Observing the Observer: Self-Regulation in the Observational Learning of Motor Skills

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

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Deep and Wide Transfer Learning with Kernel Matching for Pooling Data from Electroencephalography and Psychological Questionnaires

Sensors ◽

10.3390/s21155105 ◽

2021 ◽

Vol 21 (15) ◽

pp. 5105

Author(s):

Diego Fabian Collazos-Huertas ◽

Luisa Fernanda Velasquez-Martinez ◽

Hernan Dario Perez-Nastar ◽

Andres Marino Alvarez-Meza ◽

German Castellanos-Dominguez

Keyword(s):

Neural Network ◽

Transfer Learning ◽

Motor Skills ◽

Self Regulation ◽

Fine Tuning ◽

Single Subject ◽

Target Network ◽

Electroencephalogram Eeg ◽

Psychological Questionnaires ◽

Target Sets

Motor imagery (MI) promotes motor learning and encourages brain–computer interface systems that entail electroencephalogram (EEG) decoding. However, a long period of training is required to master brain rhythms’ self-regulation, resulting in users with MI inefficiency. We introduce a parameter-based approach of cross-subject transfer-learning to improve the performances of poor-performing individuals in MI-based BCI systems, pooling data from labeled EEG measurements and psychological questionnaires via kernel-embedding. To this end, a Deep and Wide neural network for MI classification is implemented to pre-train the network from the source domain. Then, the parameter layers are transferred to initialize the target network within a fine-tuning procedure to recompute the Multilayer Perceptron-based accuracy. To perform data-fusion combining categorical features with the real-valued features, we implement stepwise kernel-matching via Gaussian-embedding. Finally, the paired source–target sets are selected for evaluation purposes according to the inefficiency-based clustering by subjects to consider their influence on BCI motor skills, exploring two choosing strategies of the best-performing subjects (source space): single-subject and multiple-subjects. Validation results achieved for discriminant MI tasks demonstrate that the introduced Deep and Wide neural network presents competitive performance of accuracy even after the inclusion of questionnaire data.

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Biopsychosocial Determinants of Tertiary Preventive Behaviors among Patients with Hypertension in Sragen, Central Java

Childhood Stunting, Wasting, and Obesity, as the Critical Global Health Issues: Forging Cross-Sectoral Solutions ◽

10.26911/the7thicph.02.60 ◽

2020 ◽

Author(s):

Very Retnowati ◽

◽

Pawito Pawito ◽

Bhisma Murti ◽

◽

...

Keyword(s):

Observational Learning ◽

Self Efficacy ◽

Role Model ◽

Self Regulation ◽

Outcome Expectation ◽

Preventive Behavior ◽

Vicarious Learning ◽

Hypertensive Patients ◽

Central Java ◽

Learning Reinforcement

Background: Tertiary hypertension prevention is an effort to prevent hypertensive patients from disabilities and complications, which lead to improve their quality of life. The biopsychosocial aspect influences individual behavior in maintaining blood pressure. This study aimed to analyze the biopsychosocial determinants of tertiary prevention behavior in hypertensive patients. Subjects and Method: A cross sectional study was conducted at 25 integrated health posts (posbindu) in Sragen, Central Java. A sample of 200 hypertensive patients was selected by stratified random sampling. The dependent variable was tertiary hypertension preventive behavior. The independent variables were attitude, observational learning, role model, imitation, vicarious learning, reinforcement, self-efficacy, self-regulation, and outcome expectation. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Tertiary hypertension preventive behavior increased with observational learning (b= 1.83; 95% CI= 0.31 to 3.35; p= 0.018), role model (b= 1.95; 95% CI= 0.75 to 3.16; p= 0.001), imitation (b= 2.13; 95% CI= 0.89 to 3.38; p= 0.001), vicarious learning (b= 1.60; 95% CI= 0.23 to 2.96; p= 0.022), reinforcement (b= 2.86; 95% CI= 1.25 to 4.47; p<0.001), self-efficacy (b= 1.99; 95% CI= 0.73 to 3.25; p= 0.002), self-regulation (b= 1.39; 95% CI= 0.18 to 2.61; p= 0.024), outcome expectation (b= 2.37; 95% CI= 0.85 to 3.89; p= 0.002), and positive attitude (b= 1.76; 95% CI= 0.40 to 3.13; p=0.011). Conclusion: Tertiary hypertension preventive behavior increases with observational learning, role model, imitation, vicarious learning, reinforcement, self-efficacy, self-regulation, outcome expectation, and positive attitude. Keywords: hypertension, tertiary prevention, biopsychosocial, social cognitive theory Correspondence: Very Retnowati. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6281548592491 . DOI: https://doi.org/10.26911/the7thicph.02.60

