Ohnogi H
Percept Mot Skills. 1986 Jun;62(3):783-8. doi: 10.2466/pms.1986.62.3.783.
The study was designed to compare direct learning (learning by performing) with observational learning (learning by observing) on a memory task that assessed 4-year-old children's selective attention. 17 pairs of kindergarteners of the same sex (aged 3 yr., 8 mo. to 4 yr., 4 mo.) participated in a central-incidental memory task. Data from a retention test indicated that the performers' mean central learning score was higher than their mean incidental score, while the observers showed no difference between their central and incidental learning scores, performers had a higher mean central learning score than observers. On the other hand, the frequency of the subjects' overt visual attention to the task in their learning phase was also counted. Both observers and performers showed high frequency of visual attention.
该研究旨在比较在一项评估4岁儿童选择性注意力的记忆任务中，直接学习（通过执行来学习）和观察学习（通过观察来学习）的效果。17对同性别的幼儿园儿童（年龄在3岁8个月至4岁4个月之间）参与了一项中心-附带记忆任务。一项留存测试的数据表明，执行者的平均中心学习分数高于其平均附带分数，而观察者的中心学习分数和附带学习分数之间没有差异，执行者的平均中心学习分数高于观察者。另一方面，还统计了受试者在学习阶段对任务的明显视觉注意力的频率。观察者和执行者都表现出较高的视觉注意力频率。
