Concept attainment, generalization, and retention through observation and verbal coding

Rosenthal, Ted L.; Alford, Geary S.; Rasp, Lorraine M.

doi:10.1016/0022-0965(72)90018-5

Cited by 43 publications

(5 citation statements)

References 13 publications

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“…More complete verbal descriptions (high cod ing) were more effective than less complete descriptions (low coding). These results extended the similar findings of an earlier study by Rosenthal, Alford, and Rasp (1972). The importance of particular kinds Vol.…”

Section: Integration Of Intellectual Skills and Imagessupporting

confidence: 93%

Memory Structures and Learning Outcomes

Gagné¹,

White

1978

Review of Educational Research

125

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Section: Integration Of Intellectual Skills and Imagessupporting

confidence: 93%

Memory Structures and Learning Outcomes

Gagné¹,

White

1978

Review of Educational Research

125

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“…Various types of conceptual behaviors (e.g., using grammatical rules, clustering objects, affirming equivalence among phenomena) were easily acquired by children who observed demonstrations of the desired response strategy (Kobasigawa, 1970;Malouf & Dodd, 1972;Rosenthal, Alford, & Rasp, 1972;Rosenthal, Moore, Dorfman, & Nelson, 1971;Ryan & Kobasigawa, 1971;. Effective ways of seeking information have likewise been taught through social modeling (LaFieur & Johnson, 1972;Lamal, 1971;Rosenthal, Zimmerman, & Durning, 1970).…”

Section: Cognitive Trainingmentioning

confidence: 97%

Modeling: Research with Implications for Special Education

1975

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“…For example, Bandura and Jeffery (1973) found that vicarious learning was significantly improved if observers had a viable scheme for coding a model's actions. Rosenthal, Alford, and Rasp (1972) have shown that the quality of an observer's code directly affected observational learning. The present study extends this line of research.…”

Section: Discussionmentioning

confidence: 99%

Teaching through demonstration: The effects of structuring, imitation, and age.

Zimmerman¹,

Jaffe²

1977

Journal of Educational Psychology

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The effects of three degrees of structuring in a teacher's demonstration upon rule learning were studied with 6-and 8-year-old children. The subjects were evenly divided between males and females. After pretesting on a conceptual sorting task, the children were exposed to a modeling sequence under high, medium, or low degrees of structure. Half of the children were permitted to imitate the model's actions. All were given a transfer test consisting of new items. The results reveal that 6-year-olds were disproportionately handicapped when the demonstration was only partially structured. Imitation failed to influence cluster rule learning. The results are discussed in terms of a social learning conception of teaching.

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Concept attainment, generalization, and retention through observation and verbal coding

Cited by 43 publications

References 13 publications

Memory Structures and Learning Outcomes

Memory Structures and Learning Outcomes

Modeling: Research with Implications for Special Education

Teaching through demonstration: The effects of structuring, imitation, and age.

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