جستجوی مقالات مرتبط با کلیدواژه « observational learning » در نشریات گروه « روانشناسی »

Disruptions in the children Autism spectrum’s mirror neurons has been challenged by researchers in psychological and motor behavior science for children with autism spectrum. Methods that based on the mirror neuron system, such as cooperatively observation learning, can be used to increase the imitation of autism in children, and use them in teaching. However, few studies have investigated the effect of this educational method on the learning of autistic children.

The purpose of this study was to investigate the effect of observational learning by individual and dyad training on mirror neurons function and learning of movement skills in autism spectrum disorder children.

The current research is a semi-experimental one that was designed and implemented in 2017. The statistical population includes 7-14-year-old boys on the autism spectrum (Asperger's and high-functioning) in Tehran, who were selected through purposive sampling. The samples were allocated to two individual and dyad training groups and trained in breaststroke skills twice a week for a period of 8 weeks. The data collection tool includes the Gars Autism Severity Scale (1994); the Chest crawl skill assessment checklist (Galaho and Ozman, 2005), and an electroencephalograph (EEG) sensor used to record brain waves. Data analysis was done by repeated measure covariance analysis, which was done in SPSS software.

The results of covariance analysis showed that both groups improved mirror neurons function, but significantly, the dyad training group improved mirror neurons function in post-test, the difference between two groups was significantly in benefit of the dyad training group (p <0.001). Also, the quality of swimming skill (chest) in the dyad training group was significantly improved, and the difference between the two groups in improving the swimming skill was significantly in favor of the dyad group (p <0.001).

Training through observational learning, imitation, and observational feedback improves the activity of mirror neurons, which is effective in improving motor actions. As a result, one of the suggestions in this study is to focus on enhancing the functional capabilities of the neurons through observational learning in order to improve the motor skill of autism and neuropsychiatric rehabilitation.

The present study aimed to investigate the effect of cognitive training on learning through dart-throwing skills.

Forty third- and fourth-grade students of the primary school were voluntarily selected. This study was conducted in two-phase. In the first phase, in other to cognitive enhancement, cognitive training was performed, and in the second phase, dart-throwing training was performed using the common methods of observational learning. In the first phase, the pre-test was performed, and groups were matched based on age and pre-test scores, and they were divided into two groups of cognitive exercise and no cognitive exercise (n=20). The cognitive group was given eight sessions of cognitive training with an emphasis on tasks related to executive functions. Then, both groups received the cognitive test. Pre and post cognitive tests were performed using Corsiblack software. In the second phase, groups were divided into two groups of 10 observational + physical and physical groups. Dart-throwing skill pre-test was then taken from groups. Four groups performed 3-session dart-throwing training (20 throws), with exception of observation + physical group in which they observe the skilled model of dart throwing. Then again, the post-test was taken at the end of the second phase from all four group.

 Cognitive + observational + physical group performed significantly better on the Dart post-test.

Considering the result of the study, it could suggest that if cognitive training enhances cognitive skills underlying observational learning, it will improve the speed of the learning through observation on dart throwing skills.

This research focused on effects of training social skills using Bendura’s observational learning model on improving theory of mind of preschool children in Urmia. Current research which is semi-experimental, was conducted in a pretest-aftertest kind of studies with a control group.40 children were chosen considering availability and randomly seperated into test and control groups. To evaluate variables in this research, Elliott and Grsham’s social skills calibration gauge for preschool children (ssrs) and Stimman and Morris' 38-item questionnaire about theory of mind were used as tools to get information about pretest and aftertest.Children in test group were trained social skills during 15 sessions using Bendura’s observational learning model.We examined the data produced by tests using covariance analysis and independent T experiment. Findings suggest that training social skills using Bendura’s observational learning model significantly improves these skills andtheory of mind ability in children. Therefore, results of current research imply that through theory of mind development, training involvements can prevent from children’s several cognitive and behavioral abnormalities; so it’s suggested that training social skills will be included in policies of Education Organization and clinical centers

The aim of this study was to investigate the effect of metacognitive strategies and observation of skilled model on learning of soccer chip task. The present study was carried out by means of semi-experimental research design. Forty two students, aged 11-13 years old, in region 2th of Tehran, participated in this study. They were divided in 3 groups (control group, observation of skilled model, and observation of skilled model with metacognitive activities). Metacognition group had to complete a semi-structured written interview that prompting them to activate their high-order thinking, before and then of acquisition blocks. An experimental intervention study in of soccer chip shot was conducted with pre-, post-,  retention and transfer tests. Repeated measures analysis showed that there were statistically significant differences between groups. The result revealed that metacognitive strategies prompting had significant influence on students’ performance.

The purpose of the present study was to investigate the effect of working memory capacity on the observational learning of sequential timing tasks.
A quasi-experimental research was conducted on a number of 20 university students with a mean age of 21.5 years (SD = 1.5) who were selected through convenience sampling and were assigned to high and low working memory groups based on memory quotient scores. Wechler digit span adults test and Sequential timing apparatus were used to collect the data, and evaluate working memory quotient and relative and absolute timing, respectively. The task required participants to press four keys on a numeric keypad (2→6→8→4) with regard to the absolute and relative movement times. All participants observed 72 trials during the practice phase, and performed 12 trials during the immediate, delayed and transfer phases. Analysis of covariance was used to analyze the collected data.
The analyses demonstrated that during the immediate, delayed and transfer phases, relative and absolute timing errors were significantly lower for high working memory groups, but not for the low working memory groups.
Therefore, it seems that working memory capacity may affect learning sequential motor tasks during observational learning.

Emotional eavesdropping is information that observer receives by listening and watching emotional reactions directed by third party (as coach) to another )model). It seems mirror neurons system is one mechanism responsible for this but ways in which emotional eavesdropping discharges this neurons are not clear. So the aim of this study was to investigate the effect of emotional eavesdropping of model on mirror neurons activity (mu rhythm suppression).
For this reason, 22 right hand novice athletes (average age 20/69±1/10) participate voluntary in this research. These participants observed three instructional video of free throw in basketball that also display emotional reactions (positive, neutral, negative) of coach and model about model performance. Four Brain waves records were done by electroencephalographic assessments: one base record with open eyes as index of mirror neurons activity in rest and three records during positive, neutral and negative emotional eavesdropping in three regions C3, C4 and Cz.
3×3 within subjects ANOVA findings demonstrated that mu rhythm suppressed during three emotional eavesdropping in three central regions. Post hoc results showed more significant mu rhythm suppression during negative emotional eavesdropping in C4 than other conditions.
thus, these findings confirm valance hypothesis about negative emotion and right hemisphere hypothesis and it seems emotional eavesdropping modulate mirror neurons activity.