Ted L Rosenthal
Biographic Data
| ID | 1659418 |
|---|---|
| NAME | Ted L Rosenthal |
| GIVEN NAMES | Ted L |
| FAMILY NAME | Rosenthal |
| SIGNATURE | ROSENTHAL T L |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 1979 |
| H-INDEX | 3 |
The Effect of Attentional Cues and Methods of Tuition on Adult Conceptual Learning
Although modeling has been shown to be effective for teaching conceptual behavior to children, Waters compared tuition methods for teaching a complex concept to college students in 1928 and found that a demonstration impeded performance. However, problems with his experiment could have produced misleading results. Tuition methods were confounded with attentional set, and his demonstration involved active task involvement rather than mere observat…
Behavioral Self-Control in Treating Procrastination of Studying
56 college students who procrastinated in studying were given either behavioral self-control training or a nondirective, attention-placebo control procedure. Experimental clients were exposed to training in either stimulus control, self-reinforcement, or a combination of the two. Half of these clients used self-punishment; half did not. Half were trained individually and half in groups of four. In terms of reported amount of study time and attitu…
Format for Exposure and Complexity of Array in Observational Rule-Attainment
Two conceptions of observational learning were compared using a domino selection task that allowed subjects to follow a modeled response rule, to match particular numerical instances, or both. 80 college students showed strong rule-adoption and identification but very little mimicry of specific instance values. Live modeling produced stronger rule-adoption than did modeling a target through presentation of completed arrays, but live modeling and …
Probability Matching through Vicarious and Direct Experience
Vicarious and direct exposure were compared on a binary probability learning task, using 204 volunteers. Control subjects performed 150 trials alone. Experimentals were run in dyads: the first subject performed 75 trials while his partner observed; then the observer performed individually on 75 trials. Observation established responding closely comparable to direct participation, and all groups were able to estimate closely the relative event pro…
Observational learning of rule-governed behavior by children
Modeling by exemplification and instruction in training conservation
Magical Child-Care Beliefs and Sequence and Recall Effects in Social Perception
Observationally induced changes in children's interrogative classes
Magical Child-Care Beliefs and Sequence and Recall Effects in Social Perception
Observationally induced changes in children's interrogative classes
Modeling by exemplification and instruction in training conservation
Observational learning of rule-governed behavior by children
Format for Exposure and Complexity of Array in Observational Rule-Attainment
Two conceptions of observational learning were compared using a domino selection task that allowed subjects to follow a modeled response rule, to match particular numerical instances, or both. 80 college students showed strong rule-adoption and identification but very little mimicry of specific instance values. Live modeling produced stronger rule-adoption than did modeling a target through presentation of completed arrays, but live modeling and …
Probability Matching through Vicarious and Direct Experience
Vicarious and direct exposure were compared on a binary probability learning task, using 204 volunteers. Control subjects performed 150 trials alone. Experimentals were run in dyads: the first subject performed 75 trials while his partner observed; then the observer performed individually on 75 trials. Observation established responding closely comparable to direct participation, and all groups were able to estimate closely the relative event pro…
Behavioral Self-Control in Treating Procrastination of Studying
56 college students who procrastinated in studying were given either behavioral self-control training or a nondirective, attention-placebo control procedure. Experimental clients were exposed to training in either stimulus control, self-reinforcement, or a combination of the two. Half of these clients used self-punishment; half did not. Half were trained individually and half in groups of four. In terms of reported amount of study time and attitu…
The Effect of Attentional Cues and Methods of Tuition on Adult Conceptual Learning
Although modeling has been shown to be effective for teaching conceptual behavior to children, Waters compared tuition methods for teaching a complex concept to college students in 1928 and found that a demonstration impeded performance. However, problems with his experiment could have produced misleading results. Tuition methods were confounded with attentional set, and his demonstration involved active task involvement rather than mere observat…
Psychology (8 works) · Developmental psychology (7 works) · Cognitive psychology (5 works) · Social Psychology (5 works) · Mathematics education (4 works) · Social Psychology (4 works) · Behavioral and Psychological Studies (3 works) · Mathematics (3 works) · Statistics (3 works) · Task (project management (3 works)