نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری دانشگاه فردوسی مشهد

2 دانشیار دانشگاه شهید بهشتی تهران

3 دانشیار دانشگاه شهیدبهشتی تهران

چکیده

هدف از­ پژوهش حاضر، بررسی تأثیر مشاهدۀ انواع اطلاعات مختلف به­هنگام یادگیری مشاهده­ای می­باشد. جامعۀ آماری پژوهش را کلیۀ دانشجویان پسر دانشگاه شهید ­بهشتی در سال 90ـ1389 تشکیل دادند که از میان ­آن­ها، 24 نفر دانشجوی راست­دست بدون تجربۀ رسمی در تکالیف پرتابی به­صورت نمونۀ در­دسترس انتخاب شدند. شرکت­کنندگان بر­اساس فیلم­هایی که می­دیدند به­صورت تصادفی به سه گروه مختلف تقسیم شدند؛ گروه اول کل بدن را می­دید، گروه دوم دست پرتاب را مشاهده می­کرد و گروه سوم تنها مچ دست را می­دید. افراد 20 کوشش را به­عنوان اکتساب انجام دادند و 24 ساعت بعد از اکتساب، مجدداً پنج کوشش را به­عنوان یادداری انجام دادند. پس از این مرحله، یک مرحله به­عنوان بازاکتساب وجود داشت که در آن، تمام افراد فیلم کل بدن را مشاهده می­کردند. شایان­ذکر است که دقت حرکت، هماهنگی درون­عضوی و اختلاف حداکثر سرعت مچ افراد از الگو محاسبه شد. یافته­ها نشان می­دهد که گروه کل بدن، در دقت حرکت­ بهتر از دو گروه دیگر عمل کرده­اند، اما در یادگیری الگوی حرکت، ضعیف­تر از دو گروه دیگر بوده­اند. با­این­حال، بین دو گروه دست پرتاب و مچ دست تفاوتی دیده نمی­شود. ­بین گروه­ها در اختلاف حداکثر سرعت مچ دست نیز تفاوتی وجود ندارد. به­طور­­کلی، نتایج بیانگر این هستند که در برخی موارد، مشاهدۀ اطلاعات نسبی کل بدن برای یادگیری الگوی حرکت مفید نمی­باشد و نسبت به دیگر انواع اطلاعات (اطلاعات نسبی محدود­شده یا اطلاعات مطلق) منجر به یادگیری کمتری ­می­شود. همچنین، این احتمال وجود دارد که نشان­دادن اطلاعات نسبی کل بدن باعث شود مشاهده­کننده از الگوی حرکت صرف­نظر نماید. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effect of Observing Different Kinds of Information during Observational Learning

نویسندگان [English]

  • Davoud Fazeli 1
  • Alireza Farsi 2
  • Behrooz Abdoli 3

1

2

3

چکیده [English]

The purpose of this study was to investigate the effect of observing different kinds of information during observational learning. The population of this research were all male student in Shahid Beheshti University (2010- 2011) that 24 right handed of them were selected as available sample that had no formal experience in the throwing tasks. This study was quasi-experimental and participants were divided randomly into three groups according to the films they observed. The first group observed the full body, the second group observed the throwing arm, and the third group just observed the wrist of the hand. Participant completed 20 trials as acquisition and 24 hours after that were recruited to laboratory again and completed 5 trials as retention. After this period there was a period as re-acquisition that all participants observed the full body information. Movement accuracy, intra- limb coordination and the difference of maximum speed of wrist from the model was calculated. The results of this study showed that the Full body group was better than two other groups in movement accuracy but in learning of movement pattern it was weaker than two other groups. However, there was not a difference between throwing arm group and wrist group. Also, there was not a significant difference between groups in maximum speed difference. Generally, the results showed that in some situation observing the relative information of full body is not useful, and even in relation to other kinds of information (restricted relative information or absolute information) will result in a fewer learning. It may be showing the relative information of full body results in that observer ignores the movement pattern. 

