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Volume 22, Issue 2 (Summer 2020)
Advances in Cognitive Sciences 2020, 22(2): 54-62 |
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Kavyani M, Abdoli B, Ebrahimi R. The effect of cognitive training on learning through observation in dart-throwing skills. Advances in Cognitive Sciences 2020; 22 (2) :54-62
URL: http://icssjournal.ir/article-1-1096-en.html
URL: http://icssjournal.ir/article-1-1096-en.html
1- Assistant Professor of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran
2- . Associate Professor of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran
3- MSc of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran
2- . Associate Professor of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran
3- MSc of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, Shahid Beheshti University, Tehran, Iran
Abstract: (2381 Views)
Introduction: The present study aimed to investigate the effect of cognitive training on learning through dart-throwing skills.
Methods: Forty third- and fourth-grade students of the primary school were voluntarily selected. This study was conducted in two-phase. In the first phase, in other to cognitive enhancement, cognitive training was performed, and in the second phase, dart-throwing training was performed using the common methods of observational learning. In the first phase, the pre-test was performed, and groups were matched based on age and pre-test scores, and they were divided into two groups of cognitive exercise and no cognitive exercise (n=20). The cognitive group was given eight sessions of cognitive training with an emphasis on tasks related to executive functions. Then, both groups received the cognitive test. Pre and post cognitive tests were performed using Corsiblack software. In the second phase, groups were divided into two groups of 10 observational + physical and physical groups. Dart-throwing skill pre-test was then taken from groups. Four groups performed 3-session dart-throwing training (20 throws), with exception of observation + physical group in which they observe the skilled model of dart throwing. Then again, the post-test was taken at the end of the second phase from all four group.
Results: Cognitive + observational + physical group performed significantly better on the Dart post-test.
Conclusion: Considering the result of the study, it could suggest that if cognitive training enhances cognitive skills underlying observational learning, it will improve the speed of the learning through observation on dart throwing skills.
Methods: Forty third- and fourth-grade students of the primary school were voluntarily selected. This study was conducted in two-phase. In the first phase, in other to cognitive enhancement, cognitive training was performed, and in the second phase, dart-throwing training was performed using the common methods of observational learning. In the first phase, the pre-test was performed, and groups were matched based on age and pre-test scores, and they were divided into two groups of cognitive exercise and no cognitive exercise (n=20). The cognitive group was given eight sessions of cognitive training with an emphasis on tasks related to executive functions. Then, both groups received the cognitive test. Pre and post cognitive tests were performed using Corsiblack software. In the second phase, groups were divided into two groups of 10 observational + physical and physical groups. Dart-throwing skill pre-test was then taken from groups. Four groups performed 3-session dart-throwing training (20 throws), with exception of observation + physical group in which they observe the skilled model of dart throwing. Then again, the post-test was taken at the end of the second phase from all four group.
Results: Cognitive + observational + physical group performed significantly better on the Dart post-test.
Conclusion: Considering the result of the study, it could suggest that if cognitive training enhances cognitive skills underlying observational learning, it will improve the speed of the learning through observation on dart throwing skills.
Keywords: Cognitive ability, Executive function, Expert model, Visual-spatial memory, Observational learning
Type of Study: Research |
Received: 2020/02/11 | Accepted: 2020/04/16 | Published: 2020/06/30
Received: 2020/02/11 | Accepted: 2020/04/16 | Published: 2020/06/30
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