Twenty first-graders observed an adult model perform a quantity conservation task. The children were then tested on a series of generalization tasks immediately, after one week, and after three months. The results suggested that the social experience of observation appeared to activate a cognitive restructuring of the children's mental operations.…

This article discusses the critical developmental factors in the modeling of motor skills and suggests practical implications for teachers of young children. Major factors for successful modeling involve the students' cognitive-developmental level and the students' motivational orientation. CJ)

Children's self-control behavior in motor and cognitive tasks was examined in a series of two studies in which modeling and self-regulatory mechanisms were varied to assess the influence of each. In the first study, 6-, 7-, 9-, and 11-year-old children individually played a 20-trial game of 'Simon Says' (involving activation and inhibition trials)…

The relationship of age and developmental differences to modeling and motor skill development were examined. Comparisons of the observational learning patterns of four- and five-year-old children and of seven- and eight-year-olds suggest that their physical and cognitive capacities call for different instructional strategies. (Author/PP)

Provides some teaching tips for elementary teachers that are designed to enhance the natural interests of young children in science and help equip them with important science processing skills. Contains activities related to observation, classification, measurement, and communication. (TW)