The Experts below are selected from a list of 23646 Experts worldwide ranked by ideXlab platform
Andrew Whiten - One of the best experts on this subject based on the ideXlab platform.
-
Observational Learning in chimpanzees and children studied through ghost conditions
Proceedings of The Royal Society B: Biological Sciences, 2008Co-Authors: Lydia M Hopper, Susan P Lambeth, Steven J Schapiro, Andrew WhitenAbstract:Emulation has been distinguished from imitation as a form of Observational Learning because it focuses not on the model's actions but on the action's environmental results. Whether a species emulates, imitates or displays only simpler Observational Learning is expected to have profound implications for its capacity for cultural transmission. Chimpanzees' Observational Learning has been suggested to be primarily emulative, but this is an inference largely based upon low fidelity copying in experiments when comparing chimpanzees with humans rather than direct testing. Here we test directly for emulation Learning by chimpanzees and children using a ‘ghost’ condition in which a sliding door obscuring a reward was moved to left or right with no agent visible, a context associated with the only published evidence for emulation Learning in a non-human species (pigeons). Both children and chimpanzees matched the observed direction of ghost door movement on their first test trial. This is the first evidence for emulation in a non-human primate in the restricted context of a ghost condition. However, only the children continued to match in later trials. Individuals of both species continued to match with 99% or better fidelity when viewing a conspecific model operates the door. We conclude that chimpanzees can and will display emulation Learning when the task is as simple as the present one, which contrasts with a failure to do so in a more complex manipulative task tested earlier. However, even with a simple task, emulation alone creates only fleeting fidelity compared with the opportunity to copy a conspecific, when considerable conformity is displayed.
Lydia M Hopper - One of the best experts on this subject based on the ideXlab platform.
-
Observational Learning in chimpanzees and children studied through ghost conditions
Proceedings of The Royal Society B: Biological Sciences, 2008Co-Authors: Lydia M Hopper, Susan P Lambeth, Steven J Schapiro, Andrew WhitenAbstract:Emulation has been distinguished from imitation as a form of Observational Learning because it focuses not on the model's actions but on the action's environmental results. Whether a species emulates, imitates or displays only simpler Observational Learning is expected to have profound implications for its capacity for cultural transmission. Chimpanzees' Observational Learning has been suggested to be primarily emulative, but this is an inference largely based upon low fidelity copying in experiments when comparing chimpanzees with humans rather than direct testing. Here we test directly for emulation Learning by chimpanzees and children using a ‘ghost’ condition in which a sliding door obscuring a reward was moved to left or right with no agent visible, a context associated with the only published evidence for emulation Learning in a non-human species (pigeons). Both children and chimpanzees matched the observed direction of ghost door movement on their first test trial. This is the first evidence for emulation in a non-human primate in the restricted context of a ghost condition. However, only the children continued to match in later trials. Individuals of both species continued to match with 99% or better fidelity when viewing a conspecific model operates the door. We conclude that chimpanzees can and will display emulation Learning when the task is as simple as the present one, which contrasts with a failure to do so in a more complex manipulative task tested earlier. However, even with a simple task, emulation alone creates only fleeting fidelity compared with the opportunity to copy a conspecific, when considerable conformity is displayed.
Emily S Cross - One of the best experts on this subject based on the ideXlab platform.
-
sensitivity of the action observation network to physical and Observational Learning
Cerebral Cortex, 2009Co-Authors: Emily S Cross, David J M Kraemer, Antonia F De C Hamilton, William M Kelley, Scott T GraftonAbstract:Human motor skills can be acquired by observation without the benefit of immediate physical practice. The current study tested if physical rehearsal and Observational Learning share common neural substrates within an action observation network (AON) including premotor and inferior parietal regions, that is, areas activated both for execution and observation of similar actions. Participants trained for 5 days on dance sequences set to music videos. Each day they physically rehearsed one set of dance sequences (“danced”), and passively watched a different set of sequences (“watched”). Functional magnetic resonance imaging was obtained prior to and immediately following the 5 days of training. After training, a subset of the AON showed a degree of common activity for Observational and physical Learning. Activity in these premotor and parietal regions was sustained during observation of sequences that were danced or watched, but declined for unfamiliar sequences relative to the pretraining scan session. These imaging data demonstrate the emergence of action resonance processes in the human brain based on Observational Learning without physical practice and identify commonalities in the neural substrates for physical and Observational Learning.
Craig R. Hall - One of the best experts on this subject based on the ideXlab platform.
-
Imagery and Observational Learning use and their relationship to sport confidence
Journal of Sports Sciences, 2009Co-Authors: Craig R. Hall, Krista J. Munroe-chandler, Jennifer Cumming, Barbi Law, Richard Ramsey, Lisa MurphyAbstract:Abstract The present study investigated 345 athletes' (male = 152, female = 193) use of Observational Learning and imagery for practice and at competition and how this related to sport confidence. The Functions of Observational Learning Questionnaire (Cumming et al., 2005), the Sport Imagery Questionnaire (Hall et al., 1998), and the Trait Sport Confidence Inventory (Vealey, 1986) were contextualized by asking participants to rate each item twice, once for practice and once for competition. The athletes reported using each of the different functions of Observational Learning and imagery in these situations, but the pattern of use differed. Whereas nearly all of the imagery functions were more frequently used at competition, the majority of Observational Learning functions were used more for practice. Cognitive specific and motivational general-mastery imagery were significant predictors of sport confidence in practice and competition, whereas the skill function of Observational Learning significantly pred...
