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Behaviour modelling, instruction and exploration training approaches in group and individual contexts

机译：团体和个人环境中的行为建模，指导和探索训练方法

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Behaviour modelling has been associated with higher learning outcomes compared to other training approaches. These cumulative research findings create imperative to examine underlying causal mechanisms or contingency factors that may promote behaviour modelling's advantages even further. We propose group-based learning as one contingency factor because there exists greater opportunity for observation, imitation and feedback. We use a two-by-three experimental laboratory design involving 84 subjects to test for an interaction effect between training context (group-based, individual-based) and training approach (behaviour modelling, exploration, instruction) on several learning outcomes. We use hierarchical regression to show that, while the interaction effect was not significant, the training approach main effect was significant. Consistent with expectations, behaviour modelling outperformed exploration on task performance. There were no significant differences between behaviour modelling and instruction. We conclude that behaviour modelling is associated with higher task performance levels on a complex word-processing task when compared to exploration.
机译：与其他培训方法相比，行为建模与更高的学习成果相关。这些累积的研究结果为检查潜在的因果机制或意外因素提供了必要条件，这些因素或意外因素可能会进一步促进行为建模的优势。我们建议将基于小组的学习作为一种偶然因素，因为存在更多的观察，模仿和反馈的机会。我们使用一个由84名受试者组成的2乘3的实验实验室设计来测试培训背景（基于小组，基于个人）和培训方法（行为建模，探索，指导）之间对几种学习结果的交互作用。我们使用层次回归表明，虽然交互作用不显着，但训练方法的主要作用却很显着。与期望一致，行为建模优于对任务性能的探索。行为建模和指导之间没有显着差异。我们得出的结论是，与探索相比，行为建模与复杂字处理任务上更高的任务性能水平相关。

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