The Effects of Observational Learning and Practice Schedule on the Acquisition of a Complex Skill

Abstract

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.