Motor learning without physical practice: The effects of combined action observation and motor imagery practice on cup-stacking speed

In this study we explored training effects for combined action observation and motor imagery (AO + MI) instructions on a complex cup-stacking task, without physical practice. Using a Graeco-Latin Square design, we randomly assigned twenty-six participants into four groups. This counterbalanced the within-participant factor of practice condition (AO + MI, AO, MI, Control) across four cup-stacking tasks, which varied in their complexity. On each of the three consecutive practice days participants experienced twenty trials under each of the three mental practice conditions. On each trial, a first-person perspective video depicted bilateral cup-stacking performed by an experienced model. During AO, participants passively observed this action, responding only to occasional colour cues. For AO + MI, participants imagined performing the observed action and synchronised their concurrent MI with the display. For MI, a sequence of pictures cued imagery of each stage of the task. Analyses revealed a significant main effect of practice condition both at the ’surprise’ post-test (Day 3) and at the one-week retention test. At both time points movement execution times were significantly shorter for AO + MI compared with AO, MI and the Control. Execution times were also shorter overall at the retention compared with the post-test. These results demonstrate that a complex novel motor task can be acquired without physical training. Practitioners can therefore use AO + MI practice to supplement physical practice and optimise skill learning.     

Mental scanning in auditory imagery for songs

Four experiments examined how people operate on memory representations of familiar songs. The tasks were similar to those used in studies of visual imagery. In one task, subjects saw a one-word lyric from a song and then saw a second lyric; then they had to say if the second lyric was from the same song as the first. In a second task, subjects mentally compared pitches of notes corresponding to song lyrics. In both tasks, reaction time increased as a function of the distance in beats between the two lyrics in the actual song, and in some conditions reaction time increased with the starting beat of the earlier lyric. Imagery instructions modified the main results somewhat in the first task, but not in the second, much harder task. The results suggest that song representations have temporal-like characteristics.     

When music tempo affects the temporal congruence between physical practice and motor imagery

When people listen to music, they hear beat and a metrical structure in the rhythm; these perceived patterns enable coordination with the music. A clear correspondence between the tempo of actual movement (e.g., walking) and that of music has been demonstrated, but whether similar coordination occurs during motor imagery is unknown. Twenty participants walked naturally for 8 m, either physically or mentally, while listening to slow and fast music, or not listening to anything at all (control condition). Executed and imagined walking times were recorded to assess the temporal congruence between physical practice (PP) and motor imagery (MI). Results showed a difference when comparing slow and fast time conditions, but each of these durations did not differ from soundless condition times, hence showing that body movement may not necessarily change in order to synchronize with music. However, the main finding revealed that the ability to achieve temporal congruence between PP and MI times was altered when listening to either slow or fast music. These data suggest that when physical movement is modulated with respect to the musical tempo, the MI efficacy of the corresponding movement may be affected by the rhythm of the music. Practical applications in sport are discussed as athletes frequently listen to music before competing while they mentally practice their movements to be performed.     

Mental and physical practice schedules in acquisition and retention of novel timing skills

Research has indicated that random physical practice of a motor skill enhances effects of long-term learning more than blocked practice. Moreover, the use of mental rehearsal coupled with physical practice has been shown to accelerate motor skill acquisition in many different contexts and is better than no practice at all. Others have found that some mental rehearsal strategies are better than others for maximizing performance. This study examined how combinations of mental and physical practice schedules affected the learning of a coincidence timing task. 30 college students were randomly assigned to one of four treatment groups involving combinations of imagery and physical practice. Three tasks were utilized, each involving a particular speed (slow, medium, fast) on the Bassin Anticipation Timer. Conclusions were based on a three-way analysis of variance, using type of mental practice, type of physical practice, and sex as between-group factors, conducted separately for acquisition and retention trials. Type of physical practice was significantly related to performance. On the acquisition trials, random practice was associated with larger mean errors than blocked practice; however, the reverse was true for retention trials. There was no significant effect of type of mental practice in either the acquisition or retention phase. Sex was significantly related to performance for the retention trials only, where the 15 men made smaller errors than the 15 women.     

