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Gardiner, Amy K.; Greif, Marissa L.; Bjorklund, David F. – Journal of Cognition and Development, 2011
Object use is a ubiquitous characteristic of the human species, and learning how objects function is a fundamental part of development. In this article the authors examine the role that intentionality plays in children's understanding of causal relationships during observational learning of object use. Children observed demonstrations in which…
Descriptors: Preschool Children, Child Development, Manipulative Materials, Observational Learning
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Yussen, Steven R. – Developmental Psychology, 1974
Preschoolers and second graders observed a model choose his "favorites" in a series of common object trios and were then asked to recall the model's choices. Results indicated that children's level of attention influences their level of learning in an observational setting. (ST)
Descriptors: Age Differences, Attention, Elementary School Students, Observational Learning
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Morgulas, Susan; Zimmerman, Barry J. – Journal of Experimental Child Psychology, 1979
Tests the hypothesis that there is a relationship between children's comprehension of a syntactic form and the effectiveness of modeling in promoting imitation of that form. Subjects were 71 four- and five-year-old children. (Author/MP)
Descriptors: Age Differences, Comprehension, Imitation, Learning Processes
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Fouts, Gregory; Liikanen, Pirkko – Child Development, 1975
Descriptors: Age Differences, Elementary Education, Elementary School Students, Imitation
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Zimmerman, Barry J. – Child Development, 1974
Descriptors: Age Differences, Cluster Grouping, Conceptual Schemes, Instruction
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Goggin, James E. – Journal of Genetic Psychology, 1974
Attempted to clarify the relationship between dependency and imitation using 73 preschool children as subjects. The children's degree of emotional dependency was found to be related to their propensity to imitate the model's irrelevant behavior (i.e. incidential learning). (Author/SDH)
Descriptors: Age Differences, Developmental Psychology, Emotional Adjustment, Incidental Learning
Zimmerman, 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