Self model theory: learning from the future

Abstract

This paper synthesizes findings and theoretical propositions across behavioral, cognitive, and neuropsychological theories, with significant new conceptualizations bearing upon processes of learning and performance. There is a need to explain ultrarapid learning within the framework of cognitive science. In video self modeling and in challenging circumstances, the speed of behavior change appears to be derived from feedforward, in which component behaviors (in the repertoire) are reconfigured to produce a new skill or level of performance. It is argued that 'self modeling' is fundamental to learning, and peer/other modeling serves as an alternative. Learning in this way produces a cognitive self-simulation which can be accessed to trigger a behavioral response in a future context. Related neurological processes are indicated by 'mental time travel' (MTT) and specific brain activity during the imagination (simulation) of future personal events. There is evidence that some brain mechanisms (mirror neurons), involved in immediate imitation, are differentially responsive to images of self versus other. MTT (to future events) in cognitive neuroscience has so far been discussed only in terms of prediction and planning not behavior change. These issues are brought together by self model theory. Conclusions drawn in this paper include discussions of the value in 'learning from the future' as a ubiquitous human ability. Overall, the propositions of this theory should stimulate diverse future research, linking neurological and behavioral contributions to cognitive science. WIREs Cogn Sci 2012, 3:215-230. doi: 10.1002/wcs.1156 For further resources related to this article, please visit the WIREs website.

Action Observation and Imagery Training Improve the Ease With Which Athletes Can Generate Imagery

“…The putative human mirror neuron system (Gallese et al, 1996) may have been the mechanism by which the action observation intervention facilitated the ease with which the golfers could generate visual images of themselves performing golf shots. In addition, it is likely that any possible activation of mirror neuron regions in this experiment would have been enhanced through the use of a self-modeling observation intervention, rather than the use of another person as the model (see Dowrick, 2012, for a review).…”

“…Consistent with guidelines for self-modeling interventions (e.g., McCullagh, Law, & Ste-Marie, 2012) only participants' best performances were included in the action observation intervention. This is the most common method of delivering self-modeling interventions in sport settings (Dowrick, 2012). The footage was edited using NCH VideoPad Video Editor Professional 2.11 software to create an individualized action observation DVD.…”

Video Self-Modeling for English Language Learners

“…Dowrick () asserts that a rapid behavior change implies dramatic changes in self‐efficacy. Self‐efficacy, the belief that one can complete a task successfully, or meet a specific learning goal, is not always present when students learn new content.…”

Video Self-Modeling

“…Video modeling can be used with peers, adults, or self as a model (video self-modeling [VSM]). VSM is a specific applica tion of video modeling that allows the child to observe herself or himself, rather than a peer, successfully performing a behavior (Dowrick, 2012). Research on video modeling indicates that watching predominantly positive and/or successful behaviors of oneself, as opposed to negative and/or unsuc cessful behaviors, is an essential ingredient to effective modeling interven tions (Bellini & Akullian, 2007;Dowrick, 2012).…”

“…Numerous studies have demonstrated that VSM interventions produce substantial intervention, maintenance, and generalization effects across a myriad of dependent variables (Dowrick, 2012). As such, video modeling interventions have recently been identified as "evidence based" for youth with autism spectrum disorders (National Autism Center, 2009).…”