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Observational Learning of Complex Motor Skills: Dance

Encyclopedia of the Sciences of Learning ◽

10.1007/978-1-4419-1428-6_78 ◽

2012 ◽

pp. 2491-2493

Author(s):

Emily S. Cross

Keyword(s):

Motor Skills ◽

Observational Learning ◽

Complex Motor ◽

Complex Motor Skills

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Individual differences in motor skills ability affect the self-regulation of heart rate

Biofeedback and Self-Regulation ◽

10.1007/bf00998838 ◽

1984 ◽

Vol 9 (2) ◽

pp. 241-252

Author(s):

Thomas R. McCanne ◽

Kate M. Hathaway

Keyword(s):

Heart Rate ◽

Individual Differences ◽

Motor Skills ◽

Self Regulation ◽

The Self

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Application of Social Cognitive Theory on The Determinants of Exclusive Breastfeeding Practice in Madiun, East Java

Childhood Stunting, Wasting, and Obesity, as the Critical Global Health Issues: Forging Cross-Sectoral Solutions ◽

10.26911/the7thicph.02.58 ◽

2020 ◽

Author(s):

Rezyana Budi Syahputri ◽

◽

Pawito Pawito ◽

Bhisma Murti ◽

◽

...

Keyword(s):

Health Promotion ◽

Observational Learning ◽

Exclusive Breastfeeding ◽

Self Efficacy ◽

Positive Attitude ◽

Role Model ◽

Cognitive Theory ◽

Self Regulation ◽

Outcome Expectation ◽

Vicarious Learning

Background: Exclusive breastfeeding can reduce child mortality. The achievement of exclusive breastfeeding has not reached the expected number due to various factors. This study aims to examine the determinants of exclusive breastfeeding practice in Madiun, East Java. Subjects and Method: A cross-sectional study was carried out in Madiun, from February to May 2020. A sample of 200 lactating mothers was selected randomly. The dependent was exclusive breastfeeding. The independent variables were health promotion program, observational learning, role model, vicarious learning, imitation, positive attitude, outcome expectation, self-regulation, self-efficacy, and reinforcing. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Exclusive breastfeeding increased with following health promotion in exclusive breastfeeding program (OR= 2.76; 95% CI= 1.05 to 7.25; p= 0.039), high observational learning (OR= 3.33; 95% CI= 1.27 to 8.71; p= 0.014), strong role model (OR= 3.43; 95% CI= 1.10 to 10.67; p= 0.033), high vicarious learning (OR= 3.83; 95% CI= 1.31 to 11.12; p= 0.014), strong imitation (OR= 2.98; 95% CI= 1.19 to 7.48; p= 0.020), positive attitude (OR= 3.14; 95% CI= 1.03 to 9.60; p= 0.044), positive outcome expectation (OR= 3.56; 95% CI= 1.30 to 9.79; p= 0.014), strong self-regulation (OR= 2.59; 95% CI= 1.10 to 6.07; p= 0.028), strong self-efficacy (OR= 4.91; 95% CI= 1.84 to 13.11; p= 0.001), and reinforcing (OR=3.42; 95% CI= 1.17 to 10.01; p= 0.024). Conclusion: Exclusive breastfeeding increases with following health promotion in exclusive breastfeeding program, high observational learning, strong role model, high vicarious learning, strong imitation, positive attitude, positive outcome expectation, strong self-regulation, strong self-efficacy, and reinforcing. Keywords: exclusive breastfeeding, health promotion, social cognitive theory Correspondence: Rezyana Budi Syahputri. Masters Program in Public Health, Universitas Sebelas Maret, Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: [email protected]. Mobile: +6282325750134 DOI: https://doi.org/10.26911/the7thicph.02.58

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Understanding Fine Motor Skill Learning in Dentistry

10.20944/preprints202104.0309.v1 ◽

2021 ◽

Author(s):

Mohamed El-Kishawi ◽

Khaled Khalaf ◽

Tracey Winning

Keyword(s):

Motor Skills ◽

Motor Skill ◽

Negative Impact ◽

Self Regulation ◽

Skill Learning ◽

Fine Motor ◽

Motor Skill Learning ◽

Fine Motor Skills ◽

Fine Motor Skill ◽

Undergraduate Study

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/ or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning fine motor skills in dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

Download Full-text