Comparison of sources of task-related information during motor skill acquisition and performance of a complex motor task

Journal of Human Movement Studies

Volumn 47, Issue 2, 2004, Pages 155-181

  Laguna, P L ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

Modeling; Observational learning; Task related information

Indexed keywords

ACCURACY; ARTICLE; COGNITION; COMPREHENSION; FEMALE; HUMAN; HUMAN EXPERIMENT; MALE; MODEL; MOTOR PERFORMANCE; NORMAL HUMAN; PHYSICAL ACTIVITY; RIGHT HANDEDNESS; TASK PERFORMANCE;

EID: 8444238643     PISSN: 03067297     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (40)

1. ADAMS, J. A. (1971). A closed-loop theory of motor learning. J. Motor Behav. 3: 111-150.
2. BANDURA, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ.
3. BANDURA, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychol. Rev., 84: 191-215.
4. BANDURA A. (1969). Principles of behavior modification. Rineholt and Winston, Holt, New York.
5. BIRD, A. M., ROSS, D. AND LAGUNA, P. L. (1983). The observational learning of a timing task. ERIC # ED 269-370.
6. BLANDIN, Y., PROTEAU, L. AND ALAIN, C. (1994). On the cognitive processes underlying contextual interence and observational learning. J. Motor Behav., 26: 18-26.
7. BLANDIN, Y. AND PROTEAU, L. (1994). The effects of a model's level of performance on observational learning. 1994 Proceedings of the North Am. Soc. for Psychol. Sport and Physi Act., 16: S32.
8. CARROLL, W. R. AND BANDURA, A. (1990). Representational guidance of action production in observational learning. J. Motor Behav., 22: 85-97.
9. CARROLL, W. R. AND BANDURA, A. (1987). Translating cognition into action: The role of visual guidance in observational learning. J. Motor Behav., 19: 385-398.
10. CARROLL, W. R. AND BANDURA, A. (1985). Role of timing of visual monitoring and motor rehearsal in observational learning of action patterns. J. Motor Behav., 17: 269-281.
11. CARROLL, 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: 153-165.
12. DOODY, S. G., BIRD, A. M. AND ROSS, D. (1985). The effects of auditory and visual models on acquisition of a timing task. Hum. Movement Sci., 4: 271-281.
13. FELTZ, D. M. (1982). The effects of age and number of demonstrations on modeling form and performance. Res. Q. Exerc. Sport, 53: 291-296.
14. FERRARI, M. (1996). Observing the observer: Self-regulation in the observational learning of motor skills. Devel. Revi., 16: 203-240.
15. FISHER, M. J. AND DEAKIN, J. M. (1994). Observational learning: An assessment of information transfer. 1994 Proceedings of the North Am. Soc. for Psychol. Sport and Physi Act., 16: S52.
16. HERBERT, E. P. AND LANDIN, D. (1994). Effects of a learning model and augmented feedback on tennis skill acquisition. Res. Q. Exerc. Sport, 65: 250-257.
17. LAGUNA, P. L. (2000). The effect of model observation versus physical practice during motor skill acquisition and performance. J. Hum. Movement Stud., 39: 171-191.
18. LAGUNA, P. L. (1999). Effects of multiple correct model demonstrations on cognitive representation development and performance accuracy in motor skill acquisition. J. Hum. Movement Stud., 37: 55-86.
19. LAGUNA, P. L. (1996). The effects of model demonstration strategies on motor skill acquisition and performance. J. Hum. Movement Stud., 30: 55-79.
20. LANDERS, D. M. (1975). Observational learning of a motor skill: Temporal spacing of demonstrations and audience presence. J. Motor Behav., 7: 281-288.
21. 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.
22. MAGILL, R. A. (1993A). Modeling and verbal feedback influences on skill learning. Int. J. Sport Psychol., 24: 358-369.
23. MAGILL, R.A. (1993B). Motor learning: Concepts and applications (4th ed.) Brown and Benchmark, Dubuque, IA.
24. MAGILL, R. A. AND SCHOENFELDER-ZOHDI, B. (1996). A visual model and knowledge of performance as sources of information for learning a rhythmic gymnastics skill. Inte. J. Sport Psychol., 27: 7-22.
25. MARTENS, R., BURWITZ, L. AND ZUCKERMAN, J. (1976). Modeling effects on motor performance. Res. Q., 47:277-291.
26. MCCULLAGH, P. (1993). Modeling: Learning, developmental, and social psychological considerations. In Handbook of research on sport psychology. MacMillan, (Edited by R. N. Singer, M. Murphey and L.K. Tennant), New York, pp.106-126.
27. MCCULLAGH, P. (1987). Model similarity effects on motor performance. J. Sport Psychol., 9, 249-260.
28. MCCULLAGH, P. AND LITTLE, W. S. (1989). Comparison of modalities in modeling. Hum. Perfor., 2: 101-111.
29. MCCULLAGH, P., STIEHL, J. AND WEISS, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance. Res. Q.r Exerc. Sport, 61: 344-350.
30. NEWELL, K. M. (1981). , Skill learning In Human skills. Wiley, (Edited by D. Holding), New York, pp. 203-226.
31. NEWELL, K. M., CARLTON, M. J. AND ANTONIOU, A. (1990). The interaction of criterion and and feedback information in learning a drawing task.. J. Motor Behav., 22: 536-552.
32. POLLACK, B. J. AND LEE, T. D. (1992). Effects of the model's skill level on observational learning. Res. Q. Exerc. Sport, 63: 25-29.
33. ROSS, D., BIRD, A. M., DOODY, S. G. AND ZOELLER, M. (1985). Effects of modeling and video feedback with knowledge of results on motor performance. Hum. Movement Sci., 4: 149-157.
34. SCHMIDT, R. A. (1975). A schema theory of discrete motor skill learning. Psychol. Rev., 82: 225-260.
35. SCHMIDT, R. A. AND LEE, T. D. (1999). Motor control and learning. Human Kinetics, Champaign, IL.
36. SCHUTZ, R. A. AND GESSAROLI, M. E. (1987). The analysis of repeated measures designs involving multiple dependent variables. Res. Q. Exerc. Sport, 58: 132-149.
37. SHEA, J. B. AND MORGAN, R. L. (1979). Contextual interference effects on the acquisition, retention and transfer of a motor skill. J. Exp. Psychol.: Hum. Learn. Memory, 5: 179-187.
38. SHEFFIELD, F. N. (1961). Theoretical considerations in the learning of complex sequential tasks from demonstrations and practice. In Student response in programmed instruction. National Academy of Sciences- National Research Council, (Edited by A.A. Lumsdaine), Washington, DC, pp. 13-32.
39. WEEKS, D. L. (1992). A comparison of modeling modalities in the observational learning of an externally paced skill. Res. Q. Exerc. Sport, 63: 373-380.
40. WUTS, I. J. AND BUEKERS, M. J. (1995). The effects of visual and auditory models on the learning of a rhythmical synchronization dance skill. Res. Q. Exerc. Sport, 63: 105-115.