A Comparison of Modalities in Modeling

Abstract

In recent years, researchers have begun to focus attention on how skills are learned from modeling or demonstrations. One point that has received limited interest is the modalities that are presented during demonstrations. Doody, Bird, and Ross (1985) investigated the potency of various modalities for enhancing the cognitive representation for a timing task. During an immediate transfer test, subjects who received either an auditory or auditory plus visual presentation performed better than subjects who received visual demonstrations or physical practice with knowledge of results. Doody et al. interpreted these findings as support for the effectiveness of modeling over physical practice with knowledge of results (KR). Our experiment attempted to extend these findings and determine the potency of modeling independent of KR. Because all subjects in the Doody et al. experiment received KR, it is not known whether subjects can develop an accurate representation from modeling alone. The findings produced the opposite results of the Doody et al. experiment-subjects who practiced with KR performed better than modeling subjects. Implications for determining the potency of information sources for skill acquisition and performance are discussed.