THE EFFECTS OF MODELING, INSTRUCTIONAL PROMPTS, AND SENSORY MODALITY ON YOUNG CHILDREN'S ELABORATION (DEVELOPMENT, PAIRED ASSOCIATE TASKS, LEARNING, INSTRUCTION).
Item
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Title
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THE EFFECTS OF MODELING, INSTRUCTIONAL PROMPTS, AND SENSORY MODALITY ON YOUNG CHILDREN'S ELABORATION (DEVELOPMENT, PAIRED ASSOCIATE TASKS, LEARNING, INSTRUCTION).
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Identifier
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AAI8614699
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identifier
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8614699
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Creator
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ROCHA, JEANNINE S.
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Contributor
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Barry J. Zimmerman
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Date
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1986
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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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An experiment was conducted on three aspects (type, form, and developmental trends) of young children's use of elaboration strategies on paired-associate tasks and to explore the efficacy of modeling in presenting these strategies to preschool children and in training them to use these strategies more effectively. During all three phases of the study, children's toys were used as paired-associate stimuli and a recognition assessment procedure was employed. Children at two age levels, 4-year-olds and 8-year-olds, served as subjects.;In Phase 1, 112 4-year-old children were assigned to one of 4 treatment groups: a model's visually-presented elaborations, a model's verbally-presented elaborations, a model's combined visually- and verbally-presented elaborations, and a control group. Forty 8-year-old children were assigned to a control group. The data from this phase indicated that modeling was effective in presenting elaboration strategies to the preschool children. Further, all forms of these modeled elaborations were successful.;Phases 2 and 3 examined the effectiveness of Phase 1 training via modeling in enhancing 4-year-old children's use of elaboration strategies on subsequent learning tasks within a typological framework. At the imposed level, children were instructed to manipulate toys (motoric-productions). At the prompted induced level, children were instructed to use imaginal, verbal, or both imaginal and verbal forms of elaboration strategies. At the unprompted induced level, children received control instructions. The procedures employed during Phases 2 and 3 were identical. Phase 2 was administered immediately after Phase 1 training and Phase 3 was administered after a one-week delayed-time interval.;Results from these phases found that the same overall pattern of children's performances obtained during Phase 2 was also obtained during Phase 3. Additionally, modeling was found to be effective in enhancing the performance of the trained children relative to that of the untrained 4- and 8-year-old children at the prompted induced level during phases 2 and 3 and at the unprompted induced level during Phase 3.;The results from the experiment indicate that preschool children can use elaboration strategies to enhance their paired-associate learning efficiency. However, it is important to both train and to prompt them to use elaborations. Further, modeling is an effective and durable training strategy.
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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
