This study examined the relative influence of observation, feedback in training seriation, and imitative motor activity in facilitating conceptual development. (CM)

Studied were the effects on observational concept learning of the experimenter as his own model, versus the experimenter plus a separate model, versus a nonmodeling (control) procedure, as well as the provision of favorable versus neutral outcome-expectation. (Authors/CB)

Results lend support to the notion that children at different ages are differentially responsive to various conceptual-strategy models. (Author)

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)

Three studies to determine the effects of adult models on interrogative strategies of children (ages 6-11) are reviewed. Two issues are analyzed: (1) the comparative effectiveness of various types of modeling procedures for changing rule-governed behaviors, and (2) the interaction between observational learning and the developmental level of the…

Appraises the respective contribution of initial competence and of imitation of modeled response in the observational learning of conservation among first grade children. (HOD)