We report six experiments that examine how two essential components of a category-learning paradigm, training and feedback, can be manipulated to maximize learning and transfer of real-world, complex concepts. Some subjects learned through classification and were asked to classify hypothetical experiment scenarios as either true or non-true…

Little research has examined the intersection of derived relations and observational learning, which may be an avenue by which an instructor can increase the total amount of learning while conserving instructional resources. In this study, we investigated this intersection in the context of teaching third-grade students…

Field experience makes a strong contribution to the learning of students. However, the procedure for conducting training sessions based on experiential teaching methods is relatively unclear, and the contents and aspects of students' reflections during such training are not well known. This study applied experiential teaching methods in a college…

The term "vicarious learning" was introduced in the 1960s by Bandura, who demonstrated how learning can occur through observing the behaviour of others. Such social learning is effective without the need for the observer to experience feedback directly. More than twenty years later a series of studies on vicarious learning was undertaken…

This paper reports on the trial of video excerpts of mathematics teaching used in teaching pre-service primary teachers in a four-year undergraduate teacher education degree program. After viewing a video excerpt of teaching a basic mathematics concept, pre-service teachers were asked to identify the focus of the lesson and aspects of the…

Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)

From a review of the literature on modeling processes, observational learning, social learning theory, and vicarious concept learning by young children, the author draws guidelines for the teaching of abstractions to preschoolers. (SJL)

Teaching skills can be acquired or modified through various processes, including observation, concept acquisition, practice, and feedback. However, evidence does not indicate that combining these processes into a single training methodology provides any advantage for teacher trainees. Teaching also may be influenced by providing information about…

In this monograph, the language and pedagogical concepts embodied in the Tucson Early Education Model are used to develop a systematized method of natural language learning. It is hypothesized that young children in school continually resystematize their language, and that conscious and systematic modeling by the teacher should accelerate this…

Demonstrates that students who are taught physics concepts through active inquiry learn more readily than students taught the same concepts through vicarious inquiry method. Urges the active involvement of students in laboratory work. (LS)