosgerau, G., Frith, U., Hamilton, A., Heyes, C., Iriki, A., ... & Rupert, R. (2016). Acting up: An approach to the study of cognitive development.
Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44(1), 90-106.
Sweller, J. (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In Evolutionary Perspectives on Child Development and Education (pp. 291-306). Springer International Publishing.
Leahy, W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44(1), 107-123.
Pezzulo, G., Vosgerau, G., Frith, U., Hamilton, A., Heyes, C., Iriki, A., ... & Rupert, R. (2016). Acting up: An approach to the study of cognitive development.
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