Manipulations to practice organization of golf putting skills through interleaved matched or mismatched practice with a partner

There is some evidence that alternating physical and observational practice with a partner for the same skill can benefit learning compared to practice alone. What has not been studied is whether a partner's interleaved practice impacts multi-skill learning, when the partner either matches or mismatches their partner’s skill. Here we manipulated partners’ practice schedules of two golf putting skills. Partners practiced the same (“matched”) or different skills in alternation (“mismatched”). Based on previous research where interleaved demonstrations have induced beneficial contextual interference effects, we hypothesized that mismatching a partner on consecutive trials should also promote a similar type of interference in practice, which ultimately aids learning. A third control group was tested, where only one partner practiced while the other observed. All groups practiced for two days, with individual retention tests at the start of day 2 and one week later. Taking turns practicing and observing a partner did not benefit learning compared to the control, pure physical practice group and the matched and mismatched groups did not differ in outcomes. There was, however, evidence that partners were adapting their actions (i.e., compensating for over or undershooting of the target) based on the shots of their partner, in a similar manner to how they were adapting to their own errors. Thus, although partners were influencing each other’s performance, it was not ultimately to the benefit (or cost) of overall learning. Partner-mismatching of skills through alternating practice was not sufficient to promote interference in practice and ultimately promote learning.     

Mental imagery: in search of a theory

It is generally accepted that there is something special about reasoning by using mental images. The question of how it is special, however, has never been satisfactorily spelled out, despite more than thirty years of research in the post-behaviorist tradition. This article considers some of the general motivation for the assumption that entertaining mental images involves inspecting a picture-like object. It sets out a distinction between phenomena attributable to the nature of mind to what is called the cognitive architecture, and ones that are attributable to tacit knowledge used to simulate what would happen in a visual situation. With this distinction in mind, the paper then considers in detail the widely held assumption that in some important sense images are spatially displayed or are depictive, and that examining images uses the same mechanisms that are deployed in visual perception. I argue that the assumption of the spatial or depictive nature of images is only explanatory if taken literally, as a claim about how images are physically instantiated in the brain, and that the literal view fails for a number of empirical reasons--for example, because of the cognitive penetrability of the phenomena cited in its favor. Similarly, while it is arguably the case that imagery and vision involve some of the same mechanisms, this tells us very little about the nature of mental imagery and does not support claims about the pictorial nature of mental images. Finally, I consider whether recent neuroscience evidence clarifies the debate over the nature of mental images. I claim that when such questions as whether images are depictive or spatial are formulated more clearly, the evidence does not provide support for the picture-theory over a symbol-structure theory of mental imagery. Even if all the empirical claims were true, they do not warrant the conclusion that many people have drawn from them: that mental images are depictive or are displayed in some (possibly cortical) space. Such a conclusion is incompatible with what is known about how images function in thought. We are then left with the provisional counterintuitive conclusion that the available evidence does not support rejection of what I call the "null hypothesis"; namely, that reasoning with mental images involves the same form of representation and the same processes as that of reasoning in general, except that the content or subject matter of thoughts experienced as images includes information about how things would look.     

Mental simulation inflates performance estimates for physical abilities

In five experiments, we examined how mental simulation of physical activities affected estimates of one's ability to perform the same activities. In Experiment 1, participants who simulated lifting aheavy object estimated that they could lift more weight than did participants who did not perform the simulation. In Experiment 2A, the frequency with which participants performed the simulation exercises was manipulated. In Experiments 2B and 2C, we manipulated the amount of weight that people simulated lifting in order to address potential alternative explanations of the inflation effect. In Experiment 3, mental simulations were manipulated within subjects. In all the experiments, the simulated events showed inflated estimates, as compared with nonsimulated events. These results were interpreted in the context of the misattribution-of-familiarity account of imagination inflation.     

Dimensions of movement specific reinvestment in practice of a golf putting task

ObjectivesThis study aimed to investigate the role of the two dimensions of movement specific reinvestment (conscious motor processing and movement self-consciousness) in performance of a complex task early and later in practice. Furthermore, the study also examined the underlying kinematic mechanisms by which conscious motor processing and movement self-consciousness influence performance in practice.MethodsTrait measures of conscious motor processing and movement self-consciousness were obtained from participants using the Movement Specific Reinvestment Scale. Participants (n = 30) with no prior golf putting experience practiced 300 golf putts over the course of two days. Putting proficiency (number of putts holed) and variability of movement kinematics (SD impact velocity and SD putter face angle at impact) were assessed early and later in practice.ResultsMovement self-consciousness positively influenced putting proficiency early and later in practice by reducing variability of impact velocity and putter face angle at impact. Conscious motor processing positively influenced putting proficiency early in practice by reducing variability of impact velocity and putter face angle at impact. Later in practice, conscious motor processing was not associated with putting proficiency.ConclusionThe findings suggest that higher propensity for movement self-consciousness potentially influences performance early and later in practice by reducing variability of impact velocity and putter face angle at impact. A higher propensity for conscious motor processing benefits performance in a similar manner as movement self-consciousness early in practice but it does not seem to influence performance later in practice. The findings of the current study suggest that movement self-consciousness and conscious motor processing differentially influence performance at different stages in practice of a complex motor skill, suggesting that they might depict different types of conscious processing.     

