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| Developmental Psychology | 1 |
| Journal of Educational… | 1 |
| Journal of Experimental Child… | 1 |
| Journal of Genetic Psychology | 1 |
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| Zimmerman, Barry J. | 8 |
| Rosenthal, Ted L. | 4 |
| Bell, John A. | 1 |
| Ghozeil, Sue | 1 |
| Kinsler, Kimberly | 1 |
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| Reports - Research | 4 |
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Peer reviewedZimmerman, Barry J.; Rosenthal, Ted L. – Journal of Genetic Psychology, 1974
Descriptors: Age Differences, Conceptual Schemes, Feedback, Generalization
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
Peer reviewedZimmerman, Barry J.; Kinsler, Kimberly – Journal of Educational Psychology, 1979
The effects of videotape exposure to a punished model on children's toy play were studied. Three levels of prohibition were used. Children who saw the videotape maintained their inhibitions over time and generalized them to an unfamiliar adult, while kindergartners who only received strong prohibitions did not. (Author/RD)
Descriptors: Modeling (Psychology), Observational Learning, Play, Primary Education
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
Download full textZimmerman, Barry J. – 1974
The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied with items spanning three stimulus dimensions (length, number, and two-dimensional space). Observation of a model, correction training (joining positive feedback with verbal rule provision), and the combination of observation and…
Descriptors: Cognitive Processes, Conservation (Concept), Developmental Psychology, Feedback
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
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
Zimmerman, Barry J.; Ghozeil, Sue – 1972
Seven investigations of modeling as a teaching technique are reviewed in this paper. Children in the individual projects varied, but included Anglo-Americans and Mexican-Americans from the kindergarten, and second, third and fifth grades. Modeling effects were examined in the following areas of teaching concern: (1) concept formation, transfer and…
Descriptors: Anglo Americans, Associative Learning, Concept Formation, Conservation (Concept)
