On the Cognitive Basis of Observational Learning: Development of Mechanisms for the Detection and Correction of Errors

2000 ◽  
Vol 53 (3) ◽  
pp. 846-867 ◽  
Author(s):  
Yannick Blandin ◽  
Luc Proteau
Keyword(s):  
Cognitive Processes ◽  
Observational Learning ◽  
Error Detection ◽  
Motor Skill ◽  
Physical Practice ◽  
Knowledge Of Results ◽  
Learning Development

It has been proposed that observation of a model practising a motor skill results in the observer developing mechanisms for the detection and correction of errors that are similar to those acquired during physical practice. Results of a first experiment indicated that prior observation of a model permitted participants to estimate their errors as efficiently as those who had physically practised the task. Similarly, results of a second experiment indicated that observation of a model receiving biased knowledge of results during practice resulted in similarly biased reference and error detection/correction mechanisms for the observers and for the models. These results suggest that observation engages one in cognitive processes similar to those occurring during physical practice.

scholarly journals The Effects of Observing a Learning Model (or Two) on Motor Skill Acquisition

2018 ◽  
Vol 6 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Edward Hebert
Keyword(s):  
Skill Acquisition ◽  
Error Detection ◽  
Motor Skill ◽  
Learning Model ◽  
Learning Models ◽  
Physical Practice ◽  
Treatment Groups ◽  
Motor Skill Acquisition ◽  
Strategy Evaluation ◽  
Temporal Placement

Modeling, which enhances skill acquisition, is an often-used means of conveying information to learners. While models typically provide a demonstration of correct movements or successful performance, skill acquisition is also enhanced by observing a “learning model,” who practices, receives feedback, and improves. The effect is proposed to be due to the observer engaging in problem-solving, error detection, and strategy evaluation. The purpose of this experiment was to examine the effects of observing one or two learning models in combination with physical practice, and the temporal placement of model observation during physical practice, on the acquisition and retention of a motor skill. College students practiced a 3 × 6 × 3 cup stacking task in groups of three, and had opportunities to observe their peers’ physical practice. Treatment groups differed in the order of observation and physical practice; some participants engaged in physical practice prior to observation, while others observed one or two learning models before practice. Data indicated observation prior to engaging in physical practice enhanced learning. In addition, participants were able to identify strategies they observed that enhanced skill performance. These results support and add to existing research on modeling, and provide insight into the types of cognition that occur during observational learning.

Mental Practice and Knowledge of Results in the Learning of a Perceptual Motor Skill

1982 ◽  
Vol 4 (1) ◽  
pp. 52-63 ◽  
Author(s):  
Steven G. Zecker
Keyword(s):  
Motor Skill ◽  
Mental Practice ◽  
Skill Learning ◽  
Physical Practice ◽  
Knowledge Of Results ◽  
Massed Practice ◽  
Improved Performance ◽  
Improved Learning ◽  
And Control

Although mental practice has often been demonstrated to result in improved learning of a motor skill, theoretical accounts of the reasons for this improvement are lacking. The present experiment examined the role of knowledge of results (KR) in motor skill learning, because KR is believed to be crucial to such learning, yet is lacking during mental practice. Subjects in four conditions (mental practice, physical practice, physical practice without KR, and control), tossed beanbags at a target. Results showed that of the four conditions, mental practice showed the largest performance increment, whereas physical practice showed a decrement attributed to massed practice without adequate rest periods. Results suggest that (a) knowledge of results is not always essential for improved performance; (b) mental practice is most beneficial following sufficient experience with the task; and (c) mental practice may be best suited for a massed practice learning situation.

scholarly journals Effects of relative frequency and delay interval of knowledge of results (KR) in the acquisition of motor skills

2006 ◽  
Vol 1 (1) ◽  
pp. 53-63
Author(s):  
Leandro R. Palhares ◽  
Alessandro T. Bruzi ◽  
Guilherme M. Lage ◽  
João V. A. P. Fialho ◽  
Herbert Ugrinowitsch ◽  
...  
Keyword(s):  
Motor Skills ◽  
Delay Interval ◽  
Motor Skill ◽  
Relative Frequency ◽  
The Other ◽  
Tennis Ball ◽  
Knowledge Of Results ◽  
Target Time ◽  
Serial Task

The purpose of the present study was to identify the effects of relative frequency and delay interval of Knowledge of Results (KR) in the acquisition of a serial motor skill. Sixty students were randomly distributed in 2 experiments, with three groups in each experiment (n = 10). The Experiment 1 investigated the effects of the KR frequency without KR delay interval and the Experiment 2 investigated the effects of the KR frequency with KR delay interval (3 seconds) in the acquisition of a serial motor skill. The serial task consisted of putting a tennis ball into six holes, positioned in a wood platform in a previously determined target time. In both experiments, the subjects performed 60 trials in target time of 2,700 ms, in the acquisition phase. In the Experiment 1, the results showed superiority of G33 in relation to the other groups, during the tests. In the Experiment 2, the results did not show any difference among the groups. These results are discussed with respect to the effect of KR delay interval, showing the role of combination of the variables.  

Observational Learning of a Motor Skill

1975 ◽  
Vol 7 (4) ◽  
pp. 281-287 ◽  
Author(s):  
Donna M. Landers
Keyword(s):  
Observational Learning ◽  
Motor Skill

Effect of Various Combinations of Knowledge of Results on Learning a Multi-Dimensional Task

1983 ◽  
Vol 57 (2) ◽  
pp. 505-506
Author(s):  
Reno J. Ramella
Keyword(s):  
Multivariate Analysis ◽  
Motor Skill ◽  
Knowledge Of Results ◽  
Male Volunteers ◽  
Spatial Dimensions ◽  
Temporal And Spatial ◽  
Variable Errors

20 male volunteers (M = 22.9 yr., SD = 3.8 yr.) learned a motor skill (moved a slide) with temporal and spatial dimensions. Two groups, determined by specific combinations of knowledge of results (verbal-verbal and verbal-visual) were used. Multivariate analysis and follow-up procedures indicated an over-all reduction of absolute and variable errors over 4 trial blocks for both groups.

Error Detection Processes During Observational Learning

2006 ◽  
Vol 77 (2) ◽  
pp. 177-184 ◽  
Author(s):  
Arnaud Badets ◽  
Yannick Blandin ◽  
David L. Wright ◽  
Charles H. Shea
Keyword(s):  
Observational Learning ◽  
Error Detection
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