Badets Arnaud, Blandin Yannick, Shea Charles H
Laboratoire Performance, Motricité et Cognition, Poitiers, France.
Q J Exp Psychol (Hove). 2006 Feb;59(2):377-86. doi: 10.1080/02724980443000773.
The purpose of this experiment was to assess whether learning an action through observation is enhanced by the intention to reproduce the observed behaviour. Two groups of participants observed a model practise a timing task and performed a 24-hour delayed retention test. Participants in the first group of observers were explicitly instructed that they would be required to execute the timing task that they had observed as accurately as possible during the delayed retention test. Observers in the second group were instructed that they would be required to describe as accurately as possible the behaviour that they had observed. A control group of participants, who did not observe the model, was also administered the delayed retention test. The results of the retention test indicated that absolute timing (parameterization) was learned by the observers to the same extent with or without intention to reproduce the task. Indeed, on the retention test absolute timing for the two groups of observers was as effective as that for the models. However, observing with an intention to reproduce the task was beneficial for learning the movement's relative timing structure. Results are discussed with respect to a potential mechanism by which intention enhances observation.
本实验的目的是评估通过观察来学习一种行为时，重现所观察行为的意图是否会增强学习效果。两组参与者观察了一个模型进行计时任务，并进行了24小时的延迟保持测试。第一组观察参与者被明确告知，在延迟保持测试期间，他们需要尽可能准确地执行他们所观察到的计时任务。第二组观察者被告知，他们需要尽可能准确地描述他们所观察到的行为。一组未观察模型的对照组参与者也进行了延迟保持测试。保持测试的结果表明，无论有无重现任务的意图，观察者在相同程度上学会了绝对计时（参数化）。事实上，在保持测试中，两组观察者的绝对计时与模型的一样有效。然而，带着重现任务的意图进行观察有利于学习动作的相对计时结构。针对意图增强观察的潜在机制对结果进行了讨论。
