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Wang L, Muwonge TR, Simoni JM, Nambi F, Nakabugo L, Kibuuka J, Thomas D, Katz IT, Feutz E, Thomas KK, Ware NC, Wyatt MA, Kadama H, Mujugira A, Heffron R. Behavioral Modeling and its Association with PrEP and ART Use in Ugandan HIV-Serodifferent Couples. AIDS Behav 2024; 28:1719-1730. [PMID: 38361169 PMCID: PMC11069469 DOI: 10.1007/s10461-024-04286-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/29/2024] [Indexed: 02/17/2024]
Abstract
Integrating Pre-Exposure Prophylaxis (PrEP) delivery into Antiretroviral Therapy (ART) programs bridges the Human Immunodeficiency Virus (HIV) prevention gap for HIV-serodifferent couples prior to the partner living with HIV achieving viral suppression. Behavioral modeling is one mechanism that could explain health-related behavior among couples, including those using antiretroviral medications, but few tools exist to measure the extent to which behavior is modeled. Using a longitudinal observational design nested within a cluster randomized trial, this study examined the factor structure and assessed the internal consistency of a novel 24-item, four-point Likert-type scale to measure behavioral modeling and the association of behavioral modeling with medication-taking behaviors among heterosexual, cis-gender HIV-serodifferent couples. In 149 couples enrolled for research, a five-factor model provided the best statistical and conceptual fit, including attention to partner behavior, collective action, role modeling, motivation, and relationship quality. Behavioral modeling was associated with medication-taking behaviors among members of serodifferent couples. Partner modeling of ART/PrEP taking could be an important target for assessment and intervention in HIV prevention programs for HIV serodifferent couples.
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Affiliation(s)
- Liying Wang
- Department of Psychology, University of Washington, Seattle, WA, USA
| | | | - Jane M Simoni
- Department of Psychology, University of Washington, Seattle, WA, USA
- Department of Global Health, University of Washington, Seattle, WA, USA
- Behavioral and Social Sciences Research, NIH, Bethesda, Maryland, USA
- Office of Behavioral and Social Sciences Research (OBSSR), NIH, Bethesda, Maryland, USA
- Division of Program Coordination, Planning and Strategic Initiatives (DPCPSI), NIH, Bethesda, Maryland, USA
- National Institutes of Health (NIH), Bethesda, Maryland, USA
| | - Florence Nambi
- Infectious Diseases Institute, Makerere University, Kampala, Uganda
| | | | - Joseph Kibuuka
- Infectious Diseases Institute, Makerere University, Kampala, Uganda
| | - Dorothy Thomas
- Department of Global Health, University of Washington, Seattle, WA, USA
| | - Ingrid T Katz
- Department of Global Health and Social Medicine, Harvard Medical School, 25 Shattuck St, Boston, Massachusetts, USA
- Department of Medicine, Brigham and Women's Hospital, 75 Francis St, Boston, Massachusetts, USA
| | - Erika Feutz
- Department of Global Health, University of Washington, Seattle, WA, USA
| | | | - Norma C Ware
- Department of Global Health and Social Medicine, Harvard Medical School, 25 Shattuck St, Boston, Massachusetts, USA
- Department of Medicine, Brigham and Women's Hospital, 75 Francis St, Boston, Massachusetts, USA
| | - Monique A Wyatt
- Department of Global Health and Social Medicine, Harvard Medical School, 25 Shattuck St, Boston, Massachusetts, USA
- Harvard Global, Cambridge, MA, USA
| | | | - Andrew Mujugira
- Infectious Diseases Institute, Makerere University, Kampala, Uganda
- Department of Global Health, University of Washington, Seattle, WA, USA
| | - Renee Heffron
- Department of Global Health, University of Washington, Seattle, WA, USA.
- Department of Medicine, University of Alabama at Birmingham, 845 19th Street South Bevill Biomedical Research Building, Room 256D, Birmingham, AL, 35294-2170, USA.
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Vandervert L, Manto M, Adamaszek M, Ferrari C, Ciricugno A, Cattaneo Z. The Evolution of the Optimization of Cognitive and Social Functions in the Cerebellum and Thereby the Rise of Homo sapiens Through Cumulative Culture. Cerebellum 2024:10.1007/s12311-024-01692-z. [PMID: 38676835 DOI: 10.1007/s12311-024-01692-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/02/2024] [Indexed: 04/29/2024]
Abstract
The evolution of the prominent role of the cerebellum in the development of composite tools, and cumulative culture, leading to the rise of Homo sapiens is examined. Following Stout and Hecht's (2017) detailed description of stone-tool making, eight key repetitive involvements of the cerebellum are highlighted. These key cerebellar learning involvements include the following: (1) optimization of cognitive-social control, (2) prediction (3) focus of attention, (4) automaticity of smoothness, appropriateness, and speed of movement and cognition, (5) refined movement and social cognition, (6) learns models of extended practice, (7) learns models of Theory of Mind (ToM) of teachers, (8) is predominant in acquisition of novel behavior and cognition that accrues from the blending of cerebellar models sent to conscious working memory in the cerebral cortex. Within this context, the evolution of generalization and blending of cerebellar internal models toward optimization of social-cognitive learning is described. It is concluded that (1) repetition of movement and social cognition involving the optimization of internal models in the cerebellum during stone-tool making was the key selection factor toward social-cognitive and technological advancement, (2) observational learning during stone-tool making was the basis for both technological and social-cognitive evolution and, through an optimizing positive feedback loop between the cerebellum and cerebral cortex, the development of cumulative culture occurred, and (3) the generalization and blending of cerebellar internal models related to the unconscious forward control of the optimization of imagined future states in working memory was the most important brain adaptation leading to intertwined advances in stone-tool technology, cognitive-social processes behind cumulative culture (including the emergence of language and art) and, thereby, with the rise of Homo sapiens.
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Affiliation(s)
| | - Mario Manto
- Cerebellar Ataxias Unit, CHU-Charleroi, Charleroi, 6000, Charleroi, Belgium
| | - Michael Adamaszek
- Department of Clinical and Cognitive Neurorehabilitation, Bavaria Hospital, Kreischa, Germany
| | - Chiara Ferrari
- Department of Humanities, University of Pavia, Pavia, Italy
- IRCCS Mondino Foundation, Pavia, Italy
| | - Andrea Ciricugno
- IRCCS Mondino Foundation, Pavia, Italy
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Zaira Cattaneo
- Department of Human and Social Sciences, University of Bergamo, Milan, Italy
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Brosnan A, Knapska E. Cheerful tails: Delving into positive emotional contagion. Neurosci Biobehav Rev 2024; 161:105674. [PMID: 38614451 DOI: 10.1016/j.neubiorev.2024.105674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2023] [Revised: 03/29/2024] [Accepted: 04/10/2024] [Indexed: 04/15/2024]
Abstract
This review delves into the phenomenon of positive emotional contagion (PEC) in rodents, an area that remains relatively understudied compared to the well-explored realm of negative emotions such as fear or pain. Rodents exhibit clear preferences for individuals expressing positive emotions over neutral counterparts, underscoring the importance of detecting and responding to positive emotional signals from others. We thoroughly examine the adaptive function of PEC, highlighting its pivotal role in social learning and environmental adaptation. The developmental aspect of the ability to interpret positive emotions is explored, intricately linked to maternal care and social interactions, with oxytocin playing a central role in these processes. We discuss the potential involvement of the reward system and draw attention to persisting gaps in our understanding of the neural mechanisms governing PEC. Presenting a comprehensive overview of the existing literature, we focus on food-related protocols such as the Social Transmission of Food Preferences paradigm and tickling behaviour. Our review emphasizes the pressing need for further research to address lingering questions and advance our comprehension of positive emotional contagion.
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Affiliation(s)
- Adam Brosnan
- Laboratory of Emotions Neurobiology, BRAINCITY - Centre of Excellence for Neural Plasticity and Brain Disorders, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
| | - Ewelina Knapska
- Laboratory of Emotions Neurobiology, BRAINCITY - Centre of Excellence for Neural Plasticity and Brain Disorders, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
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Mou X, Ji D. Observational activation of anterior cingulate cortical neurons coordinates hippocampal replay in social learning. bioRxiv 2024:2024.03.31.587484. [PMID: 38617364 PMCID: PMC11014478 DOI: 10.1101/2024.03.31.587484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Abstract
Social learning enables a subject to make decisions by observing the actions of another. How neural circuits acquire relevant information during observation to guide subsequent behavior is unknown. Utilizing an observational spatial working memory task, we show that neurons in the rat anterior cingulate cortex (ACC) associated with spatial trajectories during self-running in a maze are activated when observing another rat running the same maze. The observation-induced ACC activities are reduced in error trials and are correlated with activities of hippocampal place cells representing the same trajectories. The ACC activities during observation also predict subsequent hippocampal place cell activities during sharp-wave ripples and spatial contents of hippocampal replay prior to self-running. The results support that ACC neurons involved in decisions during self-running are reactivated during observation and coordinate hippocampal replay to guide subsequent spatial navigation.
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Affiliation(s)
- Xiang Mou
- Department of Neuroscience, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
| | - Daoyun Ji
- Department of Neuroscience, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
- Department of Molecular and Cellular Biology, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
- Lead Contact
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Rautio IV, Holmberg EH, Kurup D, Dunn BA, Whitlock JR. A novel paradigm for observational learning in rats. Cogn Neurodyn 2024; 18:757-767. [PMID: 38699625 PMCID: PMC11061086 DOI: 10.1007/s11571-023-10022-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 09/26/2023] [Accepted: 10/12/2023] [Indexed: 05/05/2024] Open
Abstract
The ability to learn by observing the behavior of others is energy efficient and brings high survival value, making it an important learning tool that has been documented in a myriad of species in the animal kingdom. In the laboratory, rodents have proven useful models for studying different forms of observational learning, however, the most robust learning paradigms typically rely on aversive stimuli, like foot shocks, to drive the social acquisition of fear. Non-fear-based tasks have also been used but they rarely succeed in having observer animals perform a new behavior de novo. Consequently, little known regarding the cellular mechanisms supporting non-aversive types of learning, such as visuomotor skill acquisition. To address this we developed a reward-based observational learning paradigm in adult rats, in which observer animals learn to tap lit spheres in a specific sequence by watching skilled demonstrators, with successful trials leading to rewarding intracranial stimulation in both observers and performers. Following three days of observation and a 24-hour delay, observer animals outperformed control animals on several metrics of task performance and efficiency, with a subset of observers demonstrating correct performance immediately when tested. This paradigm thus introduces a novel tool to investigate the neural circuits supporting observational learning and memory for visuomotor behavior, a phenomenon about which little is understood, particularly in rodents.
