Translating Cognition Into Action

Abstract

This experiment examined the role of two forms of visual guidance in facilitating the translation of cognitive representations into action. Subjects matched a modeled action pattern either concurrently with the model or after the modeled display. They then either did or did not visually monitor their actions during tests of production accuracy in the model's absence. Acquisition of the cognitive representation was assessed periodically. Concurrent matching of modeled actions or visual monitoring of productions both increased the level of observational learning. The more accurate the cognitive representation, the more skilled were subsequent reproductions of the modeled actions. After acquiring proficiency in converting cognition to action, subjects maintained their level of performance accuracy even though modeled and visual-monitoring guidance were withdrawn. These results are in accordance with the theory that cognitive representation mediates response production and that corrective adjustments through visual guidance aid in the translation of conception into action.

Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children

“…This could possibly explain the errors committed by the children in positioning their limbs in most of the exercises as there was no visual feedback provided to them. Similarly, in a series of studies that compared situations in which the subjects were able to monitor the performance visually or not reported the use of concurrent visual monitoring had a significant positive effect on immediate and long term accuracy of motor skill performance [17,23]. …”

Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing

“…A number of theories and models have been proposed in an attempt to explain the mechanisms that enable individuals to learn novel actions through exposure to an appropriate model. Two models that have been very influential in shaping subsequent research on, and conceptualizations of, observational learning, are, namely Bandura’s Social Cognitive Theory [ 4 , 5 ], and the ecological approach based on Scully and Newell’s direct perception perspective [ 6 ]. Although these frameworks have different conceptual underpinnings, both emphasise the importance of attentional processes for effective observational learning.…”

“…Social-cognitive approaches to learning [ 5 ] emphasize the key roles that cognition and social interactions play in the development and acquisition of novel behaviours. Carroll and Bandura commented that “Virtually all learning phenomena resulting from direct experience can occur vicariously by observing the behavior of others and its consequences” [ 4 ]. In his account of social learning theory, Bandura [ 5 , 7 ] noted that, in order for learning to occur via observation, the learner should develop symbolic representations of an activity, rather than basic stimulus-responses associations.…”

Effect of an education program on knowledge, self-care behavior and handwashing competence on prevention of febrile neutropenia among breast cancer patients receiving Doxorubicin and Cyclophosphamide in Chemotherapy Day Centre

“…Demonstrations served to enhance the memorial representation of the required sequence and movement. [34] One of the most surprising findings in the study related to the admission rate due to FN. The admission rate of subjects in the intervention group was half of that for the control group.…”