کلیدواژه‌ها [English]

  • Point Light Displays
  • Intra-Limb Coordination
  • Relative Information
  • Restricted Relative Information
  • Absolute Information‌
1. Bernstein NA. The co-ordination and regulation of movements. London: Pergamon Press; 1967. p. 226-8.
2. Bandura A. Social foundations of thought and action.Firsted. NJ, US: Englewood Cliffs­; 1986­. p.94-7.
3. Newell K. Coordination, control and skill. Advances in Psychology. Academic Press, Elsevier; 1985; 27: p.295-317.
4. Scully D, Newell K. Observational-learning and the acquisition of motor-skills toward a visual-perception perspective. Journal of Human Movement Studies. 1985; 11(4): 169-86.
5. Johansson G. Visual perception of biological motion and a model for its analysis. Perception & Psychophysics. 1973; 14(2): 201-11.
6. Al-abood S A, Davids K, Bennett S J. Specificity of task constraints and effects of visual demonstrations and verbal instructions in directing learners' search during skill acquisition. Journal of Motor Behavior. 2001; 33(3): 295-305.
7. Breslin G, Hodges N J, Williams M A. Effect of information load and time on observational learning. Research Quarterly for Exercise and Sport. 2009; 80(3): 480-90.
8. Hodges N J, Hayes S J, Breslin G, Williams A M. An evaluation of theminimal constraining information during observation for movement reproduction. Acta Psychologica. 2005; 119(3): 264-82.
9. Horn R R, Williams A M, Scott M A. Learning from demonstrations: The role of visual search during observational learning from video and point-light models. Journal of Sports Sciences. 2002; 20(3): 253-69.
10. Horn R R, Williams A M, Scott M A, Hodges N J. Visual search and coordination changes in response to video and point-light demonstrations without KR. Journal of Motor Behavior. 2005; 37(4): 265-74.
11. Scully D, Carnegie E. Observational learning in motor skill acquisition: A look at demonstrations. The Irish Journal of Psychology. 1998; 19(4): 472-85.
12. Breslin G, Hodges N J, Williams A M, Curran W, Kremer J. Modelling relative motion to facilitate intra-limb coordination. Human Movement Science. 2005; 24(3): 446-63.
13. Munzert J, Hohmann T, Hossner E J. Discriminating throwing distances from point-light displays with masked ball flight. European Journal of Cognitive Psychology. 2010; 22(2): 247-64.
14. Ste-Marie D M, Law B, Rymal A M, Jenny O, Hall C, McCullagh P. Observation interventions for motor skill learning and performance: An applied model for the use of observation. International Review of Sport and Exercise Psychology. 2012; 5(2): 145-76.
15. Breslin G, Hodges N J, Williams A M, Kremer J, Curran W. A comparison of intra-and inter-limb relative motion information in modelling a novel motor skill. Human Movement Science. 2006; 25(6): 753-66.
16. Hayes S J, Hodges N J, Huys R, Williams A M. End-point focus manipulations to determine what information is used during observational learning. Acta Psychologica. 2007; 126(2): 120-37.
17. Hodges N J, Williams A M, Hayes S J, Breslin G. What is modelled during observational learning? Journal of Sports Sciences. 2007; 25(5): 531-45.
18. Williams A M, Davids K, Williams J G P. Firsted. Visual perception and action in sport. London. Taylor & Francis; 1999.
19. Hayes S J, Ashford D, Bennett S J. Goal-directed imitation: The means to an end. Acta Psychologica. 2008; 127(2): 407-15.
20. Hayes S J, Hodges N J, Scott M A, Horn R R, Williams A M. Scaling a motor skill through observation and practice. Journal of Motor Behavior. 2006; 38(5): 357-66.
21. Horn R R, Williams A M, Hayes S J, Hodges N J, Scott M A. Demonstration as a rate enhancer to changes in coordination during early skill acquisition. Journal of Sports Sciences. 2007; 25(5): 599-614.
22. Sidaway B, Heise G, Schoenfelder Zohdi B. Quantifying the variability of angle-angle plots. Journal of Human Movement Studies. 1995; 29(4): 181-97.
23. Winter D A. Biomechanics and motor control of human movement.4thed. Hoboken, New Jersey. John Wiley & Sons; 2009.p. 53-95.
24. Wild K S, Poliakoff E, Jerrison A, Gowen E. The influence of goals on movement kinematics during imitation. Experimental Brain Research. 2010; 204(3): 353-60.
25. Latash M L, Turvey M T, Bernshteĭn N A. Dexterity and its development. Firsted. Mahwah, New Jersey, Lawrence Erlbaum; 1996.p. 97-106.