The effect of observational learning on the development of central sensitization

Watching other people in pain may affect one’s own experience of pain. It is unknown whether it can also modulate secondary mechanical hypersensitivity. We have addressed this question in two experiments in healthy human volunteers. In experiment 1 we tested, on a large sample (N=83), five videos of a model demonstrating high or low pain during high frequency stimulation (HFS) of the skin, a procedure known to induce secondary mechanical hypersensitivity. The aim was to select the two videos rated with the highest and lowest expected pain and fear (high pain and low pain videos). Morevoer, we have explored the correlation between empathy and fear scores. In experiment 2 (N=44), two groups of participants were randomly allocated to watching either the low or the high pain video, and subsequently underwent HFS. The high pain video group reported increased pain during HFS. The two groups differed in the magnitude of secondary mechanical hypersensitivity after HFS, but the unpleasantness scores for mechanical stimulation after HFS, as well as spread of hyperalgesia were not statistically different. Empathy scores correlated positively with fear reports in experiment 1 but not experiment 2. Unexpectedly, we found higher scores of fear of pain for the high pain video only in experiment 1. In summary, observational learning of a model demonstrating high pain seems to have a stastistically significant but small effect on pinprick hypersensitivity. Its operating mechanisms remain partially elusive.

The Best of Two Different Visual Instructions in Improving Precision Ball-Throwing and Standing Long Jump Performances in Primary School Children

Two observational learning approaches have been shown to be successful in improving children’s motor performances: one is “technique-focused”, another is “goal-focused”. In this study, we sought to compare the effectiveness of these two strategies, thus testing for the more efficient method of observational learning to enhance motor skills in primary school children. To this end, two experiments were designed. Experiment 1 involved a precision ball throwing task. Experiment 2 involved a standing long jump task. A total of 792 subjects (aged 6–11) participated in this study and were divided into technique-focus (Experiment 1 n = 200; Experiment 2 n = 66), goal-focus (Experiment 1 n = 195; Experiment 2 n = 68), and control groups (Experiment 1 n = 199; Experiment 2 n = 64). The experiments were divided into pretest, practice, and retention phases. During the practice phase, the technique-focus and goal-focus groups were given different visual instructions on how to perform the task. The results showed that children aged 10–11 belonging to the technique-focus group performed significantly better in the practice phase than both the goal-focus and the control group (p < 0.001), but only for the precision ball throwing task. These findings could be useful for training adaptation in the context of motor learning and skills acquisition.

Optimising treatment expectations in chronic lower back pain through observing others: a study protocol for a randomised clinical trial

IntroductionChronic lower back pain (CLBP) is a frequent cause of medical consultations worldwide, and it results in decreased quality of life and disability. Current treatments for CLBP are often not effective, and alternatives are urgently needed. Three promising possibilities have emerged: (1) open-label placebo treatment reduces chronic pain, (2) placebo treatment is as efficacious as opioid treatment with a high correlation between patient expectation and treatment outcome, and (3) observing positive effects in another patient can improve functional capacity. We hypothesise that treatment expectations can be positively influenced through social observation and improve treatment outcome.Methods and analysisIn our clinical trial, we will randomise patients with CLBP into five groups. Two groups receive either a 3 week course of treatment with an analgesic (ANA) (metamizole/dipyrone) or with open-label placebos (OLP). For one of each group, we will build treatment expectations through observational learning and assess its impact on the treatment. For this purpose, one group each will watch either a positive or a neutral video. The intervention groups will be compared with a control group that will not be given any medication or observational learning. Participants will be recruited via all institutions in the Hamburg metropolitan area that treat patients with CLBP. Patients are eligible for inclusion if they are at least 18 years or older, have CLBP (of at least 3 months duration), and agree to potentially receive an active ANA or an OLP. Patients with pain-related “red flags” will be excluded. The study requires 150 participants (30 participants per group) to assess the differences in the primary outcome, pain intensity. Secondary outcomes include changes in treatment expectations, anxiety, comorbid depression, stress-related neuroendocrine measures, functional and structural connectivity, functional capacity, and ANA consumption. All outcomes and treatment expectations will be measured before and after the intervention and 3 months post-intervention.Ethics and disseminationEthical approval was obtained in January 2020 from the Hamburg Medical Ethics Council (ref number PV7067). Outcomes will be disseminated through publications in peer-reviewed journals and presentations at national and international conference meetings.Trial registration numberThe approved trial protocol was registered at the German Clinical Trials Register (DRKS) and can be found at drks.de (Identifier: DRKS00024418).

