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What we think we learn from watching others: the moderating role of ability on perceptions of learning from observation

机译：我们认为从观察他人中学到的东西：能力对观察学习的知觉的调节作用

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Despite increased interest in the processes guiding action observation and observational learning, we know little about what people think they learn from watching, how well perceptions of learning marry with actual ability and how ability perceptions develop across multiple observation trials. Based on common coding ideas, we would think that ability and perceptions of ability from watching should be well matched. We conducted two studies to answer these questions that involved repeated observation of a 2-ball juggling task. After each video observation, observers judged if they could perform the skill and gave a confidence score (0-100 %). In Experiment 1, an Observe-only group was compared to an Observe + Physical practice and No-practice group. Both observer groups showed a better physical approximation of the juggling action after practice and in retention and their confidence increased in a linear fashion. Confidence showed a small, yet significant relationship to actual success. In Experiment 2, we limited physical practice to 5 attempts (across 50 observation trials). In general, people who had high perceptions of ability following a demonstration were overconfident, whereas those with lower perceptions of ability were accurate in their assessments. Confidence generally increased across practice, particularly for trials following observation rather than physical practice. We conclude that while perceptions of ability and actual ability show congruence across trials and individuals, observational practice increases people's confidence in their ability to perform a skill, even despite physical experiences to the contrary.
机译：尽管人们对指导动作观察和观察学习的过程越来越感兴趣，但我们对人们认为他们从观看中学到的东西，对学习的理解与实际能力的结合程度以及在多次观察试验中如何发展的能力知之甚少。根据常见的编码思想，我们认为观看的能力和对能力的看法应很好地匹配。我们进行了两项研究来回答这些问题，涉及重复观察2球杂耍任务。每次观看视频后，观察者都会判断他们是否可以执行这项技能，并给出置信度得分（0-100％）。在实验1中，将“仅观察者”组与“观察者+身体练习和无练习”组进行了比较。两组观察者在练习后和保持力方面均表现出对杂耍动作的更好的物理近似，并且其信心以线性方式增加。信心表明与实际成功之间的关系很小，却很重要。在实验2中，我们将体育锻炼限制为5次尝试（共进行了50次观察试验）。一般而言，对示范后的能力有较高认识的人过分自信，而对能力的较低看法的人的评估准确。在实践中，信心通常会提高，尤其是对于观察后而不是物理实践的试验。我们得出的结论是，尽管对能力和实际能力的理解在各个试验和个体之间显示出一致，但是尽管有相反的身体经验，但观察练习仍可以提高人们对其技能的信心。

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