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Selective Imitation of Same-Age, Older, and Younger Peer Models.
Peer reviewed Peer reviewed
Brody, Gene H.; Stoneman, Zolinda – Child Development, 1981
Results suggest that the age composition of peer groups influences the performance of peer-modeled information, thus providing an indication that imitation of peers is a selective process influenced by the relative age of the model to the observer. Data also suggest that observational learning is a complex process involving considerable…
Descriptors: Age Differences, Children, Elementary Education, Imitation
Deliberate Facial Movement.
Peer reviewed Peer reviewed
Ekman, Paul; And Others – Child Development, 1980
Examined the development of the ability of 5-, 9-, and 13-year-old children to produce elemental and complex facial movements intentionally. (Author/DB)
Descriptors: Affective Behavior, Age Differences, Children, Difficulty Level
The Infant as Onlooker: Learning from Emotional Reactions Observed in a Television Scenario.
Peer reviewed Peer reviewed
Mumme, Donna L.; Fernald, Anne – Child Development, 2003
Two studies investigated whether 10- and 12-month-olds can use televised emotional reactions to guide their behavior. Findings indicated that 12-month-olds avoided the target object and showed increases in negative affect after observing an actress orient toward a novel object with negative affect, but their responses to positive versus neutral…
Descriptors: Age Differences, Emotional Response, Infant Behavior, Infants
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
Effects of Modeling Action Sequence on the Play of Twelve, Fifteen, and Nineteen-Month-Old Children.
Peer reviewed Peer reviewed
Fenson, Larry; Ramsay, Douglas S. – Child Development, 1981
Examined the relation between the spontaneous occurrence in play of simple two-part action sequences and the frequency of these sequences and their components following modeling at 12, 15, and 19 months of age. Play following modeling was typically more advanced but only 19-month-old children generally were able to imitate complete sequences.…
Descriptors: Age Differences, Child Development, Cognitive Development, Infants
Learning to Cooperate: Effects of Modeling and Direct Instruction.
Peer reviewed Peer reviewed
Sagotsky, Gerald; And Others – Child Development, 1981
Modeling and direct instruction were used to train children to cooperate rather than compete. Children in treatment conditions showed significantly more cooperation than did control groups after immediate assessment. Seven weeks later age but not treatment differences were observed in generalization of training. (Author/DB)
Descriptors: Age Differences, Children, Competition, Cooperation
The Effects of Age and Developmental Level of Imitation in Children
Peer reviewed Peer reviewed
Fouts, Gregory; Liikanen, Pirkko – Child Development, 1975
Descriptors: Age Differences, Elementary Education, Elementary School Students, Imitation
You Go This Way and I'll Go That Way: Developmental Changes in Infants' Detection of Correlations among Static and Dynamic Features in Motion Events.
Peer reviewed Peer reviewed
Rakison, David H.; Poulin-Dubois, Diane – Child Development, 2002
Four studies examined 10- to 18-month-old infants' ability to detect and encode correlations among features in a motion event. Findings indicated that the youngest infants process static features in an event independently but do not process correlations among dynamic features; the oldest detect correlations between all three features when the…
Descriptors: Age Differences, Cognitive Development, Infants, Learning Modalities
Modification of Young Children's Grouping Strategies: The Effects of Modeling, Verbalization, Incentives, and Age
Peer reviewed Peer reviewed
Zimmerman, Barry J. – Child Development, 1974
Descriptors: Age Differences, Cluster Grouping, Conceptual Schemes, Instruction
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