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Organization, Observation, and Guided Practice in Concept Attainment and Generalization
Peer reviewed Peer reviewed
Rosenthal, Ted L.; Zimmerman, Barry J. – Child Development, 1973
Degree of organization in presenting stimuli, and training through modeling versus guided practice, were studied on a dial-reading concept using 144 third or fifth graders. (ST)
Descriptors: Age Differences, Concept Formation, Elementary School Students, Generalization
The Role of Comprehension in Children's Observational Learning of a Syntactic Rule.
Peer reviewed Peer reviewed
Morgulas, Susan; Zimmerman, Barry J. – Journal of Experimental Child Psychology, 1979
Tests the hypothesis that there is a relationship between children's comprehension of a syntactic form and the effectiveness of modeling in promoting imitation of that form. Subjects were 71 four- and five-year-old children. (Author/MP)
Descriptors: Age Differences, Comprehension, Imitation, Learning Processes
Age and Observational Learning of a Multiple-Classification Task
Peer reviewed Peer reviewed
McLaughlin, Lynn J.; Brinley, Joseph F. – Developmental Psychology, 1973
Second-, fourth-, and sixth-grade children were tested on a multiple-classification task to investigate the relationship between age and observational learning. (Editor)
Descriptors: Age Differences, Analysis of Variance, Classification, Learning Processes
Modeling and Eliciting Effects upon Conceptual Strategies
Peer reviewed Peer reviewed
Denney, Douglas R. – Child Development, 1972
Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)
Descriptors: Age Differences, Concept Formation, Conceptual Tempo, Elementary School Students