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Observational Learning from Animated Models: Effects of Modality and Reflection on Transfer
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Wouters, Pieter; Paas, Fred; van Merrienboer, Jeroen J. G. – Contemporary Educational Psychology, 2009
Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of…
Descriptors: Observational Learning, Animation, Experiments, Hearing Impairments
The Effect of Self-Explanation and Prediction on the Development of Principled Understanding of Chess in Novices
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de Bruin, Anique B. H.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Contemporary Educational Psychology, 2007
The present study was designed to test the effect of self-explanation and prediction on the development of principled understanding of novices learning to play chess. First-year psychology students, who had no chess experience, first learned the basic rules of chess and were afterwards divided in three conditions. They either observed (control…
Descriptors: Psychology, Prediction, Games, Higher Education
Induction of a Concrete Operational Concept through Televised Modeling: Evidence and Speculation on Mediational Processes.
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Swanson, Rosemary A.; Henderson, Ronald W. – Contemporary Educational Psychology, 1979
The influence of televised modeling and modeling plus direct instruction was examined on the induction of complex forms of seriation behavior. The television only and TV plus direct instruction groups made significant gains from pre- to post-test, which were maintained during retention testing. Theoretical and training implications were…
Descriptors: American Indians, Cognitive Development, Educational Television, Mathematical Concepts
Social Influences on Children's Toy Preferences: Effects of Model Rewardingness and Affect.
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Zimmerman, Barry J.; Koussa, Richard – Contemporary Educational Psychology, 1979
Preschool children interacted with an adult model who was either low or highly rewarding to the child. Later the model displayed either a high or low degree of positive affect as he played with a nonpreferred toy. The model's affect influenced both the children's ratings of and imitative play with the toy. (Author/RD)
Descriptors: Affective Behavior, Behavior Change, Learning Processes, Modeling (Psychology)
An Examination of Prerequisite Relations, Positive Transfer among Learning Tasks, and Variations in Instruction for a Seriation Hierarchy.
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Bergan, John R.; Jeska, Patrick – Contemporary Educational Psychology, 1980
This study investigated the hypothesis that prerequisite skills in a seriation learning hierarchy mediate positive transfer for superordinate skills. In addition, the effect of instructional conditions involving modeling combined with variations in feedback on skill acquisition at different levels in the seriation sequence was examined.…
Descriptors: Age Differences, Concept Teaching, Feedback, Learning Theories
Preresponse and Error-Correction Prompting Procedures for Learning Complex Assembly Tasks.
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Ellis, William D.; And Others – Contemporary Educational Psychology, 1980
The effects of training using visual modeling prompts as preresponse and as error-correction prompting, and a combination of both procedures were examined by teaching vocational rehabilitation clients three assembly tasks. Preresponse prompting resulted in fewer total errors and more trials. The combination group demonstrated superior performance…
Descriptors: Adults, Assembly (Manufacturing), Feedback, Observational Learning