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Affiliation(s)
- Ida V. Rautio
- Kavli Institute for Systems Neuroscience, Norwegian University of Science and Technology (NTNU), Olav Kyrresg gate 9, Trondheim, 7089 Norway
| | - Ella Holt Holmberg
- Kavli Institute for Systems Neuroscience, Norwegian University of Science and Technology (NTNU), Olav Kyrresg gate 9, Trondheim, 7089 Norway
| | - Devika Kurup
- Kavli Institute for Systems Neuroscience, Norwegian University of Science and Technology (NTNU), Olav Kyrresg gate 9, Trondheim, 7089 Norway
| | - Benjamin A. Dunn
- Kavli Institute for Systems Neuroscience, Norwegian University of Science and Technology (NTNU), Olav Kyrresg gate 9, Trondheim, 7089 Norway
- Department of Mathematical Sciences, Norwegian University of Science and Technology (NTNU), Alfred Getz vei 1, Trondheim, 7491 Norway
| | - Jonathan R. Whitlock
- Kavli Institute for Systems Neuroscience, Norwegian University of Science and Technology (NTNU), Olav Kyrresg gate 9, Trondheim, 7089 Norway
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Kuhn D, Bruun S, Geithner C. Enriching Thinking Through Discourse. Cogn Sci 2024; 48:e13420. [PMID: 38482716 DOI: 10.1111/cogs.13420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 02/09/2024] [Accepted: 02/19/2024] [Indexed: 04/06/2024]
Abstract
Great effort is invested in identifying ways to change people's minds on an issue. A first priority should perhaps be enriching their thinking about the issue. With a goal of enriching their thinking, we studied the views of community adults on the DACA issue-young adults who entered the United States illegally as children. A dialogic method was employed, offering dual benefits in providing participants the opportunity to further develop their own ideas and to consider differing ideas. Yet, participants engaged in dialog only vicariously by observing the talk of a pair of actors who held opposing positions on DACA. The effect on participants' thinking was greatest in the condition in which they viewed a dialog between the two actors, rather than a comparison condition in which the actors individually expressed their positions. In control conditions, no presentation was observed. Probing questions included in all conditions encouraged a participant to examine and clarify for themselves their own position, potentially enriching it. This condition proved unsuccessful in enriching thinking; participants' justifications for their own positions in fact became simpler and less qualified. In contrast, observing a video of a like-minded and opposing other did enrich observers' thinking, yet to a greater degree in the dialogic than nondialogic condition. The findings thus suggest observed dialog as a promising practical approach in promoting deeper thinking.
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Meeuwis SH, Kłosowska J, Bajcar EA, Wasylewski MT, Badzińska J, Rubanets D, Di Nardo M, Mazzoni G, Bąbel P. Placebo Hypoalgesia and Nocebo Hyperalgesia Induced by Observational Learning May Be Difficult to Disentangle in a Laboratory Setting. J Pain 2024; 25:805-818. [PMID: 37871681 DOI: 10.1016/j.jpain.2023.10.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 10/11/2023] [Accepted: 10/16/2023] [Indexed: 10/25/2023]
Abstract
Observational learning (OBL) (seeing pain/pain treatment in others) can evoke placebo hypoalgesia and nocebo hyperalgesia. Data that compare these effects and illuminates the role of expectations and empathy are scarce. Healthy participants (n = 105) were randomized to: 1) placebo OBL, 2) nocebo OBL, or 3) no-observation control group. OBL consisted of a model simulating pain relief or increase after a sham ointment was applied to one arm. Pain was evoked with thermal stimuli on both arms (ointment, contralateral) at baseline and postobservation. Expectations, pain ratings, and physiological data (eg, skin conductance level) were collected. A 3 × 2 × 2 (Group × Arm × Phase) mixed analyses of variance revealed a 3-way interaction that confirmed that OBL modulates pain: F(2, 93) = 6.08, P = .003, ηp2 = .12. Significant baseline-to-post-observation pain increases were shown in the nocebo OBL group, with a bigger increase for the arm with ointment (both P ≤ .007). In the placebo OBL group, pain was higher for the contralateral relative to the ointment arm (P < .001). Baseline-to-post-observation pain increase was significant for the contralateral arm (P < .001). Expectation mediated these effects. Skin conductance level decreased over time during ointment trials in the nocebo OBL group, suggesting reduced physiological arousal. The findings illustrate that OBL modulates pain through expectations. In the placebo OBL group, the pain did not decrease for the ointment but increased for the contralateral stimuli, which may reflect nocebo learning. Experimental OBL paradigms typically examine relative differences between ointment and contralateral cues. This can complicate disentangling placebo hypoalgesia and nocebo hyperalgesia in laboratory settings. Implications for existing theories are discussed. PERSPECTIVE: Data that systematically compare placebo hypoalgesia and nocebo hyperalgesia induced by OBL are scarce. The current work illustrates that these effects may be more difficult to disentangle than previously assumed, which could have implications for existing theories on OBL and placebo effects and their translation to clinical practice.
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Affiliation(s)
- Stefanie H Meeuwis
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland
| | - Joanna Kłosowska
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland
| | - Elżbieta A Bajcar
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland
| | - Mateusz T Wasylewski
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland
| | - Julia Badzińska
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland; Doctoral School in the Social Sciences, Jagiellonian University, Kraków, Poland
| | - Daryna Rubanets
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland; Doctoral School in the Social Sciences, Jagiellonian University, Kraków, Poland
| | - Marianna Di Nardo
- Department of Dynamic, Clinical Psychology and Health, Sapienza University of Rome, Roma, Italy
| | - Giuliana Mazzoni
- Department of Dynamic, Clinical Psychology and Health, Sapienza University of Rome, Roma, Italy
| | - Przemysław Bąbel
- Pain Research Group, Institute of Psychology, Jagiellonian University, Kraków, Poland
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Benhamou D, Tant S, Gille B, Bornemann Y, Ruscio L, Kamel K, Dunyach C, Jeannin B, Bouilliant-Linet M, Blanié A. An observer tool to enhance learning of incoming anesthesia residents' skills during simulation training of central venous catheter insertion: a randomized controlled trial. BMC Med Educ 2023; 23:942. [PMID: 38082446 PMCID: PMC10714635 DOI: 10.1186/s12909-023-04915-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/26/2023] [Accepted: 11/29/2023] [Indexed: 12/18/2023]
Abstract
BACKGROUND Central venous catheter (CVC) insertion using simulation is an essential skill for anesthesiologists. Simulation training is an effective mean to master this skill. Given the large number of residents and the limited duration of training sessions, the active practice time is limited and residents remain observers of their colleagues for much of the session. To improve learning during observation periods, the use of an observer tool (OT) has been advocated but its educational effectiveness is not well defined. METHODS Incoming anesthesia residents were randomized to use an OT (i.e. procedural skill-based checklist) (OT+) or not (OT-) when observing other residents during a simulation bootcamp. The primary outcome was a composite score (total 60 points) evaluating CVC procedural skills rated immediately after the training. This score covers theoretical knowledge explored by multiple choice questions (MCQs) (/20), perceived improvement in knowledge and skills (/20), perceived impact on future professional life (/10) and satisfaction (/10). Measurements were repeated 1 month later. Residents in each group recorded the number of CVCs placed and their clinical outcomes (attempts, complications) during the first month of their clinical rotation using a logbook. RESULTS Immediately after training, the composite score was similar between the two groups: 45.3 ± 4.2 (OT+, n = 49) and 44.4 ± 4.8 (OT-, n = 42) (p = 0.323). Analysis of sub-items also showed no difference. Results at 1 month were not different between groups. Analysis of the logbook showed no difference between groups. No serious complications were reported. CONCLUSIONS The use of a procedural task-based OT by incoming anesthesia residents and used during CVC insertion simulation training was not associated with better learning outcomes, neither immediately after the session nor when re-evaluated 1 month later. The training at least once on simulator of all residents could limit the impact of OT. Further studies are necessary to define the place of OT in simulation training.
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Affiliation(s)
- Dan Benhamou
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
- CIAMS, Univ. Paris-Saclay, Université Paris-Saclay, Orsay Cedex, 91405, France
- CIAMS, Université d'Orléans, Orléans, 45067, France
| | - Sarah Tant
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Benoit Gille
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Yannis Bornemann
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Laura Ruscio
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Karl Kamel
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Chloé Dunyach
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Bénédicte Jeannin
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Maxime Bouilliant-Linet
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France
| | - Antonia Blanié
- Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris Saclay, Le Kremlin-Bicêtre, 94275, France.
- Département d'Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU Bicêtre, Le Kremlin Bicêtre, 94275, France.
- CIAMS, Univ. Paris-Saclay, Université Paris-Saclay, Orsay Cedex, 91405, France.
- CIAMS, Université d'Orléans, Orléans, 45067, France.
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Rao KN, Arora RD, Singh A, Dange P, Nagarkar NM. Observational Learning in Surgical Skill Development. Indian J Surg Oncol 2023; 14:540-544. [PMID: 37900636 PMCID: PMC10611665 DOI: 10.1007/s13193-023-01798-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 07/04/2023] [Indexed: 10/31/2023] Open
Abstract
Observation plays a key role in the development of surgical skills, as it allows trainees to learn from experts and improve their performance through trial-and-error practice. This process, known as motor learning, involves the creation of new neural pathways that enable precise control of surgical instruments through hand movements. In recent years, there has been a shift towards minimally invasive surgery, which requires surgeons to continually learn new motor skills to control specialized instrumentation. Motor learning can be enhanced through repetition and the observation of expert performances. Observational learning is particularly useful when it is used in combination with physical practice, as it can provide hints and clues about important aspects of the task that may not be immediately apparent through verbal instruction alone. The role of mirror neurons, which are activated both when an action is performed and when it is observed, is also important in the process of observational learning. By understanding the mechanisms behind observational learning and the factors that influence its effectiveness, trainers can optimize the use of this method in surgical training.
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Affiliation(s)
- Karthik Nagaraja Rao
- Head Neck Surgery and Oncology, Department of Head and Neck Oncology, All India Institute of Medical Sciences, Raipur, India
| | - Ripu Daman Arora
- Department of Otolaryngology and Head Neck Surgery, All India Institute of Medical Sciences, Raipur, India
| | - Ambesh Singh
- Head Neck Surgery and Oncology, Department of Head and Neck Oncology, All India Institute of Medical Sciences, Raipur, India
| | - Prajwal Dange
- Head Neck Surgery and Oncology, Department of Head and Neck Oncology, All India Institute of Medical Sciences, Raipur, India
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Ashraf R, Abdoli B, Khosrowabadi R, Farsi A, Pineda JA. The Effect of Modeling Methods on Mirror Neuron Activity and a Motor Skill Acquisition and Retention. Basic Clin Neurosci 2023; 14:631-646. [PMID: 38628836 PMCID: PMC11016881 DOI: 10.32598/bcn.2021.3245.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 04/13/2021] [Accepted: 07/27/2023] [Indexed: 04/19/2024] Open
Abstract
Introduction Mirror neurons have been suggested as a potential neural mechanism of observational learning. This study aims to investigate the effect of self-modeling, skilled model, and learning model on mu rhythm suppression and golf putting acquisition and retention. Methods The study was conducted on 45 male volunteer students (aged 19.4±0.37 years) in three experimental groups, self-modeling, skilled, and learning models with six sessions of physical and observational training in three periods of pre-test, acquisition, and retention. In the pre-test, after the initial familiarity with the skill, participants performed 10 golf putting actions while scores were recorded. Then, electrical brain waves in C3, C4, and Cz regions were recorded during the observation of 10 golf putting actions by their group-related models. The acquisition period consisted of golf putting training during six sessions, each consisting of six blocks of 10 trials. Before each training block, participants observed golf putting related to their group 10 times in the form of a video. Acquisition and delayed retention tests were also performed by recording scores of 10 golf putting actions, as well as recording electrical brain waves while observing the skill performed by the related model. Results Mixed analysis of variance (ANOVA) showed that the mu rhythm suppression in the pre-test was more in the self-modeling group compared to the skilled model and learning model groups, but this suppression was not significantly different in all three groups in the acquisition and retention tests. In putting task variables, all three groups that had no significant difference in the pre-test period made considerable progress in learning the desired skill from the pre-test to the acquisition test, and this progress was somewhat stable until the retention test. Also, both in the acquisition and retention periods, the self-modeling group showed better performance than the other two groups; however, no significant difference was observed between these groups. Conclusion These results suggest that the model-observer similarity is a crucial factor in modeling interventions and can affect the rate of mu rhythm suppression.
