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The Role of Example and Moral Exhortation in the Training of Altruism.
Peer reviewed Peer reviewed
Grusec, Joan E.; And Others – Child Development, 1978
Children's sharing and helping behaviors were observed after they had seen an adult who modeled donation behavior and/or who preached either about the importance of sharing or about the importance of helping others. (Author/JMB)
Descriptors: Altruism, Elementary School Students, Modeling (Psychology), Observational Learning
Influence of Belief, Race, and Sex Similarities between Child Observers and Models on Attitudes and Observational Learning
Peer reviewed Peer reviewed
Gottfried, Adele E.; Katz, Phyllis A. – Child Development, 1977
Descriptors: Childhood Attitudes, Imitation, Modeling (Psychology), Observational Learning
Acquisition of Multiple Classification and Seriation from the Observation of Models: A Social Learning Approach to Horizontal Decalage.
Peer reviewed Peer reviewed
Rosser, Rosemary A.; Horan, Patricia F. – Child Development, 1982
In two experiments, the effects of modeling on multiple seriation and multiple classification skills in preschool children were examined. In the first study, children observed models who demonstrated either multidimensional grouping or ordering. In the second, children received only single classification training on the basis of form, color, or…
Descriptors: Classification, Modeling (Psychology), Observational Learning, Preschool Children
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