EFFECTS OF ANGLE OF MODEL-DEMONSTRATION ON LEARNING OF MOTOR SKILL

The purpose was to examine the effects of three different demonstratio ns by a model on acquisition and retention of a sequential gross movem ent task. The second purpose was to examine the relationship between r eversal processing of visual information about skills and coding of sk ill information. Thirty undergraduates (15 men and 15 women) were assi gned into one of three conditions. Objective condition in which the sk ill was demonstrated with the model facing the subject, Looking-glass condition in which the skill was demonstrated with the model facing th e subject who viewed the performance opposite the right and left direc tions in executing the task, and the Subjective condition in which the subject observed the model from the rear. Number of immediate recall tests required to accomplish the sequential movements completely and t he sum of the performance points for reproduced movements at each dela yed recall test (1 day, 7 days, and 5 mo. after the immediate recall t est) were employed. Analysis indicated the Subjective condition produc ed a significantly greater modeling effect in immediate recall of the movements than the Looking-glass condition. Retention of the acquired skills was almost equal under the three conditions.