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Affiliation(s)
- Ramin Ashraf
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Behrouz Abdoli
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Reza Khosrowabadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Alireza Farsi
- Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran
| | - Jaime A Pineda
- Department of Cognitive Science and Neuroscience, University of California, La Jolla, United States of America
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11
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Badets A, Jeunet C, Dellu-Hagedorn F, Ployart M, Chanraud S, Boutin A. Conscious awareness of others' actions during observational learning does not benefit motor skill performance. Conscious Cogn 2023; 113:103553. [PMID: 37454403 DOI: 10.1016/j.concog.2023.103553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 06/26/2023] [Accepted: 07/07/2023] [Indexed: 07/18/2023]
Abstract
The conscious awareness of motor success during motor learning has recently been revealed as a learning factor. In these studies, participants had to learn a motor sequence and to detect when they assumed the execution had reached a maximal fluidity. The consciousness groups showed better motor performance during a delayed post-training test than the non-consciousness control groups. Based on the "similar mechanism" hypothesis between observational and physical practice, we tested this beneficial effect of the conscious awareness of action in an observational learning context. In the present study, two groups learned a motor sequence task by observing a videotaped human model performing the task. However, only the consciousness group had to detect the maximal fluidity of the learning human model during observational practice. Unpredictably, no difference was detected between groups during the post-training test. However, the consciousness group outperformed the non-consciousness control group for tests that assessed the motor knowledges.
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Affiliation(s)
- Arnaud Badets
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France.
| | - Camille Jeunet
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France
| | | | - Mélissa Ployart
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France
| | - Sandra Chanraud
- Univ. Bordeaux, CNRS, INCIA, UMR 5287, F-33000 Bordeaux, France; Section of Life and Earth Sciences, Ecole Pratique des Hautes Etudes, PSL Research University, 75014 Paris, France
| | - Arnaud Boutin
- Université Paris-Saclay, CIAMS, 91405 Orsay, France; Université d'Orléans, CIAMS, 45067, Orléans, France
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12
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Troha R, Gowda M, Lee SLT, Markus E. Observational learning in rats: Interplay between demonstrator and observer behavior. J Neurosci Methods 2023; 388:109807. [PMID: 36731637 DOI: 10.1016/j.jneumeth.2023.109807] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 01/20/2023] [Accepted: 01/28/2023] [Indexed: 02/01/2023]
Abstract
BACKGROUND Observational learning is a vital skill for survival. This form of learning has been seen in humans and certain non-human animals. However, the neural circuitry underlying this form of learning is still poorly understood. NEW METHOD To better understand the factors underlying successful observation in rats, we employed a task where an observer must base its behavior on that of a demonstrator rat to identify a reward location. A comparison was made of behavior during a social and non-social observation condition. RESULTS Observers oriented more, responded faster and omitted less responses in the social compared to the non-social condition. Observer performance was also linked to initial orientation, proximity, and the manner in which the demonstrator rat performed the task. COMPARISON WITH EXISTING METHOD Previous work on observational learning encompassed multiple exposures to a single solution over days or weeks. The current method provides data from multiple individual novel observational learning trials, leading to much faster and more robust social learning. This method provides a clearly defined interval in which observation must take place. Allowing for precise tracking of both the observer and demonstrator behavior during the learning period. CONCLUSIONS This study highlights observer and demonstrator interplay in successful observational learning and provides a novel method for analyzing social behavior in rodents.
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Affiliation(s)
- Ryan Troha
- University of Connecticut, Storrs, CT, USA.
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13
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Dou H, Lei Y, Pan Y, Li H, Astikainen P. Impact of observational and direct learning on fear conditioning generalization in humans. Prog Neuropsychopharmacol Biol Psychiatry 2023; 121:110650. [PMID: 36181957 DOI: 10.1016/j.pnpbp.2022.110650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 09/12/2022] [Accepted: 09/25/2022] [Indexed: 11/28/2022]
Abstract
Humans gain knowledge about threats not only from their own experiences but also from observing others' behavior. A neutral stimulus is associated with a threat stimulus for several times and the neutral stimulus will evoke fear responses, which is known as fear conditioning. When encountering a new event that is similar to one previously associated with a threat, one may feel afraid and produce fear responses. This is called fear generalization. Previous studies have mostly focused on fear conditioning and generalization based on direct learning, but few have explored how observational fear learning affects fear conditioning and generalization. To the best of our knowledge, no previous study has focused on the neural correlations of fear conditioning and generalization based on observational learning. In the present study, 58 participants performed a differential conditioning paradigm in which they learned the associations between neutral cues (i.e., geometric figures) and threat stimuli (i.e., electric shock). The learning occurred on their own (i.e., direct learning) and by observing other participant's responses (i.e., observational learning); the study used a within-subjects design. After each learning condition, a fear generalization paradigm was conducted by each participant independently while their behavioral responses (i.e., expectation of a shock) and electroencephalography (EEG) recordings or responses were recorded. The shock expectancy ratings showed that observational learning, compared to direct learning, reduced the differentiation between the conditioned threatening stimuli and safety stimuli and the increased shock expectancy to the generalization stimuli. The EEG indicated that in fear learning, threatening conditioned stimuli in observational and direct learning increased early discrimination (P1) and late motivated attention (late positive potential [LPP]), compared with safety conditioned stimuli. In fear generalization, early discrimination, late motivated attention, and orienting attention (alpha-event-related desynchronization [alpha-ERD]) to generalization stimuli were reduced in the observational learning condition. These findings suggest that compared to direct learning, observational learning reduces differential fear learning and increases the generalization of fear, and this might be associated with reduced discrimination and attentional function related to generalization stimuli.
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Affiliation(s)
- Haoran Dou
- Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China; Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Yi Lei
- Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China.
| | - Yafeng Pan
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Hong Li
- Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu, China; School of Psychology, South China Normal University, Guangzhou, China
| | - Piia Astikainen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
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14
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Asadi A, Daneshfar A, Maleki B, Aiken CA. Effects of attentional focus and gaze instruction during observational learning of a basketball free-throw. Hum Mov Sci 2023; 87:103038. [PMID: 36435171 DOI: 10.1016/j.humov.2022.103038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Revised: 11/08/2022] [Accepted: 11/10/2022] [Indexed: 11/24/2022]
Abstract
Observational learning has long been used to instruct individuals on how to perform a novice motor skill. Recently, research has shown a benefit to instructing learners to focus externally when viewing a video model (Asadi, Aiken, Heidari, & Kochackpour, 2021). Research has also highlighted the effectiveness of modeling correct gaze behaviors when learning a cognitive task (Jarodzka, van Gog, Dorr, Scheiter, & Gerjets, 2013). The purpose of the present study was to investigate the effectiveness of combining these two modalities. 40 individuals with a mean age of 21.77 ± 1.40 performed a novel motor task where they were asked to either focus internally or externally, and were provided with traditional instruction or were provided with an experienced performer's gaze behaviors while viewing a video demonstration. It was observed that both the external focus groups and the gaze instructed groups performed a basketball free-throw more accurately and had longer periods of quiet eye than an internal focus or traditional verbal instruction (p's < 0.05). Eye tracking also allowed for the assessment of attentional focus adherence. Participants focused on the instructed cues significantly more than irrelevant task aspects or a different focus types (p's < 0.05). These results highlight the effectiveness of cuing a learner to focus externally during observational learning. It also highlights the usefulness of providing correct gaze behaviors when observing a model.
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Affiliation(s)
- A Asadi
- Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
| | - A Daneshfar
- Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran.
| | - B Maleki
- Department of Physical Education and Sport Science, Yadegar-e-Imam Khomeini (RAH) Shahre-rey Branch, Islamic Azad University, Tehran, Iran
| | - C A Aiken
- Department of Kinesiology, New Mexico State University, Las Cruces, NM, USA
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15
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Kiyak UE, Toper O. Teaching Science Facts to Students with Autism Spectrum Disorders via Telehealth. J Behav Educ 2022; 32:1-11. [PMID: 36408366 PMCID: PMC9643931 DOI: 10.1007/s10864-022-09497-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
The interruption in the education of students with autism spectrum disorders (ASD) during the COVID-19 pandemic has necessitated telehealth services offered both to the individuals and their parents. Therefore, this study aimed to examine the effects of the simultaneous prompting procedure and observational learning in teaching science facts to middle-school students with ASD by using multiple probe designs with probe trials via telehealth. The researchers also conducted follow-up and novel adult probe sessions to assess the effects of simultaneous prompting procedure and observational learning along with the opinions of students and their mothers in terms of social validity. Results indicated that students acquired the target science facts and observational learning skills, maintained them over time, and generalized them across different people. The implication of the findings and directions for future research was additionally discussed.
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Affiliation(s)
| | - Ozlem Toper
- Department of Special Education, Bursa Uludag University, Bursa, Turkey
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16
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Schwartz M, Stuhlreyer J, Klinger R. [Seeing others is believing-analgesic placebo effects through observational learning?]. Schmerz 2022; 36:196-204. [PMID: 35419736 PMCID: PMC9156489 DOI: 10.1007/s00482-022-00646-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 02/25/2022] [Accepted: 03/04/2022] [Indexed: 11/28/2022]
Abstract
Hintergrund Es gibt viele Studien zur Placeboanalgesie und deren zugrundliegenden Wirkmechanismen, die eine Behandlung von Patient:innen mit chronischen Schmerzen signifikant verbessern können. Beobachtungslernen als ein Wirkmechanismus wurde hingegen noch wenig untersucht. Fragestellung Das Ziel der Arbeit ist es, einen Überblick über die aktuelle Forschungslage zu Placeboanalgesie durch Beobachtungslernen zu geben. Dabei soll geklärt werden, ob Beobachtungslernen überhaupt einen signifikanten Placeboeffekt auslösen kann und durch welche Faktoren dieses Lernen beeinflusst wird. Material und Methoden Dafür wurden die Forschungsdatenbanken nach Studien zur Placeboanalgesie durch Beobachtungslernen durchsucht. Ergebnisse Nach der Anwendung der Ein- und Ausschlusskriterien verblieben 12 Studien. Es gab nur eine Studie, die an Patient:innen mit chronischen Schmerzen durchgeführt wurde. Die geringe Anzahl an Studien lässt noch keine allgemeingültigen Aussagen zu, aber es gibt erste Hinweise für die folgenden Aussagen: Beobachtungslernen von Placeboeffekten ist unter Laborbedingungen möglich und eine Aufmerksamkeitslenkung ist wichtig. Die Effektstärken reichen von klein bis groß. Die Effekte von klassischer Konditionierung und Beobachtungslernen sind vergleichbar. Live-Modelle, Videoaufnahmen und Bilder lösen ähnliche Effekte aus. Beobachtungslernen führt zu einer Erwartungsänderung. Diskussion Die vorliegende Evidenz liefert die Grundlage dafür, dass theoretisch und auch praktisch klinisch signifikante Effekte möglich sind. Weitere Studien sind nötig, um diese Aussagen verlässlich auch auf chronische Schmerzpatient:innen zu beziehen.
