ERIC Number: ED130211
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
Concept Attainment, Transfer, and Retention Through Observation and Rule Provision.
Zimmerman, Barry J.; Rosenthal, Ted L.
The effects of observing a model and of providing a response rule on the learning, transfer, and retention of a dial-reading, numerical concept were studied in 144 third-graders. Different experimenters conducted the immediate learning procedures versus the measurements of retention. No extrinsic reinforcers were promised or dispensed. The children profited both from modeling and from rule-provision, with the strongest learning, transfer, and retention displayed by the group that watched the model and also received the rule summary. Sequence of presenting the sets of retention stimuli (including a series of novel generalization items not previously encountered) did not influence the strength of concept retention six weeks after training. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Early Childhood Education.
Note: Not available in hard copy due to marginal legibility of original document