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ERIC Number: ED194450
Record Type: RIE
Publication Date: 1980-May
Pages: 39
Abstractor: N/A
Reference Count: 0
Adults and Children as Teachers.
Ellis, Shari; Rogoff, Barbara
Children instruct primarily through demonstration and models, while their teachers show a greater reliance on verbal instruction. However, several authors have noted differences between the instructional styles used in classrooms and those used in nonacademic instruction. Nine-year-old teachers use more nonverbal than verbal instruction, and refer more frequently to specific instances or items, than to general concepts. Adult teachers use more verbal than nonverbal instruction, and provide more concept or category information than information specific to instances. Learners taught by adult teachers perform better on tests of memory and generalization than do those taught by child teachers. Task differences in instructional strategies are also evident. Both child and adult teachers provide more verbal information, particularly category information, in the school than in the home task. More nonverbal information is also provided in the school than in the home task. Adults and children utilize different instructional strategies which vary in effectiveness. The choice of instructional strategies is influenced by the context in which the instruction occurs. (Author/JD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Utah Univ., Salt Lake City.
Authoring Institution: N/A
Note: Paper presented at the Meetings of the Western Psychological Association (Honolulu, HI, May, 1980).