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Affiliation(s)
- Marie Schwartz
- Klinik für Anästhesiologie, Schmerzmedizin und Schmerzpsychologie, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland.
| | - J Stuhlreyer
- Klinik für Anästhesiologie, Schmerzmedizin und Schmerzpsychologie, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland
| | - R Klinger
- Klinik für Anästhesiologie, Schmerzmedizin und Schmerzpsychologie, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland
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17
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Callaghan BL, Choy T, O'Sullivan K, Routhier E, Cabrera N, Goode V, Klein T, Tottenham N. Being the third wheel: Toddlers use bystander learning to acquire cue-specific valence knowledge. J Exp Child Psychol 2022; 219:105391. [PMID: 35276421 DOI: 10.1016/j.jecp.2022.105391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 01/24/2022] [Accepted: 01/24/2022] [Indexed: 11/30/2022]
Abstract
Observing others is an important means of gathering information by proxy regarding safety and danger, a form of learning that is available as early as infancy. In two experiments, we examined the specificity and retention of emotional eavesdropping (i.e., bystander learning) on cue-specific discriminant learning during toddlerhood. After witnessing one adult admonish another for playing with Toy A (with no admonishment for Toy B), toddlers learned to choose Toy B for themselves regardless of whether they were tested immediately or 2 weeks later (Experiment 1). However, if asked to make a toy choice for someone else (i.e., when toddlers' personal risk was lower), approximately half the toddlers instead selected Toy A (Experiment 2). However, such choices were accompanied by toddlers' social monitoring of the adults, suggesting that toddlers may have been attempting to safely gain (via surrogacy) more information about risk contingencies. These findings suggest that toddlers can learn to discriminate valence in a cue-specific manner through social observation.
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Affiliation(s)
- Bridget L Callaghan
- Department of Psychology, Columbia University, New York, NY 10027, USA; Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA.
| | - Tricia Choy
- Department of Psychology, Columbia University, New York, NY 10027, USA
| | - Kaitlin O'Sullivan
- Department of Emergency Medicine, School of Medicine, Georgetown University, Washington, DC 20007, USA
| | - Emma Routhier
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Nora Cabrera
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Victoria Goode
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Tovah Klein
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Nim Tottenham
- Department of Psychology, Columbia University, New York, NY 10027, USA
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18
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Mou X, Pokhrel A, Suresh P, Ji D. Observational learning promotes hippocampal remote awake replay toward future reward locations. Neuron 2022; 110:891-902.e7. [PMID: 34965381 DOI: 10.1016/j.neuron.2021.12.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 10/20/2021] [Accepted: 12/06/2021] [Indexed: 11/23/2022]
Abstract
The neural circuit mechanisms underlying observational learning, learning through observing the behavior of others, are poorly understood. Hippocampal place cells are important for spatial learning, and awake replay of place cell patterns is involved in spatial decisions. Here we show that, in observer rats learning to run a maze by watching a demonstrator's spatial trajectories from a separate nearby observation box, place cell patterns during self-running in the maze are replayed remotely in the box. The contents of the remote awake replay preferentially target the maze's reward sites from both forward and reverse replay directions and reflect the observer's future correct trajectories in the maze. In contrast, under control conditions without a demonstrator, the remote replay is significantly reduced, and the preferences for reward sites and future trajectories disappear. Our results suggest that social observation directs the contents of remote awake replay to guide spatial decisions in observational learning.
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19
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Karlinsky A, Alexander B, Hodges NJ. "You're wrong, I'll switch, I'm wrong, I'll stay": How task-switching strategies are modulated by a partner in a multi-task learning protocol. Acta Psychol (Amst) 2022; 222:103475. [PMID: 34933211 DOI: 10.1016/j.actpsy.2021.103475] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 11/28/2021] [Accepted: 12/15/2021] [Indexed: 12/14/2022] Open
Abstract
Individuals given control over practice variables make practice decisions based on their current performance. When individuals practice in pairs, the question as to if and how a partner's performance impacts these decisions is of theoretical and practical interest. Here, we evaluated this question in a multi-task learning protocol, where individuals and dyads practiced three, differently timed keystroke sequences. Dyad participants alternated turns with a partner so we could study the immediate consequences of the partner's performance on practice choice. Only one of the partners had choice over the sequence order, the other partner practiced the sequences in either a predetermined blocked or random order. Practice with a partner that had a random-schedule promoted more task-switching in the other partner and had some benefit for retention accuracy. Distinct "own-error" and "partner-error" switching strategies were evidenced, with partners choosing to repeat the same sequence on their next turn when they performed poorly or when their partner performed well. These data show that an individual's practice decisions are influenced by their social context, particularly the practice schedule and patterns of errors in a partner's performance.
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20
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Giesen CG, Rothermund K. Reluctance against the machine: Retrieval of observational stimulus-response episodes in online settings emerges when interacting with a human, but not with a computer partner. Psychon Bull Rev 2022. [PMID: 35064526 DOI: 10.3758/s13423-022-02058-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2022] [Indexed: 11/25/2022]
Abstract
Observing how another person responds to a stimulus creates stimulus–response (SR) episodes. These can be retrieved from memory on later occasions, which means that observed responses are utilized for regulating one’s own actions. Until now, evidence for storage and retrieval of observationally acquired SR episodes was limited to dyadic face-to-face interactions between two partners who respond in an alternating fashion. In two preregistered studies (total N = 252), we demonstrate for the first time that observational SR episodes can also be acquired in online interactions: Robust retrieval effects emerged when observers believe to be interacting with another person. In turn, retrieval effects were absent when observers believe to be interacting with a computer. Our findings show that feature-based binding and retrieval principles are pervasive and also apply to social interactions, even under purely virtual conditions. We discuss implications of our findings for different explanatory accounts of social modulations of automatic imitation.
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Krause L, Askew C. Preventing and reducing fear using positive modelling: A systematic review of experimental research with children. Behav Res Ther 2021; 148:103992. [PMID: 34837839 DOI: 10.1016/j.brat.2021.103992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 10/11/2021] [Accepted: 10/25/2021] [Indexed: 11/16/2022]
Abstract
Fear of specific stimuli is thought to develop through associative learning mechanisms and research indicates that a form of observational (vicarious) learning known as positive modelling can counter these effects. This systematic review examined and synthesised the experimental positive modelling literature to establish its efficacy for reducing fear. Psych Info, Medline and the Psychology and Behavioural Science Collection databases were systematically searched until August 2021. Of the 1,677 papers identified, 18 experiments across 14 articles met the inclusion criteria. In the majority of these, positive modelling was found to lower fear levels in one or more of three procedures: fear prevention, fear reduction and fear reversal. Procedures inform prevention and treatment initiatives for specific phobias in several ways. The overall efficacy of positive modelling techniques and the ease in which they can be implemented highlight the importance of further research to evaluate their inclusion in prevention and treatment interventions. More research is required to establish the longevity and transferability of positive modelling.
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Affiliation(s)
- Litza Krause
- School of Psychology, University of Surrey, United Kingdom
| | - Chris Askew
- School of Psychology, University of Surrey, United Kingdom.
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22
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Giesen CG, Frings C. Not so social after all: Video-based acquisition of observational stimulus-response bindings. Acta Psychol (Amst) 2021; 217:103330. [PMID: 33991796 DOI: 10.1016/j.actpsy.2021.103330] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Revised: 02/02/2021] [Accepted: 05/03/2021] [Indexed: 12/30/2022] Open
Abstract
Merely observing how another person responds to a stimulus results in incidental stimulus-response (SR) bindings in memory. These observationally acquired SR bindings can be retrieved on a later occasion. Retrieval will bias current behavioral response tendencies towards re-execution of the observed response. Previous demonstrations of this effect endorsed a dyadic interaction paradigm in which two co-actors respond in alternating fashion. The present paper investigates a video-based version of the observational SR binding task in which videotaped responses are observed on screen. Whereas findings from the dyadic paradigm indicate that retrieval of observationally acquired SR bindings is modulated by social relevance, the video-based paradigm is not influenced by social moderators. Data of four experiments show that manipulations of visual perspective, natural and artificial group membership had no modulatory effect on retrieval of observationally acquired SR bindings in the video-based paradigm. The absence of any socially modulated effect in the video-based paradigm is supported by Bayesian statistics in favor of the null hypothesis. Data from a fifth experiment suggests that observational SR binding and retrieval effects in the video-based paradigm reflect the influence of spatial attention allocated towards response keys of observed responses. Implications for the suitability of both paradigms to study observational learning and joint action phenomena are discussed.
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Asadi A, Aiken CA, Heidari S, Kochackpour F. The effect of attentional instructions during modeling on gaze behavior and throwing accuracy in 7 to 10 year-old children. Hum Mov Sci 2021; 78:102825. [PMID: 34051666 DOI: 10.1016/j.humov.2021.102825] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 02/10/2021] [Accepted: 05/18/2021] [Indexed: 11/24/2022]
Abstract
Research has shown the effectiveness of attentional instructions and observation on the performance and learning in children. However, there is little research on the effects of instruction that manipulates attentional focus during observation. The purpose of the study was to investigate performance following instructions that directed an individual to focus internally or externally during the viewing of a model. Eye tracking was also used to investigate the visual search strategy under different instructional groups. 24 children between the ages of 7 and 10 years were randomly divided into an internal (IFM) or external (EFM) modeling group. Children performed a 10-trial pre-test to measure throwing accuracy and quiet eye duration (QED). Following pre-test, children observed a model performing the correct overarm throw 10 times while eye movement was recorded. They then performed a 10-trial post-test. Results revealed that both groups improved accuracy from pre-test to post-test (p < .001) and increased QED from pre- to post-test (p < .001). It was also observed that EFM had greater accuracy and (p = .01) and longer QED (p < .001) than IFM during post-testing. Evidence was also observed for adherence to the attentional focus strategy as EFM and IFM looked more frequently at the specific cue provided (p < .001). Directing visual attention to the movement effects while observing a model significantly benefits motor performance and learning in children. Changing the focus of instruction to an external focus improved both throwing accuracy and increased QED.
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Affiliation(s)
- A Asadi
- Deparment of Motor Behavior, University of Tehran, Tehran, Iran
| | - C A Aiken
- Department of Kinesiology, New Mexico State University, Las Cruces, NM, USA.
| | - S Heidari
- Department of Physical Education, Payame Noor Unviersity (PNU), Tehran, Iran
| | - F Kochackpour
- Department of Physical Education, Semnan University, Semnan, Iran
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24
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Scott MW, Wood G, Holmes PS, Williams J, Marshall B, Wright DJ. Combined action observation and motor imagery: An intervention to combat the neural and behavioural deficits associated with developmental coordination disorder. Neurosci Biobehav Rev 2021; 127:638-646. [PMID: 34022280 DOI: 10.1016/j.neubiorev.2021.05.015] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 04/09/2021] [Accepted: 05/17/2021] [Indexed: 01/10/2023]
Abstract
Action observation (AO) and motor imagery (MI) have been used separately across different populations to alleviate movement impairment. Recently these two forms of covert motor simulation have been combined (combined action observation and motor imagery; AOMI), resulting in greater neurophysiological activity in the motor system, and more favourable behavioural outcomes when compared to independent AO and MI. This review aims to outline how some of the neural deficits associated with developmental coordination disorder (DCD) are evident during AO and MI, and highlight how these motor simulation techniques have been used independently to improve motor skill learning in children in this population. The growing body of evidence indicating that AOMI is superior to the independent use of either AO and MI is then synthesised and discussed in the context of children with DCD. To conclude, recommendations to optimise the delivery of AOMI for children with DCD are provided and future avenues for research are highlighted.
