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| Child Development | 3 |
| Developmental Psychology | 1 |
| Journal of Educational… | 1 |
| Journal of Experimental Child… | 1 |
| Journal of Experimental… | 1 |
| Journal of Research and… | 1 |
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| Rosenthal, Ted L. | 10 |
| Zimmerman, Barry J. | 7 |
| Alford, Geary S. | 1 |
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| Reports - Research | 2 |
| Information Analyses | 1 |
| Journal Articles | 1 |
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Peer reviewedRosenthal, Ted L.; Zimmerman, Barry J. – Child Development, 1976
The effects of different degrees of stimulus organization on subsequent generalization were studied with 120 fourth-grade children. (BRT)
Descriptors: Grade 4, Observational Learning, Responses, Stimulus Generalization
Peer reviewedZimmerman, Barry J.; Rosenthal, Ted L. – Developmental Psychology, 1974
The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied. Both training methods were successful in teaching children to conserve. Trained children were also capable of generalizing their learning to new conservation tasks. (CS)
Descriptors: Cognitive Development, Conservation (Concept), Feedback, Generalization
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 reviewedRosenthal, Ted L.; Zimmerman, Barry J. – Child Development, 1973
Degree of organization in presenting stimuli, and training through modeling versus guided practice, were studied on a dial-reading concept using 144 third or fifth graders. (ST)
Descriptors: Age Differences, Concept Formation, Elementary School Students, Generalization
Peer reviewedRosenthal, Ted L.; Zimmerman, Barry J. – Journal of Educational Psychology, 1972
Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third-grade children. (Authors)
Descriptors: Data Analysis, Expectation, Grade 3, Imitation
Peer reviewedRosenthal, Ted L.; And Others – Journal of Experimental Education, 1972
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)
Descriptors: Concept Formation, Disadvantaged Youth, Expectation, Grade 1
Peer reviewedZimmerman, Barry J.; Rosenthal, Ted L. – Journal of Experimental Child Psychology, 1972
To the authors' knowledge, this is the first demonstration that from observation alone, unaided by other means of conveying information, a concept can be retained and generalized to novel stimuli after a substantial elapse of time. (Authors/MB)
Descriptors: Concept Formation, Data Analysis, Grade 3, Observational Learning
Peer reviewedRosenthal, Ted L. – Journal of Research and Development in Education, 1979
From a review of the literature on modeling processes, observational learning, social learning theory, and vicarious concept learning by young children, the author draws guidelines for the teaching of abstractions to preschoolers. (SJL)
Descriptors: Abstract Reasoning, Concept Formation, Early Childhood Education, Learning Theories
Download full textZimmerman, Barry J.; Rosenthal, Ted L. – 1973
The effects of modeling and corrective feedback on conceptual rule acquisition and retention were studied with a total of 48 3- and 4-year-old children. Equal numbers of children from each age group were randomly assigned to one of four training groups: modeling, corrective feedback, modeling and corrective feedback, and a no modeling/no…
Descriptors: Age Differences, Cognitive Development, Concept Teaching, Day Care
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
