Extinction of Liquid Conservation by Observation: Effects of Model's Age and Presence

Robert, Michèle; Charbonneau, Claude

doi:10.2307/1128668

Cited by 11 publications

(6 citation statements)

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“…was tempted to make she just went along with Van., perhaps not wanting to argue. When conservers are led to agree with adults who provide nonconservation answers, there is some justification for believing that the children are simply acceding to the adult, for when retested later (individually) they simply revert to conservation responses (Robert & Charbonneau, 1977, 1978. In the present instance, however, the regression was not temporary.…”

Section: The Influence Of Confidencementioning

confidence: 66%

“…Argument between the conserver (who holds that the amounts are the same) and the nonconserver (who does not) generally results in the nonconserver attaining conservation (Murray, 1982). The effects are not temporary, moreover; researchers who have included a second posttest have reported that the former nonconservers continue to provide conservation responses up to a month later (Ames & Murray, 1982;Robert & Charbonneau, 1977, 1978Silverman & Geiringer, 1973;Silverman & Stone, 1972). Equally importantly, the initially conserving partners do not regress.…”

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confidence: 99%

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When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

Tudge

1989

Euro J Social Psych

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Section: The Influence Of Confidencementioning

confidence: 66%

mentioning

confidence: 99%

When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

Tudge

1989

Euro J Social Psych

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“…Two studies addressed children's conservation skills (Robert, 1983;Robert & Charbonneau, 1977). Second graders who had demonstrated liquid conservation on a pretest observed a peer, older child, or adult model fail similar problems (Robert & Charbonneau).…”

Section: Model Agementioning

confidence: 99%

Peer Models and Children's Behavioral Change

Schunk¹

1987

Review of Educational Research

218

283

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This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an important source of information for gauging behavioral appropriateness, formulating outcome expectations, and assessing one's self-efficacy for learning or performing tasks. Research is reviewed on the effects of model age, model sex, model competence, number of models, and model background. Peer models can foster diverse types of behavioral change in children, but attribute similarity does not automatically enhance modeling. The conditions under which similarity promotes behavioral change are discussed. Future research needs to assess children's self-perceptions, as well as maintenance and generalization of behavioral changes. It is suggested that classroom peers can help train social skills, enhance self-efficacy, and remedy skill deficiencies. Article: Modeling is an important means of acquiring skills, beliefs, and novel behaviors (Bandura, 1986; Rosenthal & Zimmerman, 1978). In school, teachers serve as powerful models for children, but children also are exposed to many peers who are the same age and who often are similar in other ways (e.g., sex, competence). Peer models can affect many aspects of children's lives (Hartup & Lougee, 1975). The purpose of this article is to critically review the literature on peer modeling among children as a function of various model attributes. As used throughout this article, peer denotes a child who is roughly equivalent in development to the observer, model is an individual whose behaviors, verbalizations, and expressions are attended to by the observer and serve as cues for subsequent modeling, and modeling refers to behavioral change that derives from observing others (Berger, 1977; Field, 198 1; Hartup, 1978).

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“…In this situation, the nonconserving members of dyads are highly likely to attain conservation, and continue to provide conservation responses up to a month later (Murray, 1982(Murray, , 1983. Moreover, the conserving members do not regress as a result of interaction, except under unusual conditions (when conserving children view an adult model who provides nonconservation responses [Rosenthal & Zimmerman, 1972, 1978), and then the regression is not stable (Ames & Murray, 1982;Robert & Charbonneau, 1977, 1978.…”

mentioning

confidence: 99%

Processes and Consequences of Peer Collaboration: A Vygotskian Analysis

Tudge

1992

Child Development

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A sample of 162 children aged from 5 to 9 was pretested to discover each child's “rule” for predicting the movement of a mathematical balance beam. Children then worked alone, with a partner who used the same rule, with a partner who was more competent, or with a partner who was less competent. If partners' predictions differed, the dyad members were asked to discuss and reach agreement, but were not given feedback. All children were subsequently given 2 individual posttests. The results revealed that regression in thinking was as likely a consequence as improvement, both proving stable. Benefits accrued primarily to those whose partner was more competent, but understanding of the outcomes of collaboration required attending both to the nature of the rules (whether they allowed consistent or inconsistent prediction) and the shared understanding attained during the paired session.

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Extinction of Liquid Conservation by Observation: Effects of Model's Age and Presence

Cited by 11 publications

References 0 publications

When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

When collaboration leads to regression: Some negative consequences of socio‐cognitive conflict

Peer Models and Children's Behavioral Change

Processes and Consequences of Peer Collaboration: A Vygotskian Analysis

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