Action Observation, Motor Imagery and Cognitive Representation in Learning Complex
|2014/09/25 - 2017/09/25|
My Ph.D. project is about action observation and motor imagery as an effective cognitive intervention for facilitating motor learning and performance as well as motor rehabilitation, which may be used as a complementary intervention one another. Action observation and motor imagery have been used as effective cognitive interventions for facilitating motor performance and learning for a long time. However, the two interventions have been studied independently of each other. Therefore, it is necessary to investigate their complementary effect by combining them as well as by comparing the two interventions systematically. Thus, in my first study, I am planning to compare the effect of action observation and motor imagery on the development of mental representation structure and skill learning in a complex action. By doing that, I would like to shed light on the following research questions;
Q1: Does motor imagery improve the development of mental representation structure in early learning stage?
Q2: Does action observation improve the development of mental representation structure in early learning stage?
Q3: Which cognitive intervention is more effective in the development of mental representation structure in early learning stage?
Q4: Does mental representation structure changed by experimental treatment have a functional relation with skill learning process?
Currently, this first study is being proceeding in cooperation with the postdoc, Conellia Frank under the supervision of Prof. Thomas Schack. Following the first study, in my second study, I will focus on the condition that the complementary effect of action observation and motor imagery can be optimized. Then lastly, in my third study, the combination of action observation and motor imagery will be applied to rehabilitative setting to investigate the applicability of the combination as an effective cognitive intervention
For more information, see [ here ] .