Motor Control - Exam 3 - Demonstration and observational learning

What is the main purpose of a demonstration in motor learning?

To convey information about how to coordinate and control movement effectively

What kinds of coordination changes have been observed when learners watch full-body demonstrations?

Learners show measurable coordination changes similar to those achieved by physical practice

Why might demonstrations be as effective as end-point feedback?

Because they provide visual information about coordination patterns and outcomes simultaneously

During early learning, what are the two main aspects to consider in demonstrations?

Perceiving movement - Understanding what to look for

Controlling movement - Knowing how to move

What should be emphasized when teaching movement perception?

Show clear, exaggerated movement patterns and highlight the functional effects of movements

What should be emphasized when teaching movement control?

Show full, normal-speed demonstrations and allow physical limitation

When is demonstration most beneficial?

When learning a skill that requires a new pattern of coordination, not just new parameters

What brain system is associated with observational learning?

The mirror neuron system

Where are mirror neurons primarily located?

The inferior frontal gyrus

What brain areas are active during both movement observation and execution?

Prefrontal, premotor, primary motor, and parietal areas

Which brain areas are active only during movement execution?

The basal ganglia and cerebellum

What happens when participants observe and visualize movements?

Activation occurs in the supplementary motor area and pre-SMA

Why should demonstrators perform the skill correctly?

Because learners pick up invariant movement patterns, so incorrect demonstrations can teach errors

Can learners benefit from watching novice models?

Yes - Observing other beginners promotes problem-solving rather than passive imitation

What is the main advantage of observing novice performers?

It encourages active exploration instead of copying a skilled model’s exact movements

According to Gentile, when should demonstrations occur?

Before practice, and as often as necessary during learning

When is auditory modeling especially effective?

When the goal involves timing or rhythm of movement

What are the two main theories explaining how observing demonstrations aids learning?

Cognitive mediation theory (Bandura)

Dynamic View of modeling

What does cognitive mediation therapy propose?

Observed movements are converted into symbolic memory codes that guide future performance

What are the four subprocesses of Bandura’s theory?

Attention - Focus on relevant aspects

Retention - Remember and code the movement

Behavior Reproduction - Physically perform it

Motivation - Desire to perform the skill

What role does motivation play in observational learning?

It determines whether the learner is willing to attempt and persist in performing the skill

What is the key idea of the Dynamic View of Modeling?

Learners directly perceive movement information in real time, rather than storing a mental image

What does the Dynamic View of Modeling emphasize about demonstrations?

Real-time visual information constrains the learner’s movement to match functional patterns

What instructional strategies align with the Dynamic View of Modeling?

Use live or realistic demonstrations 

Show whole-body coordination, not isolated parts

Provide multiple perspective

Encourage exploration and self-organization

Why might demonstrations sometimes hinder learning?

Because there’s no single ideal movement form that fits all learners

What illusion can demonstrations create?

The illusion of skill acquisition - learners think they can perform a skill just by watching it

How can demonstrations subvert problem-solving?

By giving learners ready-made solutions instead of encouraging their own discovery

How do verbal instructions complement demonstrations?

They communicate how to perform skills and where to focus attention

What are key factors for effective verbal instructions?

Keep quantity manageable

Focus on movement outcomes

Use verbal analogies

Highlight regulatory environmental conditions

What’s the difference between internal and external focus in instruction?

Internal focus - Directs attention to body movements

External focus - Directs attention to movement effects or outcomes

What sequence should instructions follow for accuracy and speed?

Focus on accuracy first, then speed, then both together

What are ironic effects in instruction?

When telling a performer not to do something accidentally causes that behavior

What do effective verbal cues often direct attention to?

Key environmental conditions and critical movement conditions

“Look at the ball” and “bend your knee”