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Related Concept Videos

Expected Value01:15

Expected Value

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The expected value is known as the "long-term" average or mean. This means that over the long term of experimenting over and over, you would expect this average. The expected average is represented by the symbol μ. It is calculated as follows:
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Determination of Expected Frequency01:08

Determination of Expected Frequency

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Suppose one wants to test independence between the two variables of a contingency table. The values in the table constitute the observed frequencies of the dataset. But how does one determine the expected frequency of the dataset? One of the important assumptions is that the two variables are independent, which means the variables do not influence each other. For independent variables, the statistical probability of any event involving both variables is calculated by multiplying the individual...
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Expected Frequencies in Goodness-of-Fit Tests01:19

Expected Frequencies in Goodness-of-Fit Tests

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A goodness-of-fit test is conducted to determine whether the observed frequency values are statistically similar to the frequencies expected for the dataset. Suppose the expected frequencies for a dataset are equal such as when predicting the frequency of any number appearing when casting a die. In that case, the expected frequency is the ratio of the total number of observations (n)  to the number of categories (k).
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Related Experiment Video

Updated: Jan 24, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

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Expecting to teach enhances motor learning and information processing during practice.

Marcos Daou1, Keith R Lohse2, Matthew W Miller2

  • 1School of Kinesiology, Auburn University, 301 Wire Road, Auburn, Alabama 36849, USA; CAPES Foundation, Ministry of Education of Brazil, Brasilia - DF 70040-020, Brazil.

Human Movement Science
|September 2, 2016
PubMed
Summary
This summary is machine-generated.

Preparing to teach a skill significantly improves motor learning and skill acquisition. This occurs because the expectation of teaching enhances information processing during practice, leading to better long-term retention.

Keywords:
Motor preparationSkill acquisitionTeaching

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Area of Science:

  • Motor Learning
  • Cognitive Psychology
  • Educational Psychology

Background:

  • Recent studies indicate that practicing a motor skill with the intent to teach it improves learning.
  • The underlying mechanisms responsible for this enhanced motor learning effect are not yet understood.

Purpose of the Study:

  • To replicate the finding that the anticipation of teaching enhances motor learning.
  • To investigate the psychological and cognitive mechanisms, such as motivation, anxiety, and information processing, that mediate this effect.

Main Methods:

  • Participants studied golf putting and practiced with either the expectation of teaching or being tested.
  • Motivation, anxiety, and the time taken to prepare each putt (information processing) were measured during practice.
  • Motor learning was assessed by testing putting performance one and seven days after the practice session.

Main Results:

  • The study successfully replicated the finding that expecting to teach improved motor learning.
  • Participants anticipating teaching spent more time preparing each putt, indicating increased information processing.
  • This increased preparation time was positively correlated with superior motor learning outcomes.

Conclusions:

  • The anticipation of teaching enhances motor learning, confirming previous research.
  • Increased information processing, specifically longer preparation time per trial, appears to be a key mechanism driving this effect.
  • These findings suggest that leveraging the 'teaching ഗെയിം' can be an effective strategy for optimizing motor skill acquisition.