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Motor Skill Learning in Groups: Some Proposals for Applying Implicit Learning and Self-Controlled Feedback. [Aprendizaje de habilidades/destrezas motoras en grupos: Propuestas para la Aplicación de Aprendizaje Implícito, autocontrolado y retroalimentado].
16 references·0 citing·43 second hop
Motor Skill Learning in Groups: Some Proposals for Applying Implicit Learning and Self-Controlled Feedback. [Aprendizaje de habilidades/destrezas motoras en grupos: Propuestas para la Aplicación de Aprendizaje Implícito, autocontrolado y retroalimentado]. (2014)Motor Skill Learning in Groups: Some Prop…External attentional focus enhances movement automatization: A comprehensive test of the constrained action hypothesis (2013)External attentional focus en…Skill Acquisition in Sport (2012)Skill Acquisition in SportObservation interventions for motor skill learning and performance: an applied model for the use of observation (2012)Observation interventions for…Learning to see: Guiding students' attention via a Model's eye movements fosters learning (2012)Learning to see: Guiding stud…In the eyes of the beholder: How experts and novices interpret dynamic stimuli (2009)In the eyes of the beholder: …Effectance Motivation Reconsidered. Toward a Developmental Model (2009)Effectance Motivation Reconsi…Working Memory and Learning: A Practical Guide for Teachers (2008)Working Memory and Learning: …Feedback After Good Trials Enhances Learning (2007)Feedback After Good Trials En…Benefits of an external focus of attention: Common coding or conscious processing? (2005)Benefits of an external focus…Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It? (2002)Self-Controlled Feedback: Doe…The implicit benefit of learning without errors (2001)The implicit benefit of learn…Analogy learning: A means to implicit motor learning (2001)Analogy learning: A means to …Instructions for Motor Learning: Differential Effects of Internal Versus External Focus of Attention (1998)Instructions for Motor Learni…Maximizing Performance Feedback Effectiveness through Videotape Replay and a Self-Controlled Learning Environment (1997)Maximizing Performance Feedba…Knowledge and conscious control of motor actions under stress (1996)Knowledge and conscious contr…Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure (1992)Knowledge, knerves and know‐h…The principles of psychology, Vol I. (1890)The Principles of Psychology (1891)Perception and Action Planning (1997)The automaticity of complex motor skill learning as a function of attentional focus (2001)Attentional focus and motor learning: a review of 15 years (2012)Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016)How Children Fail (1964)Self-regulation of learning and performance: Issues and educational applications. (1994)Developing self-regulated learners: Beyond achievement to self-efficacy. (1996)Effects of Attentional Focus, Self-Control, and Dyad Training on Motor Learning: Implications for Physical Rehabilitation (2000)The psychology of sex differences (1975)Self-Efficacy and Academic Motivation (1991)ASSESSING THE WORK ENVIRONMENT FOR CREATIVITY. (1996)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)A THEORY OF HUMAN MOTIVATION (2017)Childhood and Society (2026)A social cognitive view of self-regulated academic learning. (1989)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)Self-regulated Learning at the Junction of Cognition and Motivation (1996)EPM 20/20: A Review, Framework, and Research Agenda for Electronic Performance Monitoring (2019)Architecture of Cognition (1983)Book Review: Protocol Analysis: Verbal Reports as Data (1986)Implicit learning and tacit knowledge. (1989)Manulex-infra: Distributional characteristics of grapheme—phoneme mappings, and infralexical and lexical units in child-directed written material (2007)Neural co-activation as a yardstick of implicit motor learning and the propensity for conscious control of movement (2011)Implicit learning of artificial grammars (1967)Working Memory (1974)Choking under pressure: Self-consciousness and paradoxical effects of incentives on skillful performance. (1984)Can anticipatory skills be learned through implicit video based perceptual training? (2002)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Cognitive Architecture and Instructional Design (1998)Eye tracking as a tool to study and enhance multimedia learning (2009)Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011)Visual attention for solving multiple-choice science problem: An eye-tracking analysis (2011)The Nature of Expertise (2014)The ecological dynamics of decision making in sport (2006)The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance (2006)The theory of reinvestment (2008)On the fragility of skilled performance: What governs choking under pressure? (2001)When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. (2002)Investigating the predictive roles of working memory and IQ in academic attainment (2009)Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties (2009)Aspects of working memory in L2 learning (2011)
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References

  • 2009Effectance Motivation Reconsidered. Toward a Developmental Model1,676 cited
  • 1992Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure1,236 cited
  • 1998Instructions for Motor Learning: Differential Effects of Internal Versus External Focus of Attention779 cited
  • 2009In the eyes of the beholder: How experts and novices interpret dynamic stimuli419 cited
  • 2012Skill Acquisition in Sport395 cited
  • 2002Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It?369 cited
  • 2001Analogy learning: A means to implicit motor learning369 cited
  • 2008Working Memory and Learning: A Practical Guide for Teachers332 cited
  • 2001The implicit benefit of learning without errors323 cited
  • 1997Maximizing Performance Feedback Effectiveness through Videotape Replay and a Self-Controlled Learning Environment313 cited
  • 1996Knowledge and conscious control of motor actions under stress280 cited
  • 2007Feedback After Good Trials Enhances Learning265 cited
  • 2005Benefits of an external focus of attention: Common coding or conscious processing?242 cited
  • 2012Learning to see: Guiding students' attention via a Model's eye movements fosters learning240 cited

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  • 2013External attentional focus enhances movement automatization: A comprehensive test of the constrained action hypothesis237 cited
  • 2012Observation interventions for motor skill learning and performance: an applied model for the use of observation198 cited
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