The Role of Knowledge of Results Frequency in Learning Through Observation

The authors examined whether reduced knowledge of results (KR) frequency during observation of a model's performance enhances learning. As they viewed a timing task, observers (n = 54) received KR about the model's performance on each trial (100% KR) or on 1 out of 3 trials (33% KR). Contr...

Full description

Saved in:
Bibliographic Details
Published in:Journal of motor behavior 2004-03, Vol.36 (1), p.62-70
Main Authors: Badets, Arnaud, Blandin, Yannick
Format: Article
Language:English
Subjects:
Activity levels. Psychomotricity
Adult
Attention
Biological and medical sciences
Control Groups
Female
Fundamental and applied biological sciences. Psychology
Humans
Imagination
Knowledge of Results (Psychology)
Learning
Learning Processes
Life Sciences
Male
Memory, Short-Term
Motor ability
motor learning
Motor Skills
Neurons and Cognition
observational learning
Practice (Psychology)
Psychology and behavior
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychomotor activities
Psychomotor Performance
Reaction Time
relative frequency of knowledge of results
Research Methodology
Serial Learning
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The authors examined whether reduced knowledge of results (KR) frequency during observation of a model's performance enhances learning. As they viewed a timing task, observers (n = 54) received KR about the model's performance on each trial (100% KR) or on 1 out of 3 trials (33% KR). Controls (n = 18) received only physical practice; they did not take part in the observation session. The authors also wanted to dissociate the guidance effect of KR during physical practice from the guidance role played by the representation acquired during observation. Therefore, following the observation phase, participants physically performed the task with either the same or a different KR frequency than that experienced during observation. The effects of observation and physical practice on learning were assessed in delayed retention tests. The beneficial effect of reduced KR frequency during observation continued for the following physical practice phases. Possible explanations as to why KR influences observational learning are discussed.
ISSN:0022-2895
1940-1027
DOI:10.3200/JMBR.36.1.62-70