Self modeling: Expanding the theories of learning

Abstract

Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity; improved self-efficacy became a frequent "explanation" of how it worked. Recently, however, the mounting evidence for ultra-rapid behavior change (particularly in feedforward versions of video SM) and incomplete satisfaction with explanatory models of observational learning in general suggested a rethinking of underlying theory. The most rapid learning by humans can be achieved by mental simulations of future events, based on reconfigured preexisting component skills. These reconsiderations of learning from the future, emphasizing learning from oneself, have coincided with developments in neurocognitive theories of mirror neurons and mental time travel. A reexamination of principles not tied to any medium show SM not to be a special case but to be the most fundamental form of observational learning. In the meantime, commercial technology has advanced in ways that are putting more of this self-determining behavior change into younger and younger hands and minds. C 2011 Wiley Periodicals, Inc.Better to be drawn by images of the future than driven by ghosts of the past.

Leaving Behind What We are Not: Applying a Systems Thinking Perspective to Present Unlearning as an Enabler for Finding the Best Version of the Self

“…Boyatzis and Akrivou (2006) suggest to reduce the influence of the 'ought self' as someone else's interpretation of what a person's ideal self should be. Dowrick (2012a) proposes to get rid of familiar aspects when creating a self-model, and Kaiser Feldhusen, and Fordinal (2013) suggest to overcome the boundaries of the present to discover who one wants to be. At the same time, all authors remain unclear on how such a process can potentially look like from a learning/unlearning perspective.…”

Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

“…More recently, three modeling forms have been presented: 1) self-modeling is a form of observational learning with the distinction that the observed and the observer, object, and subject, are the same person, 2) expert-modeling where the observed and the observers are not the same person and 3) model's superposition [self vs. expert model], (Boyer et al 2009;Dowrick, 2000Dowrick, , 2012. Adashevskiy, Iermakov, Korzh, Muszkieta, Krzysztof, & Cieślicka (2014), Harvey & Gittins (2014), Trout (2013), Stoicescu & Stanescu (2012), Wilson (2008), Tofan, Vlase, Teodorescu, Burca, & Candea (2006) and Durey (1995) noted that the modeling of sports skills, through simulation software and motion analysis (i.e., Human Motion Bulider, SkillSpector and Kinovea) developed athletes' knowledge and motor performance.…”

The intermediate learner’s choice of self-as-a-model strategies and the eight-session practice in learning of the front crawl swim

“…self-as-a-model strategy, has been proposed as an important means of understanding the motor learning process (Clark & SteMarie, 2007;Dowrick, 2012;Rymal, Martini, & Ste-Marie, 2010;Starek & McCullagh, 1999;SteMarie, Vertes, Law, & Rymal, 2012). This strategy has been divided into two categories: self-observation of the best performance and self-observation of overall performance, also referred to as selfmodel and self-observation, respectively (Dowrick, 1999;Martini, Rymal, & Ste-Marie, 2011).…”

“…This strategy has been divided into two categories: self-observation of the best performance and self-observation of overall performance, also referred to as selfmodel and self-observation, respectively (Dowrick, 1999;Martini, Rymal, & Ste-Marie, 2011). The selfobservation of the best performance functions as a positive self-review and feedforward because the learner sees what he/she did best (Dowrick, 2012). On the other hand, in the self-observation of overall performance the learner also observes his/her own performance, but it includes both his/her mistakes and best performances.…”