Effects of Observational Learning, Overt Activity, and Class Placement on Children's Mediated Associative Learning

Summary

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.