Descriptor
| Concept Formation | 3 |
| Modeling (Psychology) | 3 |
| Observational Learning | 3 |
| Early Childhood Education | 2 |
| Imitation | 2 |
| Learning Theories | 2 |
| Preschool Children | 2 |
| Abstract Reasoning | 1 |
| Cognitive Ability | 1 |
| Cognitive Processes | 1 |
| Feedback | 1 |
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Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
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Peer reviewedSwanson, Rosemary A.; And Others – Journal of Genetic Psychology, 1979
This study examined the relative influence of observation, feedback in training seriation, and imitative motor activity in facilitating conceptual development. (CM)
Descriptors: Concept Formation, Early Childhood Education, Feedback, Imitation
Peer reviewedConnell, Phil J.; Stone, C. Addison – Journal of Speech and Hearing Research, 1994
Twenty children (ages 5-6) with specific language impairment (SLI) were taught a nonlinguistic conceptual rule under imitation or modeling conditions. No intergroup differences were found between the extent of overall learning displayed. Performance of SLI children was not better under the imitation condition than under modeling. (Author/JDD)
Descriptors: Cognitive Ability, Cognitive Processes, Concept Formation, Imitation
Peer reviewedRosenthal, Ted L. – Journal of Research and Development in Education, 1979
From a review of the literature on modeling processes, observational learning, social learning theory, and vicarious concept learning by young children, the author draws guidelines for the teaching of abstractions to preschoolers. (SJL)
Descriptors: Abstract Reasoning, Concept Formation, Early Childhood Education, Learning Theories
