Einstellung by Observation

Abstract

In 2 experiments female Ss observed a confederate solve G "water-jar" problems. Each problem permitted 2 modes of solution. In Exp. I the 3 conditions were observation of direct solutions, indirect solutions, or a mixture of both. In subsequent performances on similar problems, observers adopted the solution methods that had been observed even when inefficient. In Exp. I1 the order of the jar capaciti~s was varied to test for the acquisition by observation of a more general solution set. The 3 conditions were observation of indirect solutions, direct solucions, or no observation (control). The results for both method of solution adopted and rime for solution indicate that observation of the direct solution did not facilitate problem solving, but observation of the indirect solution did hinder this activity.

Age and observational learning of a multiple-classification task.

“…The theories of Piaget and Inhelder (1969) and Liebert and Swenson (197la, 1971b) imply that imitation involves abstraction. Both are consistent with the findings that observers do abstract and generalize information received from a model (Bandura & Harris, 1966;Debus, 1970;Denny, 1972;Laughlin, Moss, & Miller, 1969;Liebelt & Swenson, 197la, 1971b;Rosenbaum & Aronson, 1967;Rosenthal & Zimmerman, 1972;Rosenthal, Zimmerman, & Durning, 1970;Waghorn & Sullivan, 1970). However, Piaget and Inhelder also imply that an observer's ability to represent symbolically, abstract, and generalize from observation of a model depends on the stage of the observer's cognitive operations (age) and the logical structure of the task modeled.…”

Information Processing by Performers and Observers in a Paired Associate Learning Task

“…In some studies, observers were superior to performers in correct responding at test trials (Hillix and Marx, 1960; Rosenbaum and Arenson, 1968;Eelen and d'Ydewalle, 1976), whereas the opposite was true in the study of Van Wagener and Travers (1963) and no differences were reported by Cheyne (1972) and Marx and Witter (1972). It seems fair to conclude that there is no general answer to the question which training procedure is most efficient.…”

“…More recently, learning within this classical procedure was compared to learning by subjects who were not required to respond overtly during the study trial (Hillix and Marx, 1960; Rosenbaum and Arenson, 1968;Marx and Witter, 1972; Eelen and d'Ydewalle, 1976). These subjects received equivalent information about responses and outcomes either by observing another subject perform the task or by receiving appropriate instructions from the experimenter.…”