The goal of the present study was to explore the question of whether observational learning provides additional benefits over and above those gained by spacing. Using a desktop flight simulator task, we compared five groups. Massed-perform-observe (MPO) participants performed a block of massed trials while massed-observe-perform (MOP) participants watched. After one hour these two groups switched roles. Spaced-observe (SO) participants were paired amongst themselves and alternated between the role of observer and performer every two trials. These three groups were compared to massed- and spaced-control conditions. Results indicated that participants receiving massed observation, but not spaced observation, showed better performance compared to the control conditions. The results also indicated that participants in the MPO condition showed better performance than those in the massed-control condition. These findings have implications for the design of training protocols, and suggest that observational learning may benefit both the observer and the performer.
One class of theories of the spacing effect suggests that arousal may inhibit learning during massed practice. The goal of this study was explore the role of exercise on the spacing effect. Participants practiced three complex tasks (i.e., Space Fortress, algebra word problems, and a desk-top flight simulator) under four training conditions. Participants trained under massed or alternating task modules regimes, with or without moderate exercise. Results indicated that alternating tasks enhanced acquisition and retention performance on Space Fortress. In addition, exercise inhibited retention performance. These same trends were obtained for algebra word problem solving and for a desktop flight simulator task. These findings replicate previous studies showing an advantage for alternating task modules and challenge theories suggesting that the spacing effect is the result of deficient processing due to lower arousal level. Results suggest that exercise may reduce mental rehearsal or implicit processes that alternating task modules promote.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.