Goal-directed imitation: the means to an end

Spontaneity competes with intention to influence the coordination dynamics of interpersonal performance tendencies

Research has shown that spontaneous visual coupling supports frequency entrainment, phase attraction, and intermittent interpersonal coordination when co-actors are switched from a no-vision (NV) to vision (V) context. In two experiments, co-actors started in a NV context while producing the same or different amplitude movements. The same amplitude resulted in similar self-paced frequencies, while different amplitudes resulted in disparate frequencies. In experiment 1, co-actors were instructed to maintain amplitude while receiving no instructions to coordinate their actions. Frequency and phase entrainment was limited in the V context even when co-actors started the NV context with the same amplitude. In experiment 2, co-actors were instructed to maintain amplitude and intentionally coordinate together, but not at a specific pattern. Significant frequency modulations occurred to maintain amplitude as the co-actors sought to coordinate their actions. With the open-ended instructions, co-actors produced in-phase and anti-phase coordination along with intermittent performance exhibited by shifts between a variety of stable relative phase patterns. The proposed hypotheses and findings are discussed within the context of a shared manifold representation for joint action contexts, with the coordination dynamics expressed by the HKB model of relative phase serving to conceptualization the representations in the shared manifold.

The Best of Two Different Visual Instructions in Improving Precision Ball-Throwing and Standing Long Jump Performances in Primary School Children

Two observational learning approaches have been shown to be successful in improving children's motor performances: one is "technique-focused", another is "goal-focused". In this study, we sought to compare the effectiveness of these two strategies, thus testing for the more efficient method of observational learning to enhance motor skills in primary school children. To this end, two experiments were designed. Experiment 1 involved a precision ball throwing task. Experiment 2 involved a standing long jump task. A total of 792 subjects (aged 6-11) participated in this study and were divided into technique-focus (Experiment 1 n = 200; Experiment 2 n = 66), goal-focus (Experiment 1 n = 195; Experiment 2 n = 68), and control groups (Experiment 1 n = 199; Experiment 2 n = 64). The experiments were divided into pretest, practice, and retention phases. During the practice phase, the technique-focus and goal-focus groups were given different visual instructions on how to perform the task. The results showed that children aged 10-11 belonging to the technique-focus group performed significantly better in the practice phase than both the goal-focus and the control group (p < 0.001), but only for the precision ball throwing task. These findings could be useful for training adaptation in the context of motor learning and skills acquisition.

Effects of observing real, animated and combined model on learning cognitive and motor levels of basketball jump shot in children

Study aim: The purpose of the present study was to investigate the effects of observing the real, animated and combined model demonstrations on cognitive and motor learning of a basketball jump shot.

Material and methods: Forty-five subjects with mean age of (11.03 ± 1.7) were randomly divided into three groups: real, animated and combined model demonstrations. Subjects were asked to perform basketball jump shot task during a four-step process. In total, participants shot 150 shots (10 shots in the pretest, 120 shots and 40 observations in the practice phase, and 10 shots in the posttest and the retention test). Accuracy scores and cognitive status were assessed as dependent variables.

Results: Results showed that observation of real, animated and combined model demonstrations had significant effects on motor and cognitive learning of a basketball jump shot. Moreover, there was no significant difference between observing animated model and real model demonstrations at motor level, however, animated model demonstration group performed better than real model group at cognitive level. Finally, combined model demonstration group performed better than both animated and real model demonstrations groups.

Conclusions: Results suggested that observing animated model demonstration is an appropriate approach for learning basketball jump shot even in children. It is also recommended to use animated model demonstration as a complement to real model.

Synchronous vs. non-synchronous imitation: Using dance to explore interpersonal coordination during observational learning

Observational learning can enhance the acquisition and performance quality of complex motor skills. While an extensive body of research has focused on the benefits of synchronous (i.e., concurrent physical practice) and non-synchronous (i.e., delayed physical practice) observational learning strategies, the question remains as to whether these approaches differentially influence performance outcomes. Accordingly, we investigate the differential outcomes of synchronous and non-synchronous observational training contexts using a novel dance sequence. Using multidimensional cross-recurrence quantification analysis, movement time-series were recorded for novice dancers who either synchronised with (n = 22) or observed and then imitated (n = 20) an expert dancer. Participants performed a 16-count choreographed dance sequence for 20 trials assisted by the expert, followed by one final, unassisted performance trial. Although end-state performance did not significantly differ between synchronous and non-synchronous learners, a significant decline in performance quality from imitation to independent replication was shown for synchronous learners. A non-significant positive trend in performance accuracy was shown for non-synchronous learners. For all participants, better imitative performance across training trials led to better end-state performance, but only for the accuracy (and not timing) of movement reproduction. Collectively, the results suggest that synchronous learners came to rely on a real-time mapping process between visual input from the expert and their own visual and proprioceptive intrinsic feedback, to the detriment of learning. Thus, the act of synchronising alone does not ensure an appropriate training context for advanced sequence learning.

Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5-6-Year-Old Children From Deprived Areas of North West England

BACKGROUND

There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy.

METHODS

SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability.

DISCUSSION

The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy.

TRIAL REGISTRATION

Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366).

Adding Acoustical to Visual Movement Patterns to Retest Whether Imitation Is Goal- or Pattern-Directed

This study compared two different motor skill modeling presentations (with and without goal display) in visual and audio-visual conditions for learning a complex skill (basketball jump shot) to evaluate the importance of (a) audio information and (b) goal observation in motor performance kinematics. Specifically, we sought to understand whether the simultaneous presentation of auditory and visual patterns could usefully direct the learner's attention from goal to pattern stimuli. I selected 40 students (M_age = 20.47 years) who had no prior experience with the basketball jump shot or free throw and randomly assigned them into four groups: Pattern/Visual, Pattern/Audio-Visual, Pattern-Goal/Visual, and Pattern-Goal/Audio-Visual. Participants in the pattern-only groups watched only the skilled motor pattern, while those in the pattern-goal groups watched both the pattern and its outcome. Participants in the visual-only groups simply watched the visual pattern, while those in audio-visual groups saw and heard the pattern; we sonified the angular velocity of the skilled performer's elbow joint. Participants then performed in two conditions with and without balls. On all dependent variables, the participants' performance following the audio-visual presentations was better than when following the visual-only presentations. In addition, the participants' performance in pattern-only groups was better than in pattern-goal groups, but this improved pattern-only performance was far less extensive in the audio-visual than in the visual-only group. In sum, complex motor skill imitation was enhanced by an audio pattern of elbow angular velocity in support of generalist theories of imitation learning.

The Effects of Observing a Learning Model (or Two) on Motor Skill Acquisition

Modeling, which enhances skill acquisition, is an often-used means of conveying information to learners. While models typically provide a demonstration of correct movements or successful performance, skill acquisition is also enhanced by observing a “learning model,” who practices, receives feedback, and improves. The effect is proposed to be due to the observer engaging in problem-solving, error detection, and strategy evaluation. The purpose of this experiment was to examine the effects of observing one or two learning models in combination with physical practice, and the temporal placement of model observation during physical practice, on the acquisition and retention of a motor skill. College students practiced a 3 × 6 × 3 cup stacking task in groups of three, and had opportunities to observe their peers’ physical practice. Treatment groups differed in the order of observation and physical practice; some participants engaged in physical practice prior to observation, while others observed one or two learning models before practice. Data indicated observation prior to engaging in physical practice enhanced learning. In addition, participants were able to identify strategies they observed that enhanced skill performance. These results support and add to existing research on modeling, and provide insight into the types of cognition that occur during observational learning.

A Systematic Investigation of the Effect of Action Observation Training and Motor Imagery Training on the Development of Mental Representation Structure and Skill Performance

Action observation training and motor imagery training have independently been studied and considered as an effective training strategy for improving motor skill learning. However, comparative studies of the two training strategies are relatively few. The purpose of this study was to investigate the effects of action observation training and motor imagery training on the development of mental representation structure and golf putting performance as well as the relation between the changes in mental representation structure and skill performance during the early learning stage. Forty novices were randomly assigned to one of four groups: action observation training, motor imagery training, physical practice and no practice. The mental representation structure and putting performance were measured before and after 3 days of training, then after a 2-day retention period. The results showed that mental representation structure and the accuracy of the putting performance were improved over time through the two types of cognitive training (i.e., action observation training and motor imagery training). In addition, we found a significant positive correlation between changes in mental representation structure and skill performance for the action observation training group only. Taken together, these results suggest that both cognitive adaptations and skill improvement occur through the training of the two simulation states of action, and that perceptual-cognitive changes are associated with the change of skill performance for action observation training.

Low Fidelity Imitation of Atypical Biological Kinematics in Autism Spectrum Disorders Is Modulated by Self-Generated Selective Attention

We examined whether adults with autism had difficulty imitating atypical biological kinematics. To reduce the impact that higher-order processes have on imitation we used a non-human agent model to control social attention, and removed end-state target goals in half of the trials to minimise goal-directed attention. Findings showed that only neurotypical adults imitated atypical biological kinematics. Adults with autism did, however, become significantly more accurate at imitating movement time. This confirmed they engaged in the task, and that sensorimotor adaptation was self-regulated. The attentional bias to movement time suggests the attenuation in imitating kinematics might be a compensatory strategy due to deficits in lower-level visuomotor processes associated with self-other mapping, or selective attention modulated the processes that represent biological kinematics.

