Abstract
We examined two dyadic training protocols, both featuring observational learning, with respect to the acquisition of a complex skill. Specifically, we compared an active interlocked modeling (AIM) protocol which requires trainees to alternate between performing half of a task simultaneously with a partner who performs the other half to an alternating perform-and-observe (APO) protocol which requires trainees to alternate between performing the whole task and observing a partner performing the whole task. Sixty-four young adult males were assigned to either an AIM or APO protocol and underwent 3 days of skill acquisition training on a complex computer task that simulated the demands of a dynamic aviation environment. Results indicated that the APO protocol led to greater levels of skill acquisition and skill retention (after an 8-day nonpractice interval), but the advantage of APO training diminished after a brief period of individual reacquisition and on a test of skill transfer.
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