Abstract
This study examined the effects of similarity in competence between model and observer on the effectiveness of observational learning in argumentative writing. Participants ( N 214, 8th grade, mixed ability) were assigned to 1 of 3 conditions: an observation/weak-focus, an observation/good-focus, or a control condition. The two observational-learning groups observed pairs of peer models performing writing tasks. Participants focused respectively on the noncompetent (weak) model or on the competent (good) model. The control group performed the writing tasks themselves. Results are consistent with the similarity hypothesis: Weak learners learn more from focusing their observations on weak models, whereas better learners learn more from focusing on good models.
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