Observational learning in motor skill acquisition: A look at demonstrations

The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

“…This finding indicates that, for their task, distal features (e.g., wrists and ankles) were more relevant for perceiving the to-be-learned action than other kinematic variables (Hodges, Williams, Hayes, & Breslin, 2007). Importantly, in Scully and Carnegie's (1998) experimental task, these distal features traveled through greater motion trajectories than the proximal features (e.g., shoulders and hips). Other research has also shown that information about movement goals is prioritized over relative motion or specific motor segments (i.e., Bekkering, Wohlschlager, & Grattis, 2000).…”

“…These findings support the view that realtime VR feedback about movement kinematics can benefit the motor learning of a complex real-world movement skill, specifically when temporal-spatial discrepancies between end-effector locations are emphasized. Scully and Carnegie (1998) highlighted that, within a demonstration, certain key anatomical features are more useful for perceiving a to-be-learned action than others. Adopting an ecological psychology perspective, Savelsbergh and van der Kamp (2000) predicted that these key sources of perceptual information might be selected by learners on the basis of task-relevant perception-action couplings that emerge due to interacting constraints inherent in the task, the organism, and the environment (see Newell, 1991).…”

“…Group mean timing error was then calculated from the individual means for each dependent variable at each sample time point. This method was employed by Scully and Carnegie (1998) and described in detail by Mullineaux and colleagues (2001).…”

“…Scully and Carnegie (1998) showed that removing markers from end-effector locations in a PLD, that is, the toe and ankle positions, disrupted the observational learning of a complex dance movement. This finding indicates that, for their task, distal features (e.g., wrists and ankles) were more relevant for perceiving the to-be-learned action than other kinematic variables (Hodges, Williams, Hayes, & Breslin, 2007).…”

Aprendizagem motora baseada em demonstrações de movimento biológico

“…Os aprendizes adultos de uma sequência de ballet apresentaram uma posição de aterrissagem mais acurada e uma imitação mais próxima do padrão de movimento quando assistiram a um modelo de pontos de luz em comparação ao grupo que assistiu ao modelo de vídeo, tanto na velocidade regular quanto em câmera lenta (SCULLY;CARNEGIE, 1998 (HORN et al, 2005).…”