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Affiliation(s)
- Matthew W Scott
- Research Centre for Health, Psychology and Communities, Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK.
| | - Greg Wood
- Research Centre for Musculoskeletal Science and Sports Medicine, Department of Sport and Exercise Sciences, Faculty of Science and Engineering, Manchester Metropolitan University, Manchester, UK
| | - Paul S Holmes
- Research Centre for Health, Psychology and Communities, Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Jacqueline Williams
- Institute for Health and Sport, College of Sport and Exercise Science, Victoria University, Victoria, Australia
| | - Ben Marshall
- Research Centre for Musculoskeletal Science and Sports Medicine, Department of Sport and Exercise Sciences, Faculty of Science and Engineering, Manchester Metropolitan University, Manchester, UK
| | - David J Wright
- Research Centre for Health, Psychology and Communities, Department of Psychology, Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
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Zhuang JY, Xie J, Li P, Fan M, Bode S. Neural profiles of observing acceptance and rejection decisions in human mate choice copying. Neuroimage 2021; 233:117929. [PMID: 33675996 DOI: 10.1016/j.neuroimage.2021.117929] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 02/15/2021] [Accepted: 02/28/2021] [Indexed: 10/22/2022] Open
Abstract
Mate choice copying refers to an agent copying the choice for a potential sexual/romantic partner made by a relevant model and has been observed across many species. This study investigated the neural profiles of two copying strategies in humans - acceptance and rejection copying - using functional magnetic resonance imaging (fMRI). Female participants observed female models accepting, rejecting, or being undecided about (control), males as potential romantic partners before and after rating their own willingness to choose the same males. We found that observing acceptance shifted participants' own choices towards acceptance, while observing rejection shifted participants' choices towards rejection. A network of motivation-, conflict- and reinforcement learning related brain regions was activated for observing the models' decisions. The rostral anterior cingulate gyrus (rACCg) and the caudate in particular were activated more strongly when observing acceptance. Activation in the inferior parietal lobe directly scaled with the magnitude of changes in choices after observing acceptance, while activation in the ACCg also scaled with changes after observing rejection. These findings point to partly dissociable neural profiles for copying strategies that might be linked to different contributions of incentive-driven and vicarious motivation, potentially reflecting the presence or absence of internalised reward experiences.
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Affiliation(s)
- Jin-Ying Zhuang
- School of Psychology and Cognitive Science, East China Normal University, China.
| | - Jiajia Xie
- School of Psychology and Cognitive Science, East China Normal University, China; Melbourne School of Psychological Sciences, The University of Melbourne, Australia
| | - Peng Li
- School of Psychology and Cognitive Science, East China Normal University, China
| | - Mingxia Fan
- Department of Physics, Shanghai Key Laboratory of Magnetic Resonance, East China Normal University, China
| | - Stefan Bode
- Melbourne School of Psychological Sciences, The University of Melbourne, Australia.
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Crone CL, Rigoli LM, Patil G, Pini S, Sutton J, Kallen RW, Richardson MJ. Synchronous vs. non-synchronous imitation: Using dance to explore interpersonal coordination during observational learning. Hum Mov Sci 2021; 76:102776. [PMID: 33639354 DOI: 10.1016/j.humov.2021.102776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 01/31/2021] [Accepted: 02/16/2021] [Indexed: 10/22/2022]
Abstract
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.
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Affiliation(s)
- Cassandra L Crone
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia.
| | - Lillian M Rigoli
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Gaurav Patil
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Sarah Pini
- Department of Cognitive Science, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - John Sutton
- Department of Cognitive Science, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - Rachel W Kallen
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - Michael J Richardson
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia.
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Putnam PT, Chang SWC. Social processing by the primate medial frontal cortex. Int Rev Neurobiol 2021; 158:213-248. [PMID: 33785146 DOI: 10.1016/bs.irn.2020.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The primate medial frontal cortex is comprised of several brain regions that are consistently implicated in regulating complex social behaviors. The medial frontal cortex is also critically involved in many non-social behaviors, such as those involved in reward, affective, and decision-making processes, broadly implicating the fundamental role of the medial frontal cortex in internally guided cognition. An essential question therefore is what unique contributions, if any, does the medial frontal cortex make to social behaviors? In this chapter, we outline several neural algorithms necessary for mediating adaptive social interactions and discuss selected evidence from behavioral neurophysiology experiments supporting the role of the medial frontal cortex in implementing these algorithms. By doing so, we primarily focus on research in nonhuman primates and examine several key attributes of the medial frontal cortex. Specifically, we review neuronal substrates in the medial frontal cortex uniquely suitable for enabling social monitoring, observational and vicarious learning, as well as predicting the behaviors of social partners. Moreover, by utilizing the three levels of organization in information processing systems proposed by Marr (1982) and recently adapted by Lockwood, Apps, and Chang (2020) for social information processing, we survey selected social functions of the medial frontal cortex through the lens of socially relevant algorithms and implementations. Overall, this chapter provides a broad overview of the behavioral neurophysiology literature endorsing the importance of socially relevant neural algorithms implemented by the primate medial frontal cortex for regulating social interactions.
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Affiliation(s)
- Philip T Putnam
- Department of Psychology, Yale University, New Haven, CT, United States.
| | - Steve W C Chang
- Department of Psychology, Yale University, New Haven, CT, United States; Department of Neuroscience, Yale University School of Medicine, New Haven, CT, United States; Kavli Institute for Neuroscience, Yale University School of Medicine, New Haven, CT, United States
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Lelievre N, St Germain L, Ste-Marie DM. Varied speeds of video demonstration do not influence the learning of a dance skill. Hum Mov Sci 2021; 75:102749. [PMID: 33421652 DOI: 10.1016/j.humov.2020.102749] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Revised: 11/15/2020] [Accepted: 12/16/2020] [Indexed: 11/28/2022]
Abstract
The effects of slow-motion and real time video speed demonstration, under mixed-modeling conditions (skilled model plus self-observation), were examined to identify whether there was an optimal demonstration speed, or combination thereof, for learning the dance pirouette en dehors skill. Fifty-one participants were randomly assigned to one of three groups with different video demonstration speeds: (1) slow-motion, (2) real-time, or (3) a combination of slow-motion and real-time. Following a pre-test, participants completed eight blocks of nine training trials (comprised of five physical and four observational practice trials). Physical performance and cognitive representation assessments revealed that participants' scores significantly improved for both assessments throughout acquisition (p's < 0.05), as well as from pre- to post-test (p's < 0.001), indicating learning of the skill. There were no significant differences, however, between the three experimental groups. These findings suggest that both real-time and slow-motion video demonstration, or their combined presentation, do not yield differences in motor learning outcomes related to the pirouette en dehors.
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Affiliation(s)
| | - Laura St Germain
- Department of Kinesiology, McMaster University, Hamilton, Canada
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Ste-Marie DM, Lelievre N, St Germain L. Revisiting the Applied Model for the Use of Observation: A Review of Articles Spanning 2011-2018. Res Q Exerc Sport 2020; 91:594-617. [PMID: 32004119 DOI: 10.1080/02701367.2019.1693489] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Accepted: 11/08/2019] [Indexed: 06/10/2023]
Abstract
Purpose: To provide a review of current articles that have used observation interventions to enhance motor skill acquisition or performance of applied tasks, and to situate the research within the Applied Model for the Use of Observation (AMUO) with the goal of forming a basis for evidence-based guidelines for practitioners. Method: Key words (e.g., observation/modeling) were searched in varied data bases (e.g., Google Scholar/PubMed), along with a citation search of the relevant AMUO article, to generate a pool of articles for possible review. Selection criteria included publication between 2011 and 2018, and that the research focus was on the effects of an observation intervention on the acquisition or performance of an applied motor task. Results: Forty-eight articles were reviewed, with 21 of these targeting the basic question of whether observation is effective, and the remaining pertaining to the What, When, Who, and How features of the AMUO. The effectiveness of observation interventions was not only affirmed, but also extended to a wider scope of populations and settings. Greater insight into the necessary information with respect to the demonstration (what) and whether it should be before, after, or during physical practice (when) was obtained. As well, advantages of combining model types (who) and providing control to the learner (how) were reported. Conclusions: While more clarity was brought to certain features of the AMUO that could be used to provide evidence-based guidelines, more research is needed to fully inform practitioners for the effective use of observation interventions.
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Yoshizaki K, Asai M, Nakayama A. Impaired social facilitation on voluntary exercise of BALB/cCrSlc mice, a proposed as an autism spectrum disorder model. Neurosci Res 2020; 163:63-67. [PMID: 32194144 DOI: 10.1016/j.neures.2020.03.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 03/08/2020] [Accepted: 03/12/2020] [Indexed: 11/25/2022]
Abstract
Impaired social facilitation was reported in autism spectrum disorder (ASD) children. However, behavioral analysis methods of social facilitation for ASD model have not been reported. We developed a novel breeding home cage for social facilitation. Voluntary exercise of more social C57BL/6 J mice was significantly increased in the presence of observer mouse compared to that in the absence of observer mouse. In contrast, the presence of observer mouse did not affect voluntary exercise of less social BALB/cCrSlc mice. These suggest that BALB/cCrSlc mice, a mouse model of ASD, exhibited impaired social facilitation. Our method would provide novel clues for ASD pathophysiology.
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Affiliation(s)
- Kaichi Yoshizaki
- Department of Disease Model, Institute for Developmental Research, Aichi Developmental Disability Center, Aichi, Japan.
| | - Masato Asai
- Department of Disease Model, Institute for Developmental Research, Aichi Developmental Disability Center, Aichi, Japan
| | - Atsuo Nakayama
- Department of Cellular Pathogenesis, Institute for Developmental Research, Aichi Developmental Disability Center, Aichi, Japan
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31
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Yuniarto LS, Gerson SA, Seed AM. Better all by myself: Gaining personal experience, not watching others, improves 3-year-olds' performance in a causal trap task. J Exp Child Psychol 2020; 194:104792. [PMID: 32081381 DOI: 10.1016/j.jecp.2019.104792] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Revised: 12/15/2019] [Accepted: 12/17/2019] [Indexed: 11/20/2022]
Abstract
Children often learn from others' demonstrations, but in the causal domain evidence acquired from observing others may be more ambiguous than evidence generated for oneself. Prior work involving tool-using tasks suggests that observational learning might not provide sufficient information about the causal relations involved, but it remains unclear whether these limitations can be mitigated by providing demonstrations using familiar manual actions rather than unfamiliar tools. We provided 2.5- to 3.5-year-old children (N = 67) with the opportunity to acquire experience with a causal trap task by hand or by tool actively or from observing others. Initially, children either generated their own experience or watched a yoked demonstration; all children then attempted the trap task with the tool. Children who generated their own experience outperformed those who watched the demonstration. Hand or tool use had no effect on performance with a tool. The implications of these findings for scaffolding self-guided learning and for demonstrations involving errors are discussed.
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Welink LS, Van Roy K, Damoiseaux RAMJ, Suijker HA, Pype P, de Groot E, Bartelink MLEL. Applying evidence-based medicine in general practice: a video-stimulated interview study on workplace-based observation. BMC Fam Pract 2020; 21:5. [PMID: 31914934 PMCID: PMC6950930 DOI: 10.1186/s12875-019-1073-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Accepted: 12/23/2019] [Indexed: 11/12/2022]
Abstract
Background Evidence-based medicine (EBM) in general practice involves applying a complex combination of best-available evidence, the patient’s preferences and the general practitioner’s (GP) clinical expertise in decision-making. GPs and GP trainees learn how to apply EBM informally by observing each other’s consultations, as well as through more deliberative forms of workplace-based learning. This study aims to gain insight into workplace-based EBM learning by investigating the extent to which GP supervisors and trainees recognise each other’s EBM behaviour through observation, and by identifying aspects that influence their recognition. Methods We conducted a qualitative multicentre study based on video-stimulated recall interviews (VSI) of paired GP supervisors and GP trainees affiliated with GP training institutes in Belgium and the Netherlands. The GP pairs (n = 22) were shown fragments of their own and their partner’s consultations and were asked to elucidate their own EBM considerations and the ones they recognised in their partner’s actions. The interview recordings were transcribed verbatim and analysed with NVivo. By comparing pairs who recognised each other’s considerations well with those who did not, we developed a model describing the aspects that influence the observer’s recognition of an actor’s EBM behaviour. Results Overall, there was moderate similarity between an actor’s EBM behaviour and the observer’s recognition of it. Aspects that negatively influence recognition are often observer-related. Observers tend to be judgemental, give unsolicited comments on how they would act themselves and are more concerned with the trainee-supervisor relationship than objective observation. There was less recognition when actors used implicit reasoning, such as mindlines (internalised, collectively reinforced tacit guidelines). Pair-related aspects also played a role: previous discussion of a specific topic or EBM decision-making generally enhanced recognition. Consultation-specific aspects played only a marginal role. Conclusions GP trainees and supervisors do not fully recognise EBM behaviour through observing each other’s consultations. To improve recognition of EBM behaviour and thus benefit from informal observational learning, observers need to be aware of automatic judgements that they make. Creating explicit learning moments in which EBM decision-making is discussed, can improve shared knowledge and can also be useful to unveil tacit knowledge derived from mindlines.
