Observational Learning: Tell Beginners What They Are about to Watch and They Will Learn Better

Abstract

Observation aids motor skill learning. When multiple models or different levels of performance are observed, does learning improve when the observer is informed of the performance quality prior to each observation trial or after each trial? We used a knock-down barrier task and asked participants to learn a new relative timing pattern that differed from that naturally emerging from the task constraints (Blandin et al., 1999). Following a physical execution pre-test, the participants observed two models demonstrating different levels of performance and were either informed of this performance prior to or after each observation trial. The results of the physical execution retention tests of the two experiments reported in the present study indicated that informing the observers of the demonstration quality they were about to see aided learning more than when this information was provided after each observation trial. Our results suggest that providing advanced information concerning the quality of the observation may help participants detect errors in the model's performance, which is something that novice participants have difficulty doing, and then learn from these observations.

Learning from Mixed Signals in Online Innovation Communities

“…That is, observing the work of others gives individuals an opportunity to learn what to do, not just how to do things. Attentional processes determine what is selectively observed and what information is extracted in the profusion of modeling influences (Andrieux andProteau 2016, Hanna et al 2014). Simple exposure to models does not in itself ensure learning (Bandura 1971).…”

“…Learning theory suggests that individuals learn from both direct experience with an activity (Arrow 1962, Epple et al 1996, Foster and Rosenzweig 1995, Newell and Rosenbloom 1981, Rosen 1972 and indirect experience from observing others (Bandura 1977, Banerjee 1992, Bikhchandani et al 1992, Hanna et al 2014). 1 Although these learning models are diverse, a common assumption is that the key learning input is informative signals (Andrieux and Proteau 2016, Bandura 1977, Camerer 2011, Hanna et al 2014.…”

“…Secondly, exploring and evaluating the work submitted by others generates signals for observational learning (i.e., indirect experience). What and how individuals learn from these signals critically depend on what they pay attention to (Hanna et al 2014), as well as the cognitive structures they have in place to synthesize informative data from the signals (Andrieux andProteau 2016, Van Knippenberg et al 2015). As a result, learning rates may not be constant over time because individuals develop cognitive structures that help them synthesize learnable signals from these mixed signals from different information sources.…”

The Effects of Instruction Manipulation on Motor Performance Following Action Observation

“…The extent of the AO effects on motor performance can be modulated by several factors such as the observed model type , advanced information about the demonstration quality (Andrieux and Proteau, 2016), viewpoint (Watanabe and Higuchi, 2016), and visual guidance (D'Innocenzo et al, 2016). With respect to the observed model type, participants who were required to observe a four-segment timing task performed by a novice, expert, or both novice and expert models outperformed a control group on both total movement time and intermediate time of each segment in the immediate retention and transfer tests ).…”

“…With respect to the observed model type, participants who were required to observe a four-segment timing task performed by a novice, expert, or both novice and expert models outperformed a control group on both total movement time and intermediate time of each segment in the immediate retention and transfer tests ). Using a similar task, another study (Andrieux and Proteau, 2016) found that learning was optimized when knowledge about the quality and characteristics of the demonstration (total movement time and intermediate time) was presented before each demonstration as opposed to after each demonstration. Learning, reflected by shorter response latencies and fewer errors, was also shown to be optimized following observation from a first-person perspective in contrast to a third-person perspective in another timing task-index finger lifting from a resting position (Watanabe and Higuchi, 2016).…”