Chapter 14 - Lecture notes 13 PDF

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Dr. Abraham Lecture/Book Notes for Chapter 14...

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Motor Learning Chpt 14 Demonstration and Verbal Instructions Demonstration ● A.k.a. modeling and observational learning ● McCullagh and Weiss – evidence indicates that demonstration is more effective in certain condition than under others; the influence of demonstration on skill acquisition depends on the characteristics of the skill being learned ○ The most important characteristic leading to the beneficial effect of demonstration is that the new skill being learned requires the acquisition of a new pattern of coordination ○ In experiments that resulted in little to no difference between the performances of participants who observed and those who received other forms of instruction, participants practiced skill that required new parameter characteristics ( variable features) for well-learned coordination patterns ● Observers primarily perceive information about the coordination pattern of the skill from the demonstration; they use invariant features of the coordinated movement pattern to develop their own movement pattern ● REMEMBER THE MODEL OF MOTOR PERFORMANCE (Information processing model within the TOTE) ***When a Learner Watches, What is seen (attended to; perceived)? ● *Invariant features of the motor program ● *Movement coordination (kinematics) ● Novice learning ● Timing (vision and audition)

Visual Perception of Motion ● Point-light technique: a research procedure used to determine the relative information people use to perceive and identify coordinated human actions ○ Step 1 – place light-reflecting material on certain joints of a person ○ Step 2 – film the person while they are performing an action ○ Observer only sees the points of light of the light-reflecting material, which identify the joints in action ● This technique allows to hypothesize that the invariant relationships in coordinated movement provide the information involved in observational learning What is perceived from demonstrations?

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Schoenfelder-Zohdi – slalom ski simulator task; one group observed, other received verbal info; participants who had observed developed coordinated movement patterns earlier in practice than did those who received only verbal feedback

Novices Observing Other Novices Practice ● There are learning benefits from novices watching other novices practice ● The main one is that it discourages imitation, encouraging the observer to engage in more active problem solving Strategies for Improvement ● Allow the pairs to switch roles (practice and observation) ● Give verbal feedback to the performer with the observer present ● Give the observer a checklist of specific things to look for during the performance of the skill Gentile’s view ● 1) It is beneficial to demonstrate a skill before the person begins practicing it ● 2) The instructor should continue demonstrating during practice as frequently as necessary ● Timing and frequency: several demonstrations should precede practice (Weeks and Anderson – volleyball overhand serve) *Auditory Modeling ● Works best when the goal of the skill is to move in a certain criterion movement time or rhythm *How Observation Affects Learning (When a novice watches, why does learning occur?) ● Cognitive mediation theory: seeks to explain the benefit of demonstration; proposes that when a person observes a skilled model, they translate the observed movement information into a cognitive code  that is stored in memory and used during their own performance of the skill ○ The four subprocesses that govern observational learning: ■ 1) Attention process – what the person observes and the info the take away from the model performance ■ 2) Retention process – transformation of info to cognitive code and storage in memory ■ 3) Behavior reproduction process – translates code into physical action ■ 4) Motivation process – the incentive (or reason why) to perform the modeled action ● Dynamic view of modeling: seeks to explain the benefit of demonstration ○ Proposes that the visual system  is capable of automatically  processing the observed movement in a way that constrains  the motor control system to act accordingly, so that the person does not need to engage in cognitive mediation

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Mirror neurons: recording the changes in the active parts of the brain during movement ○ How does it change during learning ?  ○ ***The same cells that are active when performing a movement are also active when someone else is performing that movement We do not yet know which view is better than the other

Verbal Instruction and Cues ● Do not overwhelm the person with instructions; give them one or two things at a time to focus on (attention is a limited commodity) ● Learner must be instructed to focus on movement effects  (or outcomes), not on the movements themselves; action effect hypothesis – actions are best planned and controlled by their intended effects (goals ) ○ 1) Discovery  learning – focus the learner’s attention on the action goal of the skill, and allow them to “discover” how to move to achieve that goal through practice ○ 2) Metaphoric  imagery – directing the learner’s attention to move according to the image, which is the intended movement outcome of the skill (what it is supposed to look like; mimicry) *Verbal Cues ● Short, concise phrases that direct a performer’s attention to important environmental regulatory characteristics, or that prompt the person to perform key movement pattern components of skills ● Ways to use verbal cues: ○ *Give verbal cues along with a demonstration ○ Give cues to help learners focus on critical parts of the skill ○ *Teach the performers themselves to use verbal cues while performing, even skilled performers ● Purposes of verbal cues: direct attention to a specific environmental event or to specific sources of regulatory information; prompt action either for a specific movement or sequence of movements...