What Does It Take for an Infant to Learn How to Use a Tool by Observation?

Observational learning is probably one of the most powerful factors determining progress during child development. When learning a new skill, infants rely on their own exploration; but they also frequently benefit from an adult's verbal support or from demonstration by an adult modeling the action. At what age and under what conditions does adult demonstration really help the infant to learn a novel behavior? In this review, we summarize recently published work we have conducted on the acquisition of tool use during the second year of life. In particular, we consider under what conditions and to what extent seeing a demonstration from an adult advances an infant's understanding of how to use a tool to obtain an out-of-reach object. Our results show that classic demonstration starts being helpful at 18 months of age. When adults explicitly show their intention prior to demonstration, even 16-month-old infants learn from the demonstration. On the other hand, providing an explicit demonstration ("look at how I do it") is not very useful before infants are ready to succeed by themselves anyway. In contrast, repeated observations of the required action in a social context, without explicit reference to this action, considerably advances the age of success and the usefulness of providing a demonstration. We also show that the effect of demonstration can be enhanced if the demonstration makes the baby laugh. Taken together, the results from this series of studies on observational learning of tool use in infants suggest, first, that when observing a demonstration, infants do not know what to pay attention to: demonstration must be accompanied by rich social cues to be effective; second, infants' attention is inhibited rather than enhanced by an explicit demand of "look at what I do"; and finally a humorous situation considerably helps infants understand the demonstration.

The effect of the action observation physical training on the upper extremity function in children with cerebral palsy

The purpose this study was to investigate the effect of action observation physical training (AOPT) on the functioning of the upper extremities in children with cerebral palsy (CP), using an evaluation framework based on that of the International Classification of Functioning, Disability and Health (ICF). The subjects were divided into an AOPT group and a physical training (PT) group. AOPT group practiced repeatedly the actions they observed on video clips, in which normal child performed an action with their upper extremities. PT group performed the same actions as the AOPT group did after observing landscape photographs. The subjects participated in twelve 30-min sessions, 3 days a week, for 4 weeks. Evaluation of upper extremity function using the following: the power of grasp and Modified Ashworth Scale for body functions and structures, a Box and Block test, an ABILHAND-Kids questionnaire, and the WeeFIM scale for activity and participation. Measurements were performed before and after the training, and 2 weeks after the end of training. The results of this study showed that, in comparison with the PT group, the functioning of the upper extremities in the AOPT group was significantly improved in body functions and activity and participation according to the ICF framework. This study demonstrates that AOPT has a positive influence on the functioning of the upper extremities in children with CP. It is suggested that this alternative approach for functioning of the upper extremities could be an effective method for rehabilitation in children with CP.

Motor learning perspectives on haptic training for the upper extremities

Recent developments in neurorehabilitation have spawned numerous new robotic rehabilitation therapies. However, many of the concepts upon which these therapies are based are not fully understood and it may be necessary to explore some of the motor learning principles that apply to the use of haptics for motor learning in non-clinical scenarios/populations. We conducted a review of studies that utilized a haptic training paradigm teaching healthy participants to perform a motor skill involving the upper extremities. We discuss studies in the context of four important motor learning concepts: performance versus learning, feedback, observational learning, and functional task difficulty. Additionally, we note that the proliferation of research in haptic training has led to an extensive vocabulary of terms, some of which may be misnomers or redundant. We propose a classification of terms describing haptic training in an effort to provide clarity and further contextualize the studies. We believe that making connections to motor learning principles and clarifying meanings will facilitate a fuller understanding of the outcomes of studies in basic science research and allow for more directed applications of these training techniques to clinical populations.

The Effect of Motor Learning of Serial Reaction Time Task (SRTT) Through Action Observation on Mu Rhythm and Improvement of Behavior Abilities

Background

The aim of this study was investigate whether an action observation would have an effect on the action that requires task understanding in humans.

Methods

Participants who met the criteria for this study (n = 36). To evaluate the performance, reaction time and performance accuracy, the stimulus scheduling software was employed. For the electroencephalogram, the equipment QEEG-8 was used.

Results

Concerning the reaction time of the groups of different learning methods a significant difference was found after the learning among the three groups. Regarding the accuracy among the groups of different learning methods, significant difference was found in the action performance accuracy among the three groups. The relative mu power during the SRTT implementation was compared in the CZ, C3 and C4 regions before, during, and after the learning for each group. In the CZ and C4 region, a significant difference was found in the action observation group. In the C3 and C4 region a significant difference was found in the actual practice group.

Conclusions

The result suggests that imitation and learning are involved even in the action that requires task understanding in humans.

Keywords

Accuracy; Mirror neuron system; Mu Rhythm; Reaction time; SRTT