Observational learning of a motor skill.

Female subjects (n = 180) observed live model demonstrations that were presented either (a) before practice, (b) prior to and midway through practice, or (c) midway through practice. The effects of the temporal spacing of model presentations on subject's subsequent performance was examined. Also, subjects performed before the experimenter only, a model audience, or an audience consisting of strangers, with an additional no-audience control condition. The no-audience control group had significantly lower performances than all other groups. Evidence for the effectiveness of temporal spacing of the model presentation was indicated, but no significant differences were found for the audience factor.

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