Assigned 26 kindergarten children to either a sexual abuse prevention program which taught self-protective skills through modeling and active rehearsal (PM) or a program which taught the same skills by having children watch skills modeled by experimenter (SM). Results provide support for greater efficacy of PM relative to SM for learning of…

Hypotheses from self-efficacy theory in the area of children's arithmetic achievement were tested. It was hypothesized that compared with didactic instruction, cognitive modeling would result in higher arithmetic achievement, self-efficacy, and accuracy of self-appraisal. (Author/GK)

Compared model exposure (MOD), role playing (RP), model exposure plus role playing (MRP), and model exposure role playing with videotape feedback (VIDEO). MRP and VIDEO treatments were greater than control procedures. RP treatment was more effective than control procedures on two criteria. (Author/BEF)

Research findings of the past decade related to the use of videotape self-confrontation in educational programs of social work, psychological counseling, and teaching are reviewed, and the effectiveness of self-confrontation as a tool for training is discussed. Elements necessary in a successful program are identified. (Author/MLW)

The author discusses misconceptions about behavior modeling as a management skills training method and elaborates on three major steps in the modeling process: (1) effective demonstration of master performance; (2) guided student practice; and (3) feedback on the quality of student effort. (SK)

Discusses behavior and learning theories and describes a supervisor training program based on behavior-modeling techniques. Reviews research evaluating the effectiveness of this technique in improving supervisors' performance. (SK)

Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)

Investigated whether consultees' problem definition skills could be enhanced by increasing their awareness of processes during consultation. Assigned undergraduates (N=195) to consultation with or without cognitive modeling or to control group. Results revealed that subjects in cognitive modeling group wrote better problem definitions and were…

This study demonstrated that 4 students (ages 6-12) with mental retardation or behavior disorders learned to treat abrasions, as indicated by pretest-posttest generalization probes conducted using nontrained injuries on the participants and another person. Skill acquisition data were roughly equivalent across two training programs (social modeling…

This study compared immediate, short-term effects of different training components on mothers' acquisition of non-directive play skills. Subjects were dyads of 49 mothers and their sons, ages 4 to 6. Mother-son pairs were randomly assigned to one of four conditions. The control group received no training. All other mothers viewed the videotape…

Mentoring is a creative alternative to direct instruction and teaching that provides an emotionally supportive relationship for the protege. Skills of the mentor travel with the protege long after the relationship has ended. Mentoring has become a vehicle to enhance the skills and abilities of one's associates, colleagues, and proteges. Typically,…

Two techniques of videotape recorded modeling for training counselors to ask open-ended questions (OEQ) were examined. Undergraduate peer counselors (N = 18) were randomly assigned to pure video models, corrective video models, or notreatment control. Findings support that a pure video model results in greater learning than a corrective video…

Recommends research-based comprehensive changes in basal reading instruction. Points to the need for purposeful, direct, and text-related reading skill instruction, and for a change in the sequence of the reading lesson, with basal skills being taught prior to reading of the text. (ARH)

This study of third graders examined the relative effects, under two conditions each, of two teaching methods: modeling of the contour drawing process and presentation of predrawn examples. Analysis of children's posttest drawings for visual information content indicated that predrawn examples were more effective than modeling as a teaching…

Used modeling and role playing to strengthen the cognitive and social skills of students in a high school with high dropout and delinquency rates. Subjects who received special training were able to think of more adaptive ways of approaching problematic situations, and perform more effectively in a self-presentation situation. (Author/JAC)