ON THE COGNITIVE-PROCESSES UNDERLYING CONTEXTUAL INTERFERENCE AND OBSERVATIONAL-LEARNING

The main goal of the present study was to determine whether observation of an unskilled model learning a timing task enables the observer to develop a cognitive representation of the task similar to the one acquired through physical practice (Adams, 1986; Bandura, 1977; Lee & White, 1990). To reach that goal, we tested whether a contextual interference effect would be obtained in a retention test of subjects who had observed an individual practicing three variations of a timing task under a random or a blocked schedule of practice. Similar patterns of results in an immediate retention test were found following observation and physical practice. This suggests that observation indeed engaged the observers in the same type of cognitive activities as did physical practice. Moreover, a schedule of practice made up of 100% physical practice led to improved learning compared with a schedule of practice made up of 50% observation followed by 50% physical practice. This suggests that learning is enhanced more by numerous implementations of a motor program than by its mere construction or retrieval.