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Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability

Intellectual disability (ID) compromises intellectual and adaptive functioning. People with an ID show difficulty with procedural skills, with loss of autonomy in daily life. From an embodiment perspective, observation of action promotes motor skill learning. Among promising technologies, virtual re...

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Autores principales: Giachero, Alberto, Quadrini, Agnese, Pisano, Francesca, Calati, Melanie, Rugiero, Cristian, Ferrero, Laura, Pia, Lorenzo, Marangolo, Paola
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8226894/
https://www.ncbi.nlm.nih.gov/pubmed/34207553
http://dx.doi.org/10.3390/brainsci11060766
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author Giachero, Alberto
Quadrini, Agnese
Pisano, Francesca
Calati, Melanie
Rugiero, Cristian
Ferrero, Laura
Pia, Lorenzo
Marangolo, Paola
author_facet Giachero, Alberto
Quadrini, Agnese
Pisano, Francesca
Calati, Melanie
Rugiero, Cristian
Ferrero, Laura
Pia, Lorenzo
Marangolo, Paola
author_sort Giachero, Alberto
collection PubMed
description Intellectual disability (ID) compromises intellectual and adaptive functioning. People with an ID show difficulty with procedural skills, with loss of autonomy in daily life. From an embodiment perspective, observation of action promotes motor skill learning. Among promising technologies, virtual reality (VR) offers the possibility of engaging the sensorimotor system, thus, improving cognitive functions and adaptive capacities. Indeed, VR can be used as sensorimotor feedback, which enhances procedural learning. In the present study, fourteen subjects with an ID underwent progressive steps training combined with VR aimed at learning gardening procedures. All participants were trained twice a week for fourteen weeks (total 28 sessions). Participants were first recorded while sowing zucchini, then they were asked to observe a virtual video which showed the correct procedure. Next, they were presented with their previous recordings, and they were asked to pay attention and to comment on the errors made. At the end of the treatment, the results showed that all participants were able to correctly garden in a real environment. Interestingly, action observation facilitated, not only procedural skills, but also specific cognitive abilities. This evidence emphasizes, for the first time, that action observation combined with VR improves procedural learning in ID.
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spelling pubmed-82268942021-06-26 Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability Giachero, Alberto Quadrini, Agnese Pisano, Francesca Calati, Melanie Rugiero, Cristian Ferrero, Laura Pia, Lorenzo Marangolo, Paola Brain Sci Article Intellectual disability (ID) compromises intellectual and adaptive functioning. People with an ID show difficulty with procedural skills, with loss of autonomy in daily life. From an embodiment perspective, observation of action promotes motor skill learning. Among promising technologies, virtual reality (VR) offers the possibility of engaging the sensorimotor system, thus, improving cognitive functions and adaptive capacities. Indeed, VR can be used as sensorimotor feedback, which enhances procedural learning. In the present study, fourteen subjects with an ID underwent progressive steps training combined with VR aimed at learning gardening procedures. All participants were trained twice a week for fourteen weeks (total 28 sessions). Participants were first recorded while sowing zucchini, then they were asked to observe a virtual video which showed the correct procedure. Next, they were presented with their previous recordings, and they were asked to pay attention and to comment on the errors made. At the end of the treatment, the results showed that all participants were able to correctly garden in a real environment. Interestingly, action observation facilitated, not only procedural skills, but also specific cognitive abilities. This evidence emphasizes, for the first time, that action observation combined with VR improves procedural learning in ID. MDPI 2021-06-09 /pmc/articles/PMC8226894/ /pubmed/34207553 http://dx.doi.org/10.3390/brainsci11060766 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Giachero, Alberto
Quadrini, Agnese
Pisano, Francesca
Calati, Melanie
Rugiero, Cristian
Ferrero, Laura
Pia, Lorenzo
Marangolo, Paola
Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title_full Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title_fullStr Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title_full_unstemmed Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title_short Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability
title_sort procedural learning through action observation: preliminary evidence from virtual gardening activity in intellectual disability
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8226894/
https://www.ncbi.nlm.nih.gov/pubmed/34207553
http://dx.doi.org/10.3390/brainsci11060766
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