Ashraf Ramin, Abdoli Behrouz, Khosrowabadi Reza, Farsi Alireza, Pineda Jaime A
Department of Behavioral and Cognitive Science in Sport, Faculty of Sport Science and Health, Shahid Beheshti University, Tehran, Iran.
Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran.
Basic Clin Neurosci. 2023 Sep-Oct;14(5):631-646. doi: 10.32598/bcn.2021.3245.1. Epub 2023 Sep 1.
Mirror neurons have been suggested as a potential neural mechanism of observational learning. This study aims to investigate the effect of self-modeling, skilled model, and learning model on mu rhythm suppression and golf putting acquisition and retention.
The study was conducted on 45 male volunteer students (aged 19.4±0.37 years) in three experimental groups, self-modeling, skilled, and learning models with six sessions of physical and observational training in three periods of pre-test, acquisition, and retention. In the pre-test, after the initial familiarity with the skill, participants performed 10 golf putting actions while scores were recorded. Then, electrical brain waves in C3, C4, and Cz regions were recorded during the observation of 10 golf putting actions by their group-related models. The acquisition period consisted of golf putting training during six sessions, each consisting of six blocks of 10 trials. Before each training block, participants observed golf putting related to their group 10 times in the form of a video. Acquisition and delayed retention tests were also performed by recording scores of 10 golf putting actions, as well as recording electrical brain waves while observing the skill performed by the related model.
Mixed analysis of variance (ANOVA) showed that the mu rhythm suppression in the pre-test was more in the self-modeling group compared to the skilled model and learning model groups, but this suppression was not significantly different in all three groups in the acquisition and retention tests. In putting task variables, all three groups that had no significant difference in the pre-test period made considerable progress in learning the desired skill from the pre-test to the acquisition test, and this progress was somewhat stable until the retention test. Also, both in the acquisition and retention periods, the self-modeling group showed better performance than the other two groups; however, no significant difference was observed between these groups.
These results suggest that the model-observer similarity is a crucial factor in modeling interventions and can affect the rate of mu rhythm suppression.
镜像神经元被认为是观察性学习的一种潜在神经机制。本研究旨在探讨自我模型、熟练模型和学习模型对μ节律抑制以及高尔夫推杆动作习得与保持的影响。
该研究以45名男性志愿者学生（年龄19.4±0.37岁）为对象，分为自我模型、熟练模型和学习模型三个实验组，在测试前、习得和保持三个阶段进行了六次身体和观察性训练。在测试前，参与者在初步熟悉技能后进行10次高尔夫推杆动作，并记录得分。然后，在他们观察与各自组相关模型的10次高尔夫推杆动作时，记录C3、C4和Cz区域的脑电波。习得阶段包括六次高尔夫推杆训练，每次训练由六个包含10次试验的组块组成。在每个训练组块之前，参与者以视频形式观察与各自组相关的高尔夫推杆动作10次。习得测试和延迟保持测试同样通过记录10次高尔夫推杆动作的得分，以及在观察相关模型执行技能时记录脑电波来进行。
混合方差分析（ANOVA）表明，与熟练模型组和学习模型组相比，自我模型组在测试前的μ节律抑制更明显，但在习得和保持测试中，三组之间的这种抑制没有显著差异。在推杆任务变量方面，在测试前期没有显著差异的所有三组在从测试前到习得测试中学习期望技能方面都取得了显著进步，并且这种进步在保持测试之前在一定程度上是稳定的。此外，在习得和保持阶段，自我模型组的表现均优于其他两组；然而，这些组之间未观察到显著差异。
这些结果表明，模型 - 观察者相似性是建模干预中的一个关键因素，并且可以影响μ节律抑制的速率。