-
Observational Learning use and self-efficacy beliefs in adult sport novices
Psychology of Sport and Exercise, 2009Co-Authors: Barbi Law, Craig R. HallAbstract:Abstract Objectives The purposes of this study were to investigate adult sport novices' use of the functions of Observational Learning and to examine its relationship to their self-efficacy beliefs to learn sport-related skills and strategies, and to regulate mental states during the Learning process. Method Adults enrolled in beginner level sport classes completed the Functions of Observational Learning Questionnaire (FOLQ; Cumming, J., Clark, S.E., Ste-Marie, D.M., McCullagh, P., & Hall, C. (2005). The functions of Observational Learning questionnaire (FOLQ). Psychology of Sport and Exercise, 6 , 517–537.) as well as a self-efficacy questionnaire. Internal consistencies were acceptable for all subscales and a factor analysis confirmed that this instrument can be used with sport novices. Results Athletes' use of Observational Learning and their self-efficacy beliefs differed according to sport type. Hierarchical multiple regression analyses revealed that for adults Learning an independent sport, more frequent use of the skill function of Observational Learning predicted higher self-efficacy to learn skills and self-efficacy to learn strategies. For adults Learning an interactive sport, more frequent use of the performance function predicted higher self-efficacy to regulate mental states during the Learning process. Conclusions Results suggest that factors related to specific sport types, such as sport demands and model availability, may differentially influence learners' use of Observational Learning as well as its impact on their self-efficacy for Learning technical sport components and self-efficacy for controlling their mental state during Learning. This has implications for sport instructors and coaches regarding optimal methods for structuring Observational Learning experiences to enhance learners' self-efficacy beliefs.
-
The Relationships among Skill Level, Age, and Golfers’ Observational Learning Use
The Sport Psychologist, 2009Co-Authors: Barbi Law, Craig R. HallAbstract:The purpose of this study was to examine the influence of skill level and age on golfers’ (n = 188) use of Observational Learning for skill, strategy, and performance functions, as assessed by the Functions of Observational Learning Questionnaire. Golf handicap was used as an objective measure of golf skill level, with a lower handicap reflecting a higher skill level. It was hypothesized that both age and skill level would predict Observational Learning use, with younger and less experienced golfers reporting increased use of all three functions of Observational Learning. It was also predicted that age and skill level would interact to predict use of the performance function, with younger golfers employing more of that function than older golfers at the same skill level. Partial support was obtained for these hypotheses. Regression analyses revealed that the interaction of age and skill level predicted use of the skill function. Younger golfers employed more of the skill function than older golfers; howev...
Huub Van Den Bergh - One of the best experts on this subject based on the ideXlab platform.
-
Chapter 2.01.13: Observational Learning in Argumentative Writing
Learning to Write Effectively: Current Trends in European Research, 2012Co-Authors: Martine Braaksma, Gert Rijlaarsdam, Huub Van Den BerghAbstract:This chapter addresses three issues in Observational Learning: the Observational process itself, the role of learners' characteristics on the effect of different types of Observational Learning and the effect of Observational Learning on the mediating variable 'writing processes'. Using different methodologies, post-hoc analysis, experimental research and a case study, the chapter gains a better insight into the details of Observational Learning in argumentative writing. Writers who learned by observation performed relatively more meta-cognitive activities (Goal-orientation and Analysis) at the start and relatively more executional activities (Writing and Re-reading) in the second part of the writing process than writers who learned by doing. Over the whole writing process, writers who learned by observation showed more planning activities than writers who learned by doing. Keywords: argumentative writing; meta-cognitive activities; Observational Learning; writing processes
-
Observational Learning and Its Effects on the Orchestration of Writing Processes
Cognition and Instruction, 2004Co-Authors: Martine Braaksma, Gert Rijlaarsdam, Huub Van Den Bergh, Bernadette Van Hout-woltersAbstract:In this study, we examined why Observational Learning positively affects Learning outcomes of new writing tasks. In this study, we focused on the effects of Observational Learning on the temporal organization (i.e., orchestration) of writing processes and on the subsequent influence on text quality. An experiment was set up in which participants (N = 52; 8th-grade students) were assigned to 1 of 2 Observational-Learning conditions or a control (CO) condition. In the Observational-Learning conditions, participants learned by observing peer models' writing processes and in the CO condition by performing writing tasks. To measure the orchestration of writing processes, the participants performed posttest-writing tasks under think-aloud conditions.
-
Observational Learning and the effects of model-observer similarity.
Journal of Educational Psychology, 2002Co-Authors: Martine Braaksma, Gert Rijlaarsdam, Huub Van Den BerghAbstract:This study examined the effects of similarity in competence between model and observer on the effectiveness of Observational Learning in argumentative writing. Participants ( N 214, 8th grade, mixed ability) were assigned to 1 of 3 conditions: an observation/weak-focus, an observation/good-focus, or a control condition. The two Observational-Learning groups observed pairs of peer models performing writing tasks. Participants focused respectively on the noncompetent (weak) model or on the competent (good) model. The control group performed the writing tasks themselves. Results are consistent with the similarity hypothesis: Weak learners learn more from focusing their observations on weak models, whereas better learners learn more from focusing on good models.
