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Peer reviewedZimmerman, Barry J.; Lanaro, Pamela – Merrill-Palmer Quarterly, 1974
Studies the effects of modeling and reversibility cues in teaching 4-year-olds to conserve length. Results are discussed in terms of a social learning viewpoint of cognitive development. (ED)
Descriptors: Cognitive Development, Conservation (Concept), Cues, Learning Theories
Direct linkSchunk, Dale H.; Zimmerman, Barry J. – Reading & Writing Quarterly, 2007
According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…
Descriptors: Self Efficacy, Self Control, Students, Epistemology
Download full textZimmerman, Barry J. – 1972
This document presents a detailed review and index of post-1960 modeling-imitation research relevant to the development and education of children. Each research study is described in terms of purpose, independent and dependent variables, task and procedures, model and subject characteristics, materials and results. In addition, an overall model is…
Descriptors: Adults, Affective Behavior, Elementary Education, Elementary School Students
Cleary, Timothy J.; Zimmerman, Barry J. – Psychology in the Schools, 2004
This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self-motivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess…
Descriptors: Teaching Methods, School Psychologists, Learning Strategies, Student Motivation
Zimmerman, Barry J.; Rosenthal, Ted L. – 1972
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…
Descriptors: Cognitive Development, Concept Teaching, Conservation (Concept), Early Childhood Education
Zimmerman, Barry J. – 1976
This study compared children's dependence on situational cues by a model to their reliance on the general affective valence of the model, in order to assess the role of each in determining vicarious changes in preference. Subjects were forty 4-year-olds attending a day care center. Among five toys used in pilot testing, a box of clothespins was…
Descriptors: Classical Conditioning, Cognitive Development, Cognitive Processes, Early Childhood Education
Peer reviewedRosenthal, Ted L.; Zimmerman, Barry J. – Child Development, 1973
Degree of organization in presenting stimuli, and training through modeling versus guided practice, were studied on a dial-reading concept using 144 third or fifth graders. (ST)
Descriptors: Age Differences, Concept Formation, Elementary School Students, Generalization
Peer reviewedZimmerman, Barry J.; Pike, Earl O. – Child Development, 1972
The question-asking behavior of disadvantaged Mexican-American second-grade children was found readily modifiable using an adult model offering contingent praise. (Authors)
Descriptors: Behavior Change, Disadvantaged Youth, Generalization, Grade 2
