Second-, third- and fourth-grade children participated in two experiments involving gameplaying. Substantial persistence and generalization of effects of exposure to a peer model were found. (JMB)

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. (Authors)

Six studies relevant to the analysis of generalized imitative behavior are described. The first examined the role of verbal instructions in generalized imitation by comparing the use of a "do this" instruction with no such instruction and the use of positive reinforcement with no reinforcement. The tenacity of generalized imitation in this study…

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)

Two environmental learning conditions based on generative linguistics were tested to determine whether they could induce in children (in grades 1-3) the acquisition of the rules of metaphors and the subsequent generation of metaphors based on the acquired rules. The first modeling condition (MC-1) emphasized the verbal-interaction effect: the…

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…