Conceptual Rule Acquisition and Retention by Young Children: The Effects of Modeling, Age, and Corrective Feedback.

Autor/inn/en	Zimmerman, Barry J.; Rosenthal, Ted L.
Institution	Arizona Univ., Tucson. Arizona Center for Educational Research and Development.
Titel	Conceptual Rule Acquisition and Retention by Young Children: The Effects of Modeling, Age, and Corrective Feedback.
Quelle	(1973), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Development; Concept Teaching; Day Care; Early Childhood Education; Feedback; Generalization; Imitation; Observational Learning; Preschool Children; Research; Retention (Psychology); Teaching Methods + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Imitationslernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschung; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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 corrective feedback control condition. Children were tested for generalization immediately after training, and for retention seven to ten days later. Brief observation of a model was effective in creating significant acquisition and retention of conceptual rule judgments and explanations. Corrective feedback improved the child's ability to explain the conceptual rule but did not assist nonverbal performance. The facilitative influence of corrective feedback was largely confined to the 4-year-old age group. In general, 4-year-old children were more successful than 3-year-olds in learning to provide viable reasons for conceptual judgments. The pedagogical significance of these findings is discussed. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01