Abstract
Observation aids motor skill learning. When multiple models or different levels of performance are observed, does learning improve when the observer is informed of the performance quality prior to each observation trial or after each trial? We used a knock-down barrier task and asked participants to learn a new relative timing pattern that differed from that naturally emerging from the task constraints (Blandin et al., 1999). Following a physical execution pre-test, the participants observed two models demonstrating different levels of performance and were either informed of this performance prior to or after each observation trial. The results of the physical execution retention tests of the two experiments reported in the present study indicated that informing the observers of the demonstration quality they were about to see aided learning more than when this information was provided after each observation trial. Our results suggest that providing advanced information concerning the quality of the observation may help participants detect errors in the model's performance, which is something that novice participants have difficulty doing, and then learn from these observations.
Highlights
You are an avid golfer and you want to learn a new shot
The results revealed that for the control and the feedback knowledge of the results (KR) (FB) groups, the |CE| of total movement time did not significantly differ across the phases, [F(2, 86) = 1.58, p = 0.21, ηp2 = 0.04, and F(2, 86) < 1, p = 0.37, ηp2 = 0.02], The ANOVA computed on VE revealed significant main effects for the variable phase, F(2, 174) = 13.12, p < 0.001, ηp2 = 0.13, and block, F(3, 261) = 48.79, p < 0.001, ηp2 = 0.36
The present experiment was designed to extend our knowledge of the observation conditions that optimize learning of a new relative timing pattern
Summary
You are an avid golfer and you want to learn a new shot. How would you proceed? There is a fair chance that you will observe someone (live, on video, on Youtube, etc.) who knows how to perform this shot, and you will try to understand what to do and how to do it. It has been demonstrated that variables, such as the amount of practice (Carroll and Bandura, 1990; Blandin, 1994), the frequency of knowledge of results ([KR], Badets and Blandin, 2004, 2005; Badets et al, 2006), and the practice schedule (Blandin et al, 1994; Wright et al, 1997), affect learning via observational practice and physical practice in similar ways. These data led to the proposition that observation and physical practice use very similar processes. This proposition is supported by the results of neuroimaging studies that showed that an ensemble of neural structures
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