Descriptor
| Concept Formation | 9 |
| Learning Processes | 9 |
| Observational Learning | 9 |
| Transfer of Training | 3 |
| Cognitive Development | 2 |
| Cognitive Processes | 2 |
| Concept Teaching | 2 |
| Elementary School Students | 2 |
| Models | 2 |
| Retention (Psychology) | 2 |
| Role Models | 2 |
| More ▼ | |
Source
| Child Development | 2 |
| Developmental Psychology | 1 |
| Journal of Educational… | 1 |
| Journal of Experimental Child… | 1 |
Author
Publication Type
| ERIC Publications | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedAlford, 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
Peer reviewedDenney, Nancy Wadsworth; Acito, Marlene A. – Journal of Experimental Child Psychology, 1974
Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)
Descriptors: Classification, Cognitive Development, Concept Formation, Learning Processes
Peer reviewedChalmers, Douglas K.; Rosenbaum, Milton E. – Journal of Educational Psychology, 1974
Descriptors: College Students, Comparative Analysis, Concept Formation, Learning Processes
Peer reviewedZimmerman, Barry J.; Bell, John A. – Developmental Psychology, 1972
To the authors' knowledge, this is the first conclusive demonstration that an observer's spontaneous verbalizations can interfere with vicarious rule learning. (Authors)
Descriptors: Concept Formation, Data Analysis, Grade 5, Inhibition
Download full textWalls, Richard T.; And Others – 1974
Low (conjunctive), medium (disjunctive), and high (biconditional) level concept attainment problems were used to assess whether high level versus low and/or medium difficulty concept rules yield less positive transfer for observers than models. Direct learning and transfer of models was compared with vicarious learning and transfer of observers.…
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Graduate Students
Peer reviewedDenney, 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
Zimmerman, Barry J.; Rosenthal, Ted L. – 1971
The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The…
Descriptors: Cognitive Processes, Concept Formation, Concept Teaching, Elementary Education
Stevenson, Harold W. – 1972
This report presents ten ideas about children's learning and cognition that are based on recent research. The empirical findings are reviewed and related to educational practices. The findings concern the following topics of learning and cognition: (1) individual differences, (2) children's problem-solving abilities and ability to remember…
Descriptors: Attention, Behavioral Science Research, Cognitive Development, Concept Formation
Gliessman, David H. – 1981
Teaching skills can be acquired or modified through various processes, including observation, concept acquisition, practice, and feedback. However, evidence does not indicate that combining these processes into a single training methodology provides any advantage for teacher trainees. Teaching also may be influenced by providing information about…
Descriptors: Concept Formation, Feedback, Higher Education, Inservice Teacher Education
