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ERIC Number: ED128065
Record Type: RIE
Publication Date: 1973-Mar
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Conceptual Rule Acquisition and Retention by Young Children: The Effects of Modeling, Age, and Corrective Feedback.
Zimmerman, Barry J.; Rosenthal, Ted L.
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; National Coordination Center for Early Childhood Education, St. Ann, MO.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Educational Research and Development.