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Affiliation(s)
- Lisanne S Welink
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584 CX, Utrecht, The Netherlands.
| | - Kaatje Van Roy
- Department of Public Health and Primary Care, Ghent University, Corneel Heymanslaan 10, B-9000, Ghent, Belgium
| | - Roger A M J Damoiseaux
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584 CX, Utrecht, The Netherlands
| | - Hilde A Suijker
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584 CX, Utrecht, The Netherlands
| | - Peter Pype
- Department of Public Health and Primary Care, Ghent University, Corneel Heymanslaan 10, B-9000, Ghent, Belgium
| | - Esther de Groot
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584 CX, Utrecht, The Netherlands
| | - Marie-Louise E L Bartelink
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Universiteitsweg 100, 3584 CX, Utrecht, The Netherlands
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Schenk LA, Colloca L. The neural processes of acquiring placebo effects through observation. Neuroimage 2019; 209:116510. [PMID: 31899287 DOI: 10.1016/j.neuroimage.2019.116510] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 12/20/2019] [Accepted: 12/26/2019] [Indexed: 12/16/2022] Open
Abstract
Learning through social observation is critical for humans. The present study investigates the neural processes underlying the acquisition of placebo effects through observational learning. We created a new functional magnetic resonance imaging (fMRI) paradigm where participants (n = 38, healthy, both sexes) observed a demonstrator experiencing pain relief by a placebo treatment cream and experiencing pain without a treatment (control cream), and subsequently performed the same procedure themselves. Participants demonstrated placebo hypoalgesia while they performed the procedure themselves, confirming that observational learning can lead to placebo effects. During the observational learning phase, fMRI analysis showed a modulation of the amygdalae, periaqueductal grey, temporoparietal junctions (TPJ), and dorsolateral prefrontal cortex (DLPFC). Connectivity between the DLPFC and TPJ during the observational learning task was modulated by the placebo treatment and predicted subsequent placebo effects. Mediation analysis further confirmed that the DLPFC-TPJ connectivity formally mediated the effect of the observed treatment condition on subsequent placebo effects. Additionally, pre-recorded resting state connectivity between the DLPFC and TPJ also predicted observationally-learned placebo effects. Our findings provide an understanding of the neural processes during the acquisition of placebo effects through observation and indicate a critical role for DLPFC-TPJ integration processes during observational learning of therapeutic outcomes.
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Affiliation(s)
- Lieven A Schenk
- Department of Pain and Translational Symptom Science, School of Nursing, University of Maryland, Baltimore, USA.
| | - Luana Colloca
- Department of Pain and Translational Symptom Science, School of Nursing, University of Maryland, Baltimore, USA; Departments of Anesthesiology and Psychiatry, School of Medicine, University of Maryland, Baltimore, USA; Center to Advance Chronic Pain Research, University of Maryland, Baltimore, USA.
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Beauprez SA, Blandin Y, Almecija Y, Bidet-Ildei C. Physical and observational practices of unusual actions prime action verb processing. Brain Cogn 2020; 138:103630. [PMID: 31739234 DOI: 10.1016/j.bandc.2019.103630] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 10/25/2019] [Accepted: 11/04/2019] [Indexed: 12/31/2022]
Abstract
Numerous studies have highlighted a strong relationship between language and sensorimotor processes, showing, for example, that perceiving an action influences subsequent language processing. Moreover, previous studies have demonstrated that the context in which actions are perceived is crucial to enable this action-language relationship. In particular, action verb processing is facilitated when an action is perceived in its usual context (e.g., someone watering a plant) but not in an unusual context (e.g., someone watering a computer). This difference could be explained in terms of experience; because people always practice actions in accordance with the context, they have no (visual or motor) experience related to the unusual context. The aim of the present study was to test this assumption by assessing and comparing the effect of physical practice and observational learning on the action-language relationship. The results of two experiments showed a facilitation effect of both training methods. Whereas usual actions systematically prime action verb processing, the link between action and language appears for unusual actions only after training by practicing (experiment 1, physical practice) or observing (experiment 2, observational learning). Overall, these findings support the role of experience in the activation of sensorimotor representations during action verb processing.
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Apšvalka D, Cross ES, Ramsey R. Fluid intelligence and working memory support dissociable aspects of learning by physical but not observational practice. Cognition 2019; 190:170-183. [PMID: 31100547 PMCID: PMC6711769 DOI: 10.1016/j.cognition.2019.04.015] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2018] [Revised: 04/15/2019] [Accepted: 04/17/2019] [Indexed: 10/26/2022]
Abstract
Humans have a remarkable ability to learn by watching others, whether learning to tie an elaborate knot or play the piano. However, the mechanisms that translate visual input into motor skill execution remain unclear. It has been proposed that common cognitive and neural mechanisms underpin learning motor skills by physical and observational practice. Here we provide a novel test of the common mechanism hypothesis by testing the extent to which certain individual differences predict observational as well as physical learning. Participants (N = 92 per group) either physically practiced a five-element key-press sequence or watched videos of similar sequences before physically performing trained and untrained sequences in a test phase. We also measured cognitive abilities across participants that have previously been associated with rates of learning, including working memory and fluid intelligence. Our findings show that individual differences in working memory and fluid intelligence predict improvements in dissociable aspects of motor learning following physical practice, but not observational practice. Working memory predicts general learning gains from pre- to post-test that generalise to untrained sequences, whereas fluid intelligence predicts sequence-specific gains that are tied to trained sequences. However, neither working memory nor fluid intelligence predict training gains following observational learning. Therefore, these results suggest limits to the shared mechanism hypothesis of physical and observational learning. Indeed, models of observational learning need updating to reflect the extent to which such learning is based on shared as well as distinct processes compared to physical learning. We suggest that such differences could reflect the more intentional nature of learning during physical compared to observational practice, which relies to a greater extent on higher-order cognitive resources such as working memory and fluid intelligence.
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Affiliation(s)
- Dace Apšvalka
- Social Brain in Action Laboratory, Wales Institute for Cognitive Neuroscience, School of Psychology, Bangor University, Wales, UK; MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, England, UK
| | - Emily S Cross
- Social Brain in Action Laboratory, Wales Institute for Cognitive Neuroscience, School of Psychology, Bangor University, Wales, UK; Institute of Neuroscience and Psychology, School of Psychology, University of Glasgow, Glasgow, Scotland, UK.
| | - Richard Ramsey
- Social Brain in Action Laboratory, Wales Institute for Cognitive Neuroscience, School of Psychology, Bangor University, Wales, UK.
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Karlinsky A, Hodges NJ. Manipulations to practice organization of golf putting skills through interleaved matched or mismatched practice with a partner. Hum Mov Sci 2019; 66:231-240. [PMID: 31078942 DOI: 10.1016/j.humov.2019.05.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Revised: 04/30/2019] [Accepted: 05/02/2019] [Indexed: 11/25/2022]
Abstract
There is some evidence that alternating physical and observational practice with a partner for the same skill can benefit learning compared to practice alone. What has not been studied is whether a partner's interleaved practice impacts multi-skill learning, when the partner either matches or mismatches their partner's skill. Here we manipulated partners' practice schedules of two golf putting skills. Partners practiced the same ("matched") or different skills in alternation ("mismatched"). Based on previous research where interleaved demonstrations have induced beneficial contextual interference effects, we hypothesized that mismatching a partner on consecutive trials should also promote a similar type of interference in practice, which ultimately aids learning. A third control group was tested, where only one partner practiced while the other observed. All groups practiced for two days, with individual retention tests at the start of day 2 and one week later. Taking turns practicing and observing a partner did not benefit learning compared to the control, pure physical practice group and the matched and mismatched groups did not differ in outcomes. There was, however, evidence that partners were adapting their actions (i.e., compensating for over or undershooting of the target) based on the shots of their partner, in a similar manner to how they were adapting to their own errors. Thus, although partners were influencing each other's performance, it was not ultimately to the benefit (or cost) of overall learning. Partner-mismatching of skills through alternating practice was not sufficient to promote interference in practice and ultimately promote learning.
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Affiliation(s)
- April Karlinsky
- School of Kinesiology, University of British Columbia, 210-6081 University Boulevard, Vancouver, BC V6T 1Z1, Canada
| | - Nicola J Hodges
- School of Kinesiology, University of British Columbia, 210-6081 University Boulevard, Vancouver, BC V6T 1Z1, Canada.
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Zeng Y, Zhang J, He K, Cheng L. Who cares what parents think or do? Observational learning and experience-based learning through communication in rice farmers' willingness to adopt sustainable agricultural technologies in Hubei Province, China. Environ Sci Pollut Res Int 2019; 26:12522-12536. [PMID: 30850982 DOI: 10.1007/s11356-019-04609-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2018] [Accepted: 02/18/2019] [Indexed: 06/09/2023]
Abstract
Sustainable agricultural technologies are of great significance in fully utilizing agricultural resources and promoting agricultural production. However, the adoption rates of these technologies are often characterized as low in rural areas in China. To figure out the potential salient determinants of rice farmers' willingness to adopt sustainable agricultural technologies, this paper, by employing the multivariate probit model and ordered probit model, particularly and firstly explores the roles of observational learning and experience-based learning through communication from parents within the household on rice farmers' willingness to adopt these technologies. Results show that there are strong complementarities and substitutabilities between sustainable agricultural technologies that rice farmers are willing to adopt, and that observational learning and experience-based learning through communication within the household do have pronounced effects on rice farmers' willingness to adopt some sustainable agricultural technologies and on their intensive use intentions. Therefore, while formulating policies to improve the adoption rates and adoption intensity of these technologies, relevant government agencies should take the complementarities and substitutabilities between sustainable agricultural technologies as well as observational learning and experience-based learning through communication from parents into consideration.
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Affiliation(s)
- Yangmei Zeng
- College of Economics & Management, Huazhong Agricultural University, Wuhan, 430070, Hubei, China
- Hubei Rural Development Research Center, Wuhan, 430070, Hubei, China
| | - Junbiao Zhang
- College of Economics & Management, Huazhong Agricultural University, Wuhan, 430070, Hubei, China.
- Hubei Rural Development Research Center, Wuhan, 430070, Hubei, China.
| | - Ke He
- College of Economics & Management, Huazhong Agricultural University, Wuhan, 430070, Hubei, China.
- Hubei Rural Development Research Center, Wuhan, 430070, Hubei, China.
| | - Linlin Cheng
- College of Economics & Management, Huazhong Agricultural University, Wuhan, 430070, Hubei, China
- Hubei Rural Development Research Center, Wuhan, 430070, Hubei, China
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38
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Nomura H, Teshirogi C, Nakayama D, Minami M, Ikegaya Y. Prior observation of fear learning enhances subsequent self-experienced fear learning with an overlapping neuronal ensemble in the dorsal hippocampus. Mol Brain 2019; 12:21. [PMID: 30871580 PMCID: PMC6419346 DOI: 10.1186/s13041-019-0443-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Accepted: 03/11/2019] [Indexed: 01/18/2023] Open
Abstract
Information from direct experience and observation of others is integrated in the brain to enable appropriate responses to environmental stimuli. Fear memory can be acquired by observing a conspecific’s distress. However, it remains unclear how prior fear observation affects self-experienced fear learning. In this study, we tested whether prior observation of a conspecific receiving contextual fear conditioning affects subsequent self-experienced fear conditioning and how neuronal ensembles represent the integration of the observation and self-experience. Test mice observed demonstrator mice experiencing fear conditioning on day 1 and directly experienced fear conditioning on day 2. Contextual fear memory was tested on day 3. The prior observation of fear conditioning promoted subsequent self-experienced fear conditioning in a hippocampus-dependent manner. We visualized hippocampal neurons that were activated during the observation and self-experience of fear conditioning and found that self-experienced fear conditioning preferentially activated dorsal CA1 neurons that were activated during the observation. When mice observed and directly experienced fear conditioning in different contexts, preferential reactivation was not observed in the CA1, and fear memory was not enhanced. These findings indicate that dorsal CA1 neuronal ensembles that were activated during both the observation and self-experience of fear learning are implicated in the integration of observation and self-experience for strengthening fear memory.
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Affiliation(s)
- Hiroshi Nomura
- Department of Pharmacology, Graduate School of Pharmaceutical Sciences, Hokkaido University, Nishi 6, Kita 12, Kita-ku, Sapporo, 060-0812, Japan. .,Laboratory of Chemical Pharmacology, Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, 113-0033, Japan.
| | - Chie Teshirogi
- Laboratory of Chemical Pharmacology, Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, 113-0033, Japan
| | - Daisuke Nakayama
- Laboratory of Chemical Pharmacology, Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, 113-0033, Japan
| | - Masabumi Minami
- Department of Pharmacology, Graduate School of Pharmaceutical Sciences, Hokkaido University, Nishi 6, Kita 12, Kita-ku, Sapporo, 060-0812, Japan
| | - Yuji Ikegaya
- Laboratory of Chemical Pharmacology, Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, 113-0033, Japan.,Center for Information and Neural Networks, National Institute of Information and Communications Technology, Osaka, 565-0871, Japan
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Moore CM, Lelievre N, Ste-Marie DM. Observing different model types interspersed with physical practice has no effect on consolidation or motor learning of an elbow flexion-extension task. Hum Mov Sci 2019; 63:96-107. [PMID: 30508690 DOI: 10.1016/j.humov.2018.11.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 11/15/2018] [Accepted: 11/26/2018] [Indexed: 11/22/2022]
Abstract
We compared varied model types and their potential differential effects on learning outcomes and consolidation processes when observational practice was interspersed with physical practice. Participants (N = 75) were randomly assigned to one of five groups: (1) unskilled model observation, (2) skilled model observation, (3) mixed-model observation, (4) physical practice only, and (5) no observational or physical practice (control). All were tasked with learning a waveform-matching task. With exception of the control group not involved in acquisition sessions, participants were involved in one pre-test, two acquisition sessions, four retention tests (immediate-post acquisition 1, 24hr post acquisition 1, immediate-post acquisition 2, and approximate 7-day retention), as well as an approximate 7-day transfer test. No differences were demonstrated in consolidation processes or learning outcomes as all groups showed the same pattern of retention and transfer data. Our conclusion is that motor memory processes were not impacted differentially when different models types were used in observational practice that was intermixed with physical practice for the learning of a movement pattern with low task difficulty, and thus similar learning outcomes emerged for all groups.
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40
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Solares L, Fryling MJ. Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder. Anal Verbal Behav 2019; 35:85-93. [PMID: 31976223 DOI: 10.1007/s40616-018-0101-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
A large amount of learning occurs through the observation of stimulus-stimulus relations. One procedure that involves this sort of learning is the stimulus-pairing observation procedure (SPOP). The current study involves a systematic replication of Byrne, Rehfeldt, and Aguirre (2014). Tests for the emergence of tact and listener relations were conducted pre- and post-SPOP intervention, which consisted of a therapist presenting auditory-visual stimulus relations to participants. The SPOP intervention resulted in the establishment of tact and listener relations for all participants. The importance of assessing prerequisite skills is considered in the context of previous research.
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Rodriguez Buritica JM, Heekeren HR, Li SC, Eppinger B. Developmental differences in the neural dynamics of observational learning. Neuropsychologia 2018; 119:12-23. [PMID: 30036542 DOI: 10.1016/j.neuropsychologia.2018.07.022] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 07/16/2018] [Accepted: 07/19/2018] [Indexed: 11/22/2022]
Abstract
Learning from vicarious experience is central for educational practice, but not well understood with respect to its ontogenetic development and underlying neural dynamics. In this age-comparative study we compared behavioral and electrophysiological markers of learning from vicarious and one's own experience in children (age 8-10) and young adults. Behaviorally both groups benefitted from integrating vicarious experience into their own choices however, adults learned much faster from social information than children. The electrophysiological results show learning-related changes in the P300 to experienced and observed rewards in adults, but not in children, indicating that adults were more efficient in integrating observed and experienced information during learning. In comparison to adults, children showed an enhanced FRN for observed and experienced feedback, indicating that they focus more on valence information than adults. Taken together, children compared to adults seem to be less able to rapidly assess the informational value of observed and experienced feedback during learning and consequently up-regulate their response to both, observed and experienced (particularly negative) feedback. When transferring the current findings to an applied context, educational practice should strengthen children's ability to use feedback information for learning and be particularly cautious with negative social feedback during supervised learning.
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42
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Koban L, Jepma M, Geuter S, Wager TD. What's in a word? How instructions, suggestions, and social information change pain and emotion. Neurosci Biobehav Rev 2018; 81:29-42. [PMID: 29173508 DOI: 10.1016/j.neubiorev.2017.02.014] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2016] [Revised: 02/06/2017] [Accepted: 02/14/2017] [Indexed: 01/10/2023]
Abstract
Instructions, suggestions, and other types of social information can have powerful effects on pain and emotion. Prominent examples include observational learning, social influence, placebo, and hypnosis. These different phenomena and their underlying brain mechanisms have been studied in partially separate literatures, which we discuss, compare, and integrate in this review. Converging findings from these literatures suggest that (1) instructions and social information affect brain systems associated with the generation of pain and emotion, and with reinforcement learning, and that (2) these changes are mediated by alterations in prefrontal systems responsible for top-down control and the generation of affective meaning. We argue that changes in expectation and appraisal, a process of assessing personal meaning and implications for wellbeing, are two potential key mediators of the effects of instructions and social information on affective experience. Finally, we propose a tentative model of how prefrontal regions, especially dorsolateral and ventromedial prefrontal cortex may regulate affective processing based on instructions and socially transmitted expectations more broadly.
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Affiliation(s)
- Leonie Koban
- Institute of Cognitive Science, University of Colorado Boulder, United States; Department of Psychology and Neuroscience, University of Colorado Boulder, United States.
| | - Marieke Jepma
- Cognitive Psychology Unit, Institute of Psychology, Leiden University, The Netherlands; Leiden Institute for Brain and Cognition, Leiden University, The Netherlands
| | - Stephan Geuter
- Institute of Cognitive Science, University of Colorado Boulder, United States; Department of Psychology and Neuroscience, University of Colorado Boulder, United States
| | - Tor D Wager
- Institute of Cognitive Science, University of Colorado Boulder, United States; Department of Psychology and Neuroscience, University of Colorado Boulder, United States
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43
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Yamada M, Sakurai Y. An observational learning task using Barnes maze in rats. Cogn Neurodyn 2018; 12:519-523. [PMID: 30250630 DOI: 10.1007/s11571-018-9493-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2018] [Revised: 05/15/2018] [Accepted: 06/21/2018] [Indexed: 01/25/2023] Open
Abstract
Observational learning, which modulates one's own behavior by observing the adaptive behavior of others, is crucial for behaving efficiently in social communities. Although many behavioral experiments have reported observational learning in monkeys and humans, its neural mechanisms are still unknown. In order to conduct neuroscientific researches with recording neural activities, we developed an observational learning task for rats. We designed the task using Barnes circular maze and then tested whether rats (observers) could actually improve their learning by observing the behavior of other rats (models) that had already acquired the task. The result showed that the observer rats, which were located in a metal wire mesh cylinder at the center of the maze and allowed to observe model rats escaping to the goal in the maze, demonstrated significantly faster escape behavior than the model rats. Thus, the present study confirmed that rats can efficiently learn the behavioral task by observing the behavior of other rats; this shows that it is conceivable to elucidate the neural mechanisms of social interaction by analyzing neural activity in observer rats performing the observational learning task.
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Affiliation(s)
- Motoki Yamada
- Laboratory of Neural Information, Graduate School of Brain Science, Doshisha University, Kyotanabe, 610-0394 Japan
| | - Yoshio Sakurai
- Laboratory of Neural Information, Graduate School of Brain Science, Doshisha University, Kyotanabe, 610-0394 Japan
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Harris DJ, Vine SJ, Wilson MR, McGrath JS, LeBel ME, Buckingham G. A randomised trial of observational learning from 2D and 3D models in robotically assisted surgery. Surg Endosc 2018; 32:4527-4532. [PMID: 29761273 PMCID: PMC6182323 DOI: 10.1007/s00464-018-6203-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Accepted: 05/09/2018] [Indexed: 11/30/2022]
Abstract
BACKGROUND Advances in 3D technology mean that both robotic surgical devices and surgical simulators can now incorporate stereoscopic viewing capabilities. While depth information may benefit robotic surgical performance, it is unclear whether 3D viewing also aids skill acquisition when learning from observing others. As observational learning plays a major role in surgical skills training, this study aimed to evaluate whether 3D viewing provides learning benefits in a robotically assisted surgical task. METHODS 90 medical students were assigned to either (1) 2D or (2) 3D observation of a consultant surgeon performing a training task on the daVinci S robotic system, or (3) a no observation control, in a randomised parallel design. Subsequent performance and instrument movement metrics were assessed immediately following observation and at one-week retention. RESULTS Both 2D and 3D groups outperformed no observation controls following the observation intervention (ps < 0.05), but there was no difference between 2D and 3D groups at any of the timepoints. There was also no difference in movement parameters between groups. CONCLUSIONS While 3D viewing systems may have beneficial effects for surgical performance, these results suggest that depth information has limited utility during observational learning of surgical skills in novices. The task constraints and end goals may provide more important information for learning than the relative motion of surgical instruments in 3D space.
