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The Effect of Verbalization of Correct Responses by Performers and Observers on Retention
Milton E. Rosenbaum
Vol. 38, No. 3 (Sep., 1967), pp. 615-622
Stable URL: http://www.jstor.org/stable/1127239
Page Count: 8
You can always find the topics here!Topics: Verbalization, Mazes, Child psychology, Verbal learning, Discrimination learning, Observational learning, Grade levels, Child development, Academic achievement, Observational research
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On a first trial, elementary school children explored a multiple-choice maze. In one condition, performers in the presence of observers called out numbers associated with correct responses. In a second condition, observers called out the numbers. In a third condition, no verbalization occurred. On a subsequent retention test, observers were superior to performers, older children retained more than younger Ss, and Ss who did not verbalize but heard another child call out the numbers did better than Ss in other conditions.
Child Development © 1967 Society for Research in Child Development