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In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution. 相似文献
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The effects of task constraints on visual search behavior and decision-making skill in youth soccer players 总被引：1，自引：0，他引：1
We examined differences in visual search behaviors and decision-making skill across different microstates of offensive play in soccer using youth participants (13.0-15.8 years) varying in skill and experience. We used realistic film simulations of offensive play, movement-based response measures, and an eye movement registration technique. Playing experience, skill level, and the unique constraints of the task, expressed by the number of players and relative proportion of offensive and defensive players, determined both the observed search behavior and processing requirements imposed on players in dynamic offensive team simulations. Significant differences in performance were observed between players and nonplayers and across three groups of soccer players who differed in skill level. Implications for talent identification and development are considered. 相似文献
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Robert L. Nix Sukhdeep Gill Michelle L. Hostetler Mark E. Feinberg Lori A. Francis Cynthia A. Stifter Cheryl B. McNeil Sarah M. Kidder Damon E. Jones Ye Rang Park Christina N. Kim Ashleigh G. Engbretson Sarah M. Braaten Vivian L. Tamkin 《Child development》2024,95(2):354-367
The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016–2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = .21–.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |.16–.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits. 相似文献
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Mark Malaby 《Gender and education》2009,21(4):371-386
In‐depth interviews with adult men regarding their childhood experiences with hegemonic displays of violence and bullying and the meaning they make of those experiences as adults were analysed using the theoretical work of R.W. Connell, and critiques of that work. The conclusion reached is that memories of childhood experiences of violence and bullying remain active in the adult psyche and the meanings of these experiences are framed by individuals’ relative distance from or proximity to local hegemonic ideals, often reducing this issue to a binary of hegemonic or non‐hegemonic. In doing so, males are able toemphasise the importance of personal power. Males who were proximate to hegemonic masculine practices either as students and/or adults are seen to reduce patriarchy to an issue of individual agency, while males who were less hegemonic in school describe themselves as largely powerless in the presence of hegemonic males. These males then recast their experiences in order to retroactively increase the power they possessed as agents. Together, these findings underscore some of the ways males work to focus privilege on individual merit and away from acknowledging complicit forms of masculinity, which in turn serves to maintain existing patriarchal structures and males’ privileged positions within it. 相似文献
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