Two Prominent Theoretical Perspectives Provide Explanations ✓ Solved

Two Prominent Theoretical Perspectives Provide Explanations For Using

Two prominent theoretical perspectives offer explanations for utilizing demonstrations in learning a skill: the cognitive mediation theory and the dynamic view. The core characteristic of the cognitive mediation theory is that observing a model involves translating the observed behavior into a symbolic code stored in memory, which then guides the performer's actions and facilitates error detection and correction (Magill & Anderson, 2017). This theory emphasizes the role of mental processes, suggesting that modeling leads to rule learning rather than mere response imitation, a concept pioneered by Albert Bandura (Bandura, 1986).

The dynamic view presents an alternative framework that posits the visual system automatically processes observed movements, thereby constraining the motor control system to execute the observed skill without significant cognitive mediation. This perspective implies that skill acquisition through observation is largely automatic, relying on perceptual mechanisms that facilitate learning without the need for conscious mental translation (Holmes & Calmels, 2008).

When considering which perspective better explains learning a new skill, one must examine current evidence and theoretical strengths. I favor the cognitive mediation theory due to its comprehensive explanation of the mental processes involved in observational learning and its alignment with neuropsychological evidence supporting the importance of mental rehearsal, imagery, and explicit rule formation in skill acquisition. Bandura’s social cognitive theory underscores the importance of modeling, reinforcement, and observational learning, which have robust empirical support and practical applications (Bandura, 1986).

Furthermore, neuropsychological research indicates that observing and mentally rehearsing movements activate similar neural pathways as actual execution, reinforcing the view that cognition plays a vital role in learning (Druckman & Swets, 1988). The concept of imagery, which enhances motor performance by activating related neural circuits, complements the cognitive mediation perspective and demonstrates its efficacy in sports psychology and motor learning (Wakefield et al., 2013). For instance, athletes often visualize successful execution of skills, which strengthens neural pathways involved in movement, leading to improved performance (Wright et al., 2015).

Additionally, the combination of observation and imagery provides a synergistic effect that enhances learning and motor execution. Holmes and Camell (2008) argue that imagery and observational techniques are complementary, reinforcing each other and leading to better skill acquisition outcomes. Empirical evidence shows that individuals who combine these techniques improve their ability to generate vivid mental images and replicate observed behaviors more effectively, further supporting the role of cognition in learning (Wakefield et al., 2013).

While the dynamic view offers a compelling explanation emphasizing automatic perceptual processing, it seems to underestimate the role of conscious mental engagement and internal representation. As contemporary research increasingly points to the importance of mental rehearsal, rule learning, and cognitive strategies, the cognitive mediation theory appears more comprehensive in explaining how observational learning facilitates skill acquisition. Its applicability across diverse learning contexts, including sports, rehabilitation, and education, further reinforces its superiority.

In conclusion, although both theories provide valuable insights, the cognitive mediation theory offers a more detailed and empirically supported explanation for how demonstrations assist in learning a new skill. The integration of mental processes — including observation, imagery, rule learning, and error correction — forms a robust foundation for understanding skill acquisition, making it a more plausible and versatile framework compared to the purely automatic processes proposed by the dynamic view.

Sample Paper For Above instruction

Two prominent theoretical perspectives offer explanations for utilizing demonstrations in learning a skill: the cognitive mediation theory and the dynamic view. The core characteristic of the cognitive mediation theory is that observing a model involves translating the observed behavior into a symbolic code stored in memory, which then guides the performer’s actions and facilitates error detection and correction (Magill & Anderson, 2017). This theory emphasizes the role of mental processes, suggesting that modeling leads to rule learning rather than mere response imitation, a concept pioneered by Albert Bandura (Bandura, 1986).

The dynamic view presents an alternative framework that posits the visual system automatically processes observed movements, thereby constraining the motor control system to execute the observed skill without significant cognitive mediation. This perspective implies that skill acquisition through observation is largely automatic, relying on perceptual mechanisms that facilitate learning without the need for conscious mental translation (Holmes & Calmels, 2008).

When considering which perspective better explains learning a new skill, one must examine current evidence and theoretical strengths. I favor the cognitive mediation theory due to its comprehensive explanation of the mental processes involved in observational learning and its alignment with neuropsychological evidence supporting the importance of mental rehearsal, imagery, and explicit rule formation in skill acquisition. Bandura’s social cognitive theory underscores the importance of modeling, reinforcement, and observational learning, which have robust empirical support and practical applications (Bandura, 1986).

Furthermore, neuropsychological research indicates that observing and mentally rehearsing movements activate similar neural pathways as actual execution, reinforcing the view that cognition plays a vital role in learning (Druckman & Swets, 1988). The concept of imagery, which enhances motor performance by activating related neural circuits, complements the cognitive mediation perspective and demonstrates its efficacy in sports psychology and motor learning (Wakefield et al., 2013). For instance, athletes often visualize successful execution of skills, which strengthens neural pathways involved in movement, leading to improved performance (Wright et al., 2015).

Additionally, the combination of observation and imagery provides a synergistic effect that enhances learning and motor execution. Holmes and Camell (2008) argue that imagery and observational techniques are complementary, reinforcing each other and leading to better skill acquisition outcomes. Empirical evidence shows that individuals who combine these techniques improve their ability to generate vivid mental images and replicate observed behaviors more effectively, further supporting the role of cognition in learning (Wakefield et al., 2013).

While the dynamic view offers a compelling explanation emphasizing automatic perceptual processing, it seems to underestimate the role of conscious mental engagement and internal representation. As contemporary research increasingly points to the importance of mental rehearsal, rule learning, and cognitive strategies, the cognitive mediation theory appears more comprehensive in explaining how observational learning facilitates skill acquisition. Its applicability across diverse learning contexts, including sports, rehabilitation, and education, further reinforces its superiority.

In conclusion, although both theories provide valuable insights, the cognitive mediation theory offers a more detailed and empirically supported explanation for how demonstrations assist in learning a new skill. The integration of mental processes — including observation, imagery, rule learning, and error correction — forms a robust foundation for understanding skill acquisition, making it a more plausible and versatile framework compared to the purely automatic processes proposed by the dynamic view.

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Druckman, D., & Swets, J. A. (1988). Enhancing human performance: Issues, theories, and techniques. Washington, DC: National Academy Press.
• Holmes, P., & Calmels, C. (2008). A neuroscientific review of imagery and observation use in sport. Journal of Motor Behavior, 40, 433–445.
• Magill, R. A., & Anderson, D. I. (2017). Fundamentals of motor learning and coaching. McGraw-Hill Education.
• Wakefield, C., Smith, D., Moran, A. P., & Holmes, P. (2013). Functional equivalence or behavioural matching? A critical reflection on 15 years of research using the PETTLEP model of motor imagery. International Review of Sport and Exercise Psychology, 6, 105–121.
• Wright, D. J., McCormick, S. A., Birks, S., Loporto, M., & Holmes, P. S. (2015). Action observation and imagery training improve the ease with which athletes can generate imagery. Journal of Applied Sport Psychology, 27(2), 149–162.