Literaturnachweis - Detailanzeige
| Autor/inn/en | Zimmerman, Barry J.; Rosenthal, Ted L. |
|---|---|
| Institution | Arizona Univ., Tucson. Arizona Center for Educational Research and Development. |
| Titel | Conserving and Retaining Equalities and Inequalities through Observation and Correction. |
| Quelle | (1972), (30 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Concept Teaching; Conservation (Concept); Early Childhood Education; Feedback; Generalization; Imitation; Kindergarten Children; Lower Middle Class; Models; Research; Teaching Methods; Verbal Communication |
| Abstract | The effects of live and symbolic modeling on the conservation of equalities and inequalities were studied with items spanning three stimulus dimensions (length, number, and two dimensional space). A total of 48 kindergarten children, who had failed to conserve on any equality items in baseline measures, were randomly assigned, in equal groups, to one of four conditions: modeling only, verbal correction, modeling plus correction, or control. Children were tested for generalization immediately after training, and for retention seven to ten days later. Brief observation of a model, briefer correction training (joining positive feedback with verbal rule provision), and the combination of observation and correction were all successful in producing learning and, without further training, transfer and retention of conservation. Unlike the controls (who also never correctly answered any quality items), the trained, experimental groups gave evidence of spontaneously generalizing their new learning to a task that required nonverbal behavior to manifest conservation. (Author/SB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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