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| Autor/in | Murray, Patricia |
|---|---|
| Titel | Infants' Responsiveness to Modeling vs. Instruction. |
| Quelle | (1987), (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Infant Behavior; Instruction; Modeling (Psychology); Nonverbal Communication; Nouns; Pronouns; Skill Development; Toddlers |
| Abstract | This study compared infants' responsiveness to modeling versus instruction and examined the issue of whether providing supplementary linguistic information makes modeling and instruction more or less effective. A total of 72 infants between 15 and 21 months of age participated in the study. Subjects were randomly assigned to conditions which included variance in (1) teaching method employed: either modeling or instruction; (2) linguistic description provided: none, action label, or action label plus object label; and (3) gender condition. Findings indicated that when the adult did not speak, modeling of a familiar task was more effective than a nonverbal gesture. However, when the adult provided a partial or complete linguistic description, asking infants to perform a familiar task was as effective as showing them what to do. When the infants were taught an unfamiliar task, modeling was significantly more effective in teaching a new skill to boys, but less effective for girls. It is concluded that infants use linguistic information as well as physical models to interpret events and to direct their responses as early as their second year. Although modeling is acknowledged to be a potent elicitor of behavior, the findings indicate that an explicit verbal instruction is also an effective method for teaching older infants. (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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