Effects of Observational Learning, Overt Activity, and Class Placement on Children's Mediated Associative Learning
Bibliographic Data
| ID | 10120835 |
|---|---|
| Authors | Larry E Greeson (University of Miami, corresponding author) |
| Year | 1984 |
| Volume | 110 |
| Issue | 1 |
| Pages | 61-68 |
| Publication date | 1984-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of General Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-1309 • E-ISSN: 1940-0888 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221309.1984.9709948 |
| PMID | 26623955 |
| OpenAlex | W2070286296 |
| Language | EN |
| References cited | 19 |
The present study investigated the effects of instructional training on the generation and use of imaginal- or verbal-associative-learning mediators by third-grade children. Instructional training was based on modeling (active practice) or observation of the generation of associative-learning mediators. Ss (N = 40) served both as models (active generators) and observers of mediated associative-learning responses, alternating on successive trials of the task. Verbal-mediation responding resulted in significantly more effective mediator use and recall performance than did imagery or control responding; this effect interacted with class placement. No difference was found between the modeling and observing conditions, indicating that both are effective in promoting mediated associative learning in young children
Associative learning · Associative property · Class (philosophy · Cognitive psychology · Experiential learning · Mathematics education · Mediation · Observational learning · Recall · Task (project management · Artificial Intelligence · Computer Science · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Mathematics · Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |