Biomedical subjects

Arnaud Badets

Publications and source records attributed to Arnaud Badets.

4 recordsLinked to original sources

PubMed2006

The intention superiority effect in motor skill learning.

Three experiments were conducted to determine if the intention to perform motor sequences in the future results in similar patterns of activation and inhibition as observed for verbal scripts. In Experiments 1 and 2, intention was induced by informing one group that they would be tested on the tasks following acquisition; the other group was not informed of the retention test. Recognition tests administered prior to and after the retention test indicated a strong intention superiority effect. However, intention instructions provided either at the end of acquisition (Experiment 1) or before acquisition (Experiment 2) failed to impact acquisition or retention performance of the motor sequences, but did influence the latency of responding on the retention test. Experiment 3 was designed to replicate the results of Experiments 1 and 2 using a within-subjects design and extend these findings to observation. The results indicated that intention instructions resulted in a strong intention superiority effect for both the physical and observational practice participants, but the performance on the intentional tasks was enhanced only for the observational practice group.

Adult↗

PubMed2006

Error detection processes during observational learning.

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.

Adolescent↗

PubMed2006

Intention in motor learning through observation.

The purpose of this experiment was to assess whether learning an action through observation is enhanced by the intention to reproduce the observed behaviour. Two groups of participants observed a model practise a timing task and performed a 24-hour delayed retention test. Participants in the first group of observers were explicitly instructed that they would be required to execute the timing task that they had observed as accurately as possible during the delayed retention test. Observers in the second group were instructed that they would be required to describe as accurately as possible the behaviour that they had observed. A control group of participants, who did not observe the model, was also administered the delayed retention test. The results of the retention test indicated that absolute timing (parameterization) was learned by the observers to the same extent with or without intention to reproduce the task. Indeed, on the retention test absolute timing for the two groups of observers was as effective as that for the models. However, observing with an intention to reproduce the task was beneficial for learning the movement's relative timing structure. Results are discussed with respect to a potential mechanism by which intention enhances observation.

Adolescent↗

PubMed2004

The role of knowledge of results frequency in learning through observation.

The authors examined whether reduced knowledge of results (KR) frequency during observation of a model's performance enhances learning. As they viewed a timing task, observers (n = 54) received KR about the model's performance on each trial (100% KR) or on 1 out of 3 trials (33% KR). Controls (n = 18) received only physical practice; they did not take part in the observation session. The authors also wanted to dissociate the guidance effect of KR during physical practice from the guidance role played by the representation acquired during observation. Therefore, following the observation phase, participants physically performed the task with either the same or a different KR frequency than that experienced during observation. The effects of observation and physical practice on learning were assessed in delayed retention tests. The beneficial effect of reduced KR frequency during observation continued for the following physical practice phases. Possible explanations as to why KR influences observational learning are discussed.

Adult↗