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Recent research has revealed similarities in brain activity during observational learning and motor execution. However, whilst action develops visual, motor and afferent representations during acquisition, action-observation has been proposed to only develop visual-spatial learning via visual representation. In addition, it has been suggested that the vividness of visual representations are determined by imagery ability. Thus, the purpose of the current investigation was to explore the possible moderating role of imagery ability in the effectiveness of observational learning. Participants (n = 40) were assessed on their imagery ability via the Vividness of Movement Imagery Questionnaire-2 (VMIQ-2) and then assigned to one of four groups; high imagery ability and observational learning (HIA-OL), low imagery ability and observational learning (LIA-OL), high imagery ability control (HIA-C) and low imagery ability control (LIA-C). Following group allocation all participants performed a pre-test consisting of five actual practice trials of a novel gymnastics routine. The HIA-OL and LIA-OL groups then participated in a 14 day observational learning intervention whilst the HIA-C and LIA-C groups acted as controls. Following this, participants performed a post test, which was identical in nature to the pre-test, before finally completing the VMIQ-2 again. Performance on both the pre-test and post test was evaluated by two qualified gymnastics judges. Results revealed that gymnastics performance increased from pre-test to post test for both the HIA-OL and LIA-OL groups. However, this effect was greater in the HIA-OL group suggesting that the relationship between observational learning and successful imitation performance is moderated by imagery ability.
Lawrence et al. (Tue,) studied this question.