Mental imagery of visual motion modifies the perception of roll-vection stimulation

When viewing a wide-angle visual display, which rotates in the frontoparallel plane around the line of sight, observers experience an illusory shift of the direction of gravity; this shift leads to an apparent tilt of the body and displaces allocentric space coordinates. In this study, subjects adjusted an indicator to the apparent horizontal while viewing a rotating display. To determine whether top down processes could affect the illusion, the subjects were asked to visualize a rotating configuration of dots onto a blank central portion of the moving visual field. Visualizing dots and actually viewing the dots deflected the spatial judgment in very similar ways. These results demonstrate that top down processing can affect allocentric space coordinates.     

The effects of golf expertise and presentation modality on memory for golf and everyday items

The present study assessed whether golf expertise, presentation modality, and domain relevance affected memory for golf-related and everyday items. Forty-eight experienced golfers and 48 non-golfers were compared in their memory for golf-related ("putt to the hole") and everyday ("turn on the lamp") items. To-be-remembered items were presented verbally, visually, or were enacted. Enacted information was recalled best, followed by visually presented information. Combined effects of modality and golf expertise on recall of golf items were demonstrated on immediate but not on delayed recall. The findings suggest that recall of domain-relevant information is optimal when one has relevant background knowledge, and under conditions of visual encoding. The data support research on facilitation of domain-relevant knowledge on recall [Weber, N., & Brewer, N. (2003). Expert memory: The interaction of stimulus structure, attention, and expertise. Applied Cognitive Psychology, 17, 295-308]. Interpersonal body representation may have played a role in recall processes among experts [Thomas, R., Press, C., & Haggard, P. (2006). Shared representations in body perception. Acta Psychologica, 121, 317-330].     

Relations of participation motives with number of golf rounds played and will to continue playing golf

In a sample of 256 golfers, ages 24 to 76 years, the relations of participation motives with number of golf rounds played and will to continue playing golf were examined. Multiple regression analysis clarified that lifelong sport was an influential motive.     

Mental imagery in a visuospatial working memory task and modulation of activation

Ability to process information during a mental imagery task relying on visuospatial working memory and the advantages offered by the possibility of focusing the activation on specific items were examined in younger and older adults. The mental imagery task used for the study required participants to mentally move on a two-dimensional (5×5) or three-dimensional (3×3×3) matrix, while having to hold in memory either the whole pathway (WP condition) or just the final position reached (FP condition). The results revealed age-related differences in ability to modulate activation of visuospatial information. In particular, older adults, unlike the younger counterparts, did not benefit when the task allowed just part of the presented material to be considered. In particular, they drew less advantage from the three-dimensional matrix than the younger group. The findings are discussed in terms of the importance of processes reducing visuospatial working memory activation of irrelevant information and of the difficulties encountered by older adults in the modulation of activation.     

Strategies for learning proper names: expanding retrieval practice,meaning and imagery

Name learning strategies including retrieval practice, semantic associations and imagery were compared in laboratory‐based and real‐life experiments. Experiments 1 and 2 studied expanding retrieval practice and a semantic association strategy as memory improvement techniques for learning proper names. Participants either retrieved or restudied names on the same, expanding schedule. After a short, filled interval, cued recall of names was about 250% better following retrieval than restudy and 200% better with than without semantic associations. Together, the techniques improved recall by 300–400%. In Experiment 3, retrieval practice was compared with an imagery mnemonic for name learning under real‐life social conditions: Participants sought to learn the names of people they met at a party. Retrieval practice produced 50% higher recall after 24–72 hours but the imagery mnemonic was no more effective than non‐directed instructions to learn names. Copyright © 2005 John Wiley & Sons, Ltd.     

