Biomedical subjects

Y Blandin

Publications and source records attributed to Y Blandin.

6 recordsLinked to original sources

PubMed2005

Observational learning: effects of bandwidth knowledge of results.

The authors investigated whether bandwidth knowledge of results (KR) during observation of a model's performance enhances motor skill learning. Following a pretest, 2 groups of participants (N = 28) observed a model practicing a timing task. The bandwidth group received KR about the model's performance only when his performance fell outside the criteria for a correct response. The yoked group received KR on the same trials as the bandwidth group did but were not told that the KR was only about incorrect performances. In that way, the authors avoided a confound between bandwidth and relative frequency effects on performance and learning. Following the observation phase, both groups of participants performed 10-min and 24-hr retention tests. Bandwidth KR enabled that group to reduce its performance variability and, to a lesser extent, to enhance its performance accuracy. The authors discuss the results with respect to the powerful effect of qualitative KR through observation.

Adult↗

PubMed2001

[Change in effects of motor preparation due to priming as a function of the amount of practice].

The goal of the present experiment is to assess the effects of motor preparation on reaction time (RT) as a function of practice. We used a priming procedure to induce different levels of motor preparation. In reaction to a visual signal, the 16 participants had to respond with a flexion or an extension of the right or left wrist. Each participant performed 6120 successful trials divided into 34 experimental series. The first analysis of RT as a function of the type of cue (valid, neutral, or invalid) suggested that the time needed (a) to inhibit the prepared response and (b) to program the required one, remains stable throughout practice. A second analysis on the amount of information to be processed according to type of cue (0.42, 2.00, and 3.58 bits) indicated that central processing speed did not vary with practice. Indeed, only RT for the 0 bit condition decreased during the first 720 trials, suggesting that only the peripheral processes were influenced in early learning.

Adult↗

PubMed2000

On the cognitive basis of observational learning: development of mechanisms for the detection and correction of errors.

It has been proposed that observation of a model practising a motor skill results in the observer developing mechanisms for the detection and correction of errors that are similar to those acquired during physical practice. Results of a first experiment indicated that prior observation of a model permitted participants to estimate their errors as efficiently as those who had physically practised the task. Similarly, results of a second experiment indicated that observation of a model receiving biased knowledge of results during practice resulted in similarly biased reference and error detection/correction mechanisms for the observers and for the models. These results suggest that observation engages one in cognitive processes similar to those occurring during physical practice.

Adult↗

PubMed1996

Effects of task instructions and oscillation frequency on bimanual coordination.

Increases in the oscillation frequency of bimanual movements produce a switch from an antiphase (180 degrees relative phase) to an in-phase (0 degrees relative phase) coordination pattern. This finding is observed when subjects are instructed not to intervene when they feel themselves slipping out of the anti-phase pattern. The question addressed in this study concerned how performance would be affected if subjects were instructed to try to maintain the pattern at all times. This issue was addressed using two separate groups of subjects: one group was given the "do not intervene" instructions, the other group was told to try to stay with the pattern at all times. Forearm rotations were tested in 15 s trials, paced by an auditory metronome set at 1.0, 1.5, 2.0, 2.5, and 3.0 Hz. Frequency distributions of the point estimates of relative phase were analyzed. The Do not Intervene group replicated previous findings, as indicated by the development of a bimodal histogram of relative phase distributions with increases in oscillation frequency. However, a very different pattern of findings emerged with increases in oscillation frequency for the group told to stay with the anti-phase pattern. Rather than a bimodal distribution being developed, the data maintained 180 degrees as its central tendency--no secondary distribution developed around 0 degrees relative phase. These data suggest that volitional control can override the inherent dynamical tendencies of the motor system.

Adult↗

PubMed1994

The effects of the amount and variability of practice on the learning of a multi-segmented motor task.

Since the Shea, J.B. and Morgan (1979) study, investigators have repeatedly shown that the learning of a set of movement patterns (as evaluated in a retention test) is enhanced when acquisition occurred under a random rather than a blocked schedule of practice. Supposedly, this is the case because a random schedule of practice necessitates more elaborate cognitive activities than a blocked schedule before each acquisition trial can be initiated. Our main objective was to determine whether the advantage for learning found for random practice increases as a function of the number of acquisition trials. During acquisition, the results indicated a general tendency for smaller movement reproduction errors under a blocked rather than a random schedule of practice. However, this effect disappeared with larger amount of acquisition trials. In retention, larger errors were observed when acquisition occurred under a blocked rather than a random schedule of practice. Finally, the disadvantage for learning observed for the blocked schedule of practice disappeared under a block-repeated condition in which each movement pattern was first practiced under a blocked schedule which was then repeated a second time. The results are discussed in terms of the so-called contextual interference effect and indicates some of its limitations.

Humans↗

PubMed1994

On the cognitive processes underlying contextual interference and observational learning.

The main goal of the present study was to determine whether observation of an unskilled model learning a timing task enables the observer to develop a cognitive representation of the task similar to the one acquired through physical practice (Adams, 1986; Bandura, 1977; Lee & White, 1990). To reach that goal, we tested whether a contextual interference effect would be obtained in a retention test of subjects who had observed an individual practicing three variations of a timing task under a random or a blocked schedule of practice. Similar patterns of results in an immediate retention test were found following observation and physical practice. This suggests that observation indeed engaged the observers in the same type of cognitive activities as did physical practice. Moreover, a schedule of practice made up of 100% physical practice led to improved learning compared with a schedule of practice made up of 50% observation followed by 50% physical practice. This suggests that learning is enhanced more by numerous implementations of a motor program than by its mere construction or retrieval.

Journal Article↗