THE EFFECT OF A PEER MODEL'S EXPLORATION AND EXPRESSED AFFECT ON THE CURIOSITY OF SECOND-GRADE CHILDREN.
Item
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Title
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THE EFFECT OF A PEER MODEL'S EXPLORATION AND EXPRESSED AFFECT ON THE CURIOSITY OF SECOND-GRADE CHILDREN.
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Identifier
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AAI8302523
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identifier
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8302523
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Creator
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KLEEFELD, CHERYL FUSS.
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Contributor
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Barry J . Zimmerman
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Date
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1982
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The present study was an attempt to experimentally examine the effects of a peer model's exploration and expressed affect on the curiosity of second-grade observers. The effect of these modeling variables were studied on two distinct classes of dependent measures: (1) on a child's verbally expressed curiosity about a given problematic situation, and (2) on a child's subsequent exploratory behaviors and strategies. Also examined were the relationship between teachers' perceptions of children's general level of curiosity and the youngsters' performance on an actual experimental task. The relationship between the children's verbally expressed curiosity and their actual observed exploratory behaviors was also studied.;Public school children participated in four experimental conditions and one control condition in which various levels of exploratory behavior and affective response to a malfunctioning toy were modeled by a second-grade girl. The children's responses to a similar problem were subsequently observed. The subjects were coded for both quantity and type of exploratory behavior. A questionnaire was administered to the subjects immediately following the experimental session, in order to assess the children's understanding and curiosity about the incident. In addition, teachers were asked to rate their children's general curiosity and exploration.;Results of the study revealed that the children imitated the model's exploratory behaviors. Affect of the model appeared to have no effect on subjects' behaviors in the experimental setting or scores on the post-experimental questionnaire. Implications of the results were discussed in relation to the theoretical framework set forth in the first sections of this paper.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