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Affiliation(s)
- David J Harris
- Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Samuel J Vine
- Sport and Health Sciences, University of Exeter, Exeter, UK
| | - Mark R Wilson
- Sport and Health Sciences, University of Exeter, Exeter, UK
| | - John S McGrath
- Exeter Surgical Health Services Research Unit, RD&E Hospital, Exeter, UK.,University of Exeter Medical School, Exeter, UK
| | - Marie-Eve LeBel
- Division of Orthopaedic Surgery, Western University, Ontario, Canada
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45
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Fay N, Walker B, Swoboda N, Garrod S. How to Create Shared Symbols. Cogn Sci 2018; 42 Suppl 1:241-269. [PMID: 29457653 DOI: 10.1111/cogs.12600] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2017] [Revised: 12/21/2017] [Accepted: 01/19/2018] [Indexed: 01/24/2023]
Abstract
Human cognition and behavior are dominated by symbol use. This paper examines the social learning strategies that give rise to symbolic communication. Experiment 1 contrasts an individual-level account, based on observational learning and cognitive bias, with an inter-individual account, based on social coordinative learning. Participants played a referential communication game in which they tried to communicate a range of recurring meanings to a partner by drawing, but without using their conventional language. Individual-level learning, via observation and cognitive bias, was sufficient to produce signs that became increasingly effective, efficient, and shared over games. However, breaking a referential precedent eliminated these benefits. The most effective, most efficient, and most shared signs arose when participants could directly interact with their partner, indicating that social coordinative learning is important to the creation of shared symbols. Experiment 2 investigated the contribution of two distinct aspects of social interaction: behavior alignment and concurrent partner feedback. Each played a complementary role in the creation of shared symbols: Behavior alignment primarily drove communication effectiveness, and partner feedback primarily drove the efficiency of the evolved signs. In conclusion, inter-individual social coordinative learning is important to the evolution of effective, efficient, and shared symbols.
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Affiliation(s)
- Nicolas Fay
- School of Psychological Science, University of Western Australia
| | - Bradley Walker
- School of Psychological Science, University of Western Australia
| | - Nik Swoboda
- Department of Artificial Intelligence, Technical University of Madrid
| | - Simon Garrod
- Institute of Neuroscience and Psychology, University of Glasgow
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LeBel ME, Haverstock J, Cristancho S, van Eimeren L, Buckingham G. Observational Learning During Simulation-Based Training in Arthroscopy: Is It Useful to Novices? J Surg Educ 2018; 75:222-230. [PMID: 28651976 DOI: 10.1016/j.jsurg.2017.06.005] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2017] [Revised: 05/28/2017] [Accepted: 06/05/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE Observing experts constitutes an important and common learning experience for surgical residents before operating under direct guidance. However, studies suggest that exclusively observing experts may induce suboptimal motor learning, and watching errors from non-experts performing simple motor tasks may generate better performance. We investigated whether observational learning is transferrable to arthroscopy learning using virtual reality (VR) simulation. SETTING/DESIGN In our surgical simulation laboratory, we compared students learning basic skills on a VR arthroscopy simulator after watching an expert video demonstration of VR arthroscopy tasks or a non-expert video demonstration of the same tasks to a Control group without video demonstration. Ninety students in 3 observing groups (expert, non-expert, and Control) subsequently completed the same procedure on a VR arthroscopy simulator. We hypothesized the non-expert-watching group would outperform the expert-watching group, and both groups to outperform the Control group. We examined performance pretest, posttest, and 1 week later. PARTICIPANTS Participants were recruited from the final year of medical school and the very early first year of surgical residency training programs (orthopaedic surgery, urology, plastic surgery, and general surgery) at Western University (Ontario, Canada). RESULTS All participants improved their overall performance from pretest to retention (p < 0.001). At initial retention testing, non-expert-watching group outperformed the other groups in camera path length p < 0.05 and time to completion, p < 0.05, and both the expert/non-expert groups surpassed the Control group in camera path length (p < 0.05). CONCLUSION We suggest that error-observation may contribute to skills improvement in the non-expert-watching group. Allowing novices to observe techniques/errors of other novices may assist internalization of specific movements/skills required for effective motor performances. This study highlights the potential effect of observational learning on surgical skills acquisition and offers preliminary evidence for peer-based practice (combined non-experts and experts) as a complementary surgical motor skills training strategy.
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Affiliation(s)
- Marie-Eve LeBel
- Division of Orthopaedic Surgery, Western University, London, Ontario, Canada.
| | - John Haverstock
- Division of Orthopaedic Surgery, Western University, London, Ontario, Canada
| | - Sayra Cristancho
- Centre for Education, Research & Innovation, Western University, London, Ontario, Canada
| | - Lucia van Eimeren
- Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Gavin Buckingham
- The Brain and Mind Institute, Western University, London, Ontario, Canada
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Panzer S, Kennedy D, Wang C, Shea CH. The simplest acquisition protocol is sometimes the best protocol: performing and learning a 1:2 bimanual coordination task. Exp Brain Res 2017; 236:539-550. [PMID: 29243135 DOI: 10.1007/s00221-017-5153-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2017] [Accepted: 12/11/2017] [Indexed: 11/26/2022]
Abstract
An experiment was conducted to determine if the performance and learning of a multi-frequency (1:2) coordination pattern between the limbs are enhanced when a model is provided prior to each acquisition trial. Research has indicated very effective performance of a wide variety of bimanual coordination tasks when Lissajous plots with goal templates are provided, but this research has also found that participants become dependent on this information and perform quite poorly when it is withdrawn. The present experiment was designed to test three forms of modeling (Lissajous with template, Lissajous without template, and limb model), but in each situations, the model was presented prior to practice and not available during the performance of the task. This was done to decrease dependency on the model and increase the development of an internal reference of correctness that could be applied on test trials. A control condition was also collected, where a metronome was used to guide the movement. Following less than 7 min of practice, participants in the three modeling conditions performed the first test block very effectively; however, performance of the control condition was quite poor. Note that Test 1 was performed under the same conditions as used during acquisition. Test 2 was conducted with no augmented information provided prior to or during the performance of the task. Only participants in the limb model condition were able to maintain performance on Test 2. The findings suggest that a very simple intuitive display can provide the necessary information to form an effective internal representation of the coordination pattern which can be used guide performance when the augmented display is withdrawn.
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Affiliation(s)
| | - Deanna Kennedy
- Department of Health and Kinesiology, Texas A&M University, College Station, TX, 77843-4243, USA
| | - Chaoyi Wang
- College of Physical Education, Jilin University, Changchun, China
| | - Charles H Shea
- Department of Health and Kinesiology, Texas A&M University, College Station, TX, 77843-4243, USA.
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48
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Rahman M, Curtis SL, Chakraborty N, Jamil K. Women's television watching and reproductive health behavior in Bangladesh. SSM Popul Health 2017; 3:525-533. [PMID: 29349243 PMCID: PMC5769033 DOI: 10.1016/j.ssmph.2017.06.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2016] [Revised: 06/06/2017] [Accepted: 06/13/2017] [Indexed: 01/03/2023] Open
Abstract
Bangladesh has made significant social, economic, and health progress in recent decades, yet many reproductive health indicators remain weak. Access to television (TV) is increasing rapidly and provides a potential mechanism for influencing health behavior. We present a conceptual framework for the influence of different types of TV exposure on individual's aspirations and health behavior through the mechanisms of observational learning and ideational change. We analyze data from two large national surveys conducted in 2010 and 2011 to examine the association between women's TV watching and five reproductive health behaviors controlling for the effects of observed confounders. We find that TV watchers are significantly more likely to desire fewer children, are more likely to use contraceptives, and are less likely to have a birth in the two years before the survey. They are more likely to seek at least four antenatal care visits and to utilize a skilled birth attendant. Consequently, continued increase in the reach of TV and associated growth in TV viewing is potentially an important driver of health behaviors in the country.
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Affiliation(s)
- Mizanur Rahman
- MEASURE Evaluation Carolina Population Center University of North Carolina, Chapel Hill, USA
| | - Siân L. Curtis
- Carolina Population Center University of North Carolina, Chapel Hill, USA
| | - Nitai Chakraborty
- Department of Statistics, Biostatistics, and Informatics University of Dhaka, Bangladesh
| | - Kanta Jamil
- United States Agency for International Development (USAID), Dhaka, Bangladesh
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Welsher A, Grierson LEM. Enhancing technical skill learning through interleaved mixed-model observational practice. Adv Health Sci Educ Theory Pract 2017; 22:1201-1211. [PMID: 28160101 DOI: 10.1007/s10459-017-9759-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2016] [Accepted: 01/24/2017] [Indexed: 05/24/2023]
Abstract
A broad foundation of behavioural (Hayes et al. in Exp Brain Res 204(2): 199-206, 2010) and neurophysiological (Kohler et al. in Science 297(5582): 846-848, 2002) evidence has revealed that the acquisition of psychomotor skills, including those germane to clinical practice (Domuracki et al. in Med Educ 49(2): 186-192, 2015), can be facilitated through observational practice. Interestingly, research also reveals that learning via observation is greatest when the learner has the opportunity to view both error-free expert demonstrations and flawed novice demonstrations (Rohbanfard and Proteau in Exp Brain Res 215: 183-197, 2011). In this study, we explored whether the learning that results from the combined viewing of experts and novices is greater when the demonstrations are presented under observation schedules characterized by higher levels of contextual interference. To do so, we engaged participants in an observational learning study of the Fundamentals of Laparoscopic Surgery pots-and-beans task: a simulated procedure in which performers must move objects under precision constraints in the minimal access surgery environment. Each participant was randomized to one of three groups that engaged in identical physical and mixed-model observational practice of this skill, with the only difference being that one group's observation was presented in blocked fashion (low interference) while the other two groups' observations were presented in semi-interleaved (medium interference) and interleaved (high interference) fashions. Total errors and time-to-complete measures taken during physical practice blocks revealed that all three groups improved over the intervention. Further analyses revealed that the low interference group performed better immediately following the physical and observational practice intervention, but that the medium- and high-interference groups were conveyed a performance advantage in a transfer test conducted after a period of retention that challenged participants to perform in the opposite direction. The results are discussed with respect to the classic contextual interference effect (Shea and Morgan in J Exp Psychol 5(2): 179-187, 1979) and with particular relevance to clinical skills education.
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Affiliation(s)
- Arthur Welsher
- Department of Kinesiology, McMaster University, Hamilton, Canada
| | - Lawrence E M Grierson
- Department of Kinesiology, McMaster University, Hamilton, Canada.
- Department of Family Medicine, David Braley Health Sciences Centre, McMaster University, 100 Main St. W., 5003B, Hamilton, ON, L8P 1H6, Canada.
- Program for Educational Research and Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
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50
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Tanaka K, Watanabe K. Effects of model types in observational learning on implicit sequential learning. Q J Exp Psychol (Hove) 2017; 71:1596-1606. [PMID: 28856961 DOI: 10.1080/17470218.2017.1342672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study investigated whether implicit learning of sequence by observation occurred in a serial reaction time task and whether the learning effects were modulated by model behavioral type. In Experiment 1, we let 20 participants perform a sequence for 12 blocks and chose the best and worst performance models based on reaction time and errors. In Experiment 2, new observers viewed a movie clip chosen from the following three: the best model performing the sequential task in the first (the first six blocks) or second session (the last six blocks), or the worst model performing the task in the first session. Then, the observers performed the observed sequence, a test sequence and awareness test. We found that (1) implicit sequential learning occurred by observation regardless of model behavior type, (2) the learning effects were not susceptible to model behavior type and (3) speed index reflecting reaction time became larger even in the test session when the observers viewed the best model performing the second session. Overall, observers developed general motor representations through action-observation. In addition, their responses were also contagious; if the model performed the sequence faster, the observer might be able to perform the sequence faster.
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Affiliation(s)
- Kanji Tanaka
- 1 Faculty of Science and Engineering, Waseda University, Tokyo, Japan.,2 Research Center for Advanced Science and Technology, The University of Tokyo, Tokyo, Japan.,3 Japan Society for the Promotion of Science, Tokyo, Japan
| | - Katsumi Watanabe
- 1 Faculty of Science and Engineering, Waseda University, Tokyo, Japan.,2 Research Center for Advanced Science and Technology, The University of Tokyo, Tokyo, Japan
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