Cognitive Processes Underlying Observational Learning of Motor Skills

International audienceThere is evidence indicating that an individu al can learn a m otor skill by observing a model practising it. In the present study we wanted to deter mine whether observation would perm it one to learn the relative timing pattern required to perform a new m otor skill. Also, we wanted to determine the join t effects of observation and of physical practice on the learning of that relative timing pattern. Finally, we were interested in ®ndin g whether there was an optimal type of model, advanced or beginner, which would lead better to observational learning. Data from two experim ents indicated that observation of either a beginner or an advanced m odel resulted in m odest learning of a constrained relative timing pattern. Observation also resulted in signi®cant param eterization learning. However, a com bination of observation followed by physical practice resulted in signi®cant learning of the constrained relative timing pattern. These results suggest that observation engages one in cognitive processes sim ilar to those occurring during physical practice