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Motor Skill Learning
Motor skill learning requires the control and integration of a range of stimuli and responses to be able to perform the desired motor task. How can we explain, support, or predict how people learn these skills? Several learning theories have been developed to explain how learning motor skills occurs and what stimulates individuals to learn and change.
2. Understanding Motor Skill Learning as Related to Dentistry
|Theory||Description||Points in Favor||Points Against|
|1. Schema Theory ||Motor learning involves ongoing processes that update the recall and recognition of proprioceptive information from limbs and fingers. The response parameters (e.g., speed and force) are specified according to stored knowledge of the results.||
|2. The OPTIMAL theory of motor learning ||Focuses on discovering the correct instructional approach to support motivation and direction of motor learning to the desired outcome of the motor task.||
|3. Cognitive Load Theory ||Based on the assumption that cognitive system is limited as working memory can only store and process a small amount of information for a few seconds.||
|4. Novice-Expert continuum and deliberate practice principles ||Development of expert motor performance depends on continuous deliberate practice improved by trial-and-error learning and supported by appropriate supervision.||
|5. Reinvestment Theory ||Based on the distinction between individual’s movement self-consciousness features related to movement processing and decision making.||
The entry is from 10.3390/dj9060068
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