The effect of auditory and visual models on acquisition of a timing task

Doody, Susann G.; Bird, Anne Marie; Ross, Diane

doi:10.1016/0167-9457(85)90014-4

Cited by 45 publications

(26 citation statements)

References 17 publications

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“…Also, researchers of motor control have successfully used auditory information related to the model's performance for skill acquisition (e.g. Doody, Bird, & Ross, 1985). The prevalent interpretation of these findings was that a sensory template was created during auditory or visual exposure to the model, and that this later guided motor performance.…”

Section: Timingmentioning

confidence: 99%

From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies

Vogt

Thomaschke

2007

Journal of Sports Sciences

143

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We review three areas of research and theory relating to the involvement of motor processing in action observation: behavioural studies on imitation learning, behavioural work on short-term visuomotor interactions, and related neurophysiological and neuroimaging work. A large number of behavioural studies now indicate bi-directional links between perception and action: visual processing can automatically induce related motor processes, and motor actions can direct future visual processing. The related concept of direct matching (Rizzolatti et al., 2001) does not, however, imply that observed actions are transduced into a corresponding motor representation that would guarantee an instant and accurate imitation. Rather, studies on the mirror neuron system indicate that action observation engages the observer's own motor prototype of the observed action. This allows for enhanced action recognition, imitation recognition, and, predominantly in humans, imitation and observational learning. Despite the clear impact of action observation on motor representations, recent neuroimaging work also indicates the overlap of imitation learning with processes of non-imitative skill acquisition.

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Section: Timingmentioning

confidence: 99%

From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies

Vogt

Thomaschke

2007

Journal of Sports Sciences

143

View full text Add to dashboard Cite

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“…A possible explanation is that the regularity of the timing decreased the complexity of the skill to the extent that even the visual presentation of the task could provide for the relevant temporal information during acquisition. Contrary to Doody et al (1985) and McCullagh and Little ( 1989), where a specific irregular timing had to be acquired, subjects in the present experiment had to learn only one specific temporal interval. Thus, because of the simplicity of the timing, the possible usefulness of a model on the learning of the rhythmical timing could not be demonstrated.…”

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confidence: 93%

“…In this context, studies by Newell ( 1 976) and Zelaznik and Spring ( l 976) demonstrated the potential of auditory demonstrations to develop recognition memory for a timing movement in absence of physical practice with knowledge of results (KR). Doody, Bird, and Ross (1985) assessed the influence of auditory, visual, and audio-visual models in combination with KR on the learning of a timing task. Subjects were provided with an auditory model, a visual model, a combined auditory and visual model, or no model of correct performance.…”

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confidence: 99%

The Effects of Visual and Auditory Models on the Learning of a Rhythmical Synchronization Dance Skill

Wuyts

Buekers

1995

Research Quarterly for Exercise and Sport

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The purpose of this study was to investigate the effect of visual and auditory concurrent models on the acquisition of a rhythmical synchronization task. Subjects attempted to synchronize a series of dance steps to the beat of two auditory rhythms. Subjects performed five trial blocks in one of four practice conditions: (a) audio-visual (auditory rhythms combined with a visual model), (b) audio-auditory (auditory rhythms combined with an auditory model), (c) auditory only (auditory rhythms with no model), and (d) visual only (no auditory rhythms but exposure to a visual model). Rhythmical timing and synchronization accuracy served as the dependent variables. Results revealed no practice condition learning differences for rhythmical timing. For synchronization accuracy, the audio-auditory group produced significantly lower error scores at acquisition, but no differences were found at retention. Apparently, the availability of models created an information dependency that resulted in a decrease of performance and, consequently, no group differences in retention.

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“…It is also popular to present augmented information prior to initiating the movement. Most typically, the information presented prior to task performance takes the form of visual observation (e.g., Doody, Bird, &Ross, 1985;McCullagh & Caird, 1990;Shea, Wright, Wulf, & Whitacre, 2000;Shea, Wulf, & Whitacre, 1999) or the presentation of visual and auditory models (e.g., Lee, Wishart, Cunningham, & Carnahan, 1997;Shea, Wulf, Park, & Gaunt, in press;Zelaznik, Shapiro, & Newell, 1978;Zelaznik & Spring, 1976). These studies have generally reported positive effects of observation and modeling (for an exception, see Lee et al, 1997).…”

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confidence: 94%

Effects of Modeled Auditory Information on a Sequential Timing Task

Lai

Shea

Little

2000

Research Quarterly for Exercise and Sport

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The purposes of the present experiment were to determine (a) whether an auditory model enhanced relative or absolute timing, (b) the extent to which the reduced frequency presentation of the auditory model resulted in enhanced retention, and (c) the degree to which executing the timing sequence was independent of the role of the effectors in carrying out the movement sequence. Participants (N = 45) were asked to alternately press two keys on a computer keyboard in an attempt to match the goal intervals presented on the computer monitor. Groups differed in terms of the frequency with which an auditory model (100, 50, or 0%) was presented. The results indicated that the auditory model (100% or 50% groups) enhanced relative timing performance and learning but not the learning of absolute timing. In addition, the 50% group did not appear to become dependent on the auditory model. However, significant decrements in performance were seen for the 100% group when the model was withdrawn. Last, participants were able to execute the timing sequences equally well when they reversed the hand used to execute the timing sequence. This was interpreted as strong evidence for the effector independence (Schmidt, 1975, 1988) and modularity of the timing sequence (Keele, Davidson, & Hayes, 1998).

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The effect of auditory and visual models on acquisition of a timing task

Cited by 45 publications

References 17 publications

From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies

From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies

The Effects of Visual and Auditory Models on the Learning of a Rhythmical Synchronization Dance Skill

Effects of Modeled Auditory Information on a Sequential Timing Task

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