The effects of different degrees of stimulus organization on subsequent generalization were studied with 120 fourth-grade children. (BRT)

Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third grade children. Provision of a favorable versus a neutral outcome-expectation, and sex of child failed to influence the results. All modeling groups displayed strong value-question increases over baseline which, without further tutelage, they…

Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third-grade children. (Authors)

To the authors' knowledge, this is the first conclusive demonstration that an observer's spontaneous verbalizations can interfere with vicarious rule learning. (Authors)

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)

Four experiments (involving a total of 158 children) demonstrated observationally-induced learning effects on multidimensional conservation tasks using brief, single session training. First grade samples of middle class Anglo-American, and economically disadvantaged Mexican-American children displayed gains in vicariously-induced conservation as…

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…