L'apprentissage par observation d'habiletés motrices : un processus d'apprentissage spécifique ? - article ; n°3 ; vol.102, pg 523-554

L'année psychologique - Année 2002 - Volume 102 - Numéro 3 - Pages 523-554
Résumé
Le recours à la démonstration est fréquemment utilisé pour l'apprentissage d'habiletés motrices. Toutefois, les mécanismes responsables de l'apprentissage par observation ainsi que les facteurs déterminants restent relativement méconnus. L'objectif est de recenser les travaux sur ce sujet, afin d'établir des comparaisons entre les théories de l'apprentissage moteur et de l'apprentissage par observation. Un examen des conditions les plus susceptibles de favoriser l'apprentissage par observation indique que celles-ci sont relativement semblables à celles influençant l'apprentissage par pratique physique. Il est donc suggéré que les processus responsables de ces deux types d'apprentissage soient similaires.
Mots-clés : apprentissage par observation, apprentissage moteur, processus cognitifs.
Summary : Observational learning : A tool for the acquisition of new motor skills
It is generally agreed that the first determinant of motor learning is physical practice. However, physical practice is not always a suitable first step or is not always possible. This is the case, for example, when the task involves a certain degree of danger or when an injury requires that certain skills be relearned. In such instances, observation of a model performing the task may prove to be beneficial for learning or to reduce the amount of physical practice needed to reach proficiency (Ferrari, 1996 ; McCullagh, 1994). In fact, research indicates that observation facilitates learning of a large variety oftasks such as action pattern production (Carroll et Bandura, 1982), coincidence anticipation (Blandin et Proteau, 2000 ; Weeks, 1992) and gross (Southard et Higgins, 1987) as well as fine motor skills (Pollock et Lee, 1992). Sheffield (1961) and more recently Bandura (1986) proposed that observation of a model results in the observer developing a standard of reference ofthe task to be learned (named a « perceptual blueprint » by Sheffield) as well as of mechanisms for the detection and correction of errors. These hypothesized mechanisms are not totally estranged to mechanisms believed to develop during physical practice and to be responsible for motor learning. In fact, it has been hypothesized that observational learning and learning through physical practice might be mediated by similar cognitive processes (Adams, 1986). The goal of this contribution is to present the current research on observational learning in order to test this hypothesis and to determine the best conditions to favor observational learning.
Key-words : observational learning, motor learning, cognitive processes
32 pages
Source : Persée ; Ministère de la jeunesse, de l’éducation nationale et de la recherche, Direction de l’enseignement supérieur, Sous-direction des bibliothèques et de la documentation.