Badets Arnaud, Blandin Yannick
Laboratoire d'Analyse de la Performance Motrice Humaine, Poitiers, France.
J Mot Behav. 2004 Mar;36(1):62-70. doi: 10.3200/JMBR.36.1.62-70.
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.
作者们研究了在观察模型表现期间降低结果反馈（KR）频率是否会增强学习效果。在观察一项计时任务时，观察者（n = 54）在每次试验中都收到关于模型表现的结果反馈（100% KR），或者在每3次试验中收到1次结果反馈（33% KR）。对照组（n = 18）只进行身体练习；他们没有参与观察环节。作者们还想将身体练习期间结果反馈的指导作用与观察期间获得的表象所起的指导作用区分开来。因此，在观察阶段之后，参与者以与观察期间相同或不同的结果反馈频率进行身体任务操作。在延迟保持测试中评估了观察和身体练习对学习的影响。观察期间降低结果反馈频率的有益效果在随后的身体练习阶段持续存在。文中讨论了关于结果反馈为何影响观察性学习的可能解释。