Time course of learning sequence representations in action imagery practice

Action imagery practice (AIP) is effective to improve motor performance in a variety of tasks, though it is often less effective than action execution practice (AEP). In sequence learning, AIP and AEP result in the acquisition of effector-independent representations. However, it is unresolved whether effector-dependent representations can be acquired in AIP. In the present study, we investigated the acquisition of effector-independent representations and effector-dependent representations in AEP and AIP in an implicit sequence learning task (a visual serial-reaction-time task, involving a twelve-element sequence). Participants performed six sessions, each starting with tests. A practice sequence, a mirror sequence, and a different sequence were tested with the practice and transfer hand. In the first four sessions, after the tests, two groups performed either AIP (N = 50) or AEP (N = 54). Improvement in the different sequence indicated sequence-unspecific learning in both AEP and AIP. Importantly, reaction times of the practice hand became shorter in the practice sequence than in the other sequences, indicating implicit sequence learning in both, AEP and AIP. This effect was stronger in the practice hand than in the transfer hand, indicating effector-dependent sequence representations in both AEP and AIP. However, effector-dependent sequence representations were stronger in AEP than in AIP. No significant differences between groups were observed in the transfer hand, although effector-independent sequence representations were observed in AEP only. In conclusion, AIP promotes not only sequence-unspecific stimulus-response coupling and anticipations of the subsequent stimuli, but also anticipations of the subsequent responses.     

Kinaesthetic imagery ability moderates the effect of an AO+MI intervention on golf putt performance: A pilot study

BackgroundPrevious research has established that motor imagery (MI) and action observation (AO) independently enhance the performance and learning of motor skills. Recent studies have demonstrated that combining AO and MI (AO + MI) elicits increased activity in motor regions of the brain and enhances performance more than either AO or MI alone. Kinesthetic imagery (KI) ability refers to the ease with which one can sense their own body and imagine how a movement feels during a task (Malouin et al., 2007). KI ability may be of particular importance when engaging with AO + MI as the provision of an external visual stimulus through AO renders the visual component of MI redundant.ObjectiveThe current study aims to add to the emerging body of behavioural evidence demonstrating the performance benefits of AO + MI by exploring the effect of an AO + MI intervention on golf putting performance, as well as exploring the role that KI ability represents in AO + MI effectiveness.MethodRight-handed male golfers (N = 44) of varying skill level performed twenty 15-foot putts before and after a 3.5 min AO + MI intervention (AO + MI group; mean handicap = 7.5, SD = 4.3) or a similarly timed passive reading task (Control group; mean handicap = 11.5, SD = 5.4). Using the MIQ-3 questionnaire, participants in both experimental groups were classified according to kinesthetic imagery ability where: a mean score ≥6 were classified as good imagers. Performance accuracy was measured using mean radial error (MRE), precision was quantified via bivariate error (BVE) and putter kinematics were recorded by SAM Puttlab.ResultsResults from a series of ANCOVAs indicate that good kinesthetic imagers who received the AO + MI intervention were significantly more precise (BVRE) on the putting task than good kinesthetic imagers in the Control group (p = 0.041, d = 0.678). Good kinesthetic imagers in the intervention group also significantly outperformed good kinesthetic imagers in the control group on a measure of speed control (SD of error scores along the axis of progression) in golf putting (p = 0.041).ConclusionsOur results suggest that the presence of AO with MI increases the relevance of kinesthetic cues, that good kinesthetic imagers are able to utilise for subsequent performance benefits during the putting task. We discuss the increased importance of kinesthetic awareness/feel following the intervention as an explanation for such improvements in performance.     

Mentoring for Mental Health within a University: A psychodynamic approach

This paper explores the role of mentoring in a British University for students with mental health issues and is written from the perspective of the Mentor who is also a Psychodynamic Psychotherapist. Psychodynamic theory is applied to two case studies in order to understand the conscious and unconscious factors when considering these students’ particular learning difficulties and motivation for entering a learning environment. In the first case study, it is suggested that the student hopes to find his lost father within the containing bricks of the institution. When confronted with frustration and disappointment, he mobilises schizoid defences, precipitating a psychotic episode. The second case study formulates the student’s chronic procrastination, which verges on academic sabotage, as a defence against the unbearable guilt concerning his abilities and achievements in contrast with his unsuccessful and disabled siblings. The challenge of helping these students is explored, including the approaches taken by the Mentor, given her remit and the particular issues presented by the students.