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ERIC Number: ED047789
Record Type: RIE
Publication Date: 1970-Nov
Pages: 17
Abstractor: N/A
Reference Count: 0
Instructional Specificity and Outcome-Expectation in Observationally-Induced Question Formulation.
Rosenthal, Ted L.; Zimmerman, Barry J.
Spontaneous and model-induced production of a valuational style of inquiry was studied in 128 third grade children. Provision of a favorable versus a neutral outcome-expectation, and sex of child failed to influence the results. All modeling groups displayed strong value-question increases over baseline which, without further tutelage, they generalized to a new set of stimulus pictures. Four instructional variations, implicit, explicit, pattern (calling notice to an underlying similarity among the model's questions), and mapping (exemplifying essential features of the model's paradigm) proved to differ significantly in the postmodeling imitation phase but not in generalization. The conceptual and pedagogical relevance of the results were discussed. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Early Childhood Education.