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Process and Products of Modeling in Observational Concept Attainment
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Alford, Geary S.; Rosenthal, Ted L. – Child Development, 1973
Observationally induced concept acquisition and generalization were studies in 132 second graders, using a clustering task. Groups were provided with a live or target model and different types of verbal coding. (ST)
Descriptors: Concept Formation, Grade 2, Learning Processes, Observational Learning
Learning to Imitate in Infancy
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Parton, David A. – Child Development, 1976
Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)
Descriptors: Cognitive Development, Imitation, Infant Behavior, Infants
Generalization of Learning in Three-and-a-Half-Month-Old Infants on the Basis of Amodal Relations.
Peer reviewed Peer reviewed
Bahrick, Lorraine E. – Child Development, 2002
Investigated the extent to which 3.5-month-old infants trained in amodal auditory-visual relations between falling objects and the sounds they made could generalize their intermodal knowledge to a new task and across events. Found that infants tested with familiar events and with events of a new color or shape showed learning and transfer…
Descriptors: Aural Learning, Infants, Learning Modalities, Learning Processes
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
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