自動模倣傾向の個人差が観察による運動学習の効率に与える影響

「I 緒言」運動学習において, 学習者がモデルを観察して模倣することは最も基礎的な学習方法である. そのため, 体育やスポーツの指導場面において, 教師やコーチは学習者に自らの示範を観察させることが多い. このような学習形態は, 観察学習やモデリング, あるいは模倣学習と呼ばれ, モデルの観察によって, 運動遂行方略(e.g., Martens et al., 1976), 運動の時・空間的協応パターン(Ashford et al., 2006, 2007)やダイナミクス(Mattar and Gribble, 2005), 効果器末端の動き(Hodges et al., 2007), あるい...

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Published inスポーツ心理学研究 Vol. 46; no. 1; pp. 13 - 26
Main Authors 幾留, 沙智, 森, 司朗, 石倉, 忠夫, 竹内, 竜也, 中本, 浩揮
Format Journal Article
LanguageJapanese
Published 日本スポーツ心理学会 31.03.2019
Online AccessGet full text
ISSN0388-7014
1883-6410
DOI10.4146/jjspopsy.2018-1809

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Abstract 「I 緒言」運動学習において, 学習者がモデルを観察して模倣することは最も基礎的な学習方法である. そのため, 体育やスポーツの指導場面において, 教師やコーチは学習者に自らの示範を観察させることが多い. このような学習形態は, 観察学習やモデリング, あるいは模倣学習と呼ばれ, モデルの観察によって, 運動遂行方略(e.g., Martens et al., 1976), 運動の時・空間的協応パターン(Ashford et al., 2006, 2007)やダイナミクス(Mattar and Gribble, 2005), 効果器末端の動き(Hodges et al., 2007), あるいは誤差検出・修正過程(e.g., Andrieux and Proteau, 2016;Black and Wright, 2000;Black et al., 2005)が学習されると報告されている. さらに, 神経科学分野においても, 運動の出力に必要な運動記憶は, 単に他者の運動学習を観察するだけでも形成されることが明らかにされている(e.g., Stefan et al, 2005). このような身体エネルギーを要さず, 身体練習と同等の効果が得られる観察による学習は, 効率的な運動スキル習得に有用である.
AbstractList 「I 緒言」運動学習において, 学習者がモデルを観察して模倣することは最も基礎的な学習方法である. そのため, 体育やスポーツの指導場面において, 教師やコーチは学習者に自らの示範を観察させることが多い. このような学習形態は, 観察学習やモデリング, あるいは模倣学習と呼ばれ, モデルの観察によって, 運動遂行方略(e.g., Martens et al., 1976), 運動の時・空間的協応パターン(Ashford et al., 2006, 2007)やダイナミクス(Mattar and Gribble, 2005), 効果器末端の動き(Hodges et al., 2007), あるいは誤差検出・修正過程(e.g., Andrieux and Proteau, 2016;Black and Wright, 2000;Black et al., 2005)が学習されると報告されている. さらに, 神経科学分野においても, 運動の出力に必要な運動記憶は, 単に他者の運動学習を観察するだけでも形成されることが明らかにされている(e.g., Stefan et al, 2005). このような身体エネルギーを要さず, 身体練習と同等の効果が得られる観察による学習は, 効率的な運動スキル習得に有用である.
Author 幾留, 沙智
竹内, 竜也
森, 司朗
中本, 浩揮
石倉, 忠夫
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References_xml – reference: Hogeveen, J. and Obhi, S. S. (2013) Automatic imitation is automatic, but less so for narcissists. Exp. Brain. Res., 224 (4) : 613-621.
– reference: Ashford, D., Davids, K., and Bennett, S. J. (2007) Developmental effects influencing observational modelling: A meta-analysis. J. Sports. Sci., 25 (5) : 547-558.
– reference: Blandin, Y. and Proteau, L. (2000) On the cognitive basis of observational learning: Development of mechanisms for the detection and correction of errors. Q. J. Exp. Psychol. A., 53 (3) : 846-867.
– reference: Hodges, N. J., Williams, A. M., Hayes, S. J., and Breslin, G. (2007) What is modelled during observational learning? J. Sports. Sci., 25 (5) : 531-545.
– reference: Longo, M. R. and Bertenthal, B. I. (2009) Attention modulates the specificity of automatic imitation to human actors. Exp. Brain. Res., 192: 739-744.
– reference: Martens, R., Burwitz, L., and Zuckerman, J. (1976) Modeling effects on motor performance. Res. Q., 47 (2) : 277-291.
– reference: Calvo-Merino, B., Grèzes, J., Glaser, D.E., Passingham, R.E., and Haggard, P. (2006) Seeing or doing? Influence of visual and motor familiarity in action observation. Curr. Biol., 16 (19) : 1905-1910.
– reference: 春木 豊(1977)観察学習に及ぼす正示範・誤示範の混合比の効果. 教育心理学研究,25(1):50-53.
– reference: Ishikura, T. and Inomata, K. (1995) Effects of angle of model-demonstration on learning of a motor skill, Percept. Mot. Skills., 80 (2) : 651-658.
– reference: Cook, J. L. and Bird, G. (2012) Atypical social modulation of imitation in autism spectrum conditions. J. Autism. Dev. Disord., 42 (6) : 1045-1051.