ANALISIS KEMUNCULAN SIKAP SPIRITUAL DAN SIKAP SOSIAL DALAM KEGIATAN PEMBELAJARAN IPA KELAS IV SD 77 REJANG LEBONG DALAM MENGGUNAKAN KTSP DAN KURIKULUM 2013

Nowadays, moral decadence is a serious handling requires the formamation of character and dignity of the nation depended on the establisment of the man himself. The efforts can be done in the educational environment that is built the character of learners by developing an attitude of spiritual and social components used in this study. The goals of this study are to describe of spiritual and social attitudes on science learning activities on fourth grade that use KTSP and 2013 curriculum. The study was conducted with qualitative descriptive method and purposive sampling technique. Instruments used in the form of observational learning activities to analyze the emergence of the spiritual and social attitudes using videograph. Based on the results of the average total spiritual and social attitudes acquired elemtary used 2013 curriculum get bigger results. Expected from this research can serve as a basis for further research and as a motivation for teachers to be able to bring up an spiritual and social attitudes, especially in science learning.

Teachers' persuasion to modify health behaviors among students of Bagmati Province, Nepal

Teachers encounter many of the unhealthier behaviors of students that need their support in improving such behaviors. Teachers employ various techniques including instruction, persuasion, and demonstration. They are role models to their students because they present opportunities for observational learning. Teachers can consciously attempt to influence students to change through persuasion. This cross-sectional descriptive survey of 344 teachers in 46 secondary schools aimed to identify the type of health degrading behaviors of the students modified by the teachers and the actions taken in modifying such behaviors, particularly including health persuasion. Teachers were found to involve in the act of persuasion, however, their action was mostly moving around the 'instruction' and 'advise' as the tools for modifying the student's health deteriorating behaviors. More effective persuasive techniques such as demonstrating healthy behaviors by the teachers are necessary to bring evident change.

Explaining medical students' learning outcomes in blended course designs: Combining self-reported and observational learning experiences

Blended course designs have been increasingly adopted in medical education. However, research on the relations between the key aspects of students' learning experience and their learning outcomes often only measure students' self-reported experience, neglecting what they actually do in learning. This study combined both self-reported and observational measures of students' learning experiences and examined the relations between the two sets of measures and their contributions to learning outcomes. Australian medical students were asked to report their approaches to, and perceptions of, learning. Their frequency and duration of their interactions with both online formative and summative tasks were observed and recorded. Correlation analyses showed that the learning outcomes was positively related to deep approaches to using online technologies and duration of interactions with online summative tasks. The hierarchical multiple regression analysis found that the self-reported approaches and duration of interactions jointed explained the learning outcomes, accounting for 6% of the variance. The study demonstrated the complementary nature of using both self-reported and observational measures of students' learning experiences to explain the learning outcomes in blended course designs.

Timing of social feedback shapes observational learning in strategic interaction

Many types of social interaction require the ability to anticipate others' behavior, which is commonly referred to as strategic sophistication. In this context, observational learning can represent a decisive tool for behavioral adaptation. However, little is known on whether and when individuals learn from observation in interactive settings. In the current study, 321 participants played one-shot interactive games and, at a given time along the experiment, they could observe the choices of an overtly efficient player. This social feedback could be provided before or after the participant’s choice in each game. Results reveal that players with a sufficient level of strategic skills increased their level of sophistication only when the social feedback was provided after their choices, whereas they relied on blind imitation when they received feedback before their decision. Conversely, less sophisticated players did not increase their level of sophistication, regardless of the type of social feedback. Our findings disclose the interplay between endogenous and exogenous factors modulating observational learning in strategic interaction.