Intention in motor learning through observation

Badets, Arnaud; Blandin, Yannick; Shea, Charles H.

doi:10.1080/02724980443000773

Cited by 52 publications

(48 citation statements)

References 34 publications

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“…Therefore, the learner detects some differences between self and others by observing the performance of others and correcting errors in the next trial. In fact, many previous studies of action observation on motor learning have reported an improvement in a motor learning task using the upper extremities (Shea et al, 2000;Badets et al, 2006;Tia et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Many studies have suggested the importance of coupling observational and physical practice on motor learning (Shea, Wulf, Whitacre, & Wright, 2000;Badets, Blandin, & Shea, 2006;Tia et al, 2010). A recent study on human motor learning showed that observational practice leads to enhanced motor skill acquisition (Wulf, Shea, & Lewthwaite, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

Hiyamizu

Maeoka

Matsuo

et al. 2014

NRE

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BACKGROUND: Studies suggest that the observation of others' actions leads to enhanced motor skill learning. OBJECTIVE: We examined whether others' or self-action observation is effective for standing balance learning. In addition, we examined cortical activation during action observation using functional near-infrared spectroscopy. METHODS: Thirty-nine healthy young subjects were assigned randomly to the Control, Other-Observation (O-O), and Self-Observation (S-O) groups. The subjects learned to stand on a tilting platform while maintaining a horizontal position. The Control group alternated each trial with a rest period. The O-O and S-O groups were provided with information related to their performance during the rest period: the O-O group observed another person, while the S-O group observed their previous performance. Cortical activation was assessed by changes of hemoglobin oxygenation (oxyHb). RESULTS: A 2-way analysis of variance with repeated measures on balance performance revealed a significant difference in post-training (p < 0.05) and retention (p < 0.01) only in the S-O group. And an increase of oxyHb levels at post-training in the S-O group was observed in the supplementary motor area. CONCLUSION: Self-action observation improved standing balance and brain activity during training and at 24 h after training.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

Hiyamizu

Maeoka

Matsuo

et al. 2014

NRE

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“…These results extend upon previous findings by qualifying the conditions where humans learn motor skills by observing movement trajectories. For instance, relative timing has been shown to be learned by observing human (Badets, Blandin, & Shea, 2006) and non-human (Hayes, et al, 2012) agents displaying naturalistic velocity. Here, we showed that relative timing can be Motion trajectory information and agency during observational practice 19 learned by observing constant velocity.…”

Section: Discussionmentioning

confidence: 99%

Motion trajectory information and agency influence motor learning during observational practice

et al. 2015

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Fundamental to performing actions is the acquisition of motor behaviours. We examined if motor learning, through observational practice, occurs by viewing an agent displaying naturalistic or constant velocity, and whether motion trajectory, as opposed to end-state, information is required. We also investigated if observational practice is sensitive to belief regarding the origin of an agent. Participants had to learn a novel movement sequence timing task, which required upper-limb movements to a series of targets within a pre-specified absolute and relative time goal. Experiment 1 showed learning after viewing naturalistic and constant velocity, but not end-state information. For Experiment 2, in addition to learning the movement sequence, participants observed a series of movement stimuli that were either the trained or new sequences and asked to rate their confidence on whether the observed sequence was the same or different to observational practice. The results indicated agency belief modulates how naturalistic and constant velocity is coded. This indicated the processes associated with belief are part of an interpretative predictive coding system where the association between belief and observed motion is determined. When motion is constant velocity, or believed to be computer-generated, coding occurs through top-down processes. When motion is naturalistic velocity, and believed to be human-generated, it is most likely coded by gaining access to bottom-up sensorimotor processes in the action-observation network

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“…There is also evidence for the extraction of rules from observational sequence learning (e.g. Heyes & Foster 2002;Badets et al 2006). However, the rules acquired in these paradigms are more abstract ones related to the sequential order and/or timing of components in a sequence of actions, and cannot be considered as rules coding the target-movement relationship of a specific goal-directed action.…”

Section: (B) Observation Of Goal-directed Actionsmentioning

confidence: 99%

Movements, actions and tool-use actions: an ideomotor approach to imitation

Massen

Prinz

2009

Phil. Trans. R. Soc. B

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In this article we discuss both merits and limitations of the ideomotor approach to action control and action imitation. In the first part, we give a brief outline of ideomotor theory and its functional implications for imitation and related kinds of behaviours. In the subsequent sections, we summarize pertinent experimental studies on action imitation and action induction. These studies show that action perception modulates action planning in a number of ways, of which imitation is but one. In the last part, we move from regular actions to tool-use actions, raising the issue of whether and how watching others' tool-use actions leads to corresponding behaviours in observers. Here, we discuss experiments aimed at dissociating the relative roles of environmental targets, bodily movements and target-to-movement-mappings (action rules) in the observation of tooluse actions. Our findings indicate a strong role for action rules in the observation and imitation of tool-use actions. We argue that, in order to account for these findings, ideomotor theory needs to be extended to take mappings between bodily movements and environmental effects into account.

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Intention in motor learning through observation

Cited by 52 publications

References 34 publications

Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

Motion trajectory information and agency influence motor learning during observational practice

Movements, actions and tool-use actions: an ideomotor approach to imitation

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