– reference: Ikegami, T., Nakamoto, H., and Ganesh, G. (2019) Action Imitative and Prediction Error-Induced Contagions in Human Actions. In: Massimiliano L. Cappuccio (ed.) Handbook of Embodied Cognition and Sport Psychology. The MIT Press.
– reference: Lago-Rodriguez, A., Lopez-Alonso, V., and Fernández-del-Olmo, M. (2013) Mirror neuron system and observational learning: Behavioral and neurophysiological evidence. Behav. Brain. Res., 248: 104-113.
– reference: Black, C. B. and Wright, D. L. (2000) Can observational practice facilitate error recognition and movement production?. Res. Q. Exerc. Sport., 71 (4) : 331-339.
– reference: Eaves, D. L., Haythornthwaite, L., and Vogt, S. (2014) Motor imagery during action observation modulates automatic imitation effects in rhythmical actions. Front. Hum. Neurosci., 8, 28.
– reference: Brass, M., Bekkering, H., and Prinz, W. (2001) Movement observation affects movement execution in a simple response task. Acta. Psychol., 106 (1-2) : 3-22.
– reference: McCullagh, P. and Meyer, K. N. (1997) Learning versus correct models: Influence of model type on the learning of a free-weight squat lift. Res. Q. Exerc. Sport., 68 (1) : 56-61.
– reference: Tomasello, M. (1996) Do apes ape? In C. M. Heyes and B. G. Galef (Eds.), Social learning in animals: The roots of culture (pp.319-346). New York, NY: Academic Press.
– reference: Brass, M., Bekkering, H., Wohlschlaeger, A., and Prinz, W. (2000) Compatibility between observed and executed finger movements: Comparing symbolic, spatial and imitative cues. Brain. Cogn., 44: 124-143.
– reference: Heyes, C., Bird, G., Johnson, H., and Haggard, P. (2005) Experience modulates automatic imitation. Cogn. Brain. Res., 22 (2) : 233-240.
– reference: van Leeuwen, M. L., van Baaren, R. B., Martin, D., Dijksterhuis, A., and Bekkering, H. (2009) Executive functioning and imitation: Increasing working memory load facilitates behavioural imitation. Neuropsychologia, 47 (14) : 3265-3270.
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– reference: Mattar, A. A. and Gribble, P. L. (2005) Motor learning by observing. Neuron, 46 (1) : 153-160.
– reference: Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs.
– reference: Spengler, S., Brass, M., Kühn, S., and Schütz-Bosbach, S. (2010) Minimizing motor mimicry by myself: Self-focus enhances online action-control mechanisms during motor contagion. Conscious. Cogn., 19: 98-106.
– reference: Catmur, C., Walsh, V., and Heyes, C. (2007) Sensorimotor learning configures the human mirror system. Curr. Biol., 17 (17) : 1527-1531.
– reference: Black, C. B., Wright, D. L., Magnuson, C. E., and Brueckner, S. (2005) Learning to detect error in movement timing using physical and observational practice. Res. Q. Exerc. Sport., 76 (1) : 28-41.
– reference: Janelle, C. M., Champenoy, J. D., Coombes, S. A., and Mousseau, M. B. (2003) Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition. J. Sports. Sci., 21 (10) : 825-838.
– reference: Vogt, S. and Thomaschke, R. (2007) From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies. J. Sports. Sci., 25 (5) : 497-517.
– reference: 朝岡正雄(2005)動きの模倣とイメージトレーニング.バイオメカニズム学会誌,29(1):31-35.
– reference: Cook, R., Bird, G., Lünser, G., Huck, S., and Heyes, C. (2012) Automatic imitation in a strategic context: Players of rock–paper–scissors imitate opponents’ gestures. Proc. R. Soc. Lond. B. Biol. Sci., 279: 780-786.
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Snippet 「I 緒言」運動学習において, 学習者がモデルを観察して模倣することは最も基礎的な学習方法である. そのため, 体育やスポーツの指導場面において, 教師やコーチは学習者に...
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Title 自動模倣傾向の個人差が観察による運動学習の効率に与える影響
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