Contributions of attention and retention processes in observational learning of a motor skill by children

Journal of Human Movement Studies

Volumn 42, Issue 4, 2002, Pages 317-333

  Ste Marie, Diane M ^a   Clark, S U ^a   Latimer, A E ^a  

^a UNIVERSITY OF OTTAWA   (Canada)

Author keywords

Attention; Demonstration; Inter trial intervals; Observational learning

Indexed keywords

ARTICLE; ATTENTION; CHILD; COGNITION; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; MOTOR PERFORMANCE; NORMAL HUMAN; OBSERVATION; TASK PERFORMANCE; TEACHING; VIDEOTAPE;

EID: 0036004727     PISSN: 03067297     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (34)

1. Adams, J. A. (1986). Use of the model's knowledge of results to increase the observer's performance. J. Hum. Movement Stud., 12: 89-98.
2. Baddeley, A. D. and Hitch, G. (1974). Working memory. In The Psychology of Learning and Motivation: Advances in Research and Theory. Academic Press, (Edited by G. H. Bower), New York, Vol. 8, pp. 47-89.
3. Bandura, A. (1977).Social Learning Theory. Prentice Hall, Englewood Cliffs, NJ.
4. Bandura, A. (1986). Social foundations of thought and action. Prentice Hall, Englewood Cliffs, NJ.
5. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman, New York.
6. Blandin, Y., Proteau, L. and Alain, C. (1994). On the cognitive processes underlying contextual interference and observational learning. J. Motor Behav., 26: 18-26.
7. Blandin, Y., LHUISSET, L. and Proteau, L. (1999). Cognitive processes underlying observational learning of motor skills. Q. J. Exp. Psychol., 52: 957-79.
8. Broadbent, D. E. (1958). Perception and Communication. Pergamon Press, Oxford.
9. Caroll, W. R. and Bandura, A. (1982). The role of visual monitoring in observational learning of action patterns: Making the unobservable observable. J. Motor Behav., 14: 153-67.
10. Caroll, W. R. and Bandura, A. (1987). Translating cognition into action: The role of visual guidance in observational learning. J. Motor Behav., 19: 385-398.
11. Caroll, W. R. and Bandura, A. (1990). Representational guidance of action production in observational learning: A casual analysis. J. Motor Behav., 22: 85-97.
12. Deakin, J. M. and Proteau, L. (2000). The role of scheduling in learning through observation. J. Motor Behav., 32: 268-76.
13. Dowrick, P. W. (1999). A review of self-modeling and related interventions. Appl. Prey. Psychol., 8: 23-39.
14. Gallagher, J. D. and Hoffman, S. (1987). Memory development and children's sport skill acquisition. In Advances in Pediatric Sport Sciences. Human Kinetics, (Edited by D. Gould and M. R. Weiss), Champaign, IL., pp. 187-210.
15. Gallagher, J. D. and Thomas, J. R. (1986). Developmental effects of grouping and recording on learning a movement series. Res. Q. Exercise Sport, 57: 117-27.
16. Gerst, M. S. (1971). Symbolic coding processes in observational learning. J. Pers. Soc. Psychol., 19: 7-17.
17. Gould, D. R. and Roberts, G. C. (1981). Modeling and motor skill acquisition. Quest, 33: 214-30.
18. Jeffery, R. W. (1976). The influence of symbolic and motor rehearsal on observational learning. J. Res. Pers., 10: 116-27.
19. Lee, T. D. and White, M. A. (1990). Influence of an unskilled model's practice schedule on observational motor learning. Hum. Movement Sci., 9: 349-367.
20. McCullagh, P., Stiehl, J. and Weiss, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance acquisition. Res. Q. Exercise Sport, 61: 344-50.
21. McCullagh, P. and Weiss, M. R. (2001). Modeling: Considerations for motor skill performance and psychological responses. In Handbook of Research on Sport Psychology. Wiley, (Edited by R. N. Singer, H. A. Hausenblas and C. M. Janelle), New York.
22. Meaney, K. S. (1994). Developmental modeling effects on the acquisition, retention, and transfer of a novel motor skill. Res. Q. Exercise Sport, 65: 31-9.
23. Salmoni, A. W., Schmidt, R. A. and Walter, C. B. (1984). Knowledge of results and motor learning: A review and appraisal. Psychol. Bull., 95: 355-86.
24. Schmidt, R. A. and Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychol. Sci., 3: 207-217.
25. Scully, D. M. and Newell, K. M. (1985). Observational learning and the acquisition of motor skills: Toward a visual perception perspective. J. Hum. Movement Stud., 11: 169-86.
26. Smyth, M. M. and Pendleton, L. R. (1990). Space and movement in working memory. Q. J. Exp. Psychol., 42A: 291-304.
27. Ste-Marie, D. M. (2000). Motor learning through observation: Contributions of attention and retention processes. J. Hum. Movement Stud., 38: 323-49.
28. Thomas, J. R. (1980) Acquisition of motor skills: Information processing differences between children and adults. Res. Q. Exercise Sport, 51: 158-73.
29. Weiss, M. (1983). Modeling and motor performance: A developmental perspective. Res. Q. Exercise Sport, 54: 190-97.
30. Weiss, M. R., Ebbeck, V. and Rose, D. J. (1992). "Show and tell" in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance. Res. Q. Exercise Sport, 63: 292-301.
31. Weiss, M. R. and Klint, K. A. (1987). "Show and tell" in the gymnasium: An investigation of developmental differences in modeling and verbal rehearsal of motor skills. Res. Q. Exercise Sport, 58: 234-41.
32. Weise-Bjornstal, D. and Weiss, M. (1992). Modeling effects on children's form kinematics performance outcome and cognitive recognition of a sport skill: An integrated perspective. Res. Q. Exercise Sport, 63: 67-75.
33. Wickens, C. D. (1984). Processing resources in attention. In Varieties of Attention. Academic Press, (Edited by R. Parasuraman and D. R. Davies), pp. 63-103.
34. Yando, R., Seitz, V. and Zigler, E. (1978). Imitation: A Developmental Perspective. Lawrence Erlbaum, Potomac, Md.