Proposes that more accurate and persistent learning results from programs which permit students to interact with their environment and that the addition of relevant direct and vicarious experiences can lead to improvements in the learning which takes place in traditional academic courses. (JD)

Explores the relationship between the verbal behavior of student teachers and cooperating teachers over a seven-week student teaching placement. Findings reveal no relationship either between the verbal behavior of the cooperating teacher and student teacher or between that of the student teacher model and the cooperating teacher. (Author)

Presents a modified social learning theory account of the contribution of imitation to sex role development. Subjects of the two experiments described were elementary school boys and girls. (MP)

The influence of the classroom teacher reading orally before the child reads was investigated using as Ss three learning disabled children (8-and-12-years-old). (Author/PHR)

From a review of the literature on modeling processes, observational learning, social learning theory, and vicarious concept learning by young children, the author draws guidelines for the teaching of abstractions to preschoolers. (SJL)

Treatment of a child-abusing mother that used parent skill training and videotape feedback eliminated the physical abuse and provided a more appropriate relationship. (Author/SS)

Two experiments investigated the effects of peer modeling on the acquisition of receptive and expressive language responses. Experiment 1 studied lexical learning among five children who were mildly/moderately developmentally disabled. Experiment 2 investigated the observational learning of receptive and expressive language responses by two…

Discusses some teaching strategies and classroom activities that kindergarten teachers can use to enhance the natural development of writing--from scribbling to writing meaningful messages--in children. (BB)

Twelve proficient peer models without disabilities demonstrated a response chain for a targeted learning task each day and described the steps to three classmates with developmental disabilities, who observed. The peer models performed the response chains accurately and quickly and the students with disabilities acquired the response chains. (DB)

Preschool children (n=32) were evaluated in an unstructured play session, matched for levels of appropriate or inappropriate social behavior, and assigned to a treatment or control condition. The treatment group conditions involved positive reinforcement, modeling, rehearsal, feedback, and time out. Although prosocial behaviors were successfully…

Examined 1 hour of conversation between 12 mothers and their 23-month-old children. Children were more likely to imitate correct grammatical morphemes after mothers' corrective recasting of children's errors than after three types of maternal responses that did not correct an error but did model a morpheme. (BC)

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Videotaped segments from a regular education world geography class were used in teaching three learning-disabled ninth grade students to generalize question-asking and answering skills. Training procedures implemented in a learning resource room were effective in improving generalization of target skills and increasing accuracy scores on…

Describes a study of three infants whose parents presented vocal models for the infants to imitate. Parents presented vocal models both with and without social praise. Infants showed systematic increases in matching after praise was introduced. Nonmatching vocalizations did not increase with introduction of praise. Findings demonstrate generalized…

This paper reviews literature on individualized math instructional techniques with students who have learning disabilities and suggests application strategies for resource teachers and mainstream teachers of low-achieving math students. Techniques described include reinforcement, demonstration plus permanent model, goal setting, and…