Influence of an unskilled model's practice schedule on observational motor learning

Adams (1986) found that observational learning was quite good when the observer watched an unskilled model improve on a task. By watching the unskilled model improve, the observer engaged in the types of problem-solving activities that characterize motor learning. Engagement in these processing activities was enhanced when the model's KR was also available, perhaps due to the enrichment of the observable information. We report two experiments that attempted to enhance observational learning effects. Adams' paradigm was used in these studies: observers watched unskilled models practise a task over a series of trials during which both the observer and the model were provided with the model's KR. Observers were then assessed for their performance on the task. Subjects were initially tested in pairs whereby the model performed under either a random or blocked practice schedule. The rationale was that since random practice schedules enhance the processing activities of someone learning a movement skill, we hypothesized that there should be a benefit for someone observing the learning of a motor skill as well. This prediction was not supported in either the learning of a computer game (experiment 1) or the learning of a timing task (experiment 2). Although there was a significant observational learning effect in both experiments, there was no influence of the practice schedule on the magnitude of this effect. These findings are discussed relative to theoretical issues of both obsrvational learning and contextual interference effects.