Abstract
Informative feedback to the performer was varied in a study of observational learning. The task required Ss to learn to discriminate the correct member of each of a number of groups of three line-tilt designs. One group was always shown the correct design in the event of an error (SC), another was allowed to continue responding until the correct design was found (DC), and the third group received only outcome correction (OC) on error choices. Test trial data indicated that OC generally produced poorer performance than SC or DC, but there was no difference for the performer vs the observer. This suggests the comparability of processes in observation and performance, at least in terms of differences induced by correction procedures.
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This research was supported in part by Research Career Award 1-K6-MH-22,023 from the National Institute of Mental Health, to the third author, and by a grant from the U.S. Office of Education, Department of Health, Education, and Welfare. The opinions expressed herein, however, do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred.
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Witter, D.W., Mueller, J.H. & Marx, M.H. Correction procedures in observational learning. Psychon Sci 22, 94–95 (1971). https://doi.org/10.3758/BF03332511
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DOI: https://doi.org/10.3758/BF03332511